APPENDICES
5.3 CONCLUSIONS
5.3.2 Home-related disciplinary problems
Most of the principals surveyed pointed out that besides school-related disciplinary problems, they are also faced with social problems that hinder school discipline. Edwards (2008:7) emphasizes the fact that society has a significant role in creating school disciplinary problems, and that family and social influences on these problems are usually interrelated (cf 2.4.1.2). Flannery (1997:19) believes that children are socialized from a very young age at home and in the family, and home experiences have an influence on children’s behaviour (cf 2.4.1.1). This study has revealed social problems that are detrimental to school discipline:
5.3.2.1Child-headed homes
Most principals surveyed mentioned that the most learners do not stay with their parents. Goldstein and Click (1994), in Edwards (2008:7), believe that parental involvement is extremely important to the success and maintenance of discipline in schools, and that the most effective school programmes are the ones that have parental support, with parents backing school limits and consequences at home (cf 2.4.1.1). The study reveals that schools find it very difficult to deal with children who are living by themselves without parents or guardians.
(a) Latecoming
The study reveals that latecoming affects discipline in rural secondary schools in KwaZulu-Natal. It emerged clearly that it is difficult to control latecoming without the cooperation of parents. The conclusion is that schools need buses that will
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take the children to school because public transport does not take school times into consideration.
(b) Absenteeism
The study has discovered that it is very difficult to control absenteeism when children do not have parents at home. The school finds itself unable to liase with anyone in order to correct the misbehaving child. Interviews revealed that lack of parental guidance is the cause of absenteeism (cf 4.3.3).
The conclusion is that schools need to work closely with social welfare to cater for learners who are orphans. Psychologists are also needed in rural secondary schools in KwaZulu-Natal so that learners with social problems can receive expert attention.
(c) High pregnancy rate
The study reveals that the pregnancy rate is escalating in rural secondary schools in KwaZulu-Natal. According to the respondents, pregnancy affects the learner’s performance, and increases absenteeism.
The conclusion is that schools need to engage with learners, teach them about life skills, and invite relevant people to come and address them on sex.
(d) Substance abuse and the carrying of dangerous weapons
The study reveals that rural secondary schools in KwaZulu-Natal have the problem of learners who are rude and violent, and who become a threat to other learners. Drugs and alcohol have become the game of the day, which makes learners become out of control (cf 4.3.3). Some of the learners carry dangerous weapons. According to ‘The Guidelines for Consideration of Governing Bodies in
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Adopting a Code of Conduct for Learners’ (South Africa 1998b), such behaviour is categorized as serious misconduct that can result in expulsion.
According to Joubert and Prinsloo (2008:110), a code of conduct must be developed for every school to enable all members of the school community to behave appropriately towards each other, and to cooperate in teaching and learning. The South African Schools Act, section 18, states that the governing body should establish a ‘disciplined and purposeful school environment dedicated to the improvement and maintenance of the quality of the learning processes’. Petra Friezel commented in the local newspaper that disciplinary structures and procedures are in place in schools, but she feels that they are not being used to their full potential in the school environment (Zululand Observer, 8 November, 2013).
The conclusion is that every school must implement a code of conduct. Schools must keep reminding learners of the code of conduct and its content (the rules of conduct and punishment), and put it into practice.
(e) Lack of safety and security
The study revealed that schools have become unsafe, and educators fear for their lives (cf 4.3.3).Andrew Cornew (Zululand Observer, 8 November, 2013) wrote that more teachers want to leave the profession as they do not feel safe or protected in their schools. He said that in Zululand there have been incidents of teachers’ cars being scratched and vandalized, rubbish and other objects being deliberately thrown into the classrooms, classrooms walls and desks being written on, and shelves and posters vandalized, and emphasized that nothing of value can be left in the classroom because it will either be stolen or destroyed (cf 4.3.8.2). These incidents show that safety and security is at stake in schools.
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The conclusion is that each and every school must have trained security guards.
Schools must also make use of the structures or organizations that can help promote order and security in schools, such as churches, influential members of the community, social workers, and protective services.
In this section, overwhelming evidence suggests that there is lack of discipline in rural secondary schools in KwaZulu-Natal. A number of factors hinder discipline in schooling in rural secondary schools. These include school-related problems and home-related problems, namely lack of cooperation from parents, the educational deficiencies in members of the school governing bodies, uncooperative members, educators unwilling to enforce discipline, policies which are not implementable, learners raised in dysfunctional families, those who come from child-headed families, and those who take drugs. It is hoped that the following recommendations may help to alleviate the problems identified.