Abstract
Managing learner discipline is one of the many challenges facing public schools in South Africa. This challenge may have drawn much attention on the school governing bodies (SGB) who, by legislation, play a leading role in drafting and implementing a code of conduct for learners. As a result, this study aimed at investigating the role of the school governing bodies in managing learner discipline in no-fee public schools, particularly in the Gauteng province. This qualitative research focused on five primary and five secondary schools in the Gauteng East district. The participants included mainly school management team (SMT) members, two per school, a departmental head and deputy principal. Semi-structured interviews were used to collect data. Findings revealed that the SGBs are reactive in managing learner discipline in schools. The study highlighted that SGBs are mainly involved in cases where serious misconduct is reported. Teachers are tasked with managing the day-to-day learner indiscipline. The study revealed that, in the classrooms, teachers are struggling to deal with indiscipline. These challenges are experienced as a result of not using the code of conduct as a guide to deal with indiscipline, lack of parental cooperation, and managing learners’ rights as described in the Constitution of South Africa and the Department of Education’s policy on learner progression. Challenges are exacerbated due to lack of capacity of all stakeholders, particularly the SGB in relevant policy development and managing its implementation. The study recommended that the learner code of conduct needs to be reviewed to include aspects such as proactive programmes to manage learner discipline. Regular capacity building for SGB as well as teachers on policy and strategies to manage learner discipline are needed to effectively manage learner discipline.