- Title
- Management of discipline policy for educators by school management teams in the Maluti district, Eastern Cape Province (RSA): a case study of two selected schools
- Creator
- Lishman, Bilibane Thabo
- Description
- This research project was an attempt to determine School Management Teams (SMTs) management of teacher discipline at school using the discipline policy (code of conduct for educators) as a frame of reference. This was because procedures and processes for managing teacher discipline were new to principals and their SMTs. The main aim was to investigate the practices and experiences of SMTs regarding management of discipline policy for better or improved teacher conduct. Again, the study sought to understand and explain the gap between discipline policy and its implementation as SMTs seemed to be grappling with the implementation process thereof. The study is located in an interpretive and qualitative perspective where a case study research design was used. Face-to-face interviews were used to collect data from participants selected from two schools (school A and school B). The participants were sampled purposively out of a population of 245 principals and 245 site stewards. The principal and site steward of each school were interviewed because they were found to be relevant to the case of discipline policy implementation. The principal of each school represented the SMT while the site stewards represented the teaching staff. There were therefore four participants who contributed to data collection. During the data collection process, all issues of ethics like voluntary participation, permission, informed consent, confidentiality, anonymity and rights of participants were considered. As data were collected using face-to-face interviews, they were analysed qualitatively, using interim analysis of coding, segmentation, categorising and theming. This research project is grounded in two theories, namely, progressive discipline theory and decentralisation of power theory. The researcher‟s use of progressive discipline as a framework of analysis is based on the fact that the theory focuses on discipline as a corrective measure and not a punitive measure. It also focuses on a series of steps in ii which the disciplinary action is taken each time an educator commits an act of misconduct. The decentralisation-of-power theory is used as a frame of reference because it states that a current trend in education reform is the decentralisation of decision-making powers from a central level to a school level, hence there is schoolbased management. The literature sourced for this study is also based on these two theories. Major findings were established, discussed and recommendations were made. The literature, together with the major findings, generally agreed that all schools had SMTs to manage schools on a day-to-day basis. It was also revealed that the discipline policy for educators was there in every school and was clear, actionable and was the product of collective participation. The onus is upon the capacity of the SMTs to implement the policy for the benefit of quality education. The findings and recommendations suggest that for the implementation of this discipline policy, SMTs must first improve the school culture and school climate.
- Date
- 2014
- Subject
- Educational Management and Policy
- Type
- Masters, Ed
- Identifier
- http://hdl.handle.net/11260/2353
- Identifier
- vital:41450
- Format
- Publisher
- Walter Sisulu University
- Language
- English
- Rights
- Walter Sisulu University
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WSU Department of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | DISSERTATION BINDING 2014 AS REVISED.pdf | 839 KB | Adobe Acrobat PDF | View Details |