This study sought to explore the experiences of school management teams (SMTs) in implementing teacher discipline policies in schools. The aim of this study is to explore the experiences of school management teams (SMTs) with the implementation of teacher discipline policies in schools.
Background of the study
However, the DoE does not take into account various factors that are unique to each school, in relation to the implementation of the policy. This disregards several contributing factors that are detrimental to the effective implementation of the policy in schools.
Rationale for the study
Strongly related to policy implementation are many factors such as the willingness of teachers to adhere to the policy and the ability of SMTs to ensure that teachers adhere to the policy among others. This study will provide a better understanding of the challenges in implementing discipline policy in schools.
Aims and Objective of the study
There are cases where teachers are dishonest by engaging in fraudulent activities related to examination and these activities include inflating examination results, plagiarism and lying about qualification among others (Lennebald & Dance, 2014). It will highlight the experiences and challenges principals face when implementing teacher discipline policy in schools.
Research questions
Delimitations of the study
Organization of the study
This chapter presents a detailed discussion of the research design and methodology that will be used in the research. Some of the important terms used in this study are; Principals, HODs, Policy and Legislation.
Conclusion
Teacher’s code of ethical conducts
The principal who is the head of the school must play a leading role in ensuring that teachers adhere to the code of ethical conduct. It is important that all stakeholders actively participate in the drafting and development of the teacher's ethical code of conduct.
Legal perspective and legislation
This happens despite the publication of the policy which states that teachers are not supposed to engage in sexual relations with the learners and other forms of harassment in schools. It has been proven that the intention of the teachers' union representative is to protect the teacher concerned.
Teacher disciplinary procedures
If the case warrants a written warning, the teacher concerned may receive the written warning in the presence of the witness. The teacher may be asked to sign to receive the copy of the warning.
Common teacher misconducts in South African Schools
- Corrective measures of absenteeism in schools
- Drunkenness
- Examination fraud
- Teacher poor classroom management
Monitoring and supervision by the department officials and school management improves teacher attendance (Suryahadi & Sambodho, 2013). Principals also encourage assessment fiddling to strengthen the school's profile (Lenneblad & Dans, 2014).
Impact of teacher misconduct
Progressive discipline
School-community relationship
The principal must ensure that the trust of the community is strengthened so that if there are instances of teacher misconduct, the image of the school is not damaged (Dunlop & Lee, 2004; Wellen & Neale, 2006). By involving the community in all school activities, the principal will build capital trust so that when serious teacher misconduct occurs, the damage will be minimal (Barnes, 2005). School success is achieved when principals create a trusting school environment (Bryk, Sebring, Allensworth, & Easton, 2010).
Involvement of teachers in decision making
Good principals always encourage staff to participate in school decision-making. If teachers are disciplined, schools will be effective and students will benefit from the school's effectiveness. The principals are the key to creating a conducive environment that allows professional collaboration among the teachers.
Factors impeding the implementing of policies
- Teacher unions
- Managerial factors
- Social factors
- Economic factors
- Private tuition
- Causes for teacher private tuition
Quality management at all levels is essential to ensure that teachers perform their duties accordingly. Teachers are involved in abuses because they feel they are being neglected by management at all levels. Factors operating within the school system that can negatively impact teacher performance include frustration, dissatisfaction, and stress.
Theoretical framework
Complexity Leadership Theory
To understand the new way in which the schools operate, a Complex Leadership Theory is preferred and discussed as it is suitable for this study. Complexity Leadership Theory aims to address the traditional and hierarchical style of leadership by advocating the decentralization of power, distributed leadership and a high degree of participation of all stakeholders in decision making (Cillier, 1998). Complexity Leadership theory challenges the assumption that the essence of leadership lies in the character of the principal.
Conclusion
This chapter begins by explaining the paradigm on which the research is based, after which the research design and methodology of the study are discussed.
Research paradigm
Paradigms are the basic systems that guide the researcher to make an informed decision about the method he/she intends to use in the study (Lincoln & Guba, 1994). Interpretative paradigms are often used by qualitative researchers when conducting research because it is impossible for the researcher to be distant from the participants. My choice of method was based on interpretive paradigm; therefore, I used semi-structured interviews as a tool to collect data.
Research design
In accordance with the above statement, I managed to develop a good relationship with all my participants. I have spent enough time interacting with them in their natural environment, which is their workplace. Five of my participants were interviewed in their workplace, at school after hours and only one participant was interviewed at the library during the weekend.
Methodology
Access to the research sites
In order to gain access to the research sites, I asked the Ethics Committee at the University of KwaZulu-Natal for permission to conduct this research. Upon receiving the ethical clearance from the University, I wrote letters to ask the schools' gatekeepers for permission. After getting permission from the principals, I made appointments with the participants (HODs and Principals).
Sampling
Codes for participants
Data generation methods
Interviews
Interviews in School-A
Interviews in School-B
Ensuring trustworthiness
Credibility
Transferability
Dependability
Confirmability
Ethical issues
Limitation
Conclusion
This chapter presents the findings and discussion of data obtained from semi-structured interviews conducted at three schools. This study focuses on the implementation of teacher discipline policies that are developed at the school level. The policies prepared by the Ministry are used as a guide and are contextualized at the school level.
Profiling of the research sites
The school does not have a security guard, but it has a janitor who also opens and closes the door. It is a medium-sized school with 17 teachers paid by the state, including 1 principal, 1 vice-principal and 3 principals. It is a medium-sized school with 19 teachers paid by the state, including 1 principal, 1 vice-principal and 3 principals.
Data presentation and discussion
Experiences of School Management Team in the implementation of teacher discipline policies
School Management Teams endeavours in fostering positive discipline amongst teachers
When the participants were asked about what the SMTs do in their schools to promote positive discipline among teachers. Three out of six participants shared the same sentiments that the SMTs do enough to promote positive discipline to the teachers. The other three participants said that there is no role that the SMTs play in promoting positive teacher discipline in their school.
Dominance of teacher unions
When the union at the level of the branch intervenes, we (SMT) always provide evidence and move forward. Principal-B shared similar sentiment with Principal-A, that unions are not interfering with the processes of the school. Responding to the same question, HOD-B reiterated the fact that teacher unions are there to protect the teachers who are not conforming with the policies of the Department.
The Departmental officials abdicating their duties
Regarding this issue, Principal-A claimed that the Department is strengthening the SMT teachers in terms of teacher discipline. HOD-B agrees with Principal-A that the Ministry supports schools in ensuring that discipline is maintained. According to Principal-B, the Ministry is not doing enough in terms of supporting schools.
Antagonistic attitude to the teacher discipline
Absenteeism
One participant said teacher absenteeism affects the whole school and parents respond by withdrawing learners and enrolling them to other schools that are disciplined. Principal-B mentioned that teacher absenteeism affects the whole school and it also results to high failure rate. According to Page (2013) when teachers are absenting themselves from school the reputation of the school is tarnished and this affects the whole school community, learners, staff and the parents. c) How teacher absenteeism is addressed.
Alcohol abuse
The school community even goes so far as to find a suitable place to stay for the teacher. At school we ensured that all teachers were involved in making the alcohol policy. There must be a policy and all teachers must be involved in drawing up the policy.
Corporal punishment
There is a difference between causing physical harm to a student and using corporal punishment to correct bad behavior.” I also ask parents to alert the school if there are teachers who use corporal punishment.” There were numerous campaigns at the school led by the director to stop corporal punishment.
Participation in policy making
When the participants were asked who was involved in the preparation of the teacher's discipline policy. Three participants said they were involved in the development of the discipline policies for teachers. The HOD-C mentioned that: "All the teachers participated in the development of the teacher discipline policy".
Conclusion
Principal-C agrees with HOD-C and stated that: "Teachers have been actively involved in the formulation of their code of conduct and other disciplinary policies". Therefore, if teachers are not given the opportunity to participate in the creation of a teacher disciplinary policy, they will not have such a policy. This chapter begins by presenting a summary of the study, followed by the conclusions and recommendations of the study.
Summary of the study
Chapter four presented a discussion and analysis of the findings based on the data generated by the participants. The literature review from chapter two was used as a reference point in discussing the findings. In chapter four, five main themes emerged, namely: experiences of the SMTs in implementing teacher discipline policies, antagonistic attitudes towards teacher discipline and participation in policy making.
Findings
Experiences of the SMTs in the implementation of teacher discipline policy
In this study, the teacher unions appeared to be smart to identify loopholes in the discipline process and begin to exploit it to stop the implementation of the discipline policy. If the SMTs can recognize that the teachers' unions are their partners rather than enemies, some of the cases that emerged from the study can be avoided. This results in the tension between the teachers who are always in school teaching and those who have a habit of absence.
Participation in policy making
Some teachers are frustrated by poor working conditions such as overcrowded classrooms, insufficient teaching and learning aids, and unruly students. To the frustration of some teachers, these teachers resort to corporal punishment to instill discipline and maintain order in unruly students. Some principals have used the Educator Employment Act document and the SACE code of conduct provided by the department as a guide in punishing teachers who breach the discipline policy.
Implication of the study
Recommendations
- The importance of policies in schools
- Staff development
- The role of the DoE
- Community involvement
- Teacher unions
Tell the teacher about the history of the school, the kind of community he/she will serve and the expectations of the community. Improve the salaries of the teachers to prevent teachers from engaging in other income generating activities during school hours. In School-B, the community was involved in addressing the issue of the teachers administering the corporal punishment.
Conclusions
At the school, teachers do not practice corporal punishment, the principal and the disciplinary committee have taken it upon themselves to stop teachers from practicing corporal punishment. Parents and the community were actively involved in the school's program, which ensured that no student was physically abused in the school through the use of corporal punishment. This shows that the community, if given the opportunity, can play an important role in solving school challenges, including cases of teacher discipline.
Responding to workplace absenteeism in Tanzania: the case study of public and private schools in Ilala Municipality and Mkuranga District. Nature, causes and extent of teacher absenteeism in the law, education and development (Read) project schools in Uganda. Modern Management Theories and Practices, a paper presented at the 15th East African Central Banking Course, held on 12 July. Qualitative evaluation and research methods. Principal-teacher interactions: How affective relationships shape principal-teacher attitudes. Sexual harassment and violence in South African schools. Act No. Act No. South African Schools. Your guide to case study research: Pretoria: Van Schaik. 2004) Leadership and flexible organizational structures. Challenges faced by school principals in dealing with disciplinary problems of teachers in primary schools in Umguza district.
LIST OF APPENDICES
Letter requesting permission from school principal
Template of informed consent letters to participants DECLARATION FOR PARTICIPANTS
Semi-structured interview schedule for participants
What can be done in general to avoid these practices?
