THE ROLE OF SCHOOL MANAGEMENT TO ENSURE CONSTRUCTIVE DISCIPLINE IN SECONDARY SCHOOLS IN THE LULEKANI CIRCUIT, LIMPOPO
PROVINCE by
PERCY NDHLOVU Student Number: 42707447
DISSERTATION
Submitted in accordance with the requirements for the degree of
MASTER OF EDUCATION
in the subject
EDUCATION MANAGEMENT
at the
UNIVERSITY OF SOUTH AFRICA
SUPERVISOR: Prof RJ Botha CO-SUPERVISOR:
27 AUGUST 2023
DECLARATION
NAME: Ndhlovu Percy
STUDENT NUMBER: 42707447
DEGREE: Master of Education (M. ED)
Exact wording of the title of the dissertation as appearing on the electronic copy submitted for examination:
The role of school management to ensure constructive discipline at secondary schools in the Lulekani Circuit, Limpopo Province.
I declare that the above dissertation is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references.
I further declare that I submitted the dissertation to originality checking software and that it falls within the accepted requirements for originality.
I further declare that I have not previously submitted this work, or part of it, for examination at Unisa for another qualification or at any other higher education institution.
Signature Date 18 February 2023
NDHLOVU, PERCY
DEDICATION
I dedicate this dissertation to my beloved father, Dr MM Ndhlovu, for raising me to be the man I am today. It was also through his motivation, moral and academic support that I was able to attain this very important milestone.
Father, this is for you with love.
ACKNOWLEDGEMENTS
My sincere thanks and appreciation go out to God, as well as the individuals listed below, whose support allowed me to start and finish this study:
1. Professor RJ Botha, my supervisor, for his expert direction, help, inspiration, tolerance, support and supervision. Professor RJ. Botha, I bow to you.
2. The administration staff of the University of South Africa, for all their support throughout my study. Thank you very much.
3. The four principals and twelve heads of departments from four chosen schools in Lulekani circuit in Mopani district of Limpopo Province, who all participated in this study. You helped make this study possible by being cooperative and patient. You are sincerely appreciated.
4. My mentor, Dr M.M. Ndhlovu. I salute him for supporting, guiding and motivating me to work very hard. I’m forever indebted to you.
5. My study mate, Regina Lebeya. I express my gratitude for her motivation and moral support. You are appreciated.
6. My mother Kate, brother Smuts and sisters Debra and Succy for supporting and motivating me to complete this study. Enjoy reading this book.
7. My children Rhulani and Lwandle for being the reason I strive to achieve my goals.
8. Above all, I express my heartfelt gratitude to God for conferring me the wisdom and strength to undertake this study and for renewing my strength day by day. In Him I put my trust. I thank you Almighty God.
THANK YOU ALL
ABSTRACT
The aim of this study was to explore the role of school management in ensuring constructive discipline for effective teaching and learning. This study is based on Skinnerian Model, constructivist paradigm, phenomenological design and qualitative approach. The study was conducted in 4 schools in the Lulekani Circuit of Mopani District. Purposive sampling was used to select a principal and 3 HoDs from each of the 4 selected schools, as participants of the study. Interviews were used to collect data from the participants. Thematic Data Analysis Method was used to analyse the data. An analysis of the data revealed that poor school management, home background, overemphasis on learners’ rights, the media and peer groups contribute to poor discipline in schools. The data revealed that effective implementation of policies and code of conduct, punishing learners who violate code of conduct and stakeholder involvement are the best strategies of maintaining constructive learner discipline.
Key terms: Discipline, Management, learners, principals, SMT, teachers, LRC, parents, code of conduct, SGB, violation.
TABLE OF CONTENTS
PAGES
CHAPTER 1: ORIENTATION OF THE STUDY 1
1.1 INTRODUCTION AND BACKGROUND 1
1.2 RATIONALE FOR THE STUDY 4
1.3 STATEMENT OF THE PROBLEM 5
1.4 RESEARCH QUESTIONS 6 1.5 AIM AND OBJECTIVES OF THE STUDY 7
1.6 PRELIMINARY LITERATURE REVIEW 7 1.7 DEMARCATION OF THE STUDY 9
1.8. CLARIFICATION OF CONCEPTS 10
1.8.1 Discipline` 10 1.8.2 School management 10 1.8.3 Misbehaviour 11
1.8.4 Rights 11
1.8.5 Audi alteram partem 12
1.8.6 Educator 12 1.8.7 Learning 13 1.8.8 Punishment 13 1.8.9 Code of conduct 13 1.9 SIGNIFICANCE OF THE STUDY 14 1.10 SUMMARY OF RESEARCH METHODOLOGY AND DESIGN 15 1.10.1 Research paradigm 15 1.10.2 Research design 15 1.10.3 Research approach 16 1.10.4 Research instruments 16 1.10.5 Population and sampling 17
1.10.6 Data analysis and presentation 17
1.11 RESEARCH ETHICS 18
1.12 ORGANISATION OF THE DISSERTATION 19
1.12.1 Orientation of the study 19
1.12.2 Literature review 19
1.12.3 Research design and methodology 19
1.12.4 Data presentation, analysis and interpretation 19
1.12.5 Findings and recommendations 20
1.13 SUMMARY 20
CHAPTER 2: LITERATURE REVIEW
2.1 INTRODUCTION 22
2.2 THE THEORETICAL FRAMEWORK FOR THE STUDY 22
2.2.1 Introduction 22
2.2.2 The Skinner Model on discipline and its’ concepts 24 2.2.3 The significance of the Skinnerian Model of Discipline 26 2.2.4 Critique of the Skinnerian Model of Discipline 27
2.2.5 Summary 28
2.3 THE IMPORTANCE OF DISCIPLINE IN SCHOOLS 29 2.4 FACTORS WHICH CONTRIBUTE TO POOR DISCIPLINE IN SCHOOLS 33
2.4.1 Introduction 33
2.4.2 Poor home background of the learners 33
2.4.3 Overemphasis on learners’ rights 36
2.4.4 Peer group pressure 37
2.4.5 Poor school management 39
2.4.6 Overcrowded classrooms 41
2.4.7 Lack of learners’ self-esteem 43
2.4.8 The negative effects of the media 44
2.4.9 Lack of peace in the community 45
2.4.10 Summary 47
2.5 THE EFFECTIVE MANAGEMENT OF DISCIPLINE IN SCHOOLS 47
2.5.1 Introduction 47
2.5.2 Strategies for the effective management of discipline in schools 49
2.5.2.1 Building a behaviour-influencing rapport 49
2.5.2.2 Code of conduct 50
2.5.2.3 Reduced class sizes 52
2.5.2.4 Parental involvement 52
2.5.2.5 Role modelling 54
2.5.2.6 Empathy 56
2.5.2.7 Merits and demerits management system (MDMS) 58
2.5.2.8 Praising as reinforcement of good behaviour 59
2.5.2.9 Effective instruction 60
2.5.2.10. Punishment 62
2.5.3 Summary 65
2.6 CONCLUSION 65
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
3.1 INTRODUCTION 67
3.2 RESEARCH AIM AND OBJECTIVE 67
3.3 RESEARCH QUESTIONS 67
3.4 RESEARCH DESIGN 68
3.5 RESEARCH APPROACH 69
3.6 RESEARCH PARADIGM 70
3.7 POPULATION AND SAMPLING OF THE STUDY 73
3.7.1 Study population 73
3.7.2 Sampling technique 74
3.7.3 The study sample 74
3.7.4 Biographical information of the participants 75
3.7.5 Coding of participants 76
3.8 PILOT STUDY 77
3.9 DATA COLLECTION 78
3.9.1 Literature review 78
3.9.2 Interviews 78
3.9.2.1 Individual interviews of principals 80
3.9.2.2 Individual interviews of HODs 81
3.10 DATA ANALYSIS 82
3.11 LIMITATIONS OF THE STUDY 85
3.12 TRUSTWORTHINESS OF THE STUDY 85
3.12.1 Credibility 86
3.12.2 Transferability 87
3.12.3 Dependability 87
3.12.4 Confirmability 87
3.13 RESEARCH ETHICS 88
3.13.1 Obtaining permission to conduct the study 88
3.13.2 Informed consent 88
3.13.3 Voluntary participation 89
3.13.4 Right to privacy 89
3.13.5 Palgiarism 89
3.13.6 Minimisation of risk to participants 90
3.14 CONCLUSION 90
CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF
RESEARCH DATA 91
4.1 INTRODUCTION 91
4.2 RESEARCH QUESTIONS 91
4.2.1 Primary research question 91
4.2.2 Secondary research questions 91 4.3 THE PRESENTATION AND ANALYSIS OF DATA FROM PRINCIPALS 92 4.3.1 Category 1: The main factors contributing to ill-discipline 93
4.3.2 Category 2: The challenges encountered by principals and teachers 100
4.3.3 Category 3: The impact, consequences or effects of ill-discipline in schools105 4.4.4 Category 4: The strategies that can be implemented by school management to maintain constructive learner discipline 111
4.4 PRESENTATION AND ANALYSIS OF DATA FROM HoDs 116
4.4.1 Category 1: The main factors contributing to ill-discipline 118
4.4.2 Category 2: The challenges encountered by principals and teachers 124
4.4.3 Category 3: The impact, consequences or effects of ill-discipline in schools129 4.4.4 Category 4: The strategies that can be implemented by school management to maintain constructive learner discipline 135
4.5 CONCLUSION 143
CHAPTER 5: SUMMARY, FINDINGS, RECOMMENDATIONS AND CONCLUSIONS 5.1 INTRODUCTION 144
5.2 SUMMARY OF THE STUDY 144
5.3 FINDINGS FROM THE STUDY 147
5.3.1 Findings regarding research objective 1: The main factors contributing to ill- discipline among learners in schools of Lulekani Circuit 147 5.3.2 Findings with regard to research objective 2: The challenges encounteredby
managers and teachers in ensuring constructive school discipline 150 5.3.3 Findings with regard to research objective 3: The impact of ill-discipline on
successful teaching and learning. 151
5.3.4 Findings with regard to research objective 4: The strategies implemented by school management to maintain constructive learner discipline 152 5.4 RECOMMENDATIONS OF THE STUDY 154 5.4.1 Recommendation of the study with regard to research objective 1: The main
factors contributing to ill-discipline among learners in schools. 154 5.4.2 Recommendation of the study with regard to research objective 2: The
challenges encountered by managers and teachers in ensuring constructive
school discipline. 155
5.4.3 Recommendation of the study with regard to research objective 3: The impact of ill-discipline on successful teaching and learning. 155 5.4.4 Recommendation of the study with regard to research objective 4: The
strategies that can be implemented by school management to maintain
constructive learner discipline 156
5.5 CONTRIBUTION OF THE STUDY 157
5.5.1 Contribution of the study with regard to research objective 1: The main factors contributing to ill-discipline of learners 158 5.5.2 Contribution of the study with regard to research objective 1: The challenges
encountered by managers and teachers in ensuring constructive school
discipline 158
5.5.3 Contribution of the study with regard to research objective 2: The impact of ill- discipline on successful teaching and learning. 159 5.5.4 Contribution of the study with regard to research objective 3: The strategies that
can be implemented by school management to maintain constructive learner
discipline 160
5.6 RECOMMENDATIONS FOR FUTURE RESEARCH 161
5.7 CLOSING REMARKS 161
REFERENCES 163 TABLES
Table 3.1: The sample of the study 75
Table 3.2: Biographical information of participants 76 Table 3.3: Codes allocated to participants of the study 77 Table 3.4: Research objectives and research questions 80 Table 4.1: Main categories of data collected from principals 92 Table 4.2: Main categories of data collected from HODs 117 FIGURES
Figure 1.1: Districts and Municipalities of Limpopo Province 9
Figure 3.1: Thematic data analysis method 82
APPENDICES
Appendix A: Proof of registration 195
Appendix B: Request for permission from the Limpopo Department of Education 196 Appendix C: Approval of research from Limpopo Department of Education 198 Appendix D: A letter to principal requesting permission to conduct research in the
school 199
Appendix E: A letter to participants requesting them to participate in the study to conduct research in the school 201 Appendix F: Interview schedules of principals 204
Appendix G: Interview schedules of HODs 205
CHAPTER 1
ORIENTATION TO THE STUDY 1.1 INTRODUCTION AND BACKGROUND
According to Faroog (2014:45), the “concept school discipline is a system that is made up of a code of conduct, punishment and behavioural strategies that regulate learners and keep order in the school and classrooms.” The purpose of school discipline is to manage the behaviour, habits, attitudes and actions of learners in the school to ensure that teaching and learning can proceed successfully (Sharma, 2016). According to Osman (2017), discipline is very important in schools because ill-discipline and bad behaviour disrupts education in many schools and tackling this is like improving teaching and school performance.
According to Osman (2017), effective discipline management in schools is an essential component of high quality educational institutions since it exemplifies the principles that are absolutely necessary for a school to run smoothly. This also implies that there should be effective teaching of high standard as well as excellent performance of all the learners. Good management of discipline in the school also contributes to effective school administration. The principal, as the leader of the School Management Team (SMT), is the overall organizer, coordinator and supervisor of all the school activities, which include managing school discipline effectively, according to the South African Schools Act (SASA) 84 of 1996 (RSA, 1996a). Therefore, general school discipline is mainly reliant upon the principals’ administrative and leadership skills, since they are in charge of all the school matters.
Chaplain (2003) states that the principal along with the SMT is responsible for strategic planning, including determining the direction of the school in terms of behaviour.
According to Van Buuren (2013), teachers are also in charge of overseeing and upholding good discipline in schools. The role of the teacher in managing and maintaining good discipline is confirmed by Asmal (2002) who asserts that teachers are responsible for implementing classroom discipline management policies. They should also involve other stakeholders such as parents in maintaining good discipline.
Parents play pivotal role in the discipline of learners due to the fact that discipline starts
at home and it is imperative for the parents to have a say in how their children behave in schools (Mwamwenda, 2004). The parents have a legal responsibility to ensure that their children behave well in the schools.
Jones and Jones (1986) emphasise that ineffective school administration and management contributes lack of discipline in schools. Without a firm and fair code of conduct (or no code of conduct at all), which is enforced consistently, learners get a chance to misbehave. This opinion is supported by Kimani (2013), who asserts that schools with disciplinary problems are characterized by, inter alia, alcohol consumption, drug abuse, truancy, late coming, cultism, insulting others, deviant behaviour, assaulting others, theft, marijuana use, participation in activist protests and rioting. This means that the discipline of learners has a major impact on the development and success of schools. In other words, the discipline of learners in all schools is a very critical and valuable cornerstone of the academic performance of the learners. In order to have effective learning, schools should lay down explicit rules that will govern, manage, control and guides the behaviour of its members, the majority of whom are learners.
Despite the significance of discipline on the success of schools, research revealed that managing school discipline is a serious challenge in South Africa (Osman, 2017;
Du Plessis, 2018). According to the Department of Basic Education (DoBE, 2014), there had been numerous media stories concerning lack of discipline in schools in South Africa which culminated in violence against learners and teachers. These and others have captured the attention of the nation. The 2014 statistics study report from the South African Institute of Race Relations (Republic of South Africa, 2014) shows that only 23% of learners feel safe at school. Then, this puts the number of those feeling unsafe at 77%. A study conducted by Osman (2017), revealed that inappropriate conduct and ill-discipline impedes education in many schools in South Africa. The problem of ill-discipline in South African schools is supported by Du Plessis (2018) who asserts that many South African schools have disciplinary problems and the situation is deteriorating. Du Plessis (2018) indicates that poor discipline in South African schools was worsened by poor school management and the elimination of physical punishment.
Poor discipline in many South African schools increase drastically after the democratization of the South African school system after independence in 1994 (Du Plessis, 2018). This perspective is supported by Daniel (2018), who indicates that many educational institutions of South Africa have gradually turned into dangerous and violent places for both learners and teachers. In this regard Motshekga, the Minister of Basic Education, admits that the contemporary spate of ill-discipline is disrupting effective learning in schools.
As a member of the Convention on the Rights of the Child, South Africa was obligated to enact laws and also take social, academic and administrative measures to protect the child. After independence, disciplinary measures like physical punishment were banned in order to respect and preserve the rights of children. New legislations and policies were promulgated, such as the South African Constitution Act 108 of 1996 (RSA, 1996b). Section 12 of this Act declares that everyone has the right not to be treated or punished in a manner that is cruel, inhuman or degrading. Other legislation such as the National Education Policy Act of 1996 (RSA, 1996c) affirms that it is illegal for any person to apply corporal punishment or inflict psychological or physical harm to a learner at any educational institution. Therefore, Section 10.1 of South African Schools Act of 1996 (RSA, 1996a) prohibited corporal punishment in schools from 1996 onwards. According to the SASA of 1996, corporal punishment infringes on a person’s right to freedom and security, which means that people have the right not to be treated or punished in a cruel, inhumane or degrading way (RSA, 1996a).
The abolishment of corporal punishment contributed to poor discipline in many South African schools and this was because many teachers relied solely on corporal punishment (Du Plessis, 2018). Ill-discipline was and still is worsened in schools due to the fact that a lot learners and their parents overemphasize their human rights at the expense of their obligations (Moyo, Khewu & Bayaga, 2014). Many South African teachers do not know what to do to replace corporal punishment. According to the SASA (RSA, 1996a), teachers must establish practical alternative measures to be able to deal with discipline. This brings to the fore the dilemma schools face in attempting to balance respect for children’s rights with finding effective and meaningful measures to address learners’ misconduct without violating their rights as human beings.
School discipline is therefore a prominent factor influencing the effective management of teaching and learning in South African schools. The SASA (1996a) emphasizes that effective management of discipline in the school is the duty of the teachers. The national and provincial sectors of the Department of Basic Education designed school regulations to be adhered to and also gave the schools the responsibility of designing the codes of conduct of the schools (DoE, 2008). It is also the responsibility of every school to see to it that discipline is maintained at all times in the school. Schools need to establish functional alternative measures that will help them to deal with indiscipline.
The challenges identified above are common in secondary schools in the Limpopo Province (Lumadi, 2020). On the 26th February 2018, a 16-year-old learner of Denga Tshivhase High School, in Phiphidi Village, Thohoyandou, fatally shot an 18-year-old fellow learner and injured two others, allegedly in the middle of a heated altercation at the school premises (Ramothwala, 2018). In the same year, at Malebogo High School, in Senwabarana, an intense argument led to the fatal stabbing of an 18-year-old learner to death with a sharp object by a grade 9 learner. In April 2021, a 15-year-old schoolgirl was arrested and charged for assaulting fellow learner at Mbilwi Secondary school in Thohoyandou, who was later declared dead (Bhengu, 2021).
As a secondary school teacher at Lulekani Circuit, in Phalaborwa, I can reveal that the schools in this area are not an exception with regard to the state of discipline of learners in our school and other schools. Our school, for example, is also affected by poor discipline and violence of learners. Therefore, the focus of this study is on the role of school management to ensure constructive discipline at secondary schools in Limpopo Province’s Lulekani Circuit.
1.2 THE RATIONALE OF THE STUDY
As a secondary school teacher in Lulekani Circuit in Phalaborwa Municipality, the researcher was triggered to embark on this study due to the collapse of discipline in our school and other schools in Lulekani Circuit. According to Du Plessis (2015), there are currently many discipline-related problems in South African schools and the situation is worsening day by day. This view is confirmed by Nthathe (2017) who indicates that crime and violence have become a common feature of many South African schools. Schools in Phalaborwa area in Limpopo Province are also affected
by ill-discipline and violence of learners. According to Mohapi (2014), the discipline that challenges teachers and other role players in education daily, is both complex and possesses multiple meanings. It is only a few schools that experience good discipline which is conducive to effective teaching and learning. Other studies were conducted in South Africa, about the challenges encountered by educators in managing learner discipline, but until now, there are still challenges of poor discipline experienced by teachers in schools. For example, a study conducted by Nene in 2013, at University of KwaZulu-Natal, focused on problems educators face regarding learner discipline in primary and secondary schools (Nene, 2013). Other similar studies were conducted by Chauke (2009) in Mamelodi secondary schools, Mabuza (2021) in Limpopo Province schools, Mohapi (2014) in Nkangala District and Osman (2017) in Johannesburg schools. These studies contributed to the discipline of learners but there are currently still many challenges of learner discipline in schools of South Africa.
These challenges indicate that there is still a gap in the maintenance of discipline in schools, and this also motivated me to conduct this study.
The researcher’s school like other schools in Lulekani Circuit, are characterised by poor discipline of learners. In the school where the researcher is working as a teacher, and other schools in the circuit, many learners come to school very late, are disrespectful towards teachers, go home during lunch break, are often absent from school, bunk many classes, make a lot of noise in the classrooms, are always involved in fights, smoke at school and do not do homework. In our school, a considerable amount of time that should be spent on curriculum issues, is instead utilized by teachers to address discipline - related matters. The long academic and teaching time that is lost when controlling misbehaving learners, contributes to poor academic performance of learners in the circuit. The researcher is therefore motivated to conduct this study in order to understand effective management of discipline in the schools.
1.3 STATEMENT OF THE PROBLEM
The major problem of this study is the poor discipline of learners and poor maintenance of good disciple by school management in order to ensure constructive discipline at secondary schools in the Lulekani Circuit, Limpopo Province. This year, in our school, a grade 9 learner stabbed another grade 9 with a sharp instrument following an intense
altercation. Fortunately, the boy survived after being taken hospital. What made this particular incident more concerning was that it took place inside the classroom while the teacher was busy conducting a lesson. The above incidences are very serious challenges for teachers and learners because they are always unsettled and afraid of the environments which are not suitable for effective teaching and learning. In many schools, ill-discipline leads to uncontrollable learners in the classroom where some learners intimidate teachers. Teachers are also demoralized by the behaviour of learners, thus making completion of the year’s planned curriculum programs difficult.
While some educators do manage to maintain good discipline in their classrooms, their colleagues struggle to accomplish the same. With corporal punishment being outlawed, and the South African state being unable to put in place alternative or more effective disciplinary systems in schools, discipline continues to be one of the serious challenges in schools (Kapueja, 2014).
According to Du Plessis (2015), there are currently many discipline problems in South African schools and the situation is getting worse. Du Plessis (2015:12) further indicates that without proper management of discipline problems in South African schools, the department of education will be placed in a crisis. This view is confirmed by Daniel (2018:06), who indicates that many educational institutions of South Africa have gradually become more dangerous and violent for both learners and teachers and Angie Motshekga, the Minister of Basic Education, admits that the contemporary spate of ill-discipline is disrupting effective learning in schools.
1.4 RESEARCH QUESTIONS
In the light of the discussions above, the main research question for this study can now be phrased as follows:
How can school management ensure constructive learner discipline for successful teaching and learning in the Lulekani Circuit of Limpopo Province?
This main primary research question can now be divided into the following secondary or sub-questions:
• Which challenges do school managers and teachers encounter in ensuring constructive school discipline in the Lulekani Circuit?
• What are some of the main factors contributing to ill-discipline among learners in this circuit?
• How does ill-discipline in this circuit affect successful teaching and learning?
• Which strategies can school management introduce to contribute to constructive learner discipline in the Lulekani Circuit?
1.5 AIM AND OBJECTIVES OF THE STUDY
The aim of this study is to explore the role of school management in ensuring constructive discipline for successful teaching and learning in Lulekani Circuit of Mopani District in Limpopo Province. The objectives of the study are to
• determine which challenges do school managers and teachers encounter in ensuring constructive school discipline in the Lulekani Circuit;
• investigate some of the main factors contributing to ill-discipline among learners in this circuit;
• research how ill-discipline in this circuit affects successful teaching and learning; and
• introduce new strategies to enable school management to contribute to constructive learner discipline in the Lulekani Circuit.
1.6 PRELIMINARY LITERATURE REVIEW
The term “preliminary” refers to something that precedes or is introductory or preparatory (Merriam-Webster, 2015) or coming before a more important action or event especially introducing or preparing for it (Cambridge Dictionary, 2023). The concept “literature review” refers to a survey of scholarly articles, books and other sources relevant to a particular issue, area of research or theory and by so doing, providing a description, summary and critical evaluation of these works (Ramdhani, Ramdhani & Amin, 2014). The focus of this study is the role of discipline on the effective management of schools. The aim of this section is therefore to provide an introduction or preparation of literature review on the role of school management in ensuring constructive discipline for successful teaching and learning, which will be presented in chapter 2.
The concept `discipline’ originated in Latin from the concept `disco’ and it refers to learning, while the term `disciplina’ refers to the transmission of knowledge to the learner (Bowen, 2014). Discipline refers to the type of regulation implemented in order to try to reach desired standards or follow desired rules of engaging in a valued activity (Sonn, 2016). It represents the comprehension of what is correct and incorrect (self- discipline) which entails more than merely obedience to instructions (Sonn, 2016).
According to Wilson (2015) discipline is a type of moral force that a person should submit to, otherwise it would be very complicated to involve themselves in any ‘valued activity’. Le Mottee (2015:34) provides a valuable explanation of discipline as follows:
Discipline has is not related to controlling troublesome or other unacceptable bad behaviour. Discipline involves all activities for ensuring a safe and valuing environment so that the rights and requirements of people are safeguarded, respected, and vindicated.
In other words, school discipline means that teachers must exercise their authority in the best interest of the learner with emphasis on the managing and developing of self- discipline, independence and maturity.
According to Osman (2017:05), discipline is very important in schools because ill- discipline and bad behaviour disrupts education in many schools and tackling this is like improving teaching and school performance. Osman (2017:06) adds that good management of discipline in school is a key to good quality school because it shows the values that are absolutely imperative for a well-functioning school and this will lead to effective teaching of high standard as well as excellent performance of all the learners. Schools with poor discipline of learners, are characterised by high level of violence. This opinion is corroborated by Nthathe (2017:02) who indicates that crime and violence has become a common feature of many South African schools. Nthathe (2017:02) emphasise that the only way of avoiding school violence and crime in schools is to manage discipline effectively. Rules for behaviour are therefore required in schools in order to set limits on what can or cannot be done by the learners.
Many people erroneously equate ‘discipline’ with ‘punishment’. Disciplined behaviour means behavioural patterns that symbolise respect and responsibility (Kourkoutas &
Wolhuter, 2014). According to these authors, self-discipline refers to achieving disciplined behaviour through one’s own efforts rather than through external monitoring or force. Punishment does not promote self-discipline, but only stops misbehaviour in that instance. While punishment may fulfil a short-term goal, it interferes with the accomplishment of the long-term goal of self-control (Kourkoutas &
Wolhuter, 2014). During the previous dispensation, corporal punishment was the commonly used form of punishment in schools. The full literature review, which focuses on the role of school management in ensuring constructive discipline for successful teaching and learning, is presented in chapter 2.
1.7 DEMARCATION OF THE STUDY
The demarcation of the study refers to the creation of the borders of the research problem area within which the research will be conducted (Babbie, 2014). This study was carried out in four secondary schools of Lulekani Circuit of Ba-Phalaborwa Municipality of Mopani District in Limpopo Province. Limpopo Province, one of the nine provinces of South Africa, is made up of five districts, namely, Capricorn, Mopani, Sekhukhune, Vhembe, and Waterberg (Mopani District Municipality, 2014). Figure 1.1 below indicates the five districts and 25 municipalities of Limpopo Province.
Figure 1.1: Districts and municipalities of Limpopo Province
Mopani District consists of 5 municipalities, namely; Ba-Phalaborwa, Greater Giyani, Greater Letaba, Greater Tzaneen and Maruleng Municipalities (Mopani District Municipality, 2014). The capital city of Limpopo Province is Polokwane city, which is found in Capricorn Municipality. Although the study has national and provincial relevance, time and financial constraints dictated that this study be delimited to the Lulekani Circuit of Ba-Phalaborwa Municipality of Mopani District in Limpopo Province.
1.8 CLARIFICATION OF MAJOR CONCEPTS
The key concepts on the management of learner discipline, that frequently feature in this study will be defined in this section in order to enable the reader to comprehend the contexts in which they are being used.
1.8.1 Discipline
From a Biblical perspective, the term “discipline” is derived from the term “disciple”
which means a follower of the doctrines of an educator (Collins, 2002). According to Rossouw (2003), the term “disciple” refers to a disciplined person and the term
“discipline’ is an act of providing the learner with the necessary skills that will help prepare him to act as an accountable and effective disciple. Similarly, the concept
“discipline” is described by Sonn (2016), as the kind of order involved in trying to uphold suitable standards or to conform to rules that are acceptable for engaging in a valued activity. According to Le Mottee (2015) discipline is all about ensuring a safe and valuing environment in which the rights and needs of people are respected, vindicated and safeguarded. Based on the definitions outlined above, school discipline means a system consisting of code of conduct, punishment and behavioural strategies that regulate learners and keep the school and classrooms in order. In the context of this study, discipline relates how order is arranged in a constructive manner so that teaching and learning can be realised.
1.8.2 School management
The term “management” is a process or series of activities which include planning, organizing, leading and control that gives the necessary direction to the organization such as the school, so that its objectives can be achieved (van Deventer & Kruger, 2010). Mintzberg (in van Deventer & Kruger, 2010), describes a manager as a liaison
officer, leader and ceremonial head, responsible for giving speeches, directs, motivates, inspires and networking with various people, distribution of information, allocation of resources and maintenance of order and development. Managers, such as school principals and heads of department, occupy formal positions and that place on them the responsibility to planning, organize, lead and control. In the context of this study, school management refers to the school management team that is made up of principals, deputy principals and heads of departments, which is responsible for planning, organising, leading and control of the measures that are put in place to uphold discipline in schools.
1.8.3 Misbehaviour or delinquent behaviour
According to Charles (2002) the concept “behaviour” refers to everything that is done by people, whether good or bad, right or wrong, helpful or useless, productive or wasteful. The term “misbehaviour” on the other hand, is a type of behaviour which is inappropriate for the setting or situation in which it occurs, and it occurs on purpose, or else out of ignorance of what is expected (Charles, 2002). Misbehaviour also refers to delinquent behaviour which is also described as when one behaves in a manner that is considered inappropriate for the particular setting or situation in which it occurs, some of which might occur inadvertently while others can be intentional (Bekink &
Brand, 2000). For the purpose of this investigation, misbehaviour and delinquent behaviours are used to refer to behaviour that is antisocial, such as acts of aggression, noncompliance, bullying, intimidation and sexual harassment, assault, drug and alcohol crimes, rape, murder and serious destruction of property (Bekink & Brand, 2000).
1.8.4 Rights
A right implies the prerogative to claim something to which you are entitled or something you are entitled to have done (Sekiwu, & Naluwemba, 2014). A right is also defined as an authority to perform something (Sekiwu, & Naluwemba, 2014). This study will focus on the effective management of discipline but without any violation of learners’ rights. Section 12(1) of the Constitution of South Africa, declares that all citizens of South Africa possess the right to security and freedom, including the rights not to be tortured, treated or punished in a cruel, inhumane or degrading way and to
be free from all forms of violence (Republic of South Africa, 1996). This study will analyse how the teachers should manage the schools in order to ensure that learners do not abuse their rights.
1.8.5 Audi alteram partem
According to Schneiderman (2016), the concept “audi alteram partem” is a Latin concept which means “hear the other side” (Schneiderman (2016). Schneiderman (2016) indicates that the audi alteram partem rule is an ancient rule that has existed since the dawn of time. This cardinal principle implies that no person should to be judged without being heard. The aim of this study is to explore effective management of discipline in schools. The teacher must always speak with the learners who violate school regulations in order to understand why the regulations were violated.
1.8.6 Educator
The term “educator” means any person who teaches or trains other people at an educational institution or helps in providing education services or educational auxiliary or support services (Department of Education, 1996). Similarly, Deventer and Kruger (2005) describe the term “educator” as any person who is tasked with the responsibility to teach, educate, train or provide therapy or educational intervention in schools. An educator is also described as a person who is responsible for formal or informal teaching of learners at various types of educational institutions and educational levels, and includes teachers, lecturers and parent and youth counsellors (Department of Education, 1997). According to the National Education Policy Act, Act No. 27 of 1998, the term "educator" refers to any person who imparts knowledge, trains or provides educational support to another person in any institution of learning or (Department of Education, 1997). Similarly, Caena (2011), describes the term “educator” as a person who provides education to pupils and students or an individual who assists others to gain experience, skills, knowledge and ethics or morality. For the purpose of this research the term “educator” will be used to refer to a secondary school person who provides education to learners, ensures that there is good discipline in the school, helps the learners to find the best instructional path and who leads in the child’s journey to adulthood.
1.8.7 Learning
According to Osman (2017) the main aim of good management of discipline in school is the improvement of teaching and learning. According to Woofolk (2010) learning is a process through which a permanent change in knowledge or behaviour, is caused by experience. According to Schunk (2008), we learn every day of our lives, meaning that learning does not always only take place in schools. Therefore, to qualify as learning, this change must be brought about by experience, that is, by the interaction of a person with his or her environment. In accordance with the South African Schools Act Number 84 of 1996, the concept “learner” refers to any person, be it a child or an adult, who receives education or must receive education (Department of Education, 1996). In order to receive education or learn effectively, the learners must be disciplined by conforming to the school’s rules and regulations.
1.8.8 Punishment
Punishment means providing a consequence that is aimed at decreasing the likelihood that bad behaviour will be repeated (Kauffman, Mostert, Trent & Pullen, 2006). Among the forms of punishment applied in schools are corporal punishment, detention, suspension and removing a disruptive learner from the classroom (Chisholm, 2007).
A corporal punishment is therefore a physical punishment inflected on the body or the infliction of the pain by an educator or other educational official upon the body of the learner as a penalty for doing something which has been disapproved of by the punisher (Maree, 1995).
1.8.9 Code of conduct
A school code of conduct is rules set that outlines the social norms and proper practices of the learners because every life situation requires rules in order to create order and discipline (Chaplain, 2003). Kapueja (2014) stipulates that the purpose of a code of conduct is the provision of order, consistency and the establishment of a disciplined and purposeful school environment where quality learning is maximized.
The code of conduct is irreplaceable when it comes to the establishment and maintenance of an environment conducive to learning as well as the creation of order, non-violence, and safety in the school (Bray, 2005). As is the case with many other facets of our lives, the effective inculcation of discipline in schools or classroom is
reliant on certain rules. The schools require a set of rules which are aimed at setting limits on what can or cannot be done as well as maintaining order and discipline.
1.9 SIGNIFICANCE OF THE STUDY
The researcher is of the view that the findings of this study will be relevant to various stakeholders, including parents, educators, learners, the community as well as the Department of Education. According to Otieno (2012), discipline is a system of guiding the learners to make reasonable decisions and good management of discipline saves substantial resources and time for the stakeholders. The findings of this study could assist school managers to learn about various disciplinary measures and thus be able to deal and maintain an effective disciplinary code of conduct for learners. The study could also make teachers aware of the causes of disciplinary problems among learners and may endow teachers with strategies and methods to manage and improve the discipline of learners in schools. The findings of the study could also bring about transformation of the approach and strategies of managing discipline, especially in an era when corporal punishment of children is illegal in schools. Instead of passing judgements on educators for lack of discipline in their schools, this study is rather aimed at contributing to an understanding of the importance of the role of discipline, and awareness of the legal aspects concerning the management of discipline and violence in schools.
The findings of this study could also be beneficial to the parents of learners and the entire community. It is the desire of all parents and the community at large for their children to be disciplined in schools in order to prevent violence and crimes in homes and in the community. Discipline is regarded as one of an important and valuable factor in the learning environment, and it is imperative for teachers to exercise their authority in the best interest of the learner with emphasis on the development of self-discipline, independence and maturity. The researcher also believes that the findings of this study may contribute to improved academic performance of learners, because poor discipline disrupts teaching and learning, which the South African Department of Basic Education must be alert of. The findings of this study could also assist the Department of Basic Education to amend their policies to qualify, compete and match other countries’ school discipline policies. The findings could also assist the Departments of
Health and Social Development to provide guidance and counselling to teachers and learners.
1.10 SUMMARY OF RESEARCH DESIGN AND METHODOLOGY
This section provides a summary of the research paradigm, research design, research approach and research methodology which guided the study. The concept `research methodology’ is described as a set of specific procedures, tools and techniques used to gather and analyse data within the context of a particular paradigm (Kumar, 2011).
1.10.1 Research paradigm
According to Wahyuni (2012), a research paradigm consists of the researcher’s beliefs and assumptions about the world, and this is important in guiding the researcher to conduct valid and reliable research. This study is based on a constructivist paradigm.
Constructivism believes that reality is created by social circumstances and people’s opinions about it (Wahyuni, 2012). According to Rahi (2017), constructivism or interpretivism, is based on the belief that reality is established by social factors and people’s understanding of such factors. This implies that people have different assumptions, experiences and backgrounds which contribute to the establishment of different realities. In other words, constructivism is correlated with subjectivity and that social reality may change and can have diversified realities. The aim of conducting research using constructivist paradigm is to provide an explanation of events through engaging the world, instead of verifying measurable, objective and factual data. The constructivist paradigm allowed me to interview participants from different backgrounds, assumptions and experiences with the aim of understanding the role of effective management in ensuring constructive discipline for successful teaching and learning.
1.10.2 Research design
The research design refers to a blueprint or plan of action to be followed to complete the study (Mouton, 2009). According to Pandey and Pandey (2015), the concept research design refers to the plan or framework for a study, which is used as a guide in gathering and analysing the data. This study made use of a phenomenological research design to investigate the management of discipline in schools. According to
McMillan and Schumacher (2010) the role of the phenomenologists is to understand social and psychological phenomena or circumstances from the understanding of the people who are involved.
1.10.3 Research approach
This study was guided by a qualitative research approach. According to Denzin and Lincoln (2017), the concept `qualitative’” means an accentuation of the characteristics of entities and methods and the explanations that are not experimentally examined or evaluated in terms of quantity, amount, intensity or frequency. According to Denzin and Lincoln (2017: 68), the word “qualitative” means an accentuation on the characteristics of entities and procedures and on explanations that are not experimentally examined or measured in terms of quantity, amount, intensity or frequency. Qualitative researchers emphasise the socially created nature of reality, the affectionate relationships between the researcher and what is studied, and the situational constraints that shape the research (Denzin & Lincoln, 2017). Qualitative researchers rely on miscellaneous truth or authenticity, are dedicated to comprehending the situations under investigation and are committed to the acknowledgment of viewpoints of the participants (Streubert-Speziale & Carpenter, 2014).
In this study a qualitative approach was used because it enabled the researcher to conduct a study in a manner that reduced or eliminated disruption of the natural context of the phenomenon under study. I also opted for qualitative research approach because it permitted me to supply descriptive data which is normally, drafted, uttered or oral words of human beings (Brynard & Hanekom, 2014).
1.10.4 Research instruments
In this study, individual interviews were used to collect data from the school principals and educators. In this research the interview was aimed at gathering information relating to the participants’ experiences, understandings and feelings regarding the role of management on effective discipline in secondary schools of Lulekani Circuit in Mopani District of Limpopo Province. In this study 4 principals and 16 educators from 4 selected schools were interviewed. The interviews involved asking questions,
recording and documenting of responses, as well as intense probing for deeper meaning and comprehension of the responses. An interview schedule was used to conduct the interviews. An interview schedule is a set of questions that serves as a guide to the interviewer through the interview. With permission from the participants, the researcher tape-recorded all the interviews as they took pace.
1.10.5 Population, sample and sample technique
Research population represents the complete group of persons or set of objects the researcher is interested in obtaining information and drawing conclusions about (Schooenenboom & Johnson, 2017). The population of this study will be school principals and educators of the secondary schools in the Lulekani Circuit, Limpopo province. It is from the above – mentioned research population that a sample of the study will be selected. McMillan and Schumacher (2014) explain sampling as the process of selecting units, for example, subjects from a population of interest so that by studying the samples, the results thereof, may fairly be generalized back to the population from which the research sample was chosen. In light of the research design of this study, purposive sampling will be used to single out individuals who will be taking part in this study. The principle used to select a sample in purposive sampling, was to select the sample with a particular purpose in mind (Schutte & Steyn, 2015:05).
The sample of this research will be made up of 4 principals and 12 HOD’s from 4 selected schools in Lulekani Circuit of Mopani District, Limpopo Province. The deputy principal was not included as a participant of this study because the role of the deputy principal is to support the principal in the management of discipline. All the members of the sample will participate in individual interviews.
1.10.6 Data analysis and data presentation
The concept “data analysis” refers to the exercise of examining and interpreting data in order to extract meaning, gain understanding and develop empirical knowledge (Thomas, 2013). The aim of analysing data is to interpret the analysed data as research findings in order provide answers to the research questions (McMillan &
Schumacher, 2014). In this investigation, the researcher used the thematic data analysis method to analyse the data collected in the interviews. The researcher will first listen to the interviews on the audiotapes for a considerable number of times,
transcribe the data verbatim and then code the responses. Coding is when one provides a particular distinctive name to a particular group of data so that it can be distinguishable from the other collected data (Cohen & Manion, 2011). The researcher will then read the raw data from the transcribed interviews, several times. The researcher grouped together all the responses from the interview transcriptions in accordance with the questions in the interview programme. The researcher then arranged the codes into categories and sub-categories, which was then used as the main topics of data analysis. All the responses pertinent to a particular theme will then be summarised and tabulated.
1.11 SUMMARY OF RESEARCH ETHICS
The concept “ethics” refers to the beliefs of what is correct or incorrect from a moral view (McMillan & Schumacher, 2014). According to Bhandari (2021), research ethics are the set of principles that guide your research designs and practices. This implies that for the research findings to be reliable and relevant; the researcher should follow particular moral guidelines. According to Wagle (2020), there are the following three aims of research ethics:
• The first aim is to protect human participants, their dignity, rights and welfare.
• The second aim is to make sure that research is directed in a manner that assists welfare of persons, groups and/or civilization as a whole.
• The third aim is to inspect particular research events and schemes for their ethical reliability, considering issues such as controlling risk, protection of privacy and the progression of informed consent.
An application for ethics clearance was submitted and approved by the Ethics Committee of Education management of University of South Africa. For this study, the researcher complied with the following most important ethical standards of research described by McMillan and Schumacher (2014), Creswell (2014) and Babbie (2014):
• Obtaining permission to conduct the study;
• Informed consent;
• Voluntary participation;
• The right to privacy or confidentiality;
• Avoiding plagiarism; and
• Minimization of risk to participants.
More details of ethical considerations of this study are provided in section 3.13 of chapter 3.
1.12 ORGANISATION OF THE DISSERTATION This dissertation consists of the following five chapters:
1.12.1 Chapter 1: Orientation to study
Chapter one focuses on the outline of the background to the study. This chapter includes motivation of the study, problem statement, research questions, aims and objectives, clarification of concepts, summary of research design and methodology, the significance of the study, research ethics and research outline.
1.12.2 Chapter two: Literature review
In this chapter, various literature sources were reviewed in order to explore the
effective management of discipline in secondary schools. The literature review included the theoretical perspective, importance of discipline in schools, the influence of learners’ rights on ill-discipline in schools and effective management of discipline in schools. The chapter presented a broad review of relevant writings such as the latest articles, journals, and major books on the subject, monographs and dissertations published nationally and internationally.
1.12.3 Chapter three: Research methodology and design
Chapter 3 provides the research design and methodology of the study. This chapter incorporates the research paradigm, research design, research approach, population of the study, research sampling methods, pilot study, data collection, data analysis, trustworthiness and credibility of the research, limitations of the study and ethical considerations.
1.12.4 Chapter four: Data presentation, analysis and interpretation of the findings
This chapter concentrates on the presentation, analysis and interpretation of data. In this chapter, the responses from the participants were presented as research findings
based on detailed analysis and interpretation of decoded data. The research findings were accompanied by verbatim excerpts from the interview transcriptions to illustrate important findings.
1.12.5 Chapter five: Findings, recommendations and conclusion to the study This chapter provides findings, recommendations and conclusion to the study.
Conclusions were drawn from these findings relating to the role of school principals and educators to arrange for constructive discipline engendering successful teaching and learning. In this regard, recommendations will be provided for the effective management of constructive discipline. The limitations of the study will be acknowledged and suggestions for future research identified.
1.13 SUMMARY
Chapter one provided the background and scientific plan for conducting effective research aimed at exploring the role of effective management in ensuring constructive discipline for successful teaching and learning. This study was conducted in 4 secondary schools of Lulekani Circuit in Mopani District of Limpopo Province. This chapter focussed on research background, rationale for the study, problem statement, research questions, aim and objectives of the study, conceptual framework of the study, demarcation of the study, clarification of concepts, significance of the study, summary of research design and methodology, research ethics and organisation of chapters.
School discipline remains one of the major challenges faced by educators in South Africa. This study was also conducted to get greater understanding of the challenges encountered by teachers in managing learner discipline, causes of learner discipline problems in schools, the role of teachers in managing good discipline in schools and to recommend the best strategies for managing good discipline in secondary schools.
According to Van der Berg (2011), the most important factor which determines effective functioning of the school is the effectiveness of the members of School Management Team (SMTs) as instructional leaders and disciplinarians. Therefore, the School Management Team plays a major role in managing discipline and determining the academic performance of learners in educational institutions. The next chapter is
the review of literature on the role of school management in ensuring constructive discipline for successful teaching and learning in Lulekani Circuit of Mopani District in Limpopo Province.
CHAPTER 2 LITERATURE REVIEW 2.1 INTRODUCTION
The previous chapter focused on background of the study, motivation of the study, research questions, aims and objectives of the study, research design and methodology, clarification of terms and chapter outline of the study. The aim of this chapter is to review various literature sources in order to gain a better understanding of the role of school management in ensuring constructive discipline for successful teaching and learning.
The concept “literature review” refers to a survey of scholarly articles, books and other sources relevant to a particular issue, area of research or theory and by so doing, providing a description, summary and critical evaluation of these works (Ramdhani, Ramdhani & Amin, 2014). Similarly, Creswell (2014) describes a literature review as a search and evaluation of the available literature in a given subject or topic and it forms the theoretical base for the research. Literature review is therefore a description of the literature relevant to a particular field or topic in order to give an overview of what has been said and who the key writers are.
The literature review of this chapter includes the theoretical framework, the importance of discipline in schools, factors that contribute to poor discipline in schools and the effective management of discipline in schools.
2.2 THE THEORETICAL FRAMEWORK FOR THE STUDY 2.2.1 Introduction to the Skinnerian Model of Discipline
The theoretical framework chosen for this study is based on the Skinnerian Model of Discipline (Skinner, 1992) which was developed in the previous century by Skinner (Andrius, 2013). The Skinnerian Model of Discipline is the theory of discipline which emphasises that behaviour that is rewarded tends to be repeated, while the behaviour that receives no reward tends to be abolished. The Skinnerian Model is based on operant conditioning which emphasises that behaviour that is rewarded tends to be repeated, while behaviour that receives no reward tends to be abolished (Mergel,
2011). In order to control discipline, Skinner’s Model rewards good behaviour and punishes bad behaviour.
Skinner focused his approach in this Model on reinforcement. Reinforcements are like rewards; they influence an individual’s behaviour in a desired direction. Skinner (1992) made use of concepts such as operant behaviour, reinforcing stimuli, schedule of reinforcement, successive approximations and positive and negative reinforcements.
According to Mergel (2011), Skinner’s operant behaviour is a voluntary action, while operant conditioning is based on the following mechanisms:
• Positive reinforcement or reward: Responses that are rewarded are likely to be repeated. For example, good grades reinforce careful study.
• Negative reinforcement: Responses that allow escaping from painful or undesirable situations are likely to be repeated. For example, if a person is excused from writing a final examination because of good term work.
• Extinction or non- reinforcement: Responses that are not reinforced are likely to be repeated. For example, ignoring student’s misbehaviour should extinguish that behaviour.
• Punishment: Responses that bring painful or undesirable consequences will be suppressed, but they could reappear if reinforcement contingencies change. For example, penalizing late students by withdrawing privileges will likely stop their lateness.
According to the Skinnerian Model, reinforcing stimuli are rewards that the individual receives after performing a desired behaviour (Skinner, 1992). According to Delprato and Midgley (1992), Skinner indicates that receiving rewards motivates objects (in this case learners), by increasing the likelihood that the behaviour will be repeated in the hope of obtaining more rewards. This, according to Delprato and Midgley (1992), indicates that schedules of reinforcement occur when reinforcement is produced on an on-going basis.
According to Skinner (1992), there are two categories of reinforcements, namely;
positive and negative reinforcements. Positive reinforcement is the process of
supplying a reward that the learners’ favour, while negative reinforcement removes something that the learner is fond of. In his Model, Skinner (1992) assumes that behaviour is learned and that reinforcements serve as motivators for achieving good behaviour. This implies that educators can reward desired behaviour with praise and enjoyable prizes and punish undesirable behaviour by withholding all the rewards (Mergel, 2011).
2.2.2 The Skinnerian Model on Discipline and its’ concepts
The Skinnerian Behavioural Model is behavioural in nature because its’ point of departure is the fact that behaviour that is rewarded tends to be repeated, while behaviour receives no rewards tends to be eliminated (Bacanli, 2012). The Skinnerian Model is based on four main concepts, namely; behaviour, reinforcement, reward, stimuli and consequences (Andrius, 2013). According to the Model, human conduct can be moulded along desired lines by means of effective and systematic application of reinforcement (Andrius, 2013). Furthermore, the behaviour is shaped by its consequences and by what happens to the individual immediately afterwards.
According to Skinner, systematic use of reinforcement (rewards) can shape learners’
behaviour in positive directions (Andrius, 2013). Rather than having to wait for the operant response to be given on a random basis, the teacher can cue the learners to behave in a certain way if they want to receive reinforcement (Tuckman, 1992).
Charles (2002), in turn, emphasises that reinforces are like rewards; if used in a systematic way, they influence an individual’s behaviour. In other words, behaviour is learnt and consequences shape an individual’s behaviour. This implies that a conduct that is rewarded tends to be repeated, whereas behaviour is unlikely to be repeated if there is no reward for it. Skinner’s Model also emphasizes that under normal circumstances people reward good behaviour and punishes bad behaviour and that if it is not followed by reinforcement, the behaviour becomes weak (Andrius, 2013). This perception is confirmed by Tuckman (1992), who emphasises that when bad behaviour is punished, it may be merely suppressed and may reappear later under different circumstances. However, Skinner (1992) indicates that punishment weakens behaviour and this is because receiving reward pleases the learners. Rewards stimulate them to repeat the behaviour in the hope of receiving another reward. For
example, if a learner insults a teacher and is cheered by friends, that learner will repeat that behaviour. When a teacher observes a learner perform undesirable act and then rewards that learner, the learner will repeat that act (O’Donohue & Furgusson, 2001).
This implies that what happens to the individual after performing an act, shapes the individual’s future behaviour.
According the model by Skinner (in Andrius, 2013), there are four categories of reinforces of behaviour, namely;
1. Social reinforcers: Social reinforcers are comprised of words, gestures and facial expression. Generally, educators reward good behaviour of a learner by praising him or her.
2. Graphic reinforcers: These are reinforcers that include marks of various kinds such as numerals, checks, happy faces and special symbols. These are made by teachers using instruments such as pens and rubber stamps.
3. Activity reinforcers: Activity reinforcers include those activities that learners enjoy doing at school such as sitting near a teacher, sharing a toy, playing a game and participating in a project.
4. Tangible reinforcers: These are rewards received by an individual directly after behaving appropriately and desirably. This is when real objects such as pencils, crayons and badges are given to learners as rewards for good behaviour. Teachers reward good behaviour by giving prizes and punish undesirable behaviour by withholding all rewards.
The main focus of this study is to explore the role of effective management in ensuring constructive discipline for successful teaching and learning. According to Skinner (in Andrius, 2013), the main strategy of ensuring constructive discipline for successful teaching and learning, is the application of the four categories of reinforcement, namely; social, graphic, activity and tangible reinforcers. A reinforcer is therefore something that increases the likelihood of maintaining good behaviour in learners. In other words, the four categories of reinforcement are the reinforcers for maintaining constructive discipline in schools.
In this study the researcher has used the four categories of reinforcement to analyse the data collected from the participants. The researcher has evaluated whether the
