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RCE2601 Assignment 02Part A
1. Exploring South African Teacher’s Perspectives on Students Discipline in Public Schools
2. Context:
The article South African public school teacher’s views on the right to discipline students,
aims to investigate the views of public-school teachers in South Africa on their right to
discipline students. The context of the study is important to understand because
discipline has been a persistent issue in South African public schools. The legacy of
apartheid, poverty and social inequality has made it difficult for teachers to maintain
discipline in the classroom, leading to a deterioration in the quality of education. In
response, the South African government has developed a range of policies and
guidelines to help teachers maintain discipline in the classroom. However, the has been
limited research on how these policies are perceived by teachers and the extent to which
they are implemented.
Problem statement:
The articles problem is critical because it highlights the need to understand how public-
school teachers in south Africa perceive their right to discipline students. The problem
statement challenges the assumption that discipline is soley the responsibility of the
teacher. By investigating how teachers perceive their right to discipline, the article seeks
to draw attention to other factors that impact discipline, such as student behaviour,
parental involvement and social and economic inequality. Thus, the problem statement is
rooted in acritical perspective that recognizes the complexity of the issue and seeks to
explore the underlying factors that contribute to the problem.
In summary, the context and problem statement of the article are critical in the sense
that they challenge assumptions and highlight the complexities of the issue. The article
recognizes that discipline is not soley the responsibility of the teacher and seeks to
explore other factors the contribute to the problem. By doing so, the article provides a
nuanced perspective on the issue of discipline in South African public schools.
3. The participants in this journal article are South African public-school teachers. The
process utilized in selecting them was purposive sampling, where the researchers
intentionally selected participants based on certain criteria were teachers who had
reported disciplining students in the past year. The researchers contacted 140 teachers
from 10 schools in the Limpopo province and 28 teachers who met the inclusion criteria
were selected for the study. The sample size was limited by the researcher’s time and
resources constraints. The selected participants were then asked to complete a
questionnaire and participate in focus group discussions.
4. Research question: what are attitudes of South Africa public school teachers towards
student discipline, and how do their attitudes affect disciplinary practices in the
classroom?
, Sub-question: how do teacher’s perceptions of the right to discipline students differ
based on factors such as school location, socioeconomic status students, and teacher
experience?
5. Research goal: to investigate the perception and the attituded of South African public-
school teachers towards the use of corporal punishment as a disciplinary measure.
Objective: the objective of this research is to explore the opinions of South African public
schoolteachers on the efficacy and appropriateness of corporal punishment a s amends
of disciplining students. The research aims to identify the various disciplinary strategies
employed by teachers and examine their perceptions on the impact of corporal
punishment on student’s academic performance, behavior and emotional well-being.
Additionally, the objective is to understand the factors that influence teacher’s attitudes
towards the use of corporal punishment, such as personal beliefs, cultural norms and
institutional policies. The findings of his study will contribute to the development of
policies and interventions aimed at promoting positive.
6. Literature review:
The literature review of the article begins by discussing the history of discipline in
education. It notes the shifts occurring worldwide from corporal punishment to alternative
methods such as detention, suspension and counselling and notes that South Africa has
also undergone such information. The literature review then states that discipline in
schools should be viewed to ensure compliance and obedience to school rules as well
as to protect learner’s well-being. It notes that a lack of discipline can lead to disruption
and even violence in schools, as well as negatives consequence for learner’s academic
development and psychological health.
The article further notes that studies have shown there is often a lack of agreement
among educators, parents and learners about what constitutes appropriate disciplinary
measures. It highlights several factors that can shape teacher’s attitudes towards
discipline, such as personal beliefs about discipline, cultural norms, socioeconomic
background, school context and legislation. The literature review also observes that
research has shown that both educators and learners in south Africa experience high
levels of physical and verbal aggression in schools.
Furthermore, the article highlights the role of the Right to Education and the Right to be
Free from Discrimination in in the South African Constitution. The literature review states
that the Constitution is key in ensuring that discipline in schools is fair and non-
discriminatory. It notes that the south Africa schools act and regulations outlines
disciplinary procedures, which limits the use of corporal punishment and provide
alternative measures.
The article also references several studies that focused on teacher’s attitudes towards
discipline and approaches to challenging behavior. It notes that some studies found a
preference for punitive measures, while others supported restorative justice, counselling
or teaching learners about positive behaviors. The literature review also highlights
studies that have investigated the impact of educational programs for building teacher’s
capacity to handle discipline challenges positively.
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