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MANAGING SCHOOL DISCIPLINE: THE STUDENTS' AND TEACHERS' PERCEPTION ON DISCIPLINARY STRATEGIES
Strategies adopted for ensuring discipline has been a very challenging encounter. This study therefore explores procedures involved on how teachers carry through their respective roles in managing indiscipline and how students perceive such involvement in Effutu Municipality. A case study design using qualitative approach was adopted for the study. Thirty six (36) respondents comprising twelve (12) teachers and twenty-four (24) students from two (2) Public Junior High Schools were purposively selected. Data was gathered through interviews which was analysed thematically. The study findings revealed that, teachers used judgemental to subjective behaviours as well as evaluating the disciplinary measures to interpreting it as the appropriate measure to stop misbehaviour. Teachers start using verbal appreciation and stopped their habit of de-motivating students. Additionally, in place of punishment, they preferred to encourage those students, who were not showing interest in classroom activities. It is therefore recommended that teachers should cultivate the habit of involving students in rule setting in order to promote ownership of the rules and to encourage them to take more responsibility for their own behaviour and also employ cooperative disciplinary measures as compared to punitive and harsh disciplinary measures could be used to inspire children.
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This research is motivated by the existence of disciplinary violations committed by teachers and students at SMA Negeri 16 OKU. This happens because there are still obstacles that hinder the process of implementing the value of discipline in increasing teacher and student compliance with the rules of law in SMA Negeri 16 OKU. This study aims to determine the implementation of school discipline in improving the discipline of teachers and students in SMA Negeri 16 OKU. This research uses descriptive methods and qualitative approaches. Data collection techniques in this study include: interviews, observation and documentation. Research Results Broadly speaking, the existing regulations are able to make teachers and students at SMA Negeri 16 OKU become more disciplined. For example, for students who are late, SMA Negeri 16 OKU requires students to ask for a permit from the picket teacher. Many high school students (SMA) are not disciplined. This is a consequence of adolescence, where st...
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This study sought to investigate the effectiveness in maintenance of discipline among private and public secondary school administrators. The study area was the southern senatorial District of Cross River State. Four hypotheses were formulated to guide the study. The sample consisted of 140 principals randomly selected from a population of 169 principals. Two instruments for data collection were used namely, Preferred Disciplinary Strategy Questionnaire (PDSQ) for school administrators and Principals' Effectiveness in Maintenance of Discipline Questionnaire (PEMDQ). Data were analyzed using independent t-test and percentages. The results of the study revealed that administrators in private and public secondary schools differed significantly in their effectiveness in maintaining school discipline. Administrators in private and public secondary schools differed greatly in their preferred disciplinary strategies, in the light of these findings, the implications are that the government should organize workshops and seminars regularly for administrators of both private and public schools on how to promote discipline among students. School administrators should establish and encourage home-based reinforcement as a strategy for controlling and checking student misbehaviour. Background to the study Discipline is an essential factor in school success. Students need discipline in order to appreciate what is approved and what is not approved in the immediate environment around them and in fostering in them the right attitude towards learning. Esen (1980) views discipline as the maintenance of the quality of the atmosphere necessary for achievement of the school goals. This view depicts that school administrators should strife for the provision of a school climate that would enable staff and students to work amicably towards school goal achievement. Ezeocha (1985) on the other hand argues that school discipline should recognize the inherent dignity and right of the individual, be devoted to humanitarian principles and ideals, offer self-direction and be founded on an understanding of acceptable behaviour. This means that an effective school administrator should make students know clearly the school rules and regulations, their relations to the welfare of the individual or group and the educational process. Jones (1979) in his study describes school discipline as the business of enforcing simple rules that facilitate learning and minimize disruption. While Ntukidem (1992) points out that to be disciplined means abiding by the rules and regulations or laws and orders of an organization or society. Contrary to this constitutes indiscipline. Oloko (1990) refers to indiscipline as the violation of a norm or norms of conduct institutionalized among members of a social system (e.g. the school). According to Isangedighi (1997), indisciplined behaviour is a child's inability to exercise self-control under a given condition. Going by these definitions, the paper views indiscipline as connoting the notion of disrespect to school authority, law and order and non-conformity to established norms of the society. Indisciplined behaviour among students in both private and public secondary schools manifests itself in various ways ranging from stealing, fighting loitering, bullying, truancy, impunctuaiity, absenteeism, drug abuse, dishonesty, examination malpractice, assault, disobedience, insubordination and cult activities. The preponderance of these activities and the related disciplinary problems negatively impact on the quality of secondary education. Administrators of secondary schools are therefore faced with the problem of maintaining discipline in their various institutions. Cotton (1990) discovered that disciplinary problems are
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This study described the implementation of students‘ discipline. Qualitative phenomenological approach was employed to 13 school heads of both elementary and secondary schools in Sarangani Province Division for the School Year 2016-2017. To gather data, in depth interview and focus group discussion were conducted. The results of the interview were transcribed, translated and coded to produce themes. As regards the experiences of school heads, the following were the themes: parental participation and involvement (on one hand); parental inattention and non-engagement (on the other hand); school-wide adoption of child protection policy; diverse levels of teacher acceptance; teacher inadequacies and inconsistencies; and continued indiscipline of students. Looking upon their challenges in the student discipline implementation, the following themes were created: parental engagement and collaboration; provision of teacher guidance and support; use of ―positive discipline‖; diverse levels o...
Editorial Department
The study of teachers' and students' perceptions of discipline in a secondary school in Sunyani became necessary as a result of deviant behaviour of some students in Ghanaian secondary schools in recent times. Several measures have been taken by school authorities to curb this unruly behaviour of the students but to no avail. The study was designed to investigate teachers' and students' perceptions of discipline in secondary schools. Purposive sampling was used to sample 50 teachers who occupied various positions in the secondary school and 150 students comprising the Students Representative Council, class prefects and their secretaries. In all, 200 respondents were used for the study. A questionnaire was designed for the respondents. The main findings of the study were that both teachers and students of the school generally agreed on what constitute discipline, and also teachers and students admitted that eight out of the sixteen acts of indiscipline that were administered were found to occur most frequently in the school.
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This study investigated the students’ perception of discipline management and their academic performance in Cross River State. Two null hypotheses were formulated to guide the study. The study adopted a correlational research design while a simple random sampling technique was used in selecting a sample of 180 students. The instrument used for data collection was a questionnaire tagged: “Students’ Perception of Discipline Management and Academic Performance Questionnaire (SPDMAPQ).” Pearson product moment correlation statistical technique was used to test the null hypotheses at .05 level of significance and 178 degrees of freedom. The findings revealed that students’ perception of suspension and expulsion management is significantly related to their academic performance respectively. Based on these findings, it was recommended among other things that; parents should encourage their children/ward to maintain good attitudes that will not lead to their suspension or withdrawal from school; and that principals should listen properly to offenses of students and mete out the right discipline so that students will not be suspended or expelled in an unjustifiable manner.
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The management of classroom discipline by educators and HODs of Gauteng East primary schools
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| dc.contributor.advisor | Van Niekerk, E. J. | |
| dc.contributor.author | Magabe, Raymond Peace | |
| dc.date.accessioned | 2021-05-07T11:02:14Z | |
| dc.date.available | 2021-05-07T11:02:14Z | |
| dc.date.issued | 2020-06 | |
| dc.date.submitted | 2021-05-07 | |
| dc.identifier.uri | http://hdl.handle.net/10500/27294 | |
| dc.description | Abstract in English, Afrikaans and Sesotho | en |
| dc.description.abstract | Classroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward. | en |
| dc.description.abstract | Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is. | af |
| dc.description.abstract | Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng. | st |
| dc.format.extent | 1 online resource (xxii, 266 leaves) | en |
| dc.language.iso | en | en |
| dc.subject | Role of teachers and HODs in classroom discipline | en |
| dc.subject | Effective discipline | en |
| dc.subject | Positive discipline | en |
| dc.subject | Primary schools | en |
| dc.subject | Discipline management | en |
| dc.subject | Classroom management | en |
| dc.subject | Learner behaviour | en |
| dc.subject | Leadership | en |
| dc.subject | Education management | en |
| dc.subject | Rol van onderwysers en departementshoofde in klaskamerdissipline | af |
| dc.subject | Doeltreffende dissipline | af |
| dc.subject | Positiewe dissipline | af |
| dc.subject | Laerskole | af |
| dc.subject | Dissiplinebestuur | af |
| dc.subject | Kaskamerbestuur | af |
| dc.subject | Leerdergedrag | af |
| dc.subject | Leierskap | af |
| dc.subject | Onderwysbestuur | af |
| dc.subject | Boikarabello ba matitjhere le dihlooho tsa mafapha (di-HOD) kgalemong ya phaposing ya ho rutela | st |
| dc.subject | Kgalemo e sebetsang | st |
| dc.subject | Kgalemo e hantle | st |
| dc.subject | Dikolo tsa mathomo | st |
| dc.subject | Tsamaiso ya kgalemo | st |
| dc.subject | Tsamaiso ya phaposi ya ho rutela | st |
| dc.subject | Boitshwaro ba baithuti | st |
| dc.subject | Boetapele | st |
| dc.subject | Tsamaiso ya thuto | st |
| dc.subject.ddc | 372.15096822 | |
| dc.subject.lcsh | School discipline -- South Africa -- Gauteng -- Case studies | en |
| dc.subject.lcsh | Classroom management -- South Africa -- Gauteng -- Case studies | en |
| dc.subject.lcsh | Education, Elementary -- South Africa -- Gauteng -- Case studies | en |
| dc.subject.lcsh | Behavior modification -- South Africa -- Gauteng -- Case studies | en |
| dc.subject.lcsh | Elementary school teachers -- South Africa -- Gauteng -- Case studies | en |
| dc.subject.lcsh | School administrators -- South Africa -- Gauteng -- Case studies | en |
| dc.subject.lcsh | Educational leadership -- South Africa -- Gauteng -- Case studies | en |
| dc.title | The management of classroom discipline by educators and HODs of Gauteng East primary schools | en |
| dc.type | Thesis | en |
| dc.description.department | Educational Management and Leadership | en |
| dc.description.degree | D. Ed. (Education Management) |
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5 Effective Methods to Maintain Discipline in the Classroom
There are many effective methods for disciplining students in the classroom. Here are five that have been shown to be particularly effective:
Establish clear rules and expectations. This means taking the time to explicitly explain what is and is not acceptable behavior in the classroom, and making sure that students understand the consequences of breaking the rules. At the start of the school year create a poster with classroom rules together with your students and get them to sign it as a form of a contract of good behavior. This will set the expectations and make them feel included in the decision-making process.
Use positive reinforcement. Instead of focusing only on punishment for misbehavior, make an effort to reward students for following the rules and exhibiting positive behavior. This can be as simple as praising them or giving them small tokens of appreciation. Stars, stickers, and hearts work great as positive reinforcement.
Be consistent. Consistency is key when it comes to discipline. Make sure that you apply the same rules and consequences consistently to all students, and avoid making exceptions or allowing students to get away with misbehavior. If you aren't consistent, you will lose authority, as the students will assume they can get away with things.
Set a good example. As the teacher, you are a role model for your students. Make sure that you are always setting a good example by following the rules yourself, and behaving in a way that you would expect your students to behave.
Use non-punitive consequences. Punishment is not always the most effective way to discipline students. Instead, try using non-punitive consequences such as loss of privileges or extra assignments to help students understand the consequences of their actions.
Implement positive discipline. Positive discipline is a method of discipline that focuses on teaching and guiding children, rather than punishing them for misbehavior. It is based on the idea that children are more likely to learn and change their behavior when they are shown kindness and respect, rather than being punished or scolded. Positive discipline uses non-punitive consequences and rewards to encourage good behavior, and it emphasizes the importance of clear communication and setting consistent boundaries. The goal of positive discipline is to help children develop self-discipline and self-control and to foster a positive and nurturing relationship between the parent or teacher and the child.
How do you maintain discipline in the classroom? Let us know in the comments.
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IMAGES
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discipline at school. The discipline, dedication, motivation and teamwork of educators as role models for children are also significant. Moreover, the learners themselves as well as the coftperation and involvement of their parents play a vital role in maintaining discipline. Key concepts: discipline; school management; classroom management;
Good school discipline is one of the most important characteristics of an effective school and a vital aspect of school and classroom management (Oosthuizen, 2009). Furthermore, discipline is important for maintaining harmony in a school, and for securing a climate in which learners can learn free from disruption and chaos.
Classroom discipline is a complex issue and a key concern for teachers, school administrators, students and parents. The issue also attracts significant attention from the public and from the ...
Classroom discipline is a complex issue and a key concern for teachers, school administrators, students, and parents. The issue also attracts significant attention from the public and the media.
Participants were asked what they believed discipline in the classroom to be (Figure 1). This was to find out the meaning attached to discipline and determine the context applied in answering questions directly related to discipline. The responses suggest that discipline holds both extrinsic and intrinsic values at a proportionally equal level.
This chapter will provide an introduction to this research study, the rationale for the study and the problem statement. The background to the study, the researched school and the framework for the research will also be outlined. The study's paradigmatic perspective will be discussed. This introductory chapter sets the background for this study.
Findings. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school disci-pline practices (how school leaders support teachers and how mentors sup-port school leaders in the disciplinary process).
classroom discipline and to answer the research questions that sought to explore the meaning that is attached to the word "discipline" by individual educators, the challenges that educators are faced with in their classrooms, as well as the discipline strategies that they employ to establish discipline. A case study
Schools face a number of challenges related to disruptive and antisocial students. The behavior of these students interferes with learning, diverts administrative time, and contributes to teacher burnout (Byrne, 1999; Kendziora & Osher, 2009).This article deals with the range of discipline issues that include horseplay, rule violation, disruptiveness, class cutting, cursing, bullying, sexual ...
Nie and Lau (2009) examined how two classroom management practices, care and behavioral control, were related to students' engagement, misbehavior, and satisfaction with school in Singapore. Results of the study showed that both care and behavioral control were positively related to student engagement.
A case study design using qualitative approach was adopted for the study. ... sometimes are primitive and unacceptable. In schools, strictly maintaining order in the classroom tend to divert the teacher's attention from instruction, leaving little opportunity for ... other than involving students in dialogue in ensuring discipline in the ...
The purpose of this chapter is to suggest practices which might help teachers avoid or overcome a good many difficulties in this area. It is organised as follows: Part one: Basics of maintaining order - 30 key principles. Part two: Five routines, or repeating procedures, for improving discipline.
developed non-punitivesystems of school discipline that teachers can use to develop positive behaviours indisruptive students. This is a study of how a student teacher in an Australian high school developed a system to improve classroom discipline. Although the groups he dealt with are atypical of high school classes in Australia or elsewhere, the
The study investigated classroom disciplinary challenges currently faced by teachers. The findings of the study revealed that the sampled schools believed that the establishment of common understanding around systems of learner discipline in the classroom is vital for effective discipline management in the classroom.
There is a number of challenges facing schools due to discipline problems by learners. For effective teaching and learning in any school, the environment must be orderly and safe for both teachers and learners. Although learner indiscipline has been increasing in schools, there are schools that are doing well with regards to their learners' academic performances and as such are regarded as ...
Do you want to learn how to create a positive and supportive environment for all your students? Do you want to discover effective strategies and tools for promoting positive discipline in your classroom? If yes, then this guide is for you. It is designed to help teachers and teacher educators develop an inclusive, learning-friendly classroom that fosters respect, cooperation, and learning ...
School discipline is an issue of utmost importance to educational policymakers, researchers, practitioners, and stakeholders because of long-standing disparities in who receives punishment and experiences the impact of exclusionary discipline on education and long-term life outcomes. Students with disabilities, non-heterosexual youth, low-socioeconomic-status students, low-performing students ...
Strategies adopted for ensuring discipline has been a very challenging encounter. This study therefore explores procedures involved on how teachers carry through their respective roles in managing indiscipline and how students perceive such involvement in Effutu Municipality. A case study design using qualitative approach was adopted for the study.
Classroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively ...
Case Study #6 Problem: Washington High School's teachers are using Assertive Discipline in their classrooms. Each teacher's classroom plan has been communicated to students and parents by staff. Mr. Bechtel, the Assistant Principal, has been pleased with the reduction in referrals to his office for discipline problems in the classroom.
Given the case studies which follow, the i.m, to the satisfaction of his teacher-educators, will write a logical one-sentence summary of the most basic discipline problem inherent in each case, will identify at least one logical principle which relates to the case, and will provide supportive reasons for relating a specific principle to a ...
Here are five that have been shown to be particularly effective: Establish clear rules and expectations. This means taking the time to explicitly explain what is and is not acceptable behavior in the classroom, and making sure that students understand the consequences of breaking the rules. At the start of the school year create a poster with ...
Collaboration: The key to managing discipline in South African schools. Amy Sarah Padayachee and Ntombizandile Gcelu. Department of Education Management and Leadership, Faculty of Education ...