Reconceptualising student discipline in South African schools: Implications for teachers

Abstract

Background: A safe school environment fosters effective teaching and learning. This study reconceptualises South African high school teachers’ and students’ attitudes towards enhancing school discipline.
Aim: Drawing from Bronfenbrenner’s ecological systems theory and Bandura’s social learning theory, this study explored teachers’ and students’ perceptions of student discipline and how it can be enhanced in South African high schools.
Setting: The study was conducted in selected public high schools in uMkhanyakude District Municipality, KwaZulu-Natal, South Africa, where discipline challenges are frequently encountered.
Methods: A questionnaire survey was administered to 191 respondents (42 teachers and 149 students) from five randomly selected schools. Descriptive, bivariate, and multivariate analyses were used to generate findings.
Results: The study found that both teachers and students believe student discipline needs to be improved. While punishment for misconduct is considered acceptable, respondents prefer non-violent, corrective measures such as detention, extra homework, and clean-up duties. The findings show that effective discipline requires collaborative efforts from both teachers and parents. A positive, non-punitive approach to discipline is favoured.
Conclusion: The study recommends that disciplinary practices in South African schools remain aligned with the Constitution and Schools Act, which prohibit corporal punishment and promote restorative and non-discriminatory approaches. Strong school leadership is crucial for the consistent and equitable implementation of policies.
Contribution: This study contributes to school discipline discourse by highlighting the importance of rights-based, legally compliant disciplinary practices and the significant role of leadership in fostering supportive learning environments.