Abstract:

The state of learner discipline in public secondary schools in South Africa has reached worrisome levels despite the introduction of positive discipline on a nation-wide scale by the democratic government. A school environment characterized by gross learner indiscipline and violence suffocates all efforts aimed at facilitating productive teaching and learning. This research study sought to establish educators’ perceptions on positive learner discipline at selected public secondary schools in the Mpumalanga province of South Africa with a view to establish their understanding of this concept whose implementation lies at their doorstep. The study adopted a qualitative approach and gathered data through semi-structured interviews of class teachers and Life Orientation Skills teachers. Data was analyzed, presented and interpreted using the thematic analysis technique. In expressing their perceptions on positive learner discipline, educators made remarks that embody the definition of positive learner discipline, positive and negative views about positive discipline and evaluations on its effectiveness as a disciplinary technique. The study then proposed a framework for positive learner discipline implementation which embraces ubuntu philosophy values.

Keywords:

Positive discipline, learner discipline, learner indiscipline, violence, teaching and learning, ubuntu philosophy.