Dilemma of School Management Teams in Balancing Discipline and Multiple Deprivations among Learners through Integrated Management Approach

Abstract

The United Nations Convention on the Rights of the Child (UNCRC) has emphasized the paramount importance of ensuring the safety and protection of children globally. In alignment with this goal, the South African government took a proactive step by prohibiting corporal punishment as a means of disciplining learners within schools. However, this prohibition subsequently led to a resurgence of learner indiscipline within the educational system. The objective of this study was to delve into the experiences of School Management Teams (SMT) employing an integrated management approach to maintain discipline in an environment marked by multiple challenges. Through qualitative research methods involving interviews and document analysis, this study gathered insights from purposively selected participants, including teachers (2), SMT members who are also parents (2), and student leaders (4). Thematic analysis was conducted on the data and findings were categorized based on the emerging themes. The outcomes of this research shed light on several critical factors affecting discipline within schools. Firstly, the leniency exercised by teachers was identified as a significant factor undermining the enforcement of the school code of conduct. Secondly, overcrowded classrooms emerged as a substantial obstacle, making it arduous for teachers to offer individualized attention and promptly address behavioural issues. Lastly, inadequate support from the Department of Basic Education was recognized as a clear barrier to effectively upholding discipline in schools. In light of these findings, it is imperative to advocate for comprehensive training programs and adequate resource allocation for school management teams. These initiatives would equip SMTs to navigate the unique challenges associated with multiple deprivations and effectively manage disciplinary matters. Such investments are indispensable for fostering an environment conducive to effective education and overall growth of learners.