Implementation of Code of Conduct as a Positive Discipline Management Strategy in Bulawayo Metropolitan Province Secondary Schools

Mlalazi, Lwazi

doi:10.31901/24566322.2016/15.03.16

Cited by 3 publications

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“…Regardless of the efforts made by MOPSE, some dissatisfaction has been heard from various stakeholders proclaiming that the safety of learners was not certain in schools as they were repeatedly subjected to punitive discipline strategies [2,4,23,24]. In view of the concerns raised informally by a number of stakeholders and media, there is no clear evidence as to how schools use teaching social skills as a proactive strategy to manage the behaviour of learners.…”

Section: Introductionmentioning

confidence: 99%

Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Sibanda¹

2018

EDUCATION

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The study examined how secondary schools use proactive teaching social skills strategy to maintain discipline among learners in Bulawayo Metropolitan Province. The study was ingrained in interpretive paradigm, adopted qualitative approach and employed a case study design. Purposive sampling technique was used to select four secondary schools and participants who comprised two education officers, four school heads; four school counsellors, twenty members of the disciplinary committee, forty prefects and four school development committee chairpersons. Data were collected using semi-structured interviews and focus group interviews, and were analysed thematically. The study established that learners were taught social skills during guidance and counselling lessons and club sessions which were part of the co-curricular programmes offered in schools. It was found that the topics taught during the teaching of social skills included conduct, relationships, community involvement; decision-making skills, communication skills, drug and substance abuse, career guidance, stress management, honesty and integrity, conflict resolution, assertiveness, self-awareness and health issues, among others. The study also revealed that some learners were engaged in community activities to reach out to underprivileged members of the society. The results further indicated that the teaching social skills strategy was effective because it taught learners to be responsible for their behaviour and contributed to the reduction of unbecoming behaviour cases in schools. Nevertheless, the teaching social skills strategy faced constraints mainly from some teachers' and parents' negative attitudes towards social skills activities. The study concluded that the use of proactive teaching social skills strategy yielded positive results as schools exposed learners to multiple activities that contributed to the modification of learner behaviour which created a safe teaching and learning environment. The study recommended that schools should intensify the training programmes for teachers and parents to positively influence their attitudes towards the teaching of social skills in order to reinforce positive behaviour among learners.

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Section: Introductionmentioning

confidence: 99%

Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Sibanda¹

2018

EDUCATION

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“…Simón and Alonso-Tapia (2016) maintain that discipline is not merely a matter of punishment; rather it is a matter of supporting and directly influencing learners for the better. Mlalazi (2015) purports that corporal punishment has physical, psychological, behavioural, and developmental consequences for a learner. Therefore, teachers must find effective ways of dealing with misbehaving learners.…”

Section: Introductionmentioning

confidence: 99%

Strategies Teachers Use to Implement Positive Discipline in Schools

ZONDO

Mncube

Adu³

2023

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The use of corporal punishment is still prevalent in South African schools. Statistics South Africa report about 50 per cent of learners are exposed to corporal punishment in the KwaZulu Natal region. In comparison, in Gauteng, 34 per cent of learners are subjected to corporal punishment and in the Eastern Cape, it is close to 20 per cent. In essence, corporal punishment has been illegalized, yet it still manifests in schools. The study explored the strategies teachers use to implement positive discipline in schools. The findings revealed a variety of strategies teachers use with the code of conduct as the most important strategy to implement positive discipline. However, the findings also revealed that many participants believed that using a code of conduct (or positive discipline) to enhance positive behavior was a waste of time and ineffective. Thus, continued to use negative disciplinary measures to deal with misbehaving learners.

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Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools

Zondo,

Mncube

2024

SAJE

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In the majority of South African schools, maintaining discipline remains a challenge – a situation which commands the attention of departmental officials both locally and internationally. When negative disciplinary approaches were prohibited in schools in this country, positive disciplinary measures were recommended in the form of a code of conduct for learners. In the study reported on here we examined the challenges that teachers face in using a code of conduct to maintain positive discipline among the learner cohort. The study was guided by positive discipline and democratic theories. These theories imply that discipline must be taught to learners so that they are equipped to behave appropriately and obey the school/classroom rules. Data were gathered from a total of 16 educators in 2 sampled schools in Pinetown, Durban, through semi-structured interviews, observation and document review. The findings reveal that a variety of challenges impeded the use of a learners’ code of conduct, including a failure to review the document on a regular basis. The content of those codes was not widely communicated either, which meant that they remained ineffective in addressing each school’s specific needs with regard to correcting misbehaviour. Based on the findings, we recommend that the Department of Basic Education raise awareness around democratic governance in schools to enhance positive discipline by means of up-to-date, enforced codes of conduct. Schools also need to encourage parents to be actively involved in their children’s schooling, as a means of supporting teachers.

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Implementation of Code of Conduct as a Positive Discipline Management Strategy in Bulawayo Metropolitan Province Secondary Schools

Cited by 3 publications

References 0 publications

Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Strategies Teachers Use to Implement Positive Discipline in Schools

Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools

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