The role of school management to ensure constructive discipline in secondary schools in the Lulekani Circuit, Limpopo Province

Abstract

The aim of this study was to explore the role of school management in ensuring constructive discipline for effective teaching and learning. This study is based on Skinnerian Model, constructivist paradigm, phenomenological design and qualitative approach. The study was conducted in 4 schools in the Lulekani Circuit of Mopani District. Purposive sampling was used to select a principal and 3 HoDs from each of the 4 selected schools, as participants of the study. Interviews were used to collect data from the participants. Thematic Data Analysis Method was used to analyse the data. An analysis of the data revealed that poor school management, home background, overemphasis on learners’ rights, the media and peer groups contribute to poor discipline in schools. The data revealed that effective implementation of policies and code of conduct, punishing learners who violate code of conduct and stakeholder involvement are the best strategies of maintaining constructive learner discipline.