Exploring the implementation of discipline policy: a case study of three primary schools at Isipingo Circuit.
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Date
2018
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Abstract
Teachers are at the forefront in ensuring that quality education is achieved and sustained. As
such, they are regarded as the main source of information that learners would need to steer their
lives forward. In doing that it is expected that they abide by the professional code of conduct.
This study sought to explore the School Management Teams’ (SMTs) experiences in the
implementation of teacher discipline policy in schools. In exploring this phenomenon, the focus
is on the challenges that the SMTs face when implementing teacher discipline policy.
This is a qualitative study located in the interpretive paradigm. The studied schools are located
in Umlazi Town ship in Durban. In-depth semi-structured interviews constituted the data
generating instruments. In this study I used purposive sampling to select the participants. My
participants were handpicked on the bases of their experienced with the studied phenomenon. I
used content analysis strategy to analyse the data.
The study is underpinned by Complexity Leadership Theory (CLT). CLT presents organizations
such as schools as complex. Schools are complex because they are populated by humans with
self-interests. Having a number of groups with self-interests spark a serious competition and
contestations which pose a considerable challenge to those who are at the forefront of the
organization.
The findings of the study reveal that the SMTs are finding it difficult to implement teacher
discipline policies in the three selected schools. Teachers are flouting discipline policies, the
principals, SMTs and the DoE are finding it difficult to deal with teachers who are flouting
policies. Principals and the SMTs have very limited powers to deal with teachers who are
misbehaving because they cannot suspend or expel teachers. Teacher unions tend to dominate
teacher disciplinary processes; teachers who are flouting policies are not brought to book.
Principals are not well capacitated about all the processes that need to be followed when
charging a teacher who has misbehaved. Teachers who are not given a chance to participate in
the crafting of the teacher disciplinary policies tend to disregard them.
Description
Masters Degree. University of KwaZulu-Natal, Durban.