International Journal of Innovation, Creativity and Change. www.ijicc.

net
Volume 16, Issue 1, 2022

Positive Learner Discipline for Public

Secondary Schools
Gawie Schlebuscha, Solomon Makolab, Mkhumbulo Ndlovuc, aDepartment
of Post Graduate Studies Education, Central University of Technology, South
Africa, bCampus Director, Welkom Campus, Central University of Technology,
South Africa, cD.Ed Candidate, Central University of Technology, South
Africa. Email: [email protected]

This article sought to establish educators’ perceptions on positive

learner discipline, where positive discipline focuses on discipline as
opposed to punishment, thrives for correction, promotion of
responsibility and self-discipline without undermining learner
dignity. A qualitative approach to data collection was followed.
Convenience and purposive sampling were used for identifying
education districts and participants respectively. Data was gathered
using semi-structured interviews and document analysis. Six schools
in two districts of the Mpumalanga province were selected for data
collection purposes. In total 24 participants were interviewed. Six
each of principals, class educators, Life Orientation Skills educators
and chairpersons of School Governing Bodies formed the study
sample. Document analysis paid attention to incidence record books,
schools codes of conduct, minutes for school disciplinary committee
and minutes for school safety committee. Data was analysed and
presented through thematic content analysis. The findings and
literature revealed that positive discipline pursues a preventive
approach rather than a punitive one and demands that discipline
should be proactive rather than reactive. Participants expressed both
positive and negative perceptions of positive discipline.

Key words: Positive discipline, Corporal punishment, Disciplinary problems

INTRODUCTION, BACKGROUND AND PROBLEM STATEMENT

Positive discipline is an approach to discipline that is based on the premise that behaviour is
motivated through people seeking a sense of belonging or connecting as well as having
meaning in their social context (Prins et al, 2019 & Nigrini, 2016). Positive discipline discards
the use of violence as a teaching tool. Instead, it focuses on guiding children’s behaviour within
an environment where the educator plays a mentorship and guidance role without use of fear

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to enforce good behaviour (Centre for Justice and Crime Prevention (CJCP), 2012). Positive
discipline is enshrined in human rights, mutual respect between educators and learners,
preservation of good relationships, and emphasis on participation and co-operation, and the
safeguarding of the learners’ self-esteem. Further, Nigrini (2016) emphasises that discipline is
not aimed at suppressing undesirable behaviour in the short-term but focuses on long-term
investment in a child’s development through efforts that build responsibility and self-
discipline, modelling of positive behaviour and clearly articulated limits and rules that are
framed in a positive manner and consistently enforced.

Schools in South Africa continue to experience alarming levels of indiscipline despite the
introduction of positive discipline soon after the 1994 new dispensation. According to Du
Plessis (2015), discipline problems in South African schools and other countries are rife and
the situation is getting worse and even out of hand. Ngwokabuenui (2015) laments the fact that
learners have become uncontrollable and highly disrespectful to themselves, teachers, school
administrators, parents and to the society as large. One of the major problems associated with
lack of discipline in schools is that a considerable amount of time, which could have been
utilized for academic progress, is diverted to solving behaviour problems. Educators and other
learners fail to function well in an environment marred by violence, threats and chaos.
According to Kourkoutas and Wolhuter (2013), research on learner indiscipline aspects in
South African schools has revealed that the biggest problem is how to handle them.

THEORETICAL FRAMEWORK

Alfred Alder’s (1870-1937) Individual Psychology theory pioneered the work towards a
positive psychology dimension which later gave birth to positive parenting and discipline.
Adler’s thoughts on striving for perfection or superiority and Gemeinschaftsgefuhl (community
feeling/social interest) are the two tenets of Adlerian psychology whose arguments largely
marked the origin of positive psychology. In Adler’s understanding, striving for perfection or
superiority refers to the human effort channelled toward attainment of competence or self-
mastery which serves the purpose of being the central motive of human behaviour. Humans
strive for superiority or perfection in their quest for a creative and compensatory answer to the
normal and universal feelings of insignificance and inferiority, which epitomize the conviction
that one is less than what one should be. Adler (1927) spells out that an individual conducts
self-evaluation which generally results in the development of a permanent mood of the nature
of a feeling of inferiority which arises and triggers an attempt for a planned final compensation
and a life-plan dependent upon the unconscious technique of our thought-apparatus an
imagined goal. Schultz and Schultz (2013) state that Adler believed that inferiority feelings are
common to all individuals and serve as a motivating force in behaviour. In Adler’s view, being
human means to feel oneself inferior, hence inferiority is an integral human element and not a
sign of weakness or abnormality (Schultz & Schultz, 2013).

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The process of compensation facilitates individual growth which emanates from the
individual’s attempts to overcome real or imagined inferiorities (Watts, 2015). Throughout life,
Adler believed that humans are driven by the need to overcome a sense of inferiority and to
strive for increasingly better levels of development. Adler suggested that inferiority feelings
are the source of all human striving. Watts and Erguner-Tekinalp (2017) reveal that Adler’s
portrayal of “striving” evolved over time, reminiscent of his use of various words like
“completion,” “mastery,” “perfection,” and “superiority” to describe how human beings
attempt to move from “the present situation of inferiority, to a perceivably better one, which is
superior to the present status. Therefore, striving for perfection or superiority is the natural
human desire to move from a perceived negative position to a perceived positive one.

EDUCATOR PERCEPTIONS OF POSITIVE DISCIPLINE TECHNIQUES VERSUS

CORPORAL PUNISHMENT

Research conducted in South African schools (Bilatyi, 2012; Ntuli, 2012; Mestry & Khumalo,
2012; Nene, 2013; Van Wyk & Pelser, 2014; Singo, 2017; Chonco, 2019) present mixed
feelings about educators’ perceptions on positive discipline as an alternative to corporal
punishment. Ntuli (2012) conducted a study a study which aimed at investigating ways of
managing discipline in selected secondary schools in Limpopo province. Participants in this
study indicated that some of the alternative methods to corporal punishment were effective
while others were not. While a few applaud positive discipline, most views adopted a negative
connotation citing among other things that corporal punishment was more effective in solving
disciplinary problems and should therefore be re-introduced in schools.

According to a study conducted by Bilatyi (2012) in the Eastern Cape province, educators at
one school revealed that no corporal punishment was administered in the school, and that they
relied on alternative positive methods such as detention for committing minor misconduct,
counselling, and verbal warnings. This demonstrates the positive appreciation of positive
discipline techniques and their effectiveness thereof. Similarly, Chonco (2019) argues that
manual punishment was effective for minor discipline while major cases of indiscipline were
best tackled using suspension, expulsion, guidance and counselling, peer mediation and
educator-student conferences. Nene (2013) states that some participants argued that alternative
methods to corporal punishment such detaining learners were useful because they also get an
opportunity to do their schoolwork while in the process of instilling discipline. Incidents of
indiscipline dropped sharply because of reliance on positive discipline techniques. A
combination of counselling and talking to the learners in private was also applauded for
positively shaping the learner’s behaviour and providing an opportunity for the educator to
understand the root causes of the misbehaviour (Nene, 2013).

Most educators in South Africa have expressed displeasure at the way corporal punishment
was outlawed and the subsequent introduction of positive discipline that lacked wide

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consultation and effective training. According to Nene (2013), most participants voiced out
that the proposed alternative measures to corporal punishment were not effective in controlling
learner indiscipline in schools. The alternatives were viewed as time-wasting as the educator
had to spend a lot of time trying to deal with a misbehaving learner and talking to parents
invited to school. Ntuli’s (2013) study carried out in Limpopo province also revealed that
alternatives to corporal punishment do not produce the immediate results as is the case with
corporal punishment which inflicts pain to effect instant behaviour change. Nene (2013)
concurs that most educators noted even though several alternative disciplinary measures were
proposed, they however, were not as effective as corporal punishment especially considering
that corporal punishment was effective as a deterrent measure because learners were afraid of
experiencing the pain. Alternatives to corporal punishment have been perceived by educators
as something that does not seem to work, is ineffective, inadequate and a waste of time (Singo,
2017; Chonco, 2019).

Research conducted in different parts of South Africa reported that educators in most cases felt
disempowered, helpless, and less respected ever since positive discipline replaced corporal
punishment in schools (Chonco, 2019; Nene, 2013; Mestry & Khumalo, 2012). Van Wyk and
Pelser (2014) state that educators felt that as they were trying to make sense of positive
discipline and the use of alternative discipline approaches, their respect faded away. Similarly,
Nene (2013) revealed that educators in KwaZulu-Natal argued that their power and authority
as educators had been usurped away from them by virtue of the absence of corporal
punishment. Chonco (2019) argues that the failure to combat indiscipline using positive
techniques in the absence of corporal punishment is distressful. Mestry and Khumalo (2012)
noted that educators in the Northwest Province saw the introduction of positive discipline as a
frustration to their efforts towards maintaining discipline in the classrooms. The participants
expressed that they felt helpless in the whole situation as they did not know what to do with
the misbehaving learners. Moyo et al (2014) maintain that educators in South Africa expressed
their displeasure in the new system of learner discipline and blamed the Department of Basic
Education for not taking the problem of indiscipline in schools seriously.

Ntuli (2012) states that participants argued that changes in the disciplinary mechanisms in
South Africa were introduced without consultation hence educators were not happy with the
way they were imposed on them without any training. Coupled with the imposition of positive
discipline techniques is the emphasis on human rights which gave learners a wrong impression.
In support, Venter (2016) noted that educators complained that new system accords too much
importance to learners’ rights and in the process, they have decided not to enforce any
disciplinary action against learners who violate school rules because they were afraid of being
reported for violation of learners’ rights. Van Wyk and Pelser (2014) also revealed that
educators in South Africa interpreted the new official stipulations as promoting the spare the
rod and spoil the child phenomenon. The positive approach to discipline is largely viewed as a
foreign phenomenon that does not fit well within the African culture and local context. Ntuli

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(2012) highlighted that principals indicated that Black citizens shared an awkward attitude
towards the new disciplinary approach. They also indicated that the approach was appropriate
for White learners who have been raised under that kind of culture.

Most perceptions educators have about positive discipline techniques are negative and hostile.
The continued reliance on corporal punishment despite it having been outlawed is indicative
of the challenges that beset the implementation of positive discipline in schools (Mestry &
Khumalo, 2012). The study therefore intends to develop a model of implementing positive
discipline that will address the attitudes, concerns and fears educators have.

POSITIVE DISCIPLINE: LEGALITY AND VALUES

In South Africa, schools are mandated to enforce positive discipline. According to Rampa
(2014), after the attainment of independence in 1994, the National Department of Education
introduced a non-punitive, positive and constructive approach to the maintenance of discipline
in schools which consequently banned the use of corporal punishment as a form of discipline.
Positive discipline is the legally recognized means of maintaining discipline in South African
schools. Various legal instruments demonstrate this observation. Coetzee and Mienie (2013)
assert that the mandate of having positive discipline as the acceptable means of disciplining
learners is expressly stated, and somewhat implied in national law and policy. As per the
guidelines for governing bodies the focus of schools’ codes of conduct must be positive
discipline and that the purpose of a code of conduct is to promote positive discipline.

Positive discipline approach is endowed with the ability to inculcate positive values in learners
which transform their conduct to one that is cherished by society for a life-time duration.
According to Nigrini (2016), applying positive discipline to teach learners is instrumental in
developing life-long skills associated with the values of self-respect, empathy, respect for
others and their rights. The positive discipline approach not only facilitates children’s holistic
development, but also improves the school environment by eradicating fear, teaching children
self-discipline, and encouraging greater interest, pleasure and engagement in learning. Nigrini
(2016) states that positive discipline is centred on the educator having a good relationship with
each learner, building a learner’s self-image rather than destroying it. Positive discipline is
designed to teach learners to be responsible, respectful, reliable, productive and resourceful
members of their communities. According to Rampa (2014), the approach mandates educators
to adopt a proactive culture of discipline which teaches learners to accept authority, abide by
school rules, exercise self-control, and respect others.

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POSITIVE DISCIPLINE TECHNIQUES

Positive discipline approach primarily relies on proactive positive behaviour shaping

techniques to instil life-long values in learners that are consistent with prosocial behaviours. In
the case where wrongdoing has occurred, the approach also uses carefully chosen corrective
techniques that do not humiliate nor temper with the dignity of the learner.

Proactive techniques

According to Coetzee and Mienie (2013), positive discipline pursues a preventive approach
rather than a punitive one and demands that discipline should be proactive rather than reactive.
In so doing, the approach focuses on supportive behaviours such as mutual respect, teaching,
effective communication, collegial planning, self-discipline, modelling, encouragement and
motivation (Rampa, 2014).

Creating a positive classroom climate

Positive discipline requires a conducive classroom environment that depicts a culture of

belongingness, mutual respect, communication and orderliness. The educator has a
responsibility of creating a classroom climate that will permit the development and
maintenance of positive discipline values. According to CJCP (2012), the initial step in
implementing a positive discipline approach is to generate a classroom environment that is
conducive to positive discipline through effective classroom management. Segalo and
Rambuda (2014) argue that the primary role of the educator is to establish standards of
acceptable behaviour, underpinned by mutual respect, dignity, and tolerance for diversity.
Respecting the dignity of each learner basically denotes respect for other’s cultures, individual
uniqueness and the culture of the classroom (Prins et al, 2019). According to CJCP (2012) the
educator must create opportunities to discuss, understand and appreciate the differences among
learners including their culture, language, religion, gender and age. Such discussion platforms
develop in learners the ability to celebrate differences that exist amongst themselves and also
respect diverse points of view of others.

Coetzee and Mienie (2013) aver that the implementation of proactive positive disciplinary
approach requires the creation of a positive, supportive and child-friendly teaching and learning
environment which recognises and promotes the learner’s rights. This environment is further
characterised by clear rules, well spelt-out routines and a functional structure. The educator
should strive to observe and promote learners’ right to be heard and the right to participate in
decision-making by giving them fair opportunities to contribute their input. Class meetings
touching on issues of conduct and discipline should be regularly held within an atmosphere
free of threat and tension. Rampa (2014) asserts that in implementing the positive disciplinary

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approach, the educator should aim at creating harmonious relations with learners which
consequently provide each learner with a sense of safety.

According to Mabea (2013) in managing discipline, the educator ought to make learners feel
emotionally comfortable and physically safe so that they develop self-discipline and
accountability for their actions. Sieberer-Nagler (2016) also adds that a positive classroom
environment is founded on positive relationships that enable learners to feel safe, respected,
welcomed and supported in their learning. Singo (2017) further emphasises that the positive
discipline approach thrives on the creation of a classroom environment characterised by
warmth, safety and care which fosters in learners the ability to determine their future through
setting own gaols and establishing the means to achieve them. In this way, learners can regulate
their own behaviour. The establishment of rules through a collaborative and democratic
approach remains one key aspect of establishing a conducive classroom environment for
positive discipline implementation. Huth (2015) illuminates this aspect by arguing that each
classroom is to have four to six classroom rules which are simple, specific, clear and
measurable. These rules should be communicated clearly to all learners, stated positively,
introduced through role play, be on display and be reviewed periodically. For the rules to hold
value, there is the need to consistently apply the consequences when rules are not followed
(Huth, 2015). Altogether, the creation of a conducive classroom environment for positive
discipline entails everything an educator does from creating the sitting arrangement, decorating
the room, arranging the chairs, speaking to children, handling their concerns, to putting routines
in place (Sieberer-Nagler, 2016). Any attempt aimed at introducing a positive discipline regime
without a conducive classroom climate as has been outlined above may yield very little positive
outcomes.

Teaching

According to Rampa (2014) in positive discipline, educators are required to proactively use the
pedagogy of duty to care. Coetzee and Mienie (2013) confirm this by stating that South African
educators are also legally mandated to observe and promote human rights through teaching.
Teaching entails making learners aware of human rights, code of conduct, classroom rules,
self-discipline, and procedures as well as the teaching of social and emotional skills. According
to Huth (2015), the teaching philosophy of discipline entails four Cs of classroom management:
Commendation, Communication, Consistency and Content. In so doing, the educator shows
learners what they ought to do to through clear communication of behavioural and academic
expectations (Sieberer-Nagler, 2016). The challenge faced by educators in South Africa as
observed by Coetzee and Mienie (2013) is that they find it difficult to incorporate human rights
in their curriculum because there is inadequate teaching time and, as yet there is no standard
curriculum on human rights.

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Modelling

CJCP (2012) asserts that children learn by observing and imitating the adults around them. In
the same vein, Sibanda and Mathwasa (2020) argue that observational learning is an effective
way of mastering attitudes, values, knowledge, skills, competencies, strategies, beliefs,
thoughts and feelings. This implies that positive behaviours and values are acquired
unconsciously from watching “significant others” display those behaviours. The survival of
any culture is dependent upon the successful portrayal of the norms and values by the role-
models as they interact with the rest of the group members on a day-to-day basis (Prins et al,
2019). In a classroom setting, the educators are the models who bear the responsibility of
exhibiting positive discipline values to the learners they lead. Further, Belle (2016) states that
educators and principals should approach the learners by being exemplary of the desirable
behaviour and demonstrate honesty, trustworthiness, respect, integrity and kindness. Educators
are expected to demonstrate and model self-discipline in their everyday conduct (Temitayo et
al, 2013).

Sibanda and Mathwasa (2016) argue that when an educator demonstrates respect for the dignity
of learners and other school personnel, learners are more likely to assimilate and exhibit that
behaviour. Belle (2016) adds that when educators show respect, the learners feel valued and
empowered, and they will in turn respect the people at school and the entire school community.
In this approach, the educator is expected to model the positive behaviour that is expected from
children such as kindness, patience and tolerance. According to Tauatswala (2018), educators
should be well prepared and ready when they go to class; they should always be on time and
organised for lessons. Educators should also be firm and confident in their teaching and
decision making as these promote discipline in learners. By demonstrating the right way to
behave, the educator serves as a good example of what is expected and proves that the
behaviour is possible.

Motivation

For every aspect of human behaviour there is a cause. Human behaviour as viewed by
humanists is goal-directed. Motivation plays a pivotal role in precipitating and shaping
behaviour in a particular direction. The educator has a role to motivate learners to exhibit
positive behaviours while at the same time instilling the intrinsic ability in learners to shape
their conduct towards one which portrays acceptable behaviours that are consistent with respect
for personal dignity, human rights and dignity of others. Motivation, therefore, is the drive that
propels behaviour to a given direction and focus (Prins et al, 2019). There is a relationship
among motivation, learning and appropriate behaviour. Motivation gives direction and assists
the learner choose a particular behaviour (Belle, 2016). Motivation generates an internal drive
that channels behaviour towards a particular goal or task and sustains the individual’s
momentum in pursuit of the goal and successful completion of the task (Ntuli, 2012).

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Motivation therefore remains an important aspect in the educator’s endeavour to effectively

maintain learner discipline using positive discipline strategies. Positive discipline is both
educative and motivational in nature; therefore, it empowers learners be able to motivate
themselves towards prosocial behaviours (Ntuli, 2012).

Motivation can be done through encouragement and praise. Ntuli and Machaisa (2013) assert
that learners should be praised for good behaviour and encouraged to abide by the decisions of
school authorities. Ntuli (2012) also indicates that giving praise when learners display
appropriate behaviour inspires them to model their behaviour on positive reinforcement, and it
encourages them to learn self– discipline. Masingi (2017) conducted a study in Limpopo
Province of South Africa and concluded that learners appreciate praise and reward as an
effective disciplinary measure. Learners in this study indicated that they wanted to be rewarded
and praised for good behaviour. Learners who have tried to behave well with notable strides
should be praised and even included in class awards or certificates is one example of how
motivation can be made by the educators. Positive feedback could be shared with the child’s
parents. It has been observed that some schools offer a wide range of rewards for positive
behaviour, such as lunch with a friend, homework passes, free time in the gym, or a chance to
read outside (Ntuli, 2012).

Learners who enjoy the teaching and learning experience are most likely able to behave well
since most of their attention is channelled to their schoolwork. Ntuli (2012) identifies two tasks
of motivating learners through the teaching and learning experience: initially, to make them
more willing to put effort to learn; and second, to structure teaching content and activities so
that it is easier for them to learn. Educators should praise learners for outstanding performance
and reward them for outstanding academic and sporting achievements. Belle (2016) also
emphasizes that learner motivation can also be achieved through increasing feedback during
lessons as this can keep learners on track, minimize misunderstanding and highlight areas that
require further explanation. Educators who regularly provide feedback to their students
regarding their work tend to have higher achieving students who through constructive
correction develop positive attitudes that are in line with positive conduct (Belle, 2016).
Motivated learners are most likely to be well mannered and properly behaved.

Self-Discipline

The proactive orientation of the positive discipline approach seeks to raise learners with life-
long values that enable them to exercise self-discipline. Ultimately, learners should be able to
determine how to behave properly and establish harmonious relations with people of diverse
backgrounds without anyone instructing or guiding them. Such is the hallmark of the positive
discipline approach. The educator has a responsibility to groom learners to arrive at a point
where self-discipline becomes the habit of conduct in adhering to school rules and societal
laws. However, before educators can attempt to train learners in this regard, Tauatswala (2018)

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is of the view that the process should begin with the educators themselves. He argues that
educators should exhibit a high level of self-discipline and obedience to regulations.

Singo (2017) states that self-discipline is the ability of an individual to control his or her own
behaviour through personal will. Self-discipline is also viewed by Tauatswala (2018) as a
product of character development through a form of social consciousness culminating into a
state where the learner can set a goal for him/herself and work wholeheartedly towards
accomplishing it. Positive discipline requires educators to assists learners in gaining positive
characteristics such as self-control, self-discipline, and persistence. In fostering positive
discipline, the educator devises ways of teaching learners how to develop self-control and self-
direction and thus sharpen their recognition of what is right and wrong (Singo, 2017). Rampa
(2014) argues that non-punitive, positive discipline entails the implementation of the self-
concept theory and the values that underpin it.

Self-concept and self-discipline are developed when learners and educators deliberately create
an environment that allows individuals to think critically but favourably of themselves, their
actions, thinking patterns and thus improve the culture of learning and teaching (Rampa, 2014).
Singo (2017) further states that self-control cannot be learnt in isolation, hence learners should
be exposed to engaging in discussion platforms where they become part of decision-making
process about the things that regulate their behaviour. In all essence, self-control has to be
taught and practised until it becomes a habit (Singo, 2017). Self-discipline allows learners to
be independent and self-reliant in their choice of appropriate behaviour. This lessens the burden
on educators as they no longer need to monitor learner behaviour all the time.

METHODOLOGY

This study adopted the interpretivist paradigm. The interpretivist paradigm is also termed
constructivism. According to Creswell et al (2016), interpretivism strongly believes that reality
is not objectively created but is subjectively constructed through socially orientated processes.
Musingafi and Hlatjwayo (2013) similarly assert that the basic argument of the constructivist
narrative is that reality is socially constructed by and between the persons who experience it.

The multiple (collective) case study design was used for this study. It is an approach which
allows for exploration of similarities and differences between cases (Fleming & Zegwaard,
2018). According to De Vos et al (2015), the collective case study is an instrumental study
extended to several cases which enables comparisons to be made between cases. Case studies
are consistent with the principles of qualitative research. In-depth exploration of positive
discipline dynamics was carried out through face-to-face semi-structured interviews with
parents represented on the SGB and educators directly involved in handling learner discipline
matters in schools. Six public secondary schools located within two education districts in the
Mpumalanga province were purposively sampled. Data collected was analysed to reveal

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similarities and differences of positive discipline dynamics within and across the two education
districts. Comparability of results across districts also assisted in eliminating biases associated
with homogeneity aspects of closely located schools.

Six principals, class educators, Life Orientation subject educators, and Chairpersons of SGBs
(representing the parents) participated in semi-structured interviews for this study. The study's
sample size was 24 participants in total. Document analysis of each school's disciplinary
policy, learner code of conduct, discipline record book, and minutes of disciplinary committee
sessions were also observed. Content analysis was used to examine qualitative data acquired
through interviews and document analysis. Content analysis, according to Choongwa (2018),
is the process of categorizing verbal or behavioural data in order to classify
and summarise findings. Musingafi and Hlatjwayo (2013) assert that content analysis focuses
on documents, texts, or speech to see which themes emerge. Reporting of the data is thus done
by way of themes.

FINDINGS AND DISCUSSION

To adhere to the ethical standards of anonymity and confidentiality, schools and participants
were identified during the presentation using alphabetic codes. School A, B, C, D, E, and F
were the names of the schools. PA, PB, PC, PD, PE, and PF were designated as principals, with
PA assigned to School A and PB to School B, and so on. Class teachers, school governing
board chairs, Life Orientation Skills Educators, and documents were all coded in the same
manner. School A and B are rural, School C and D are semi-urban, and School E and F are
entirely urban in this multiple case study design. With this socio-geographic component in
mind, the study's findings were triangulated during the presentation. The table below lists the
detailed codes used to identify participants and documents:

Table 1
Category Code name
Schools SA, SB, SC, SD, SE, SF
Principals PA, PB, PC, PD, PE, PF
School Governing Board Chairpersons CA, CB, CC, CD, CE, CF
Class educators CTA, CTB, CTC, CTD, CTE, CTF
Life Skills Orientation educators LSTA, LSTB, LSTC, LSTD, LSTE, LSTD
School Code of Conduct CCA, CCB, CCC, CCD, CCE, CCF
Disciplinary Committee Minutes DCA, DCB, DCC, DCD, DCE, DCF
Incidents Record Book IRA, IRB, IRC, IRD, IRE, IRF
School Safety Committee Minutes SCC

The findings of this study recommended that a framework for the effective implementation of
positive discipline should adopt a multi-stakeholder approach at all stages of implementation.

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Themes emanating from the views of participants include stakeholder consultative

engagement, stakeholder training, harmonisation of home and school disciplinary practices,
establish vibrant learner representative councils and infusion of positive discipline into school
curriculum.

Theme 1: Stakeholder engagement

Successful undertaking of a change process requires that all stakeholders be taken on board
from the outset. Cooperation with a change process is guaranteed under such conditions. The
findings of this study revealed that a proper framework for implementation of positive
discipline in public secondary schools should include engagement of all key stakeholders in a
consultative process that seeks to develop a positive learner discipline concept that speaks to
the local context. The consultative process should target educators, parents and learners. Their
views will be instrumental in developing a positive discipline concept that is meaningful and
acceptable to all. Participants spoke in agreement and stressed that:

The department should hold wide consultations with all relevant stakeholders [PF]

The department should outsource specialists in that field to engage with educators,
SGBs, and the learners’ formation. This will assist all stakeholders to understand their
expectations. [SA]

Parental involvement is key. The department should work collaboratively with all
stakeholders. No one should be left out. [PD]

Learners should be included in positive discipline policy review and drafting of its
implementation framework. [CTE]

Stakeholders bemoaned the fact that they were not consulted during the policy formulation
process and in the subsequent development of an implementation framework of positive
discipline. Principals, educators, and parents complained that they were left out in the decision-
making process for the adoption of positive discipline. A top-down approach was adopted in
implementing positive discipline. Others considered the implementation as an imposition of a
foreign model of discipline which lacks local context relevance. The system was just copied
and pasted from foreign countries without considering the situation in Africa as a continent and
South Africa as a country.

Bowlings (2018) identifies implementation difficulties which among others included the use
of complex strategies. Such strategies include among others the top-down approach which
imposes rather than engage all stakeholders. A study conducted by Moyo et al (2014) assert
that educators mentioned that their views were never sought when the positive discipline was
introduced hence this could have contributed to their continued use of corporal punishment and

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the non-use of alternative disciplinary measures. Rampa (2014) also argue that positive
discipline was imposed on educators by the Department of Basic Education. They also
highlight that educators, parents, and other religious groups in South Africa felt that the
government has looked down upon their right to be consulted in the education of their children.
Van Wyk and Pelser (2014) reveal that educators in South Africa interpreted the new official
stipulations as promoting the spare the rod and spoil the child phenomenon. The positive
approach to discipline is largely viewed as a foreign phenomenon that does not fit well within
the African culture and local context.

Theme 2: Training of stakeholders

The weakest link in the implementation of positive learner discipline approach is lack of
knowledge, understanding and skills in positive learner discipline principles and techniques.
Training on positive discipline practices should be conducted to educators, parents, learner
representatives and community leaders. Participants indicated that training and workshops
regarding positive discipline should be available to student educators and in-service educators
respectively.

In educator training institutions, positive discipline should be taught extensively. [CTA]

We require in-service workshops for educators in the field and other stakeholders such
as community leaders and parents. [CTD]

There is need to conduct workshops for educators so that the educators can understand
and move away from the confusion currently in place and begin to apply better ways of
dealing with misbehaving learners. [LSTA]

The department should empower everybody including parents so the whole process
begins at home. [CTC]

Educators need to be trained properly rather than being told to do ‘a, b, c’ by the
ministry. [LSTC]

Government must use specialists in positive discipline like you (referring to the
researcher) to train us on what the new approach is all about. [SC]

Participants complained about the lack of training for principals, educators and parents on
positive learner discipline principles and strategies. This created several challenges for
educators and parents who run short of alternatives and appropriate skills for handling
indiscipline cases in an environment where corporal punishment has been outlawed. This
results in cases where educators and parents opt for other alternative means through trial and

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error which might not be in line with positive learner discipline values. In the process, positive
learner discipline fails to achieve its intended purpose.

Strategies explored in the literature, such as creating a positive classroom climate, teaching,
modelling and self-discipline were not identified by the participants. This presents a gap in the
implementation of positive discipline in South African public secondary schools and validation
of claims by participants that they were not trained about positive discipline Considering the
above narratives, training on positive discipline approaches should be part of the pre-service
educator training curriculum. Programmes for training in-service educators, parents and
learners need to be organised and put into action. This will assist all stakeholders in gaining an
understanding of the essences of positive discipline.

Theme 3: Harmonisation of home and school disciplinary practices

Having trained parents, learners and other stakeholders on positive learner parenting and
discipline techniques, it is imperative to create a framework where implementation commences
at home and extends to the school. This harmonisation of approaches used for parenting and
handling learners at school makes it possible for educators and parents to work hand in hand
in fostering the development of positive discipline values in learners.

Educators and parents should guide learners together and apply the same approach.
Positive discipline should begin at home and continue at school. [LSTF]

It is difficult for the school to talk positive discipline while the home does not. The school
and home should operate using the same approach. [PB]

Positive discipline would work best where there is full cooperation of the parent. [PA]

Educators observed that the implementation of positive discipline approach in schools suffered
a blow because of a one-sided scenario where positive discipline is only practised at school
while the home uses corporal punishment and other punitive measures. Parents should raise
their children through application of positive parenting techniques. This makes it easy for the
school to build on the values that have already has been infused by the family as the learner
grows. Challenges experienced at home in instilling discipline using positive discipline
strategies can be discussed with educators and other professionals available at community level
for practicable solutions. The above statements emphasise the fact that positive discipline
should begin at home. Parents should raise their children through application of positive
parenting techniques. This makes it easy for the school to build on the values that have already
has been infused by the family as the learner grows.

The successful implementation of positive discipline would be possible when the home and
school agree on a unified system of discipline that shuns violence and pursue positive

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behaviour strategies jointly. This is in line with Obadire and Sinthumule (2021) who state that
parents, in their capacity as first educators, should inculcate values and morals in their children
to differentiate between right and wrong.

Theme 4: Establish vibrant Learner Representative Councils

Schools need to establish Learner Representative Councils (LRCs) made up of leaders chosen
by themselves who will serve as a bridge between the school and the learner establishment.
LRCs also require periodic training to be effective in the role they play.

Learner representative councils need to be trained and engaged so that they assist in
mediating between the school and the learners. [PC]

Document analysis confirmed existence of Learner representative Councils through the

following excerpt drawn from the minutes of the School Safety committee:

Learner Representative Council of Learners agreed to submit information (report) to

educators as it is easy for them to get information from friends. They will round the
classes from Grade 8 to 12 and ask reps to report all incidents in class. [SCC]

The establishment of learner representative councils in schools is a concept that subscribes to

good governance principles. Participatory approaches to leadership and problem solving such
as this one tends to yield positive outcomes. An environment characterised by mutual respect
between educators and learner representatives are most likely able to eradicate behaviour
challenges affecting schools. As part of a programme for implementing positive discipline in
schools, the involvement of learners in all aspects of learner discipline and welfare is key.
LRCs ought to be involved in the drafting and enforcement of school rules as well as in
instilling learner discipline. An environment characterised by mutual respect between
educators and learner representatives is most likely able to eradicate behaviour challenges
affecting schools.

Theme 5: Infuse positive discipline into school curriculum

Some participants suggested that positive discipline principles, values and approaches should
be taught as part of the school curriculum for easy understanding and acceptance. Content
related to the localised version of positive discipline could be infused or integrated into the Life
Orientation and Social Studies curriculum. Participants had to say the following:

One way of making positive discipline to be easily understood is to add it to the syllabus.
When it is taught as part of certain subjects, like Life Orientation Skills, then educators
and learners will grasp it better. [PE]

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Government must include it in the curriculum somehow. This will help all of us to
understand including the learners. Maybe it should come under Social Studies. But it
should feature somehow. [CTB]

Worth noting is the fact that most educators lack proper understanding of positive discipline.
The current use of discipline methods that violate the rights and dignity of learners such as
cleaning toilets and digging holes demonstrate sufficient evidence to this lack of understanding.
Provision of a detailed content, packaged with clear aims, objectives and activities for
instruction and assessment would go a long way to assist educators and learners come to
understand and appreciate positive discipline.

CONCLUSION

Educators have varied perceptions about positive learner discipline which fall within the broad
framework of its definition, strategies used for instilling discipline and evaluations on its
effectiveness. Educators demonstrated a shallow understanding of positive discipline. In their
definitions some professed total ignorance about it while others viewed it as non-violent means
of handling learner discipline. Others viewed it as an approach that is rooted on human rights.
The main principle that distinguishes positive discipline from other approaches which has to
do with proactive strategies aimed at self-discipline was never mentioned. In terms of its
effectiveness in instilling learner discipline, positive discipline received mixed reactions. Some
educators considered it a good approach that motivates learners to do well and produce
responsible behaviours while others commented that it had its fair share of successes and
challenges. Others considered it as an approach that is good on paper but difficult to implement.
On the extreme side, some argued that positive discipline was a Western system devoid of
African cultural values which is responsible for the high rates of learner indiscipline currently
prevailing in schools. Over and above, educators have a limited understanding of positive
discipline and view it as an ineffective approach to learner indiscipline.

Lack of training and absence of stakeholder participation, overemphasis on learners’ rights and
conditioning on corporal punishment contributed towards the ineffective implementation of
positive discipline. Stakeholders were not involved in the policy formulation process and
adoption of positive discipline. Implementation took a top-down approach of imposition and
did not accommodate grassroots views. Principals, educators and members of SGBs were not
trained on how to instil discipline using the positive learner discipline approach. The
introduction of positive learner discipline was characterised by an over-emphasis on human
rights aimed at protecting children from physical abuse and the brutality of corporal
punishment. This gave learners a wrong impression about life and created in educators a feeling
of being dethroned. Educators and parents who believe and rely on the use of corporal
punishment render efforts of instilling discipline through the positive discipline approach
fruitless.

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ACKNOWLEDGEMENTS

Funding was provided by Central University of Technology, Free State for a doctorate research
study.

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