Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline
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| Title: | Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline |
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| Language: | English |
| Authors: | Amy Sarah Padayachee, Ntombizandile Gcelu, Sekitla Makhasane |
| Source: | Research in Social Sciences and Technology. 2025 10(3):61-72. |
| Availability: | Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Schools, Discipline, Principals, Assistant Principals, School Administration, Administrators, Classroom Techniques, Educational Cooperation, Administrator Behavior, Educational Strategies, Leadership Styles |
| Geographic Terms: | South Africa |
| ISSN: | 2468-6891 |
| Abstract: | Indiscipline remains a persistent issue in schools worldwide. The preponderance of literature associated with indiscipline highlights its severity and the frequency of its manifestation, rendering it a global problem. The frequency of indiscipline on the African continent has also been a focus of educational research undertaken by various scholars. The literature presents a general conception of the lack of discipline in South African schools. Since the post-apartheid education system in South Africa, school management teams have been tasked with managing discipline in schools. Research suggests that school management teams have established and are currently implementing strategies to manage learner discipline. Yet, despite the implementation of these strategies, the persistence of indiscipline in schools across South Africa remains a reality. Therefore, strategies need to be used to sustain learner discipline in schools. This study explored collaborative strategies for maintaining learner discipline in secondary schools within the ILembe education district. This study is grounded in the Theory of Collaborative Leadership. The sample size comprised 24 secondary schools in the ILembe education district. Four participants were selected per school, resulting in a total of 96 participants, comprising the principal, one deputy principal, and two departmental heads per school. The participants were selected through simple random sampling. A qualitative research approach was used for this study. The study revealed that collaborative leadership was employed by School Management Teams (SMTs) to lead collaborations in schools to sustain learner discipline. It is recommended that a collaborative leadership approach be adopted to encourage stakeholders to approach all aspects of school management in partnership with those who have a vested interest in the school. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489417 |
| Database: | ERIC |
| Abstract: | Indiscipline remains a persistent issue in schools worldwide. The preponderance of literature associated with indiscipline highlights its severity and the frequency of its manifestation, rendering it a global problem. The frequency of indiscipline on the African continent has also been a focus of educational research undertaken by various scholars. The literature presents a general conception of the lack of discipline in South African schools. Since the post-apartheid education system in South Africa, school management teams have been tasked with managing discipline in schools. Research suggests that school management teams have established and are currently implementing strategies to manage learner discipline. Yet, despite the implementation of these strategies, the persistence of indiscipline in schools across South Africa remains a reality. Therefore, strategies need to be used to sustain learner discipline in schools. This study explored collaborative strategies for maintaining learner discipline in secondary schools within the ILembe education district. This study is grounded in the Theory of Collaborative Leadership. The sample size comprised 24 secondary schools in the ILembe education district. Four participants were selected per school, resulting in a total of 96 participants, comprising the principal, one deputy principal, and two departmental heads per school. The participants were selected through simple random sampling. A qualitative research approach was used for this study. The study revealed that collaborative leadership was employed by School Management Teams (SMTs) to lead collaborations in schools to sustain learner discipline. It is recommended that a collaborative leadership approach be adopted to encourage stakeholders to approach all aspects of school management in partnership with those who have a vested interest in the school. |
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| ISSN: | 2468-6891 |
