Abstract:
This study explored the management of learner discipline in secondary schools of Limpopo province. Teaching and learning primarily depends on a disciplined and respectful environment for learning. Ill-discipline in education systems worldwide has been pronounced a hindrance in schools to achievement education objectives. Using the Skinner Behaviour of Organism theoretical framework, this study adopted a qualitative approach within the interpretivist approach. Using a case study design, five principals and five teachers from secondary schools in the Mvudi circuit of Vhembe district in Limpopo were purposively selected. Data was collected using face-to-face semi-structured interviews and analysed using thematic data analysis steps advocated by Braun and Clarke where the data was familiarised, initial codes generated, potential themes reviewed, themes defined and the report for the study was written. Ethical considerations and trustworthiness were observed when the study was conducted. The study’s findings revealed that ill-discipline continue to ruin teaching and learning in many South African schools. The findings of the study assign this challenge to drug abuse and engagement in cliques’ activities, over-protection of learners by their parents, too many rights provided to learners by South African legislation, limited authority provided to schools to manage discipline and overcrowding in the classrooms. This study recommends that teachers and principals educate parents on school disciplinary policies and procedures, promote school discipline at community events, and involve parents in the discipline of their own children. In order to prevent disciplinary incidents in the classrooms, this study also advises the Department of Basic Education to ensure that teachers respect time on task and instructing the students.
