Home⇛Journal of Education, Management, and Development Studies⇛vol. 5 no. 1 (2025)

Exploring the school administrators' challenges in managing learner discipline in the Capricorn North District, Limpopo province, South Africa

Habasisa Molise | Tshepo Phaleng | Michael Buthelezi | Joel Mamabolo

Discipline: Teacher Training

 

Abstract:

This study explored discipline management practices in three high schools in the Capricorn North District of Limpopo Province, South Africa. Employing a qualitative research design, semi-structured interviews were conducted with a purposive sample of twelve participants, including principals, teachers and learners, to capture diverse perspectives on learner discipline. The schools were selected for their well-documented discipline-related challenges, ensuring the generation of rich and contextually meaningful data. Data collection adhered to ethical standards, with informed consent obtained from all participants. Interviews were audio-recorded, transcribed verbatim and analyzed using thematic analysis. This process enabled the categorization of data into meaningful themes, highlighting commonalities across participants’ responses and enhancing the depth of interpretation. Findings revealed that, although schools implement a range of strategies to address learner indiscipline, persistent challenges remain, including limited parental involvement, inadequate resources and inconsistent enforcement of disciplinary policies. Nonetheless, collaborative practices among teachers, learners, and school management teams emerged as critical in fostering a more disciplined and supportive learning environment. The study concludes that effective discipline management requires a holistic, multi-level approach that integrates school policies, community participation, and active learner engagement.



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