Exploring an Integrated Management Approach to address learner discipline in the context of multiple deprivations. a case of King Cetshwayo District Schools
The United Nations Conventions on the Rights of the Child (UNCRC) has located the safety and the protection of the child as the global priority. Therefore, the South African government, citing the Bill of Rights, made it clear that in all matters of the child, ‘the best interests of the child’ were dominant. Moreover, this led to the democratisation of South African education, particularly the learner discipline system. Innovative directives on how to handle discipline were provided in the Constitution: among other things, the abolition of corporal punishment. However, it is believed that the banning of corporal punishment has led to a resurgence of learner indiscipline in schools. This study aimed at exploring an integrated management approach to address learner discipline in the context of multiple deprivations. A qualitative study embedded in the interpretivist paradigm was employed, and especially, the case (King Cetshwayo District) study design was adopted. Data were elicited through interviews (individual and focus group), observation and document analysis. Using purposive and convenience sampling, two SMT members, two educators, one SGB member (the parent component) and one RCL member were the participants that were interviewed in four schools, which made a total of 16 participants. Data were analysed using inductive and content analysis. The findings revealed that in an integrated management approach, learners’ voices are hardly heard by the other stakeholders. This study has also revealed that teachers themselves are not good role models for the learners as some come late to school, and classes are left unattended. They are also not performing their duties as stated in the Schools Act of 1996. The findings have also revealed that the Discipline, Safety and Security Committee was not appropriately instituted, and therefore its functionality and effectiveness were inadequate. Based on the findings, the study recommends that the Department should organise ongoing workshops for SMTs, SGBs, educators and RCLs to capacitate them about their roles in discipline and in education as a whole. The study further recommends that the principals should ensure that all stakeholders are represented in the Discipline, Safety and Security Committee, and ensure decentralisation of decision making so that more suitable disciplinary measures are taken, bearing in mind the social context of the school
integrated management approach, learner discipline, King Cetshwayo district schools
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