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Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline

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Title: Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline
Language: English
Authors: Amy Sarah Padayachee, Ntombizandile Gcelu, Sekitla Makhasane
Source: Research in Social Sciences and Technology. 2025 10(3):61-72.
Availability: Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary Schools, Discipline, Principals, Assistant Principals, School Administration, Administrators, Classroom Techniques, Educational Cooperation, Administrator Behavior, Educational Strategies, Leadership Styles
Geographic Terms: South Africa
ISSN: 2468-6891
Abstract: Indiscipline remains a persistent issue in schools worldwide. The preponderance of literature associated with indiscipline highlights its severity and the frequency of its manifestation, rendering it a global problem. The frequency of indiscipline on the African continent has also been a focus of educational research undertaken by various scholars. The literature presents a general conception of the lack of discipline in South African schools. Since the post-apartheid education system in South Africa, school management teams have been tasked with managing discipline in schools. Research suggests that school management teams have established and are currently implementing strategies to manage learner discipline. Yet, despite the implementation of these strategies, the persistence of indiscipline in schools across South Africa remains a reality. Therefore, strategies need to be used to sustain learner discipline in schools. This study explored collaborative strategies for maintaining learner discipline in secondary schools within the ILembe education district. This study is grounded in the Theory of Collaborative Leadership. The sample size comprised 24 secondary schools in the ILembe education district. Four participants were selected per school, resulting in a total of 96 participants, comprising the principal, one deputy principal, and two departmental heads per school. The participants were selected through simple random sampling. A qualitative research approach was used for this study. The study revealed that collaborative leadership was employed by School Management Teams (SMTs) to lead collaborations in schools to sustain learner discipline. It is recommended that a collaborative leadership approach be adopted to encourage stakeholders to approach all aspects of school management in partnership with those who have a vested interest in the school.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489417
Database: ERIC
FullText Text:
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  Data: Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline
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  Data: <searchLink fieldCode="AR" term="%22Amy+Sarah+Padayachee%22">Amy Sarah Padayachee</searchLink><br /><searchLink fieldCode="AR" term="%22Ntombizandile+Gcelu%22">Ntombizandile Gcelu</searchLink><br /><searchLink fieldCode="AR" term="%22Sekitla+Makhasane%22">Sekitla Makhasane</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Social+Sciences+and+Technology%22"><i>Research in Social Sciences and Technology</i></searchLink>. 2025 10(3):61-72.
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  Data: Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Assistant+Principals%22">Assistant Principals</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Behavior%22">Administrator Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2468-6891
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  Data: Indiscipline remains a persistent issue in schools worldwide. The preponderance of literature associated with indiscipline highlights its severity and the frequency of its manifestation, rendering it a global problem. The frequency of indiscipline on the African continent has also been a focus of educational research undertaken by various scholars. The literature presents a general conception of the lack of discipline in South African schools. Since the post-apartheid education system in South Africa, school management teams have been tasked with managing discipline in schools. Research suggests that school management teams have established and are currently implementing strategies to manage learner discipline. Yet, despite the implementation of these strategies, the persistence of indiscipline in schools across South Africa remains a reality. Therefore, strategies need to be used to sustain learner discipline in schools. This study explored collaborative strategies for maintaining learner discipline in secondary schools within the ILembe education district. This study is grounded in the Theory of Collaborative Leadership. The sample size comprised 24 secondary schools in the ILembe education district. Four participants were selected per school, resulting in a total of 96 participants, comprising the principal, one deputy principal, and two departmental heads per school. The participants were selected through simple random sampling. A qualitative research approach was used for this study. The study revealed that collaborative leadership was employed by School Management Teams (SMTs) to lead collaborations in schools to sustain learner discipline. It is recommended that a collaborative leadership approach be adopted to encourage stakeholders to approach all aspects of school management in partnership with those who have a vested interest in the school.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 61
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Assistant Principals
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Leadership Styles
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      – SubjectFull: South Africa
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      – TitleFull: Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline
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