Resumen

ZONDO, Sindiswa S  y  MNCUBE, Vusi S. Teachers' challenges in implementing a learner's code of conduct for positive discipline in schools. S. Afr. j. educ. [online]. 2024, vol.44, n.2, pp.1-10. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v44n2a2410.

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.

Palabras clave : democracy; implementation; learners' code of conduct; positive discipline.

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