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Letuma, Motsekiso
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Going Solo or in Numbers? Perspective of Secondary Teachers on Classroom Rules Establishment Letuma, Motsekiso
COMPETITIVE: Journal of Education Vol. 3 No. 4 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i4.126

Abstract

Effectively managing a classroom requires teachers to establish clear rules for acceptable and inappropriate behaviour in the learning environment. These rules assist teachers in managing diversity since learners come from various backgrounds. Evidence indicates the existence of classroom indiscipline in secondary schools in South Africa. This study explored how secondary schools established classroom rules. The study was grounded on general systems theory, utilised the interpretivism paradigm, employed a qualitative approach and a multiple case study design. Three data collection instruments were used: document analysis, semi-structured interviews, and focus group interviews. Inductive content analysis was used to analyse the generated data. The findings revealed that some sampled schools have not established classroom rules. For the schools that do, establishing the rules rests on teachers’ individual practices and expertise since the rules range from six to eighteen in different classes and are in written in positive and negative language. The study concludes that professional development opportunities for teachers regarding effective classroom rule establishment are minimal in schools. This study suggests that the department capacitated teachers to establish classroom rules and monitor adherence. The study offers a transformative change, shifting the focus of professional development from solely curriculum implementation to also encompassing classroom behaviour management strategies in schools.
Using School Code of Conduct as an Antidote to Learner Indiscipline: Reflections from Secondary School Motheo, Free State. Letuma, Motsekiso; Mdodana-Zide, Lulama
COMPETITIVE: Journal of Education Vol. 4 No. 1 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i1.132

Abstract

Order in schools and classrooms is essential for successful teaching and learning because it enables teachers and learners to devote time to learning activities. However, learners' indiscipline continues to surge despite various interventions. This study explored how secondary schools' learner code of conduct is implemented to alleviate disciplinary issues. The study was grounded on the assertive discipline theory and employed an interpretive paradigm using a qualitative approach through a case study research design. Data was obtained using semi-structured interviews administered to six school management team members and focus group interviews with seven teachers from four purposefully selected quintile-three secondary schools. The findings revealed that schools use the learner school code of conduct to address and reduce instances of indiscipline. This is done by orally presenting it to learners The study concludes that teachers believe secondary learners already know how to behave, and their duty is to remind them of what is expected. The study recommends that teachers avoid assumptions that secondary school learners already know how to behave. A shift in implementing the learner school code of conduct to a more proactive approach that upholds principles of positive discipline is also recommended
Co-Authors Mdodana-Zide, Lulama