Secondary school teachers’ experiences of a zero-tolerance approach to learner discipline

Abstract

One of the most important characteristics of a high functioning educational institution is effective discipline. Discipline is an integral part of every aspect of a school, and successful teaching and learning is impossible without sound discipline. The effectiveness of the disciplinary systems is often determined by the approach that a school takes in implementing disciplinary procedures. This study explored how secondary school teachers experience a zero-tolerance approach to learner discipline in two secondary schools in the Gauteng province. A qualitative case study was conducted and semi-structured interviews were used to gather data. The theoretical framework that underpinned in this study was one where policy implementation is a collaborative process amongst all stakeholders. The participants were thirteen secondary school teachers from two public schools that have adopted a zero-tolerance approach to learner discipline. The schools were purposefully selected to participate in the study. Teachers who participated in the study were from post level one to post level four. The findings of the study show that a zero-tolerance approach is conceptualised as a militaristic time-consuming approach on disciplinary transgressions without exemption and without taking any external circumstances into consideration. Over emphasis on human rights is also a challenge to a zero-tolerance approach as learners often do not acknowledge the responsibility that accompanies the right. In conclusion, the zero-tolerance approach to learner discipline is viable in the sense that all transgressions are addressed firmly and cautiously not to de-humanise teacher-learner interpersonal relationships, reduce social engagement and the duty of care.