Abstract
Indiscipline remains a perennial issue in South African schools and around the world. As a result, several studies were conducted to provide insight into how to manage students’ behaviour. Different strategies and plans of action were proposed, but not much has been achieved so far. This study takes a unique and captivating approach to the phenomena. It takes an empirical approach to determine whether African Indigenous education may enhance student conduct in public schools. The study used a qualitative research methodology. The targeted participants were school teachers and families residing in the Soweto region, where acts of immorality were frequently witnessed. Participants were selected using a purposive sample technique. The results show that teachers experience disrespectful language, physical aggression, and disruptive behaviour in the classroom. The study indicated that incorporating Indigenous knowledge education into Sepedi language teaching could help students improve their moral integrity, cultural understanding, and cognitive abilities. The study is significant from an academic and practical standpoint: it encourages appropriate behaviour and has an impact on school governance, policies, and strategic directions.