The in Loco Parentis Role of The Teacher: a Relationship Perspective

THE IN LOCO PARENTIS ROLE OF THE TEACHER:

A RELATIONSHIP PERSPECTIVE

I J . O osth u izen

D ept, o f C o m p arativ e E d u catio n and E d u catio n al M an ag em en t Potchefstroom U niversity fo r C H E

P O T C H E F S T R O O M

Abstract

The parent (as the primary educator) as well as the teacher (as the secondary' educator) functions from independent societal units in their respective roles o f educating the educand The teacher as an in loco parentis person has the right on the one hand to maintain order by mean* o f school rules and the punishm ent o f transgressors and on the other hand has a duty to care fo r the safety o f the educands. The parent and the teacher share a com m on goal: the maturing and the development o f the educand. Whilst the nature o f this parcnt-teacher co-operation is defined as a partnership, it is - taking the technical essentials o f a partnership into account ■ more o f a voluntary association. This generates the question whether the whole system o f parcnt-teacher co-operation should not be re­

organised on the basis o f a true partnership.

1. P E R S P E C T IV E

T h e p a r e n t- te a c h e r r e la tio n s h ip has as a c o m m o n g o al th e e d u c a tio n o f th e child.

A lthough p a re n t an d te a c h e r a re u n ited by this co m m o n p u rp o se, p ra ctic e has show n th at u n d efin ed roles in the respective rights and oblig atio n s o f th e asso ciates could lead to disharm ony (O o sth u izen , 1990:74).

A few exam ples o f w here the infringem ent o f o n e a n o th e r’s a re a o f com petency has c au sed d ish arm o n y in th e p ast a re co u rt cases such as S v M eeuw is (1970 4 SA 532 (T ) an d Tiffen v Cilliers (1925 O P D 30). In th e first-m en tio n e d case the te a c h e r involved ex ceed ed h e r d isciplinary m a n d a te by n o t exercising corp o ral p u n is h m e n t in a c c o rd a n c e w ith th e re g u la tio n s . A fte r th e b o y ’s f a th e r had tak e n him to th e d istrict su rg eo n a c o u rt case follow ed. In T iffen v Cilliers the fa ct th a t th e f a th e r re fu s e d th a t his c h ild s h o u ld b e s u b je c te d to c o rp o ra l p u n is h m e n t led to th e e x p u lsio n o f th e p u p il w hich re s u lte d in á c o u rt case betw een th e p a ren t an d the school principal.

In an e ffo rt to u n d e rsta n d th e resp ectiv e a re a s o f c o m p e te n c e m o re specifically, this a rticle will ex am in e th e ro le o f th e te a c h e r as a n in loco parentis p e rso n . T o b e tte r u n d e rstan d th is role it will be necessary to investigate th e fo u n d atio n s o f the respective

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so c ietal u n it’s a u th o rity sp h e res as w ell as th e n a tu re o f p a r e n t- te a c h e r a sso ciatio n . P a re n t-te a c h e r c o -o p era tio n is d escrib ed in g en eral term s as a p artn ersh ip . W hen the w ord is analysed a cco rd in g to its ju rid ical co n ten ts, it show s th a t th e p re se n t form of p a re n t-te a c h e r c o -o p e ra tio n is n ot a tru e p a rtn e rs h ip b u t has m o re th e n a tu re o f a v o lu n ta ry a s s o c ia tio n . T h e v ery n a tu r e o f a v o lu n ta ry a s s o c ia tio n te n d s to c au se u n d efin ed (an d so m etim es even u n stru c tu re d ) roles o f p a rtic ip a tio n be tw een th e two associates - especially in the n o n-statutory form s o f particip atio n .

2. E D U C A T IO N A N D T H E S O C IE T A L U N IT S

All so c ietie s consist o f a v ariety o f su b -so cie ties such as th e h o u se h o ld (fam ily), the church, the state, etc. T aljaard (in M entz, 1990:13), defines a societal relatio n sh ip as a re la tio n s h ip w h e re p e o p le a re b o u n d by a co m m o n in te re s t a n d a r e io in tly se t on o b tain in g th e sam e goals. A so c ietal re la tio n s h ip th e re fo re re su lts from a co m m o n m o tiv e w hich binds p e o p le to g e th e r in c o rre s p o n d in g a c tio n s. T a lja a rd (in M entz, 1990:14), stip u lates the ch aracteristics o f a societal relatio n sh ip as follows:

* A societal relationship has a pow er structure.

’ A societal re lationship is b o und by a definite collectivity.

* A societal re lationship has an in te rd ep e n d e n t connection.

* A societal relationship is stru ctu red .

V ario u s o f th ese societal re la tio n s h ip s - e ac h o n e c h a ra ra c te ris e d by its ow n, un iq u e n atu re, and functioning sovereignly w ithin its ow n sp h ere o f activities - a re involved in the ed u catio n o f the child. T h e four societal relatio n sh ip s w hich are m ainly involved in e d u ca tin g the child are th e h o u se h o ld (fam ily), th e school, the church and the u n iv er­

sity (V an d e r W alt et al., 1982:87). T his sp h ere o f c o m p eten ce w hich is a ch aracteristic o f all so cietal re la tio n sh ip s is know n as sovereignty w ithin own sp h e re. E v en th o u g h th ere is a d efinite u n d e rcu rre n t o f continuity am ong the d ifferen t societal relationships, the sovereignty o f each is at the sam e tim e a p re re q u isite for th e p ro p e r functioning of a so cietal re la tio n sh ip . A lthough all the a b o v e-m en tio n ed so cietal relatio n sh ip s have the sam e com m on goal in m ind (e d u ca tin g the ed u can d ), e ac h o n e fu nctions in acco r­

d a n c e w ith its ow n sp ec ific n a tu re a n d p u rp o s e in society. F o r th e p u rp o s e o f this article the focus will fall on the role o f the school (an d the tea ch e rs) and the househ o ld (u n d e r control o f the p aren ts), as e d u ca to rs o f the child.

2.1 The family as a societal relationship

V an d er W alt et al. (1982:91) d escribes a h ousehold as a g ro u p o f p eo p le consisting of

I.J. O osthuizen

a h u s b a n d a n d w ife a n d a t le a s t o n e c h ild b e g o tte n (o r a d o p te d ) by th e p a re n ts . W ithin the loving a tm o sp h e re o f the family circle, the child is e d u ca te d by its p a ren ts to attain basic life skills and to becom e a suitable m em b er o f the society.

B ecause the hou seh o ld is the basic and first re latio n sh ip w here ed u c a tio n tak es place, it is called the prim ary ed u catio n al institution and p a ren ts serve as prim ary educators.

2.2 The role o f the parent as the primary educator

T h e C h ristia n p a r e n t is o b lig e d to e d u c a te an d c a re fo r his c h ild a c c o rd in g to the Biblical g uidelines and as a result o f the prom ise he has m ad e to G o d to do so. A p a rt from this, he is a lso ju rid ic a lly b o u n d to e d u c a te an d c a re for his c h ild re n (V an d e r Vyver et al., 1985:611):

* It is e x p ec te d from p a re n ts to c are for, an d w atch o v er th e b o d ily w e ll-b ein g o f th e ir c h ild ren . T h ey a re also to e d u ca te th e ir c h ild ren to w a rd s a cc ep ta b le bodily practices.

* P a re n ts a r e to e d u c a te th e ir c h ild re n in v irtu e s su ch as h o n e sty , d ilig e n c e an d trustw orthiness.

’ P a re n ts a re o b lig e d to expose th e ir ch ild ren to tea ch in g and th e d e v elo p m en t of th eir m inds.

* T h e ch ild ren a re to be e d u c a te d by th e ir p a re n ts to live acc o rd in g to th e a c c e p t­

able cu ltu ral norm s an d values.

2.3 T h e school as a societal relatio n sh ip

T h e sc h o o l is d e s c rib e d by V an d e r W alt et al. (1 9 8 1 :9 6 ) as a se c o n d a ry s o c ietal relatio n sh ip and its basic function is to teach the pupil in a teach in g -learn in g situation.

T ea c h in g a t sc h o o ls is c a rrie d o u t p u rp o se fu lly , d iffe re n tia te d a n d in a sp e c ia lised m an n e r by p rofessionally train ed tea ch e rs (Louw , et al., 1983:46). A ccording to Louw et al. (1983:46) ed u catio n (an d the teach in g which m ight tak e place) a t hom e functions intu itiv ely a n d in fo rm a lly . T h e te a c h e r is also re sp o n sib le fo r th e e d u c a tio n o f the pupils in th e acc ep ta b le values and norm s.

T h e te a ch in g a n d e d u c a tio n o f th e child in th e school is ex ercised by th e school as a societal re la tio n s h ip with its own (in d e p e n d e n t) fu n ctio n an d p u rp o se . A s a so cietal

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rela tio n sh ip it fu nctions with the sovereignty o f its own a u th o rity in its own sp h e re of activities.

3. P A R E N T -T E A C H E R A S S O C IA T IO N

T h e devolution o f pow er to the S outh A frican p a ren t as a u ser o f the form al ed u catio n in S ou th A frica, has b e e n receiv in g a high p rio rity th ro u g h o u t o u r local e d u ca tio n a l history. O n e o f th e early sta tu to ry ev id en ces for official p a re n ta l p a rtic ip a tio n in the fo rm al ed u ca tio n is a s ta tu te , p ro m u lg a ted in 1874 d u rin g the presidency o f P resid en t T .F. B urgers of th e S outh A frican R epublic. P aren tal p articip atio n in school m an a g e­

m e n t w as a r ra n g e d by th is law ; in a r tic le 18 o f th e law it w as s tip u la te d th a t a

"schoolcom m issien" should b e a p p o in te d in e ach com m unity to c o m m u n ica te th e p a ­ re n ta l d e s ire s . T h is b o a rd , c o n s is tin g o f six m em b e rs , h a d to b e m e m b e rs o f the specific com m unity. T his p rin cip le o f th e p a re n ta l voice in ed u catio n was m ain tain ed an d co n firm ed by sev eral s ta tu te s - th e late st o f w hich w as th e E duca tio n A ffa irs A ct (H ouse o f A ssem bly) o f 1988.

T h is tren d o f p a r e n ta l p a rtic ip a tio n in fo rm al e d u c a tio n is also know n as a p a re n t- t e a c h e r p a r t n e r s h i p . W h e r e a s th e a u t h o r p r e v io u s ly c o m p a r e d it w ith th e ch ara cteristics o f a p a rtn e rs h ip (O o sth u iz en , 1989:102), he is now o f th e o p in io n th at th e n a tu re o f th e p re se n t p a re n t-te a c h e r re la tio n s h ip show s m o re sim ila rities w ith an a lte rn a tiv e form o f c o -o p era tio n . T ak in g th e ju rid ic al e sse n tia ls o f a p a rtn e rsh ip into account it is w rong to speak o f a p a re n t-te a c h e r partnership - m ainly becau se th e m ain aim o f a p a r tn e r s h ip is to m a k e a f in a n c ia l p r o f it ( O o s th u iz e n , 1988:2 5 2 ). T h e ch aracteristic o f a p a rtn e rsh ip to m ak e p ro fit is reg ard e d a essential for th e existence of a p a rtn e rsh ip . O o s th u iz e n (1988:252) as w ell as D e W et a n d V an Wyk (1978: 387) re p o rt th a t w ith o u t th e m o tiv e o f p ro fit th e re can b e no p a rtn e rs h ip . A c co rd in g to B am fo rd (1982:5) the "object o f m ak in g p ro fits clearly d istin g u ish e s p a rtn e rsh ip from vo luntary association". T h e o b ject o f th e p re sen t p a re n t-te a c h e r re latio n sh ip is vested in th e e d u c a tiv e a n d n o t in fin a n c ia l p ro fit; it th e r e f o r e c a n n o t b e la b e lle d as a p a rtn e rs h ip . W h en a tte m p tin g to lab e l th e p re s e n t p a r e n t- te a c h e r r e la tio n s h ip , it w ould b e m o re c o rre c t to call it a vo luntary association. A v o lu n ta ry a s so c ia tio n is ju rid ic a lly d e fin e d as a legal re la tio n s h ip b a s e d on an a g re e m e n t b e tw e e n th re e o r m o re p e rso n s set to m eet a com m on object, w hich is "prim arily o th e r th an th e m aking and division o f profits" (B am ford, 1982:117).

Judging the p a re n t-te a c h e r relatio n sh ip by the essentials o f the voluntary association as stip u lated by B am ford (1982:117) shows the follow ing sim ilarities:

LJ. Oosthuizen

- It is a voluntary association. T h e p a rtic ip a tio n o f p a re n ts in n o n -sta tu to ry b o d ies such as th e T T A an d th e T A O is based on voluntary grounding.

- It is a legal re la tio n s h ip w hich is b a se d on an a g re e m e n t: T h e s ta tu to ry say for p a ren ts w as legally in stitu ted by the E ducation A ffairs A c t ( H ouse o f A ssem b ly) No.

70 o f 1988. A s f a r a s th e n o n - s ta tu to r y say is c o n c e r n e d , it w as fo rm a lly a c k n o w le d g e d by th e N a tio n a l E d u ca tio n P olicy A c t, no. 39 o f 1967, w h ile the F e d e ra tio n o f P a re n ts’ A ssociations o f S outh A frica was form ally acknow ledged by the M in ister o f E d u ca tio n an d C u ltu re (H o u se o f A ssem bly) in N o v em b er 1988.

D efin in g th e p a re n ta l ro le w ithin th e p a re n t-te a c h e r re la tio n sh ip , asp ects such as the status, p o w e rs and fu nctions o f m an a g em e n t councils w ere c o n stitu ted in the R e g u la t­

ions re la tin g to M an a g em en t C ouncils (R e g u la tio n s p ro m u lg ated u n d e r the E ducation A ffairs A c t o f 1988).

T h e rig h ts a n d o b lig a tio n s o f e a c h o f th e tw o a s s o c ia te s (C la a s s e n , 1976:121) a re d e te r m in e d to a larg e e x te n t by m ea n s o f s ta tu to r y s tip u la tio n s . A p a rt fro m the statu to ry stip u latio n s, rights and o bligations a re d e te rm in e d by c om m on law principles such as th e in loco p a re n tis p rin c ip le . A d e fin itio n o f th e in loco parentis p rin cip le includes the following:

- It is an a g re e m e n t b e tw ee n three o r m o re persons. T h e R e g u la tio n s re la tin g to M an a g em en t C ouncils (R e g u la tio n s in acc o rd an c e w ith th e E d u ca tio n A ffa irs A ct o f 1988) s tip u la te s th a t a to ta l n u m b e r o f b e tw e e n ( a m in im u m o f) 5 a n d (a m axim um of) 13 m em b e rs should serve on a m an a g e m e n t council. T h e n u m b er o f p a re n ta l p a rtic ip a n ts in th e n o n -sta tu to ry b o d ies is u n lim ited . C o m p a re d to this the req u ire d n u m b er o f p a rtn e rs in a p a rtn e rsh ip is lim ited to a m axim um o f 20.

■ It is se t to o b tain a co m m o n objective. T h e com m on objective o f th is re la tio n sh ip is th e fo rm in g o f th e e d u can d in to a m a tu re a n d p ro d u c tiv e m e m b e r o f th e society.

T o o b t a i n th is m u tu a l o b je c tiv e , b o th p a r e n t a n d te a c h e r a s s o c ia te s o f th e v o lu n ta ry a sso c ia tio n c o n trib u te in a sp e c ia lis ed way to th e a c h ie v e m e n t o f th e c o m m o n o b jec tiv e . T h e p a re n t as p rim a ry e d u c a to r is basically in volved in th e c u ltu ra l fo r m a tio n o f th e c h ild a n d h is e d u c a tio n a s a m a tu re m e m b e r o f th e com m unity. W h ere th e te a c h e r is also involved in th e ed u ca tio n o f th e child, his b asic fu n c tio n is th a t o f d e v elo p in g th e lo g ic a l-a n alitic al a sp e cts o f the e d u can d ( V a n d e r W a lt, 1 9 8 2 :9 6 ). T h is f u n c tio n is e x e c u te d in a s p e c ia lis e d a n d d iffe re n tia te d m an n e r by tea ch e rs w ho w ere professionally train ed to d o so.

' Its o b je c t is p rim a rily o th e r th a n to m ak e a p ro fit a n d to d ivid e th e pro fits. T h e p a rtn e rsh ip ’s m ain o bject is to m ak e a financial p ro fit and to divide it am ongst the

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m em b e rs o f the p a rtn e rsh ip . T h e v o lu n ta ry asso c iatio n d iffers vitally fro m this e s s e n t ia l : "T h e a b s e n c e o f a p r o f it- m a k in g o b j e c t d is tin g u is h e s v o lu n ta r y association from partnership" (B am ford, 1982:119).

T h e fa c t th a t a v o lu n ta ry a s s o c ia tio n d o e s m a k e a p ro fit, d o e s not d e s tro y it as e s s e n tia lly b e in g a v o lu n ta ry a s s o c ia tio n , as lo n g as th e p ro fit-m a k in g is "m erely in cid e n ta l to its m ain object" (B am fo rd , 1982:119). W h ere p a ren ts and te a c h e rs co ­ o p e r a te in p a r e n ts ’ a sso c ia tio n s such as T E M P A o r th e T A O , a n d th ey u n d e rta k e m on ey -m ak in g v e n tu re s (su ch as fe te s o r c o m p e titio n s), th e p ro fit-m a k in g o b jec t is in c id e n ta l to th e ir m u tu a l (a n d m a in ) aim to m ak e m o re e ffectiv e e d u c a tio n and teaching possible.

T h e real p ro fit w hich com es from th e p a re n t-te a c h e r c o -o p era tio n , is n o t a financial one b ut a figurative profit - the m atu rin g and p rep arin g o f the edu can d as a m em b er of so c iety . A s in th e case w ith th e p a r tn e r s h ip , th e c o -m e m b e rs jo in tly c o n tr ib u te (C laassen , 1976:121) to o b ta in th e ir m u tu al ob jectiv e. T h e p a re n t m a\ fo r in stan ce c o n trib u te financially, w hile th e te a c h e r ’s m ain c o n trib u tio n is the lo gical-analytical developm ent o f the educand.

B e c a u s e th e p a r e n t is n o t p ro f e s s io n a lly tr a in e d to p ro v id e th e e d u c a n d w ith specialised subject know ledge - p re p arin g the ed u ca n d fo r a sp ecialised c a re e r - he is d e p e n d e n t on his p ro fe s s io n a lly -tra in e d a sso c ia te - th e te a c h e r - for th is p u rp o se . W hile the tea ch e r teach es (and e d u ca te s) the educand, the p a ren t is physically absent.

T h e child as a m in o r is d e p e n d e n t on th e g u id an c e, p ro te c tio n and a ssista n c e o f an adult. T he teach er, p ro fessio n ally -train ed to d o so, is ideally suited to act in th e place of the p a re n t (in loco parentis).

4. I N L O C O P A R E N T IS 4.1 D escription

Literally tran slated , the expression m eans ‘in the place o f th e p a re n t’. B lack (1979:708) d e fin e s it as b e in g "in th e p la c e o f th e p a re n t; c h a rg e d , factitio u sly w ith a p a r e n t’s rights, d uties, and responsibilities". C laassen (1976:218) d efin es it as: "In th e place of th e p a r e n t. T h o s e w ho h av e b e e n e n tr u s te d by th e p a r e n ts w ith th e c u sto d y and control o f children u n d e r age a re said to stand in loco parentis to the children." P eople w ho a re a ctin g in loco p a ren tis a re in te r a lia te a c h e rs a n d hostel s ta ff (H o s te n et al., 1979:502).

T ak in g th e p re ce d in g th eo ry o f so cietal re latio n sh ip s, the p a re n t-te a c h e r re la tio n s h ip

I.J. Oosthuizen

and th e d efin itio n o f in loco parentis in to a cco u n t, the p ra ctic a l im p licatio n s o f th e in loco parentis theory a re as follows:

- T h e in loco parentis p erso n d o es n ot replace the p a re n t - the p a re n t as the prim ary e d u c a to r can n e v er b e re p la ce d . T h e p a re n t is responsible and liable to G o d and th e law to fulfil his d u ty as th e p a r e n t a n d c u s to d ia n o f h is ch ild . T h e in loco parentis p e rso n (th e te a c h e r) w ho stan d s in an association w ith th e p a re n t acts on b e h a lf o f h is a s s o c ia te to e d u c a te an d te a c h h is ch ild p ro fes sio n ally an d in the physical ab sen ce o f th e p a ren t. .

- T h e right v e ste d in th e te a c h e r as an in loco p arentis p e rso n to ex ercise a u th o rity over th e pupil, is b o th d e le g ate d pow er and original pow er. It is d e le g ate d to him by his associate, the p aren t, and it is original since th e te a c h e r acts from w ithin the so c ie tal re la tio n s h ip o f th e school a n d its so v ereig n sp h e re (w ith its ow n p ow er stru ctu re).

T h e very n a tu re and way in which the tea ch e r exercises his au th o rity is qualified bv the aim and function o f the school as a societal relationship.

M a in ta in in g discip lin e in school can th e re fo re be d escrib ed as bein g o f a p ecu liar c h a ra c te r - e sp ecially w h en c o m p a re d with the m a in te n a n c e o f d isc ip lin e in the family and the state.

• T h e te a c h e r is also u n d e r th e obligation to pro v id e custody for th e pup il as a m inor fo r th e tim e th a t h e is e n tru s te d to th e te a c h e r. T h e re is a d u ty o f c a re on the te a c h e r fo r th e physical a n d m en tal p ro te c tio n o f th e p upil. T h is duty o f c are can a ls o b e d e r iv e d fro m th e t e a c h e r ’s o b lig a tio n to his a s s o c ia te , th e p a r e n t, to p ro v id e a sa fe e n v iro n m e n t w h e re th e in te lle c tu a l d e v e lo p m e n t, re su ltin g from teaching, can b e m axim al.

- A ré su m é o f th e rights an d liabilities o f th e te a c h e r as an in loco parentis show s that the te a c h e r has th e right to m ain tain school rules an d p u nish tran sg resso rs. O n the o th e r h a n d he is liable to provide a safe en v iro n m en t for th e pupil.

4.2 The teacher as a person in authority

T h e e x iste n ce a n d fu n c tio n in g o f any co m m u n ity (i.e. a s o c ietal re la tio n s h ip like the s c h o o l) is d e p e n d e n t o n th e p re s e n c e o f o r d e r in th e c o m m u n ity . T h is co m m u n ity o rd e r is d e p e n d e n t on th e sensitive b alan ce betw een th e com plexity o f recip ro cal rights an d th e d u tie s o f th e com m u n ity m em b ers. T o e n su re th a t an e q u ilib rio u s b alan ce is

Koers 57 (1 ) 1992:121-134 127

m ain ta in e d , ru les an d reg u la tio n s - and p u n itiv e actio n s w h en they a re d isre g a rd e d - a re a p re c o n d itio n . T h e n e ce ssity to e n fo rc e ru le s a n d re g u la tio n s by d iscip lin ary actions, is - according to H o sten et al. (1979:14) - a result o f m an ’s sinful n a tu re and his in c lin a tio n to d is o b e d ie n c e . T h is a ttitu d e (w h ic h is p r e s e n t in p u p ils a t sc h o o l) n ecessitates the p resen ce o f school rules coupled w ith a p p lic ab le p unitive m easu res at school. P u n ish m en t is applied by the e d u ca to r not b ecau se "kinders nie kán nie, m aar o m d at hulle nie wil kan nie'' (V an d e r W alt et a l., 1982:249).

T h e t e a c h e r h a s a j u r id i c a l m a n d a te fo r th e d r a f tin g o f sc h o o l r u le s a n d th e a d m i n i s t r a t i o n o f p u n is h m e n t. T h is ju r id ic a l m a n d a te is m a in ly g r o u n d e d on leg islatio n , com m on law p rin cip les (o f w hich the in loco parentis p rin cip le is the m ost im p o rta n t o n e ) and the a ffirm atio n o f th e judiciary. T his a rticle is m ainly focused on the in loco parentis role of the ed u cato r.

4.2.1 School rules

School ru les can be d efin ed as th o se m ea su re s w hich a re ex erc ised by the te a c h e r to m a in ta in o r d e r and discip lin e a m o n g th e pupils. "E ffective d iscip lin e p ro g ram s are built a ro u n d a philosophy th at is co m m u n icated by a few clear, concise rules" (Fellm y, 1983:68).

A p a rt fro m th e fa ct th a t th e te a c h e r is p ro v id in g a sa fe a n d o rd e rly p la c e fo r the c h ild re n o f his a sso c ia te , th e p a r e n t, h e is a lso e x p ressin g to th e p u p ils a n d th e ir p a ren ts w hat the e ducational aim s a re (P artin g to n , 1984:125).

A few exam ples o f school rules a re (O osthuizen, 1990:119):

- rules in connection with school uniform s;

- rules concerning the physical a p p ea ran c e o f pupils;

- rules concerning the tim e w hen th e school com m ences and closes;

- rules concerning the b eh av io u r o f pupils inside as well as o u tsid e the classroom ; - rules regulating pupil b eh av io u r d uring ex tra-m u ral activities;

- rules prescrib in g how an d w hen hom ew ork should be com p leted .

T h e re q u irem en ts for the validity o f such dom estic school rules a re d e p e n d e n t on a few p re -c o n d itio n s (P rin slo o , 1989:82; O o s th u iz e n , 1990:124; V a n W yk, 1987:114; Bray, 1988:200-201):

- In term s o f reg u latio n 3( 1) o f th e R eg u latio n s R elatin g to th e C o n tro l o f P upils at, Suspension an d E xpulsion o f Pupils from , and M eetin g o u t o f o th e r P u n ish m e n t to

I.J. Oosthuizen

P u p ils A tte n d in g P u b lic Schools, th e s e ru le s a re to b e a p p ro v e d by th e specific d irec to r o f education.

- A ccording to the sam e reg u latio n s th ese rules a re to b e ap p ro v ed by th e governing body o f th e school w ho a c t as re p re s e n ta tiv e s o f th e p a re n ta l co m m u n ity . T h e n a tu re o f th e p a re n t-te a ch e r association is strongly em p h asised by this ruling since b o th p a re n t and tea ch e r p a rticip a te in fo rm u latin g th e rules.

- School rules a re to be in line with ed u catio n al laws a n d regulations.

- S ch o o l ru le s sh o u ld b e m a d e know n to all in v o lv e d a n d sh o u ld b e as c le a r as possible.

• T h e c o n ten ts o f school rules should be as fair and re aso n a b le as possible.

W hen pu p ils do n o t com ply with valid rules, th e te a c h e r a s a n in loco parentis person, a n d b e c a u s e o f th e s ta tu to r y p o w e rs v e s te d in h im , h o ld s th e r ig h t to e x e rc is e re aso n a b le discipline to e n fo rce the rules.

4.2.2 T h e te a c h e r as a d isciplinarian

T he w ord discipline, tra n s la te d from the L atin w ord disciplina, literally m ean s to learn, to e d u c a te , to p u n ish e tc. (P o s tm a , s.a.:93). It is th e re fo re c le a r th at th e p ro cess o f teach in g an d e d u c a tio n is closely associated with th e act o f discipline.

A situ atio n an d clim ate o f o rd e r is a p re re q u isite for any fo rm o f learn in g to tak e place.

B arn ett (as q u o te d by G riessel, 1975:56) says th a t "order is certainly not leach in g , b u t it is clearly th e first indisp en sab le co ndition o f tru e efficiency".

T h e in loco p arentis p e rso n is resp o n sib le to his a sso c iate, th e p a re n t, for th e efficient te a c h in g o f th e p u p il e n tru s te d to him . T o b e su ccessfu l in th is, h e h as to c re a te a disciplined a tm o sp h e re . W ays in which this is to b e d o n e are:

- N on-verbal ways o f c om m unicating disapproval, including the d irec t eye co n tact o r ‘e y eb a llin g ’ o f th e p upil, the n o d d in g o f th e h e a d , th e lifting o f an ey eb ro w an d th e p o in tin g o f a finger.

- T h e iso la tin g (in c la ss) o f a tra n s g re s s o r fro m h is frie n d s ( o r e v e n w ith th e w hole class).

Koers 57(1) 1992:121-134 129

- T h e te a c h e r co u ld ig n o re m in o r in cid en ts, e sp ecially w h e re it b e co m es c le ar th at a pupil did som ething w rong by m istake o r as a re su lt o f p o o r ju d g em e n t.

- A v e ry so u n d w ay o f m a in ta in in g d is c ip lin e , is th e p r in c ip le o f p o s itiv e en fo rcem e n t o r the so-called ‘c atch ’em being good p rin cip le’.

- T he v erbalisation o f w arnings and advice to the pupil.

- D eten tio n .

- Exclusion from c ertain advantages.

- C o rp o ral punishm ent.

- Expulsion from school - Exclusion from school.

(see Shrigley, 1985:27; M cD aniel, 1986:66.)

42.2.1 C o rp o ra l punish m en t

A lthough th e issue o f c o rp o ral p u n ish m en t is re g u la te d by d e p a rtm e n ta l regulations, the original m an d a te to ad m in ister co rp o ra l p u n ish m en t is e m b e d d e d in th e com m on law principle o f in loco parentis. A ccording to o u r com m on law a p a ren t holds th e right to a d m in ister "m atige en red elik e" (R ex v M uller 1948 4 SA 860 (O ) and 5. v Lekgathe 1982 3 104 (B T )) corp o ral p u n ish m en t to th eir c h ild ren . Ju d g e H orw itz ex ten d ed this principle to the tea ch e r as an in loco parentis p erso n in the b e st in te rest o f the school as an in stitu tio n and in o rd e r th a t th e pup il m ight be re fo rm e d (Rex v M uller 1948 4 SA 862 (O )). T h is view point o f ju d g e H o rw itz is a co n firm atio n o f the role o f the in loco parentis person as a disciplinarian w ithin the p a ren t-te a ch e r association.

E ven although this authority is d e le g ate d to the tea ch e r by his p a re n t-asso c ia te, he also holds an original and in d ep e n d en t right to discipline on th e g ro u n d s o f his positio n as a teacher (R v M uller 1948 4 SA 862 (O )). T his orginal m a n d a te to th e p u n ish m en t o f the pupil m eans th a t the p a re n ts c a n n o t in te rv en e in the way in w hich a te a c h e r exercises its d isciplinary m easu res. "A fa th e r c a n n o t tell th e te a c h e r how o r w hen to p u n ish a child. T h e responsibility for d ecid in g o n p u n ish m en t at school is th e sc h o o l’s" (K ahn, 1982:312). E ven though the te a c h e r has a m an d a te to a d m in ister c o rp o ral p u n ish m en t he is re sp o n sib le for a d m in is te rin g it, m o tiv a te d by th e m u tu al o b jec t th a t h e sh a res w ith h is a s s o c ia te : th e m a tu r in g a n d th e d e v e lo p m e n t o f th e c h ild . C o r p o r a l punish m en t should th e re fo re n ev er resu lt from a m otive such as revenge o r reco m p en -

A n exam ple o f som e o f th e gu id elin es c o n cern in g th e ju rid ically c o rre c t ways in w hich c o rp o ral p u n ish m en t is to be ad m in istere d , is found in re g u latio n 4 o f th e R eg u latio n s

LJ. Oosthuizen

R e la tin g to th e P upils a t, S u spension and E xpulsion o f P upils from , an d the M eetin g out o f o th e r P u n ish m en ts to Pupils in Public Schools.

4.2.2.2 Suspension an d expulsion

S u spension is d e fin e d as th e "tem p o rary p ro h ib itio n o f a pupil" to a tte n d a p a rticu la r public school o r sta te -aid e d school o r a hostel. E xpulsion (a n d exclusion) is d escribed as "the p e rm a n e n t p ro h ib itio n o f a pupil to a tte n d a public school, a sta te -aid e d school o r a hostel" (in R e g u la tio n 3(1) o f th e R eg u la tio n s R e la tin g to th e C o n tro l o f P upils ...).

T h e c o m m o n law, ro o tin g th e in loco parentis p rin cip le, is q u a lifie d by re g u la tio n s, e sp e c ia lly in th e c a s e o f th e p ro c e d u ra l s te p s 'd u r in g th e p ro c e s s o f e x p u ls io n or suspension.

T he te a c h e r as an in loco parentis p erso n acts on b eh alf of his associate - the p a re n t - to a tta in th e ir com m on goal o f teach in g and e d u ca tin g his child w hen he disciplines him to th e r e q u ire d p e rfo rm a n c e an d b e h av io u r. A t a c e rta in p o in t - w h e re th e m is b e ­ h a v io u r o f an ind iv id u al pup il d isru p ts the o rd e r to such an e x te n t th a t th e learn in g c lim a te is c o n tin u o u s ly d a m a g e d a n d le a rn in g su ffe rs - th e t e a c h e r a s an in loco parentis, has to 'tu rn his b a c k ’ o n his asso ciate (th e p a re n t o f th e individual p u p il) for th e sak e o f the ‘body c o rp o ra te ’ - th e g ro u p and its in te rests. P rin slo o (1989:78) says th a t th e te a c h e r’s o b lig atio n to ta k e care o f the school as a n in stitu tio n is "vested with th e necessary au th o rity to p ro te c t itself against the p ran k s o f th e young, th e ir vandalism and th e c o n seq u en ces o f th e ir u n b rid le d ex u b eran ce and lack o f d iscipline”. T his is an evidence o f th e original p ow er th at is v ested in the office o f th e in loco parentis person.

W h en a pup il is exclu d ed fro m school, it is clearly a case o f g ro u p in te re s ts w eighing h eav ier th an the in te rests o f an individual.

4 3 D uty o f care

T h e te a c h e r as an in loco parentis p erso n has an o b lig atio n to w atch o v er th e safety of th e pup il (th e child o f his a sso c iate - the p a re n t). T h e te a c h e r is re sp o n sib le for the pup il’s safety fo r th e d u ra tio n o f school activities. P rin slo o (1989:53) re fe rrin g to court d ecisions, show s th a t th is duty o f c a re includes th e physical an d psychological w elfare o f th e p u p il u n d e r his co n tro l. T h e d e g re e o f p ru d e n c e legally e x p ec te d from the in loco parentis p erso n , is basically th at o f the diligent p a te rfam ilia s (th e diligent fa th e r o f a fam ily ) (R usere v T he Jesuit Fathers 1970 4 539). It m ea n s th a t th e te a c h e r should

Koers 57(1) 1992:121-134 131

c a re (an d p ro te c t) the p u p ils u n d e r his co n tro l like a d ilig en t (o r g o o d ) fa th e r w ould have w atched over his children. T h e p ro tectio n o f his a sso ciate ’s child serves as a good exam ple o f co -o p eratio n betw een the associates.

V an Wyk (1987:90) m akes it c le a r th at w here pu p ils a re in ju red th e te a c h e r could be liable if th ere is negligence on the p art o f the teach er. T h e legal p rinciples concerning n e g lig e n c e a re d e r iv e d fro m c o m m o n law . O n e o f th e im p o r ta n t c r ite r io n s to d e te r m in e th e n e g lig e n c e o f a p e rs o n , is th e re a s o n a b le m a n -te s t o r th e te s t fo r reasonable foreseeability . T his tes t basically asks th e q u e stio n w h e th e r a re aso n a b le m an w ould have (V an Wyk, 1987:90)

- fo reseen th at his act (o r failu re to act) w ould have re su lte d in d am ag e (o r injury) to the o th er person;

- tak en reaso n ab le steps to p re v en t d am ag e (or injury) to the o th er person.

Typical a reas o f d an g er for the pupil during school activities a re on the playground, the s p o rtfie ld , phy sical e d u c a tio n c la ss e s , sw im m in g -p o o l a n d c la s s ro o m s (e s p e c ia lly lab o rato ries and w orkshops) (O o sth u izen , 1988:94).

5. C O N C L U SIO N

T h e p o sitio n o f th e te a c h e r as an in loco parentis p e rso n is b a se d on his re la tio n s h ip with his asso ciate, the p a re n t o f th e pupils u n d e r his c o n tro l, as well as his office as a teacher.

T his p osition d o e s n ot only consist o f d u tie s an d liab ilities to w ard s his a sso c iate - the p a re n t - an d his ch ild ; it a lso e m p o w ers him as an a u th o rity to m a in ta in o r d e r and discipline w ithin the school m ilieu.

W hilst th e p re s e n t s itu a tio n o f p a re n t- te a c h e r p a rtn e rs h ip is d e fin e d as a v o lu n ta ry asso c iatio n , th e q u e stio n a ris e s w h e th e r th e p re s e n t system sh o u ld b e m a in ta in e d o r w h e th e r it sh o u ld b e re o rg a n is e d to m e e t th e re q u ir e m e n ts o f a tr u e p a rtn e rs h ip . A gainst th e b ack g ro u n d o f th e p re s e n t tre n d tow ards the d ev o lu tio n o f p o w e r to local co m m u n itie s, th e leg ally w e ll-d e fin e d e sse n tia ls o f th e p a r tn e r s h ip co u ld p ro v id e a s tro n g e r m o b ility to p a r e n t- te a c h e r c o -o p e ra tio n a n d a t th e sa m e tim e still a c c o m ­ m o d a te th e a u to n o m o u s ro le s o f th e p a r e n t an d th e te a c h e r as a n in lo co p a re n tis person. O n e o f th e asp ects w hich is likely to b e devolved to local schools (especially in private and sem i-p riv ate schools) is m ost likely th at o f finances. T h e legalised m obility and pro fit-m ak in g o bjects o f th e p a rtn e rsh ip will suit the n o n -sta tu to ry b o d ies very well

Oosthuizen

in this r e s p e c t . In t h e s t a t u t o r y b o d i e s t h e legal b a s is o f th e p a r t n e r s h i p will s t r u c t u r e t h e r i g h ts a n d o b l i g a t i o n s o f t h e a s s o c i a t e s in a m u c h m o r e s t r u c t u r e d m a n n e r . T h e c o n t e n t s o f a p a r t n e r s h i p a g r e e m e n t (w h ic h is a p r e r e q u i s i t e t o t h e p a r t n e r s h i p ) c o u ld no t only s t r u c t u r e a n d sp e ci fy c o - o p e r a t i o n w ith in th e s t a t u t o r y b o d i e s , bu t a ls o wi th in the ( s o m e t i m e s legal ly lo o s e ly - b a s e d ) p r e s e n t l o o se ly - b a s e d n o n - s t a t u t o r y b o d ie s.

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