An Investigation into the nature of misdemeanours experienced by selected learners at a secondary school in KwaZulu-Natal.

Abstract

School discipline issues and more especially various kinds of misbehavior in the classroom interfere with the teaching and learning process Precious instruction time is taken up in dealing with discipline. This study investigates the misdemeanors that three selected learners have been involved in. ln a secondary school it also examines reasons for these misdemeanors and how these problems impact on the discipline of the institution. Undeniably, a large body of evidence suggests that in many South African schools the culture of teaching and learning seems to be disintegrating, especially in secondary schools. Significant role­players are overwhelmed by disciplinary problems and lack the capacity to manage this probJem effectively. It is against this background that the present project attempts to encourage managers of education and other relevant people to embrace a strategic management approach to restore the culture of learning and teaching in schools. The researcher proceeded to investigate why the selected learners engage in certain misdemeanors and how the schools' management strategies impacted on the climate at the secondary school. The data from these learners were collected through semi-structured interviews. An analysis ofali data acknowledges that restoring the culture of learning and teaching is not simply about the acceptance of authority and the impositions of sanctions for misdemeanors. It is about understanding the complex process of learning, teaching, managing and resourcing. It entails involving every role-player so that new social relationships are developed. Concurrently, it means rebuilding social and material conditions for schooling to take place, and capacity building so that new forms of discipline are internalized. It means that there has to be changes in attitudes, skills, competencies and values so that learners can ultimately take responsibility for their own behavior. The study focuses on the significance of the research findings, and attempts to offer educational representations of the practical and procedural recommendations for the management of behavior in schools made by key constituencies. It further highlights the immense potential that a strategic management approach has for the enhancement of learning and teaching.