Abstract
M.Ed. (Educational Management)
A safe and secure environment is necessary for effective teaching and learning to take place. Such an environment is possible when learners are disciplined and there is mutual respect among stakeholders. However, research indicates that learner discipline is an emerging problem which renders many schools as ineffective centres of learning. To circumvent this problem, governing bodies are empowered by the Schools Act to design and implement the learner code of conduct after consultation with parents, learners and educators. This study revealed that governing bodies have challenges relating to the proper design and effective implementation of the learner code of conduct. Consequently, educators who must implement the code of conduct struggle to maintain discipline and tend to use punitive disciplinary methods. A basic or generic qualitative research design was used to understand the process of the design and implementation of the learner code of conduct. Focus group interviews were conducted with governing bodies to solicit their perspectives and experiences of the design and implementation of the code of conduct. Field notes were taken and documents such as discipline records of the participating schools were analysed. Data was analysed according to Tesch's method of open coding in order to identify themes and categories. One of the findings of the study is that there is a need for the adoption of preventative rather than punitive disciplinary strategies. In line with this finding, governing bodies are encouraged to enact their discipline policies according to the South African Constitution's value of human dignity, which bars schools from enacting rules and
policies that are degrading and humiliating to learners. It is recommended that further studies should be undertaken about the impact of the implementation of the learner code of conduct on the maintenance of discipline.