Implementation of positive discipline in selected secondary schools in Limpopo Province, South Africa
| dc.contributor.advisor | Caga, N. | |
| dc.contributor.advisor | Khalo, X. | |
| dc.contributor.author | Thanyani, Ntsieni | |
| dc.date.accessioned | 2025-12-11T13:25:41Z | |
| dc.date.available | 2025-12-11T13:25:41Z | |
| dc.date.issued | 2025 | |
| dc.description | PhD Thesis | |
| dc.description.abstract | The study assessed the implementation of positive disciplinary measures in selected secondary schools in the Vhembe West District of the Limpopo Province, South Africa. The study was premised on the fact that the implementation of positive disciplinary measures remains an elusive process in the Vhembe West District. The study was located in the interpretive paradigm, and it used a qualitative approach and a case study design to examine the issues under review. Purposive sampling technique was used to select participants who were rich informants, and these included 10 secondary school principals, 10 teachers, 20 learners from grades 10-12, and school governing body chairpersons from each selected school. Data was solicited through semistructured one-on-one interviews, focus group interviews, and documentary data. The data were categorised into themes, analysed, and discussed accordingly. The study established that Vhembe West District‘s schools use positive discipline to deal with learner indiscipline in schools. Teachers use different positive disciplinary measures that comprise referral to the code of conduct, detention, manual work, positive reinforcement, demerit system, suspension, etc, in varied ways, and they also lack the necessary skills to fully implement such different positive disciplinary measures. The study revealed challenges such as a lack of training on how to implement positive disciplinary measures. For example, there were no qualified guidance and counselling teachers. The study revealed that teachers were not trained to implement positive disciplinary measures in schools. This failure has resulted in teachers applying common sense when implementing disciplinary measures. The study recommended that the Department of Basic Education should organise workshops for teachers, learners, and parents on the implementation of positive disciplinary measures because some of them do not understand the issue of positive discipline, so they need more training on disciplinary techniques. The Department of Basic Education should also appoint professionals such as school counsellors, psychologists, social workers and security guards to all schools to assist teachers with the problem of learner indiscipline. In-service training is also recommended to enable principals and teachers to know about the current trends in the implementation of positive discipline in schools. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/3418 | |
| dc.language.iso | en | |
| dc.publisher | University of Fort Hare | |
| dc.publisher | Faculty of Education | |
| dc.subject | School discipline--South Africa | |
| dc.subject | Behavior modification--Study and teaching | |
| dc.subject | Education, Secondary--South Africa | |
| dc.subject | Teachers--South Africa | |
| dc.subject | High school students--Conduct of life | |
| dc.title | Implementation of positive discipline in selected secondary schools in Limpopo Province, South Africa | |
| dc.type | Thesis |