The role of principals in learners’ behaviour in Motheo district secondary schools, Free State province

Abstract

The aim of the study was to investigate the principals' roles on learners‟ behaviour in Motheo district secondary schools in the Free State province. The study was guided by the invitational theory of practice due to its humanistic approach which enabled the researcher to approach the study qualitatively. The constructivist research paradigm was preferred to allow the researcher's thematic engagement with data. Data were collected through interviews, documents analysis and observations. An ethnographic research design allowed observations to take place. The study re-affirmed that learners‟ behaviour develops throughout years of exposure to the community. The study led to the conclusion that teachers and principals do not use the learners' code of conduct perpetually. The recommendations were made to the provincial department of education to ensure that schools formulate and implement various policies pertaining to bad behaviour. Principals were encouraged to always involve the representative council of learners (RCL) in matters relating to learners. Furthermore, teachers should both teach and supervise learners at all times. The study also suggested various ways that the principals can implement to positively affect learners' behaviour.