EXPLORING DISCIPLINARY MEASURES AND THEIR EFFECTIVENESS IN MANAGING LEARNER ILL-DISCIPLINE IN A RURAL SECONDARY SCHOOL IN LIMPOPO PROVINCE, SOUTH AFRICA
DOI:
https://doi.org/10.18623/rvd.v23.4886Keywords:
Learner Discipline, Disciplinary Measures, Rural Secondary Schools, Detention, Suspension, Parental Involvement, South AfricaAbstract
Learner ill-discipline remains a persistent challenge in South African secondary schools, particularly in rural contexts where schools operate under conditions of limited resources and high learner–teacher ratios. While much research has focused on the causes of misconduct, less attention has been given to the effectiveness of the disciplinary measures currently employed by schools. This qualitative study examined the disciplinary strategies used to manage learner ill-discipline and assessed their perceived effectiveness at a secondary school in the Bochum East Circuit of the Capricorn North District, Limpopo Province. The study involved a total of eight participants, comprising six Grade 10 learners, one subject teacher, and the school principal. Data were generated through semi-structured interviews with school management and educators and non-participant classroom and school-yard observations. Thematic analysis revealed that schools rely primarily on verbal warnings, written warnings and conduct reports, detention, parent–teacher conferences, and suspension as disciplinary measures. While these strategies were found to manage immediate behavioural incidents, their long-term effectiveness was limited, particularly when measures were repeatedly applied without accompanying support interventions. Learners and educators reported that repeated warnings and detentions had become routine and lost deterrent value, while suspension disrupted learning without addressing underlying behavioural causes. The study concludes that current disciplinary measures are moderately effective in maintaining short-term order but insufficient for promoting sustained behavioural change. It recommends the integration of counselling, restorative practices, and strengthened parental engagement to complement existing disciplinary procedures.
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