A strategy to curb ill-discipline of learners in selected public high schools at Masakhane circuit
This study aims to design a strategy to curb ill-discipline of learners in selected public high schools in Amajuba district. Teachers encounter such problems with learners who often misbehave and they find this a daunting task that requires them to exhibit emotional and social tolerance. It is a worrisome exercise to deal with unruly learners; educators are expected always to smile and exercise emotional intelligence while executing duties on a day-to-day basis in the school environment. Teachers already face a number of challenges, as outlined in the literature review. The objectives of the study are to identify challenges of ill-discipline in public schools, exploring plausible solutions and discussing conditions conducive to curb it. It investigates possible threats that may hinder successful implementation of such a strategy and determines best practices. The theoretical framework that guides this study is Hope Theory (HT), frequently considered in social and emotional learning as encouraging the development of self-awareness. The theory is seen universally as positive, a quality that teachers need to cultivate in themselves as human beings. Hope is part of how they sustain themselves, based on a wish for the best for the learners as individuals or collectively. HT helps people to move beyond critique and pessimism, and empowers them to continue to work for justice, even when the forces of injustice may gain greater power. In the case of ill-discipline, teachers should enter the classroom with hope because even in the most dangerous and desperate situations there is a way out. Education is rooted in hopefulness, and HT emphasises cooperation, teamwork, collaboration, communion, and kindness. In order to design a pioneering strategy to augment the role of teachers in curbing illdiscipline a qualitative research approach was followed that employed most principles of Participatory Action Research (PAR). This ensured a collaborative working environment and power sharing between the researcher and participants. Data in this study was collated through focus group discussions which allowed both parties to explore the topic. The generated data was analysed using Critical Discourse Analysis (CDA) on three levels, namely, textual, discursive, and sociostructural, to scrutinise challenges faced by teachers. Whilst conducting the study it was ascertained that all relevant stakeholders in the school ought to work as a collective. Once findings are implemented, schools should be safe havens for all, v thus promoting effective teaching and learning free from disruption by ill-discipline. In conclusion, the implementation of these viewpoints should eradicate problems in the area under study and, ultimately, in all South African schools experiencing similar problems. Therefore, the study highlights the need for designing a strategy to curb ill-discipline of learners in selected public high schools.
Participatory Action Research, ill-discipline, Critical Discourse Analysis, Hope Theory
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