The role of in discipline as an aspect of school safety

by

Patience Ignatia Mphomotseng Moloi

MINI-DISSERTATION

submitted in partial fulfilment of the requirements for the degree

MAGISTER EDUCATION'S

in

EDUCATIONAL MANAGEMENT

in the

FACULTY OF EDUCATION AND NURSING

at the

RAND AFRIKAANS UNIVERSITY

Supervisor: Prof J M Squelch

September 2002 ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to the following, for, without their guidance, inspiration and encouragement I would have not managed to complete this study.

Alpha and Omega, The Almighty God, for giving me the power and the strength to remain optimistic despite difficulties I experienced during my studies.

Prof. J.M Squelch, (Supervisor) for her untiring words of advice, guidance and encouragement she offered. Your invaluable input affected this success.

Mrs Debra Moloi, My Mother, for encouragement, motherly and care and the financial support she offered when I sometimes had financial constraints.

My sons, Khantsho, Bonga and Thuso, and my niece, Neue, for patience, love and understanding when I had to leave them during the middle of the night for RAU.

My brothers and sisters for their unshakeable support.

J.J Xulu, for his loving, unfailing encouragement and for lending me his computer and car throughout my studies.

Sizeni and Bheki Ndebele, my friends, for sleepless nights assisting me with computer skills and allowing me to use their computer without any costs.

Dr E.J Mkhatshwa of the University of Zululand, for editing my work.

The secondary schools and parents that gave me an opportunity to conduct interviews. ABSTRACT This research focuses on the legal obligation entrusted on parents regarding discipline and safety in schools. The research, therefore, aims at examining the way involvement contributes to discipline and safety in public secondary schools.

The literature study revealed that discipline is an indicator of safety and school effectiveness. It has also become apparent that parents have rights and duties to perform with regard to discipline and safety of learners in schools. To explore and gain understanding of this phenomenon the qualitative research design, which is exploratory, descriptive and contextual was used (Mason, 1997:4-5). The following research methods were employed to collect empirical data, namely: literature study, focus group interviews and field notes. The constant comparative method was used to analyse empirical data.

The following main categories emerged from the data analysed:

Disciplined schools are orderly and high performing

A disciplined school is perceived as the one with a code of conduct for learners, the positive relationships between educators and learners and between educators and parents. In such a school the leadership of the head is strong and effective because parents support it. A disciplined school is also drug, alcohol and weapon- free and learners perform and achieve outstandingly.

Safe schools are healthy and caring places

A safe school provides security for learners and tight rules of access into the school. The healthy school environment is characterised by educators who perform their duty to care for learners under their authority. Threats to school safety and discipline come from various sources

Behavioural problems may stem from poor economic conditions and the way parents behave in the face of their children. Conflicting cultures between educators and learners may cause misunderstanding, which may result in violent behaviour. If learners are left unsupervised for a long time and educators are invisible in the school premises and classrooms, learners get space for discussing and acting mischievously. Educators are role models to learners. So, if they exhibit unacceptable behaviour they may impact negatively to discipline and safety.

Anti-social behaviour harms the school culture

Violent behaviour is a threat to school safety, and thus, impacts negatively on the culture of learning and teaching. As learners are affected, they may leave school for better-disciplined schools or as dropouts. The staff retention is also affected, as educators have to be redeployed to other schools with better learner enrolment.

Parent are co-responsible for promoting school safety and discipline

Parents as primary educators have to teach discipline from home by being positive role models. They also have to provide for and maintain educational resources by raising funds for the school so that the educational needs of the are met. School discipline may be maintained if parents provide their children with the necessary school resources. Parents have also to provide security to learners and promote respect for the school property. OPSOMMING

Hierdie studie fokus op die wetlike verantwoordelikheid van ouers vir dissipline en veiligheid in skole. Die studie het gevolglik ten doel om ondersoek in te stel na die manier waarop die betrokkenheid van ouers bydra tot dissipline en veiligheid in openbare skole.

Die bronnestudie het aan die lig gebring dat dissipline 'n aanwyser is van veiligheid en effektiwiteit in skole. Dit het ook duidelik geword dat ouers regte en verpligtinge het ten opsigte van die dissipline en veiligheid van leerders in skole. Ten einde hierdie verskynsel te verken en te verstaan, is die kwalitatiewe navorsingsraamwerk, wat ondersoekend, deskriptief en kontekstueel van aard is, gebruik (Mason, 1997:4-5). Die volgende navorsingsmetodes is gebruik om empiriese data te versamel: bronnestudie, onderhoude met fokusgroepe en aantekeninge van veldwerk. Die deurlopend vergelykende model is gebruik om empiriese data te ontleed.

Die volgende hoofpunte het aan die lig gekom uit die data wat geanaliseer is:

Skole waarin goeie dissipline gehandhaaf word, is ordelik en presteer goed.

`n Skool waarin goeie dissipline gehandhaaf word, is een waarin dam - 'n gedragskode bestaan vir leerders asook vir positiewe verhoudings tussen opvoeders en leerders en tussen opvoeders en ouers. In so 'n skool is die leierskap van die hoof sterk en effektief aangesien dit deur die ouers ondersteun word. 'n Gedissiplineerde skool is ook dwelm-, alkohol- en wapenvry en die prestasie van die leerders is uitstaande.

'n Veilige skool bied 'n gesonde en geborge omgewing aan leerders.

`n Veilige skool bied sekuriteit aan leerders en streng toegangsreels word gehandhaaf. `n Gesonde skoolruimte word gekenmerk deur opvoeders wat hul plig doen deur met sorg om te sien na die leerders in hulle gesag. Veiligheid en dissipline in skole word bedreig uit verskillende oorde.

Gedragsprobleme kan voortvloei uit swak ekonomiese toestande in die familie en die gedrag van ouers teenoor hul kinders. Botsende !culture tussen opvoeders en leerders kan misverstande veroorsaak, wat mag lei tot gewelddadige gedrag. Situasies waarin leerders vir lang periodes sonder toesig gelaat word en die opvoeders nie sigbaar is op skoolgronde of in die klaskamer nie, hied 'n vrugbare teelaarde vir die beplanning en uitvoering van kattekwaad. Opvoeders is rolmodelle vir leerders. Indien hulle dus op `n onaanvaarbare manier optree, werk dit negatief in op dissipline en veiligheid.

Anti-sosiale gedrag skaad die skoolkultuur.

Gewelddadige gedrag is 'n bedreiging vir veilighied in skole en werk dus negatief in op 'n kultuur van leer en onderrig. Indien leerders geaffekteer word, mag hulle die skool verlaat vir beter gedissiplineerde skole of hulle kan skoolbywoning geheel staak. Die behoud van personeel word ook geaffekteer, aangesien opvoeders oorgeplaas moet word na ander skole met beter leerdergetalle.

Ouers is medeverantwoordelik vir die bevordering van veiligheid en dissipline in skole.

Ouers as primere opvoeders moet hul kinders dissipline tuis leer deur positiewe rolmodelle te wees. Hulle moet ook die nodige stappe neem om die beskikbaarheid van opvoedkundige hulpbronne te verseker sodat voorsien kan word in die kind se opvoedkundige behoeftes. Skooldissipline kan gehandhaaf word as ouers hul kinders voorsien van die nodige hulpbronne. Ouers moet ook voorsiening maak vir die sekuriteit van leerders en moet respek vir skooleiendom aanmoedig. i

TABLE OF CONTENTS

CHAPTER ONE

GENERAL INTRODUCTION AND STATEMENT OF THE PROBLEM

PAGE 1.1 INTRODUCTION 1 1.2 BACKGROUND TO THE PROBLEM 2 1.3 STATEMENT OF THE PROBLEM 7 1.4 AIMS OF THE RESEARCH 8

1.5 RESEARCH DESIGN AND METHODOLOGY 8 1.5.1 Research approach 9 1.5.2 Literature study 10 1.5.3 Data collection method 10 1.5.3.1 Sampling 10 1.5.3.2 Focus group interview 11 1.5.4 Data analysis 11

1.6 DERMACATION OF RESEARCH 12

1.7 CLARIFICATION OF CONCEPTS 12 1.7.1 Parent 13 1.7.2 Discipline 13 1.7.3 Safety 13

1.8 DIVISION OF CHAPTERS 14

1.9 CONCLUSION 15 CHAPTER TWO

PARENTAL INVOLVEMENT IN SCHOOL DISCIPLINE AND SAFETY

PAGE 2.1 INTRODUCTION 16

2.2 DEFINING DISCIPLINE 17 2.2.1 Characteristics of discipline 17 2.2.1.1 Discipline is used to create order 18 2.2.1.2 Discipline protects learners 18 2.2.1.3 Discipline contributes to the spiritual development of a child 19 2.2.1.4 Discipline prepares a learner for the future 19 2.2.1.5 Discipline ensures fairness 20

2.3 DISCIPLINARY PROBLEMS CONTRIBUTING TO AN UNSAFE SCHOOL ENVIRONMENT 21 2.3.1 Bullying 21 2.3.2 Drug and alcohol abuse 22 2.3.3 Weapon carrying 22 2.3.4 Violence against other 23 2.3.5 Vandalism 23 2.3.6 Stealing 24

2.4 SOURCES OF DISCIPLINARY PROBLEMS 24 2.4.1 School rules 25 2.4.2 Lack of motivation 25 2.4.3 Mass media 25 2.4.4 Home background 26 2.4.5 Peer pressure 26 2.4.6 Leadership style and school organisation 27 2.4.7 Age of learners 28 2.4.8 Lessons and curriculum 28 2.4.9 Relationship between educators and learners 29 2.4.10 Physical, physiological and psychological factors 29 2.4.11 style 29

2.5 DISCIPLINE AND SAFETY 30 2.5.1 Deming a safe school 30 2.5.2 The relationship between discipline and safety in school 32 2.6 THE RIGHTS AND DUTIES OF PARENTS WITH REGARD TO DISCIPLINE AND SAFETY 33 2.6.1 Definition of parent 34 2.6.2 Duties of parents in school discipline and safety 35 2.62.1 Parents as caretakers 35 2.6.2.2 Parents have a duty to teach socialisation skills 36 2.6.2.3 Parents have to teach respect and responsibility 37 2.6.2.4 Parents have a duty to provide a protective environment for their young 37 2.62 5 Parents have to be model for their children 38 2.62.6 Parents are responsible for the discipline problems of their children 38 2.6.3 Rights of parents in school discipline and safety 39 2.63.1 Parents have a right to information 39 2.6.3.2 Parents have a right to participation 40 2.63.3 Parents have a right to assist their children in due process 41 2.6.3.4 Parents have a right to have their children learn in a safe, orderly environment 41

2.7 CONCLUSION 42 CHAPTER THREE

RESEARCH METHODOLOGY AND DATA ANALYSIS

PAGE 3.1 INTRODUCTION 43

3.2 RESEARCH DESIGN AND METHODOLOGY 43 3.2.1 Research design 43 3.2.1.1 Qualitative research approach 44 3.2.2 Research methodology 46 3.2.2.1 Field notes 47 3.2.2.2 Focus group interview 47 3.3 DATA ANALYSIS 51 3.3.1 The process of data analysis 51

3.4 TRUSTWORTHINESS OF THE RESEARCH 55 3.4.1 Internal validity 56 Peer examination/review 56 Researcher's biases reflexivity 56 3.4.2 Reliability 57 (a) The audit trail 57 3.4.3 External validity 58 (a) Rich, thick description 58

3.5 ETHICAL CONSIDERATIONS 59

3.6 CONCLUSION 60 CHAPTER FOUR

ANALYSIS AND INTERPRETATION OF EMPIRICAL DATA

PAGE

4.1 INTRODUCTION 61

4.2 THE CONTEXT OF RESEARCH 61

4.3 RESEARCH FINDINGS 62

4.4 DISCUSSION OF FINDINGS 63 4.4.1 Disciplined schools are orderly and high performing 63 4.4.4.1 Code of conduct 63 4.4.1.2 Positive school relationships 66 4.4.1.3 Strong leadership 68 4.4.1.4 Drug, alcohol and weapon-free school 70 4.4.1.5 Academic performance and achievements 72 4.4.1.6 Parental support 74 4.4.2 Safe schools are healthy and caring places 76 4.4.2.1 Security and rules of access 76 4.4.2.2 Healthy environment 78 4.4.2.3 Educators' pastoral care 80 4.4.3 Threats to school safety and discipline come from various sources 84 4.4.3.1 Home/family life 84 4.4.3.2 Conflicting cultures 87 4.4.3.3 Unsupervised learners 89 4.4.3.4 Educators' conduct 90 4.4.4 Anti-social behaviour harms the school culture 92 4.4.4.1 Threat to school safety 92 4.4.4.2 Culture of learning and teaching is affected 94 4.4.4.3 Effects on learner enrolment and staff retention 96

4.4.5 Parental are co-responsible for promoting school safety and discipline 98 4.4.5.1 Primary educators 98 4.4.5.2 Provides and maintains educational resources 102 4.4.5.3 Provides security 104

4.5 CONCLUSION 106 CHAPTER FIVE

SUMMARY OF FINDINGS AND RECOMMENDATIONS

PAGE

5.1 INTRODUCTION 108

5.2 SUMMARY OF THE RESEARCH 108

5.3 SUMMARY OF FINDINGS 110 5.3.1 Overview of literature study 110 5.3.2 Important empirical findings 111

5.4 RECOMMENDATIONS AND GUIDELINES FOR EFFECTIVE PARENTAL INVOLVEMENT IN SCHOOL DISCIPLINE AND SCHOOL SAFETY 115 5.4.1 Parents should be school governing body members 115 5.4.2 Parents must adopt a code of conduct for learners 115 5.4.3 Educators should involve parents in school related activities 115 5.4.4 Parents should safeguard their own behaviours 116 5.4.5 Parents must be workshopped on substance abuse 116 5.4.6 Parents need to be trained on conflict resolutions 116 5.4.7 There must be good home-school relationship 116 5.5 TOPICS FOR FURTHER RESEARCH 118 5.5.1 Educators' conduct and indiscipline in schools 118 5.5.2 The Representative Council of Lea rners'(RCL) responsibilities in promoting school discipline 118 5.5.3 The relationship between leadership style and discipline in Schools 118

5.6 CONCLUSION 119

BIBLIOGRAPHY 121 ii

LIST OF TABLES

PAGE TABLE 3.1 CODING OF DATA PAGES 54 TABLE 3.2 CODING OF PARTICIPANTS 54

TABLE 3.3 CATEGORY: DISCIPLINED SCHOOLS ARE ORDERLY AND HIGH PERFORMING Sub-category: Code of conduct/school rules 55

TABLE 4.1 CATEGORIES AND SUB-CATEGORIES OF ROLES PLAYED BY PARENTS IN DISCIPLINE AS AN ASPECT OF SCHOOL SAFETY 62

LIST OF FIGURES

FIGURE 3.1: THE CONTANT COMPARATIVE METHOD (Adapted from Maykut & Morehouse, 1994:135) 53 ANNEXURES

ANNEXURE A INTERVIEW SCHEDULE ANNEXURE B EXTRACTS FROM INTERVIEWS 1

CHAPTER ONE

GENERAL INTRODUCTION AND STATEMENT OF THE PROBLEM

1.1 INTRODUCTION

Healthy discipline and safety are cornerstones for effective teaching and learning in a school. Learners learn best in an orderly and safe environment (Hill & Hill, 1994:16). Frude (1990:3) and Potgieter, Visser, van der Bank, Mothata and Squelch (1997:59) support this view when they write that if discipline is not attended to carefully the school environment becomes dangerous and might disrupt the educational process, thereby affecting the educational attainment of learners. According to Hill and Hill (1994:6) a single act of ill-discipline within a school has the potential to destroy any possibility of a safe and orderly environment. It deters the fundamental purpose of the school.

It is, therefore, important that discipline is maintained in the school for the welfare and safety of learners and educators and for the success of the educational process. Learners in secondary schools are teenagers who are working hard to form their own identities, asserting power through rebellion by opposing authority figures (educators). Frude (1990:15) calls the classroom 'a social laboratory' in which learners explore different styles of social behaviour and learn the limits of unacceptable conduct. They often become hostile, dominating and demanding. Consequently, educators experience a nightmare, feeling that they are challenged and might lose control. The stress that they experience is enhanced by the outlaw of (Section 10 of South African Schools Act 84 of 1996), the disciplinary measure which they relied on, leaving them feeling powerless and, therefore, lacking means to enforce discipline (Motanyane, 1999:9; Bisetty, 2000:5). 2

Though corporal punishment has been outlawed (Section 10 of the Schools Act), section 7(5) of the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners of 1996 (hereafter referred to as the Guidelines) states that the educators have the responsibility to maintain discipline in schools. The educators cannot do this alone. They need support from the parents to promote discipline and take responsibility for their children's behaviour (Section 6 of the Guidelines; Friedman, 1998:9). This support also contributes to the safety of the learners, which is what the parents want for their children. However, according to Serfontein (in Bisetty, 2000:5) and Oppelt (2000:16) in many schools in South Africa, discipline is very poor and parent involvement is lacking. These authors blame poor discipline, among other things, on the lack of parental involvement. Warner (1997:5), likewise, states that when the parents are involved in the school activities the child feels more secure and performs and behaves better.

The purpose of the research is, therefore, to examine the link between discipline and safety, and the role of parents in promoting discipline and safety in schools in order to reduce indiscipline. It is assumed that the school managers will not be able to manage and maintain discipline in schools without the parental support. The research also seeks to develop the strategies that can be used to inculcate the parents' willingness and need to contribute constructively to the promotion of school discipline and safety. It will also help the educators fmd the ways to accept and accommodate the parents as co-educators and co-disciplinarians of the learners so that the learners can learn in a physically and psychologically safe and orderly environment which should contribute to an academic improvement.

1.2 BACKGROUND TO THE PROBLEM

Lack of discipline and safety in schools has been one of the challenges facing South African education since 1994. The problem seems to have been inherited from the 1976 uprisings when the South African began to an active role in the liberation struggle against apartheid and the then dehumanising 3 education system. The youth used violent means to effect educational change. As a result of the involvement in the liberation struggle the youth developed pride and arrogance towards adults, that is, both the educators and the parents (Lemmer, 1998:39). Consequently, discipline crumbled and the relationship between the learners and the educators deteriorated (Naidoo, 1990:128). Moreover, the learners lost a culture of respect and trust towards the educators. Such youth behaviour caused the school effectiveness to break down in many schools and the culture of learning and teaching collapsed. Politics in schools produced demotivated and undisciplined youth (Naidoo, 1990:148). There was a high rate of absenteeism and absence of school values. The learners lost faith in the benefits and the legitimacy of education (Lemmer, 1998:39).

However, in the aftermath of educational upheavals the National Department of Education is still faced with the problems of a lack of discipline and safety in schools. These problems have contributed much to the lack of teaching and learning. Violence is, for example still prevailing in many schools. Gun-carrying and shooting, drug and alcohol abuse, racism, bullying, sexual harassment, weapon possession and assault are some examples of discipline problems still common in schools and these have contributed much to the lack of discipline and the cause of unsafe schools (Mabelane, 2000:3; Motanyane, 1999:9). The television Yizo Yizo drama series (1999) also depicts the seriousness of the lack of discipline and safety as the main causes of dysfunctional schools.

Although the learners played a dynamic role in the educational struggle and the national , which was achieved in 1994 and claimed a stake in the education transformation, but it seems that some learners have a different perception of what was expected regarding the benefits they should get from education. Nevertheless, the learners are causing insecurity and unsafety to the educators. Ill-discipline is still rife in the schools. However, the learners now need to turn their specific attention towards the educational sphere (Naidoo, 1990:140). They need guidance to channel their perceptions so that they look positively towards the benefits of their educational struggle. Proper guidance will 4 help them see the need to re-establish that good relationship with the educators and the parents.

The challenge lies upon the educators and the parents to help the learners view educational fruits positively. It is the duty of educators to restore the culture of learning and teaching in schools. But, it is impossible to restore the culture of learning and teaching if discipline and safety have not been prioritised in the school. Disintegrated discipline causes difficulty in the achievement of school objectives. SchoolS become dysfunctional because both educators and learners are unable to work effectively under unconducive conditions.

The issue of discipline and safety in schools has needed urgent attention to the extent that the Minister of Education, Professor Kader Asmal has called for joint action and effort, "Tirisano 2000", in establishing a safe and secure school environment and restoring the culture of teaching and learning (COLTS initiative). According to Mabelane, (2000:3) safe schools involve the "prevention of learners losing their ambition to achieve, educators losing their confidence, hope and commitment, schools deteriorating and academic standards collapsing, desperation by school management teams and school governing bodies." Children cannot learn and educators cannot teach in a place where they are not safe (Cross, 1999:4). A safe and orderly environment is paramount for learning to take place (Hill & Hill, 1994:16). Section 4(6) of the Guidelines confirms Hill and Hill's statement by stating that learners have a right to a clean and safe environment that is conducive to education. Security of property, well-cared for school facilities, school furniture and equipment, absence of harassment in attending classes and writing tests and examinations, all create an atmosphere that is conducive to education and training. Similarly, educators cannot provide an excellent and rigorous education for all learners if they are insecure and unsafe. Educators also need safe and conducive school conditions for them to be able to fulfil their professional duties. 5

Despite their need to feel safe in their working conditions, educators have a responsibility to promote and maintain school discipline and safety by teaching moral and social values to learners and correcting their behaviour. Educators are responsible for this even though they complain that the outlaw of corporal punishment (Section 10 of the Schools Act) has left them without alternatives to other means of disciplining misbehaving learners and maintaining discipline in schools (Ngidi, 1998:2; Bisetty, 2000:5; Motanyane, 1999:9).

To be able to maintain order in the schools, the educators need the support and partnership of the parents. The educators cannot successfully correct the learners' behaviour alone. The parents and the communities also have a primary role in the education of their children. Therefore, this implies that education needs a holistic approach demanding that all the stakeholders assist in creating an environment that is conducive to learning and teaching to improve the quality of education (Moloko, 2000:3; Wolfendale, 1989:63; Mabelane, 2000:2). The educators and the parents alike, have to set examples of consistently ethical, just, kind and acceptable behaviour if they want their children to become well behaved and disciplined. Mlamleli, Mabelane, Napo, Free and Sibiya (2000:4) state that a lack of parental and community support has contributed much on the lack of culture of learning and teaching in most schools. The parents seem reluctant to co- operate with the educators in disciplining their children. Many seem to have shed their obligations and let the schools handle all the disciplinary problems affecting their children (Ramsey, 1994:16). This is one source of stress for educators and it threatens their professional role and status.

According to Section 6(1) of the Guidelines, the responsibility for the learners' behaviour also rests with the parents/guardians, not only the educators. Parents are also the key to safe school: 'Without them we will not succeed in building safe schools' (Geyer, 2000:4). There is a growing significance in the role parents should play in their children's education. It has been realised that parent involvement and support in their children's education have positive effects 6

(Floud, et al. cited by Wolfendale, 1989:63). The educator-parent relationship is a determining factor in the process of educational achievement especially because education does not take place in a social vacuum but is a part of the social process and relates integrally to the surrounding conditions. Reynolds and Sullivan (as cited by Schlerer, Gersch and Fry, 1990:4) and Khumalo (n.d.: 4,17) contend that discipline calls for teamwork between educators and parents so that learners can develop into balanced and self-disciplined adults.

Schools are open systems. What happens at home (how a child behaves or a parent behaves at home) may interfere with the child's actions and behaviour at school, thus affecting his or her discipline and safety. Learners have problems at home that they bring with them into the schools. Some behave differently between the home and the school (Naidoo, 1999:11; Sondlane, 2000:13; Dean, 1992:226). Educators might not be aware of the cause of the disciplinary problem or, if aware, might not be able to solve it unless the parents intervene and they work co-operatively in dealing with it. Researchers, like Dowling and Osborne (1985:164); Stacey (1991:17) and Katz (n.d.:17) agree that when the children with behavioral problems see that their parents and educators are working together to manage difficulties, they experience more consistency and feel more contained. The child also feels secure and performs and behaves better. Other children are also not affected by the misbehaviour or ill-discipline of one child.

The problem of safety is not merely a school problem. It is a community problem that affects the entire community's quality of life. The school mirrors the community and those problems that occur in the community will manifest themselves in the classroom or school. The behavioural problem exhibited by a learner at school might be the result of the disintegrated society. The parents and the educators have therefore, a collective challenge and a responsibility to make every effort to see that schools are safe and attractive places for the learners to learn and for the educators to teach (Decker, 1997:85; Savage, 1991:6). It is the parents' and the educators' responsibility to help children focus their perceptions 7 on the educational benefits rather than on the fruitless behaviour that might harm their entire educational and social life.

This research argues that collective partnership is necessary between the parents and the educators in the establishment of discipline and safety in schools. Since the focus of this research is the role the parents play in school discipline and safety, the researcher will affirm that the parents have a legal obligation to ensure that their children behave well at school.

1.3 STATEMENT OF THE PROBLEM

Parents have legal obligations and rights to know what is happening in the education of their children. They cannot know this if they are not close to it. If they want the education of their children to really take shape they should, among other obligations, take the responsibility for the learners' discipline and safety. It is expected that the parents support the school and require the learners to observe all the school rules and regulations and they should accept the responsibility for any misbehaviour on their part (Section 6(1) of the Guidelines; Sondlane, 2000:13). Since the idea is to create discipline and safety in schools, it is not only the school managers, the educators and the learners who should take charge but also the parents who are called upon to involve themselves in the day-to-day issues that relate to keeping order in schools (Grey, 2000:3; Geyer, 2000:4).

The problem is that the parents seem to have neglected their obligation to ensure that their children behave well at school and that they take the responsibility for the misbehaviour of their children.at school. They have given all the responsibility for the discipline and safety of learners to the educators. Lack of parental support has contributed to the lack of discipline and culture of learning and teaching in most schools.

Against this background, the research questions are as follows: (a) How can parent involvement contribute to discipline and safety in schools?

8

(b) What are the perceptions of parents, educators and learners with regard to a safe and disciplined school environment?

Sub-questions to the key research questions are: What is the relationship between discipline and safety in schools? What are the rights and duties of parents with regard to discipline and safety in schools?

1.4 AIMS OF THE RESEARCH

This research examines the way in which parent involvement contributes to discipline and safety in schools. In the light of the research questions, the aims of the research are to: explain the relationship between discipline and safety in schools; discuss the rights and duties of parents with regard to discipline and safety in schools; examine the perceptions of parents, educators and learners with regard to a safe and disciplined school environment; and provide guidelines and recommendations on effective parent involvement in school discipline and safety.

1.5 RESEARCH DESIGN AND METHODOLOGY

Mason (1997:19) and de Vos and Fouche' (1998:77) refer to the research design as techniques and procedures for data generation, the selection of data sources and samples of interest to study. It is a plan indicating the structure of the procedure to be followed when the researcher gathers data that will attempt to answer the questions, or a basis for testing a hypothesis and finally the analysis of the results. A researcher should be clear about how and why a particular method and source best fit the problem. Hopkins (1976:237) states that a research design should yield the most reliable and valid data and should be manageable, feasible and economical in both cost and time. Research 9 methodology is, thus, the way in which the data are actually obtained. The research is determined by the nature of the research problem and the research data needed to provide solutions to the questions (Prinsloo, Vorster, Sibaya and Mothunyane, 1996:286; de Vos & Fouche' , 1998:82).

1.5,1 Research approach

A qualitative approach was used in this research, employing exploratory, descriptive and contextual focus. The researcher aimed to understand the relationship between discipline and safety of the children in schools and the role the parents play in promoting discipline and safety of their children in schools. A qualitative approach also uses an inductive form of reasoning where the researcher develops concepts, insights and understanding from patterns in data

(Schurink, 1998:241; Prinsloo, et aL, 1996:287; Behr, 1973:10). The researcher enters into the research field, questions and observes directly, discusses, perceives and interprets the situation so that the conclusion becomes a tentative generalisation.

The research was exploratory in nature. The researcher examined new ideas and suggestions and the focus was on the participants' perceptions and experiences of the way the parents can help the educators in school discipline and safety.

The research was descriptive because it gathered information from the parents, the educators and the learners and from the written documents on the educational aspect of the rights and duties of parents in school discipline and safety. The information obtained was used to provide guidelines on decision making in relation to parental involvement in schools.

The research was contextual in the sense that it aimed at understanding within an educational context the role of parents and the experiences they share, together with the educators and the learners, as they work together towards discipline and safety in schools. In contextual research decisions are made on the basis of both

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a sound research strategy and sensitivity to the changing context and situation in which research takes place (Mason, 1997:5).

1.5.2 Literature study

A literature study was conducted to find existing knowledge and information with regard to the phenomenon studied. Research needs to be theoretically sound and grounded in terms of the existing theory (RAU Department of Educational Sciences, n.d.:3; De Vos, & Fouche', 1998:104). The theory is also the bedrock to formulate a questionnaire or interview questions that are used for empirical investigation.

The researcher used the literature for the clarification of operational concepts of the research and to find the existing information on the role of the parents in school activities in general and their rights and duties in the maintenance of school discipline and safety specifically.

1.5.3 Data collection method Data collection method is the way in which information and knowledge about the topic of research is obtained. A researcher has to choose data sources and set boundaries for generating the data in question. The methods that were used to gather qualitative data are sampling and focus group interview.

1.5.3.1 Sampling

Purposive sampling (Schurink, 1998:253) was used. Participants were selected on the basis that they could supply relevant information to the answering of the problem in question. The target group from which participants were selected consisted of parents, both single and married, whose children were in secondary schools. The educators and the learners of any age from 13 years to 21 years regardless of gender were targeted from secondary schools. 11

1.5.3.2 Focus group interview

Interviewing is a process of obtaining information directly from the participants. Oxford Advanced Learner's Dictionary (1995) defines an interview as an occasion when a person is asked a question by one person to find out about his or her own beliefs, opinions or ideals. The researcher used semi-structured interviews where she prepared questions for the interview but limited her own contribution to the interview to an absolute minimum except when motivating interviewees to participate. She stimulated them through probing and tactfully steered them back to the research topic when they were digressing (Schurink, 1998:300). The participants were free to deviate from the prepared agenda and introduce thoughts or observation that were particularly relevant to their personal perspectives as the conversation unfolded (Wilson, 1989:436). This form of interview was used to understand the perceptions of the parents, the educators and the learners about the parental involvement in school discipline and safety.

A focus group interview was conducted as an open conversation in which each participant commented, asked questions from other participants or responded to comments by other participants and the interviewer. The focus group was limited to five members under the guidance of an interviewer and discussed topics that were to be viewed to be relevant to the investigation. The interviewer introduced and directed the discussion and encouraged participants in the conversation without being biased and without asking leading questions.

All audio-taped interviews were transcribed verbatim.

1.5.4 Data analysis

Data analysis goes hand in hand with data collection so that the researcher focuses on and shapes the study as it proceeds. An inductive approach to data analysis starts with data collection that relates to a focus of inquiry. What is analysed emerges from the data itself (Maykut & Morehouse, 1994:127). The researcher analysed the transcripts using the constant comparative method as 12 described by Maykut and Morehouse (1994:126-128). The researcher listened to and heard the meanings of what the participants said. She examined the data she had heard, pulled out the concepts and themes that described the thoughts, feelings and actions (world of interviews) as they related to the focus of inquiry. The themes built up towards an overall explanation (Rubin & Rubin, 1995:226). The researcher put into one category all the material from all the interviews that speak to one theme or concept. She compared within the categories and across the categories to discover connections between themes. The aim was to integrate the themes and concepts into a category that offered an accurate, detailed interpretation of her research arena. Finally, the categories and sub-categories were identified.

L6 DERMACATION OF RESEARCH

KwaZulu-Natal, one of the nine provinces making South Africa, consists of eight Education and Culture regions, one of which is the Empangeni region. The Empangeni region is further divided into districts. The Eshowe district is one of the districts in the Empangeni region and is further divided into circuits.

The research was done in secondary schools at KwaMondi Circuit, which is one of the circuits in Eshowe district. A purposive selection of secondary schools was made based on the school's location. Two schools are located in the suburb, one in the township and two in the rural places. The schools of different locations were chosen to make the findings of the research representative of all schools.

1.7 CLARIFICATION OF CONCEPTS

For the purpose of this research, the key concepts are defined.

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1.7.1 Parent

Section iv of the Schools Act defmes 'parent' as referring to (a) natural parent of a learner, (b) the guardian of a learner, (c) a person legally entitled to custody and physical control of a learner, (d) a person who undertakes to act as a parent of a learner for the purpose of the learner's education.

When 'parent' is used in this research it is associated with both biological and guardian parents, single or married and their participation and commitment in the school activities especially discipline and safety. Their commitment and participation refer to their direct support of the child's education.

1.7.2 Discipline

Rich (1982:171) defmes 'discipline' as any procedure that is used to teach children how to behave in an appropriate, acceptable way. It is rather proactive than reactive in the sense that it is not associated with negative punishment rather with positive punishment. It aims at influencing the person to behave in a manner, which demands respect. Rich (1982) further describes a disciplined person as someone with an orderly habit, who is able to observe the rules of conduct, follows instructions properly and exercises self-control in learning tasks, manifests appropriate intellectual development by completing a desirable task successfully and fulfilling worthwhile standards.

1.7.3 Safety

`Safety' means being protected from danger and harm, secure and reliable (Oxford Advanced Learner's Dictionary, 1995). A school that is safe is therefore a learning environment free from any danger and harm to the learners and educators because nobody in the school is unprotected and insecure. Everybody is happy, and the environment is joy-giving, orderly, disciplined and protective of the learners. Discipline, thus, determines a safe learning and teaching 14 environment. A safe school has concern for the welfare of the people in it and the atmosphere is orderly and necessary for effective teaching and learning to take place.

1.8 DIVISION OF CHAPTERS CHAPTER ONE This is a general introduction. It provides an orientation to the research. It consists of the following: background to the research problem, statement of the problem, aims of the research, research problem, research methodology and organisation of the study. It also clarifies major concepts.

CHAPTER TWO This chapter provides a theoretical background to the research. It explores what literature reveals about parental involvement in children's education, with reference to the maintenance of discipline and safety in schools, specifically.

CHAPTER THREE Chapter three describes the research design and methodology and how the data was collected and analysed. Aspects such as sampling, validity and reliability, and ethics are dealt with.

CHAPTER FOUR

Chapter four discusses the perceptions, which educators, parents and learners have on the role of parents in school discipline and safety. The empirical data collected through the focus group interviews were analysed and interpreted. 15

CHAPTER FIVE This chapter summarises the research. Conclusion, findings and recommendations on the way educators and learners can work together with parents in promoting a safe and disciplined school, are presented.

L9 CONCLUSION

In this chapter, the background to the problem was described, the research questions formulated, and the aims stated. The research design and methodology were also briefly explained, the research dermacation was identified and the concepts of the research were clarified. Finally, the outline of the research was given.

The following chapter investigates what literature reveals about the role played by parents in the education of their children. It further discusses in more detail the support parents should give to schools towards discipline and the creation of a safe and healthy environment conducive to the learning of their children. 16

CHAPTER TWO

PARENTAL INVOLVEMENT IN SCHOOL DISCIPLINE AND SAFETY

2.1 INTRODUCTION

Some researchers are consistent with the view that the parents are the primary educators for the child and the school's role is to supplement and extend what the home has offered to the child (Mbete, 1997:11; Warner, 1997:4; Stacey, 1991:28; U.S Department of Education, 1999:19). The parents should form a partnership with the school if they want their children's education to be successful. The parents believe that their children will benefit from the parental involvement with their children's schools (Aronson, 1994:58). According to Munn (1993:ix) a parental voice opens up greater possibility for school improvement. This implies that if the parents are supportive in their children's schooling there is greater opportunity for the children to do and behave well. Discipline and safety can improve if the parents are involved in the decision making pertaining to the behaviour and discipline of the learners. The parents base their choice of school on the information they have about the school's academic performance and achievement and the good behaviour of the learners (Mokone, 1999:11; Munn, 1993:7; Hughes, Wikeley and Nash, 1994:30).

The previous chapter dealt with the general introduction and the statement of the problem. The background to the problem, the aims of the research, the research design and the method of data collection and analysis were discussed. The dermacation and the outline of the research were briefly discussed. Chapter two will examine the relationship between discipline and safety in schools and the rights and duties of parents in promoting discipline and safety of their children in schools will be described. The sources of the disciplinary problems and these problems' contribution to unsafe school environment will be reviewed. This chapter will serve as the theoretical framework for the empirical part of the research and the recommendations on how the schools can involve parents in the discipline and safety of the learners. 17

2.2 DEFINING DISCIPLINE

According to Welch and Tisdale (1986:25) 'discipline' refers to any procedure that is used to teach children how to behave in an appropriate and acceptable way. It is more than having learners obeying educators and parents. It is the total process of teaching them to participate voluntarily and fully in the educational activities without disturbing other learners and educators. Discipline strategies should do more than squelch inappropriate behaviour but should constantly reinforce the desirable behaviour that is basic to the development of the total educational programme (Howell & Howell, 1979:xii). Similarly, discipline may qualify as an integral part of an effective educational attempt in which parents and educators assist a child who is supported and guided towards a degree of self-discipline, which is adequate for successful learning and to achieve adequate self-actualisation and a responsible happy adulthood (Mabeba & Prinsloo, 2000:34).

Disciplined persons have orderly habits, are able to observe rules of conduct, follow instructions properly and exercise self-control in learning tasks. They manifest appropriate intellectual development by completing desirable tasks successfully and fulfilling worthwhile standards. They are not always pricked to conform to rule or to do the desired task but do it willingly (Rich, 1982:171; Savage, 1991:7). If punishment is involved as a result of a breach of rules or a failure to achieve desirable results, then the discipline is understood in a negative sense. Punishment, as form of discipline, is inflicting something unpleasant on someone who has committed such a breach of rules with an intention of influencing learners to behave differently (Van der Westhuizen, 1991: 223).

2.2.1 Characteristics of discipline In the definition of discipline the disciplined person is described as the one who has orderly habits, is able to observe rules and regulations and authority so that he or she improves behaviour or exercises self-control. Based on this definition, Oosthuizen (1995:58) describes the characteristics of discipline for educators and 18 parents and all others who may be involved in the maintenance of authority in schools.

2.2.1.1 Discipline is used to create order

Learners learn best in an orderly and safe environment. A school is effectively functioning if there is discipline in it. Discipline cannot be promoted if the school does not have rules and regulations, and a code of conduct that the learner must conform to, so that they are regarded as disciplined. All the learners' school activities are regulated by such rules and the behaviour of the learner is checked against them (Potgieter, et al., 1997:59). The rules may help the child develop self-control and social responsibility. The classroom environment is based on mutual respect and concern where the learners feel safe from physical and emotional threat. The rules and regulations that are logical, and are fairly and consistently enforced create a school that is an attractive place where the learners want to be (Savage, 1991:7). Safety need, that is, a need to feel protected and secure in an environment will lead a learner to maximise his or her potential to learn (Wilde, 1995:3). Order created in the school helps to ensure safety of all the people in the schools.

2.2.1.2 Discipline protects learners In an orderly environment governed by law, discipline protects learners against unruly and undisciplined behaviour of their fellow learners. It also protects them against their own behaviour (Oosthuizen, 1995:59). Much misbehaviour is caused by the child's lack of ability to choose personal values within a moral context. It is an educator's and a parent's role to facilitate the behaviour and morality of a learner via skilled exercises and dialogue in a supportive, non- judgemental atmosphere so that the learners are protected from insecure environments and so that they know the difference between right and wrong. In a school the learners come with different value systems from different home backgrounds, some of which are deviant from the school value systems. It is the 19 educator's duty to orient all those value systems towards a singular code of ethics acceptable to all. In this way the learners are protected from unacceptable values and thus become safe in a school environment (Stradley & Aspinall, 1975:149).

2.2.1.3 Discipline contributes to the spiritual development of a child

The goal of disciplinary actions taken by adults is self-discipline and self- responsibility. Once the learners have been taught to make responsible decisions and to perform responsible behaviours which they can be accountable for then they have achieved adequate self-realisation (Oosthuizen, 1995:59; Lemmer, 1998:45). Savage (1991:2) contends that discipline involves the development of character and the development of an orderly and a productive way of living. When the learners have developed the need to be responsible and to care for others and not only themselves, when they understand the relationship between behaviour and consequences, they have developed self-discipline. They are socially responsible and are secure from taking decisions, which may lead them to trouble (Savage, 1991:2,7-8). They know that any type of behaviour leads to either positive or negative consequences. The parents have to help by ensuring that such responsibilities and self-discipline of the child is maintained.

2.2.1.4 Discipline prepares a learner for the future

Learners should move into the world skilled and prepared for meeting the demands of life. The educators and the parents have a responsibility to prepare them to perform well in society and in the world of work. They must influence the learners' behaviour by teaching them about decisions and choices the learners should make each day and how such decisions and choices impact on their lives and in school. For instance, a disciplinary measure against a learner who comes late to school will help to encourage him or her to be punctual and be more responsible even in future (Lemmer, 1998:47). Discipline challenges the learners to think about their goals and purpose in life. Discipline should 20

emphasise success and not failure, should help the learners develop their unique abilities and interests so that they can meet the challenges of life safely and confidently. Once this has happened the learners would have established a sense of security and meaning in life through discipline learnt at school.

2.2.1.5 Discipline ensures fairness

Hosten et al. (as quoted by Oosthuizen, 1995:59) define fairness as 'the moral value that serves as a norm to ensure impartiality when dealing with competing interests of various subjects.' This implies that the interests of the learners and the educators must be protected. The learners are legal subjects and have legal rights, which must be protected. An educator should not exercise coercive power over the learners because that may result in a detrimental effect. Coercive power usually leads to power struggle between the educator and the learners. An educator develops authority and power in the school by demonstrating expertise and concern for the needs of the learners. He or she should remember that the learners should be treated with respect and should demonstrate fairness and consistency at all times (Savage, 1991:25). One way of showing recognition and respect for the learners and fairness in exercising discipline is, for instance, by involving learners in establishing school or classroom rules. This is a democratic approach, which will give the learners some ownership of the rules and commitment on their part to follow the rules. It communicates to them a respect for their rights and needs. The learners will learn self-control and a positive climate will be created in the school or classroom even in the absence of the educator. A harmonious relationship will result between the educator and the learners and a safe school environment is established.

The basis of all these characteristics is the secure environment, which is established while the school activities are regulated and managed orderly by law. The educators and the parents, to be able to exercise discipline to maintain order 21 and safety of all involved in a school, use a code of conduct, a school policy and regulations effectively.

Having defined discipline and discussed its characteristics, the next section will identify common disciplinary problems commonly confronted by educators in schools and which contribute to an unsafe environment.

23 DISCIPLINARY PROBLEMS CONTRIBUTING TO UNSAFE SCHOOL ENVIRONMENT

In order to be able to work towards promoting and maintaining discipline in schools it is significant for the educators and the parents to first identify disciplinary problems contributing to an unsafe school environment.

Seeman (1994:45ff) clarifies a disciplinary problem as a behaviour that is perceived by the educator as disruptive or potentially disruptive to the academic action of the school or class as well as the disruptor himself or herself and to the role and responsibilities of the educator. It is a disruptive behaviour that affects the fundamental rights to feel safe, to be treated with respect and to learn. Problems related to misbehaviour and lack of discipline are indeed serious and have a serious impact on the instructional effectiveness of the educators (Mabeba & Prinsloo, 2000:34; Savage, 1991:3). Poor discipline causes stress to educators who suffer personal tragedy and they see their profession fading and consequently losing the joy of teaching. Persistent learner misbehaviour causes both the learner and the educator to feel tension and frustration and may either give up or demonstrate anger and hostility. This reaction leads to an increase in learner misbehaviour and ultimately burnout to both the learner and the educator (Savage, 1991:3).

Some discipline problems experienced in schools that compromise safety include the following:

o

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203.1 Bullying

Bullying is a kind of misbehaviour where a learner persistently harasses other learners physically, emotionally or verbally. Other learners live in continual fear because they are always intimidated. The bullies do not become bullies overnight. Bullying is a learned behaviour from the way the children are treated by either their parents (if they are abused at home they will tend to abuse) or by other children. Age can also be a contributory factor, that is, when the learner is older than others in the same class, and a feeling of insecurity may lead to bullying where the child is trying to gain self identity (Stradley & Aspinall, 1975:54). This affects the learner's safety and security in the class and the school and may consequently affect their learning performance and achievement if there is nobody who takes trouble to solve the problem.

2.3.2 r rug and alcohol abuse

The use of drugs and alcohol in schools has grown at an alarming rate that it has become a threat to the safety and wellbeing of learners and educators (Stradley & Aspinall, 1975:68). Drugs and alcohol abuse in schools have a negative influence on learning and on the classroom and school climate. The causes of drug and alcohol abuse may among other factors, be peer influence to be part of a group, coping mechanism for a difficult life situation either at home or at school, and may also be a symbol of rebellion or an attempt to be an 'adult' (Savage, 1991:218). Drugs and alcohol are a social problem, which cannot be left to the school only to deal with, but the society should also be prepared to help the school in an attempt to solve the problem. Drugs and alcohol are detrimental to the educational and safe school environment and therefore, should not be tolerated.

2.3.3 Weapon carrying

Learners are known to bring knives, guns or any dangerous weapons to school with them with the pretext that they are protecting themselves from outside

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hooligans or gangs (Bey & Turner, 1996:27). A weapon in the hands of an adolescent child presents an unlimited danger to himself or herself and to other learners and educators. Weapon carrying may be the result of insecurity to the learner and this causes fear and insecurity to other learners in the school (Stradley & Aspinall, 1975:86).

23.4 Violence against other students

Violence such as fighting especially among boys is a serious problem that is disruptive to the positive school climate (Savage, 1991:214). Learners who usually resort to fighting are showing signs of a deeper problem, which might tend toward bullying. According to Wilde (1995:5) anger may cause violence. Most violent actions happen because the person was enraged. This is dangerous because fighting causes physical injury to others. Aggression and violence may be derived from a violent community and television to which children are exposed. It may also be a way of gaining self-respect and the stronger learners may choose to fight the weaker and defenceless learners who become easy and convenient targets consequently, causing a high rate of absenteeism and drop-out among the powerless learners. The school becomes an unsafe and unprotective learning environment for them and the best solution for them is to quit (Stradley & Aspinall, 1975:85).

2.3.5 Vandalism

Vandalism is the destruction of school material, equipment and property, which results in the loss of quality educational attempt. In addition to the disruptive result of vandalism, the cost to the repair of damage is high. Vandalism may be an expression of anger and antagonism where the school is viewed as a threat rather than a positive force (Savage, 1991:213). According to Stradley and Aspinall (1975:150) another form of vandalism is writing graffiti on the school wall and furniture as a sign of boredom or as a way of expressing some private thought. This results in an unclean and unhealthy school environment. Graffiti might also teach the learners vulgar and unacceptable behaviour. Physical injury 24 may also result from broken school equipment. The learners' morale is destroyed and the atmosphere in the school is not conducive for learning and teaching.

2.3.6 Stealing According to Savage (1991:212) persistent loss of personal and school property leads to a serious deterioration of a learner and an educator morale and the creation of the climate that is not conducive to good learning and teaching. Some learners resort to stealing others' personal property because of jealousy or as a way of hurting them. The school property may be stolen as a symbol of vandalism. Stealing causes a psychological disturbance to the learner who suffers loss, as his or her personal property is not protected.

Misbehaviour ranges from mild to severe level, so adults' response to it should match its severity. These problems are a disturbance to a healthy and safe school climate. They infringe both the learners' and the educators' dignity and respect. They are physically, psychologically and emotionally abusive to other learners and educators. The parents need to cooperate with the educators to remedy such misbehaviour to ensure safety and to create conditions that are conducive to learning and teaching.

2.4 SOURCES OF DISCIPLINARY PROBLEMS

Before the educators and the parents assume the challenge to maintain discipline in schools it is relevant for them to first consider the factors that contribute to the misbehaviour of the learners. This will help the educators and the parents to be able to take proactive steps to discipline problems. There are many reasons for a lack of discipline in school, one of them being a changing world (Du Preez, 1998:69). One has to face the fact that children are breaching discipline because of social changes today. So when one tries to face the challenges of discipline maintenance in schools, one has to look at what is best and practicable for young people of today, that is, the adolescent in particular (Lemmer, 1998:46). The parents and the educators have to meet such educational changes bearing in mind

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the factors that might be the source of misbehaviour of the school children. Here are some of the sources as stated by some researchers.

2.4.1 School rules Rich (1982:169) maintains that the school rules may be violated whenever the learners believe that they are unjustified. This tends to happen if the learners have not been part of the formulation of such rules. It is important that the learners understand why the rules have been formulated and why they should comply with them. This becomes easier when the learners have been involved in establishing the rules (McKay, 1995:116; Lemmer, 1998:45). Penalties might also contribute to discipline problems if they have not been clearly understood when a learner has committed an offence. The learner may feel that the punishment that he or she has received is unjust (McKay, 1995:117; Harootunian, 1986:120). They can, thus become violent too.

2.4.2 Lack of motivation

Some learners may have a poor attitude towards learning and doing work in general. Their behaviour is observed in their laziness, indifference, persistent carelessness, cheating, untidiness or restlessness (Du Preez, 1998:70). They may become chaotic and unruly, and try to involve other learners in disrupting classes and the school procedure. They may overlook the school rules and be wilfully disobedient, bullying other learners constantly. They then give up on school and resort to vandalism because they feel that they have little control over their own lives.

2.4.3 Mass media

Violent images have become so common in the media that children have become desensitised to violence (Rambolt, 1998:33). Instead of the parents and the school being responsible partners for the moral education of children, the mass media has dramatically risen to take the place of the parents in educating the

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youth of today. Television in particular inundates the young with shoddy values and breaks them way from their family relationships and healthy and safe pursuits. According to Lickona (1991:406) television has become a moral miseducator for our children. It presents negative values, role models and lifestyles to young children. This television violence increases children's own violent behaviour tendencies or desensitises them to violent acts of others (Du Preez, 1998:70; Savage, 1991:214). In school the teenagers become aggressive either towards the educators or towards other schoolmates. Television sometimes, has negative effect on law breaking, alcohol and drug abuse, sexual abuse and harassment.

2.4.4 Home background Parents who do not provide a stable and stimulating home background lay the foundation for an unhealthy, chaotic learning environment in the school (Du Preez, 1998:70; Rambolt, 1998:33). A child tends to transfer what he observed at home to school. The behaviour that is demonstrated by parents either hinders or promotes learning. For instance, a cold and rejective attitude from parents may produce neglected, defiant, disrespectful and destructive children (Prinsloo, Vorster, Sibaya, Mothunyane, 1996:266-267). A child might bring to school behaviour patterns like careless use of alcohol or drugs, dagga, sexual harassment and fighting, if his or her parents engage in such behaviour (U.S. Department of Education, 1999:18; Johnson & Ransom, 1983:9).

2.4.5 Peer pressure

As children grow older they spend much time with friends. This is a necessary activity as teenagers learn how to get along independent of their own parents and family. It is a time when they begin to discover themselves. But peer pressure can lead to unacceptable and unhealthy behaviour like early sexual activity, drug and alcohol usage and cigarette smoking (Harootunian, 1986:156; Wagonseller & McDowell, 1979:72) Even in class sub-groups are formed which can lead to strong social intergroup rivalries and in-group solidarity. An appreciation of 27 social structure within the class may be fundamental to classroom disruption (Frude, 1990:12). Gangs within the class are formed and ability, interests and attitude to authority characterise membership. Once a learner identifies himself or herself with such a peer group, peer pressure becomes strong on him or her to adopt the attitude and behavioral norms of his or her group (Macbeth, 1989:162). The existence of such gangs in classes may become aggressive in the classroom and this might even erupt in the whole school. If one member becomes rebellious against an educator, other peer group members encourage such rebellion, supporting and facilitating disruptive behaviour (Hill & Hill, 1994:11). Some learners left out of all the groups may become isolated and thus strive hard for recognition and acceptance. Out of frustration and loneliness they may end up withdrawn and with disturbed behaviour that may cause trouble for the school (U. S . Department of Education, 1999:18).

2.4.6 Leadership style and school organisation Roger (quoted by Mabeba and Prinsloo, 2000:34) suggests that some disruptive behaviour may be rooted from the learners' feeling of anger, frustration and worthlessness because their parents seemingly neglect their interests and level of development and often base their disciplinary policies on autocratic principles and self-interest. An authoritarian style of leadership may cause the learners to burst into violence because they do not have a say in what concerns their welfare and well being at school. Such a style becomes offensive and dangerous to their rights and the welfare of the school (McKay, 1995:113-114). Reynolds and Sullivan (in Frude, 1990:15) support this view when they write that 'higher rates of disruption are in 'coercive schools' than in what they term 'incorporative schools' which consult with learners and parents on the running of schools. The school principal's attitude to the school climate and organisation contributes to and has influence on the behaviour of the learners (U.S. Department of Education, 1999:18; Lemmer, 1998:47).

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2.4.7 Age of learners Most school behaviour problems increase with age (Frude, 1990:14; Johnson & Ransom, 1983:71). In secondary schools learners are older and are at the teenage stage. These older learners are the ones who are often involved in most serious disciplinary problems especially when they are less academically gifted and they see the school as an 'unnatural environment' which confines them to a boring, frustrating life in an organisation meant for young children (Frude, 1990:14). Stradley and Aspinall (1975:7) name this age group the most difficult group with which to work as far as discipline is concerned. They are 'unruly, uncooperative, misunderstood, unpredictable, lacking self-discipline and hardheaded, sensitive, have feelings of insecurity, desire to be recognised, need for directive understanding and guidance'. They want to exercise personal power and independence in their lives outside the school. Now that they are still at school, they have to suspend these adult powers and privileges. They may express their frustration through acts of aggression and vandalism and entertain themselves by disruptive manner. Mabeba and Prinsloo (2000:35) sum up the reason for teenage misbehaviour as 'attention-seeking, a desire for power (influence and intimidation), revenge (retaliation and vendetta) and a display of inadequacy (frustration and or pain).'

2.4.8 Lessons and curriculum A boring lifeless or irrelevant lesson, or educator might cause the learners to be frustrated and they might decide to act disruptively during a teaching and learning session (Bennett, 1992:6). Other classmates might also reinforce this. Being disruptive may bring social rewards, like attention to the learner and others may also be keen to imitate and join in the disruption. If there is also little to be gained in a particular lesson or the whole curriculum, learners may prefer an alternative and engage in disruptive activity (Frude, 1990:16). This may be a way for learners to assert themselves and challenge education or the school system because the lesson or curriculum is not challenging.

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2.4.9 Relationship between educators and learners School or classroom disruption may result from an unsound relationship between an educator and learners (Lemmer, 1998:39). Learners may have a planned revenge against an educator because of a serious offence he or she committed against a learner or learners or failure to handle a delicate situation where a learner had to face a disciplinary measure (retribution) or considered a disciplinary measure as victimisation (Frude, 1990:15; Savage, 1991:217). Sometimes a long-term rivalry outside the school may spill into the school where learners may wish to make a school an arena of rebellion against an educator.

2.4.10 Physical, physiological and psychological factors Lemmer (1998:46) points out that misbehaviour may result from 'the interaction of the learner with his or her physical, physiological and psychological environment'. Factors like illness, nutrition physical disabilities and neurological functioning are physiological and may lead to misbehaviour. Physical environments are the situations at home or in the family, lack of resources lack of role models on the part of educators, overcrowding in the classrooms, or failure of educators to supervise the learners properly. The psychological environment is created by the lack of motivation of the learners where the educators are unable to reinforce good work and behaviour by rewards, praise or any form of encouragement (Du Preez, 1998:70). This may promote behavioural problems since the educators are unable to handle discipline problems strategically. Indifference, apathy, laziness, persistent carelessness, cheating or restlessness may characterise these learners. They disregard the rules of the school and disrupt classes and the routine of the school (DuPreez, 1998:70; Wilde, 1995:4-5)

2.4.11 Parenting style

A lack of balance in the control and protection of children at home might lead to child problems. Some parents are overprotective; others are underprotective. Some parents overcontrol; others undercontrol (Wolfendale, 1992:27-28). That is 30

not successful caretaking on the part of parents and the child will not reach a state of 'automatic' pilot behaviour or self-regulatory behaviour (O'Callaghan, 1993:72). These dysfunctional relate directly to dysfunctional child" behaviour. According to O'Callaghan (1993:83) the severe child's home and school behavioral and emotional problems are mostly motivational in nature. They are caused primarily by dysfunction in adults (parents) in the protection and control of children. Rambolt (1998:33) argues that the children who are physically and emotionally abused by parents see violence as increasingly accepted by the society and they also resort to violence. They lack reason to want to control their actions because they have grown accustomed to violence as a normal way of settling dispute or satisfying their desires.

From the preceding discussion on discipline, it is evident that there is a link between discipline and safety. A safe environment requires discipline and order.

2.5 DISCIPLINE AND SCHOOL SAFETY

Discipline is one of the indicators of quality and success of the school (Elliott, Ebbutt, Gibson, Bridges and Nias, 1991:40). It secures the orderly atmosphere necessary in a school for effective teaching and learning to take place. Learners and educators are feeling physically, psychologically and emotionally safe and secure because there are less behavioural problems that might hinder the educational process. Discipline is an important aspect of school safety. It is, therefore important for the researcher to establish the relationship between the two in order to determine how a hostile school environment affects the morale and professional duties of an educator, the performance and achievements of a learner and most importantly the safety of everyone in the school.

2.5.1 Defining a safe school

The Minister of Education, Professor Kader Asmal, in his speech at the launch of Signpost for Safe School Workbook in Parliament defines a safe school as 'the one whose playgrounds are filled with healthy noise of happy children...they are 31

not afraid of each other or intruders. The classrooms are orderly and clean. The educators are punctual, firm but friendly. The school property and resources are not destroyed and above all there is quality teaching and learning' (Benghiat, August 2001:7). A safe school is a secure environment conducive for teaching and learning, is free from danger, aggressive behaviour, crime and violence and physical and sexual abuse (Hill & Hill, 1994:87; KZN Department, n.d.:1). According to Western Cape Education Department (2001:8) a safe school is a protective, clean and attractive school environment with enforced school rules, strong disciplinary policies and low vandalism. There is respect for human dignity and people are encouraged to grow towards self-discipline and ensuring the safety of one another. The implication is that learners and educators are physically, emotionally and psychologically secure and the material resources and infrastructure are not vandalised.

Though high fences and sophisticated security systems ensure safe schools, The (October 2001:14) emphasises that the school is an open system which should allow the community and parents to work towards the safety and discipline of their children. The school cannot achieve this alone. It should be part of the community and should take part in fighting crime and corruption in the society. This will ensure its own safety.

In essence a safe school can be described as a school where people focus on learning and teaching. Aggression is not a common practice because everyone is concerned about the safety and security of each other. There is respect for human dignity. Discipline is enforced by school rules and it develops the learner towards self-discipline. Firm and fair discipline consistently applied indicates care and love from educators towards learners and this teaches learners to develop love and respect for other people and to be responsible for their own behaviour.

A safe school environment is attractive and is characterised by cleanliness, order and low vandalism of school property. It is protective in the sense that security is 32

tight and does not allow access to unauthorised people who might intimidate learners and educators. The most important factor is that the school has increased contact with the community, which leads to a school improvement regarding the problems of crime and violence in both the community and the school. The school should always remember that it is an open system and so it is the mirror of the society in which it is situated. The problems that occur in the society will manifest themselves in the classroom or the school. So these two systems should work closely together to handle disciplinary problems and to ensure school safety (Savage, 1991:6).

2.5.2 The relationship between discipline and safety in school

Discipline is one of the most important functions of management in a school. Educators, learners and parents have to work together in ensuring that discipline is established and maintained in a school so that the school is manageable and functional. Success, which the school is aiming at, will be achieved because the climate of the school is conducive to learning and teaching. Learners' misbehaviour, lack of interest and attention, disrespect for education or authority and antisocial behaviour cause management problems. These have to be combated so that the school can be regarded as safe and disciplined. Discipline in a school is an indicator of learner safety and effectiveness (Elliot, et al., 1991:40). Discipline and safety are the primary factors for promoting quality instructional effectiveness of the educators and performances and achievements of the learners. A disciplined school is also a safe school because the learners can learn without fear of attack and the educators can teach without fear of threats and violence. Learners and educators have one common aim, which is good performance and achievement.

Elliot, et al., (1991:52-53) associate discipline with cleanliness, freedom, flexibility in dress, personal and social happiness of a child in a school. The implication here is that children have to attend a school where they will feel free and happy. That is a safe and orderly school, providing an environment where 33

learners can learn without disruption and disorder. Carrasquillo and London (1993:141-143) and Mabeba and Prinsloo (2000:35) also state that a safe and orderly school is necessary before learning can take place. Safety is the first step of discipline, which is also a priority to successful learning and teaching in a school (Du Preez, 1998:69).

A successful school has a safe and orderly climate demonstrated by the learners following the rules already established, regular attendance, promptness at school, respect for educators and for academic work, accomplishment of school task, appropriate dress for school and good behaviour in and out of the classroom (Carrasquillo & London, 1993:143). This is because the learners value education and the school in which they attend has concern for the safety and well-being of the learners. Learners are happy because they learn not only basic skills but also social skills, which promote their discipline and safety in schools. Such social skills are, for example, sex education, drug education, bullying, violent behaviour, diversity in culture and language etc., which contribute to good behaviour of the learners (Elliot, et al., 1991:43).

From the above discussion it is apparent that discipline and safety are related and they contribute towards school effectiveness. The school's positive climate and success rely on the good behaviour and the safety of learners.

2.6 THE RIGHTS AND DUTIES OF PARENTS WITH REGARD TO DISCIPLINE AND SAFETY IN SCHOOLS

The idea of parents and educators as partners in children's education and care is not new and it is now generally accepted that schools and (parents) cannot operate in isolation without this having detrimental effects to children (Carrasquillo & London, 1993:142). Some parental involvement tends to disappear when children move from primary to secondary schools, probably because the parents think that the children can fend for themselves, as they are 34

becoming adults (Johnson & Ransom, 1983:74). However, parents remain with an obligation to care for their children whether in primary or secondary school, until they are beyond school-going age.

2.6.1 Definition of parent

According to Section xiv of the Schools Act 'parent' means: the person or guardian of a learner the person legally entitled to custody of a learner or the person who undertakes to fulfil the obligation of a person referred to in paragraph (a) and (b) towards the learner's education at school.

Wolfendale (1992:20) defines 'parent' as being 'the person or persons who have care, custody and control over and concern for a child.' Both definitions imply that a parent does not only refer to a biological parent who brought forth or produced a child but also to anyone who has a responsibility upon him or her for taking care of the child whether natural, step, forster, adoptive or . This implies protection of a child by providing him or her with a safe, healthy clean environment. He or she is a target of attachment, a source of information and guidance, a provider of life skills and competence as the child grows towards being an adult. Parenting begins from the time a parent gives birth to a baby or from the time he or she accepts the responsibility of being a 'caretaker'. Collaboration is therefore, necessary between an educator and a parent in the development of a child because they are both caretakers of a child at school and at home respectively.

Part of the shared responsibilities of the parents and the educators is the discipline of the learners and the provision of their safety. 35

2.6.2 Duties of parents in school discipline and safety

In terms of the common law principles a parent has the most important duty to educate the child. According to Vyver and Joubert (in Van Schalkwyk and Oosthuizen, 1995:145) this duty implies that a parent has to provide guidance in respect of various areas of life in order to prepare a child physically, mentally, spiritually, morally and culturally for adult life. It further entitle the parent to mould the child's character and to teach him acceptable habits, to make reasonable decisions regarding the child's education and to take disciplinary measures against a child in order to ensure that the child is obedient (Van Schalkwyk & Oosthuizen, 1995:145).

The parental duty is also determined by the South African legislation. Section 8(1) of the Schools Act stipulates that parents have to be involved in the and the implementation of the code of conduct. By involving themselves, the parents are encouraging good behaviour and promoting self-discipline (Potgieter, et al., 1997:59). Section 6(1) of the Guidelines also states that the parents have the ultimate responsibility for the learners' behaviour and have to support the school by ensuring that the learners observe all the school rules and regulations and accept responsibility for any misbehaviour on their part.

It is important to note that parental duties in the school are derived from both common and statutory laws.

2.6.2.1 Parents as caretakers

As custodians, parents have a duty to take care of their children, from birth until the children are old enough to be responsible for their own lives (Wolfendale, 1992:26). The implication is that the parents have to protect their children's lives. They educate their children from birth, socially, physically, spiritually and mentally, communicating the family and societal values to them (Wolfendale, 1992:22). The parents' authority begins to fade away when the child starts school 36

but the complete development and the optimum spiritual development of the child rest with educative teaching, and the partnership between the parents and the educators. Regular and effective two-way communication between the school and the home is needed to bind various components of this partnership in a closely-knit unit for the mutual exchange of information regarding the child (Barnard, 1994:430).

While children are growing up, their parents teach, correct and reteach them on how they should behave properly regarding social interaction, safety and care for the environment. Children are taught about choices and decisions they make everyday and how these impact on their life and in the school. The school is just an extension of the teachings the children receive from home. That is why the educator is acting in loco parentis (in the place of the parent) of the children because they are developing them from where natural and or social parents left off when they entered the school.

2.6.2.2 Parents have a duty to teach socialisation skills

According to Wagonseller and McDowell, (1979:63) teaching positive social skills is part of becoming active participants in our children's life. Wolfendale, (1992:23) and Macbeth (in Munn, 1993:27) also support that the children have to be taught socialisation skills and to be able to solve problems. When the children have been taught how to interact with other people, they learn social behaviour and they will be able to know how to behave properly at school and towards their fellow learners and educators. They learn co-operation, friendliness, sharing, responsibility and communication (Wagonseller & McDowell, 1979:64). Misbehaviour at home and at school will be minimal since the children have learnt the skill to work well with others, to be polite with their age group, and to listen to and understand others while they are expressing their own ideas and feelings. 37

2.6.2.3 Parents have to teach respect and responsibility

Respect and responsibility are the key factors in parenting. Respect is an attitude that shapes an effective parenting approach. It enters into every relationship and interaction involved in raising a child (Wagonseller & McDowell, 1979:67). Responsibility is also central to being a successful parent. It is accepting the role of guiding children as they reach adulthood. It lies beyond and within each relationship (Wagonseller & McDowell, 1979:79). Children have to be taught love and respect for a responsible behaviour. Respect works two ways. The parents teach their children respect by respecting the children themselves so that the children in return respect them. The children will also learn to respect other people who also demonstrate responsible behaviour. If the parents have done this duty properly their children are likely to behave well outside the home, that is, at school. They will respect their schoolmates and educators and there will be minimal discipline problems encountered by educators at schools. They will be able to establish a healthy relationship with other people at school.

2.6.2.4 Parents have a duty to provide a protective environment for their young

The parents have a duty to care for their children by providing a protective environment for them (Macbeth in Munn, 1993:27). They are expected to provide their children with a loving home, a warm and open relationship. The children should receive moral training from their parents too. Through communication, skills should be taught and learnt. The parents should help their children as they grow to adolescence, to move away from problems such as the use of drugs and alcohol, sexual abuse, weapon possession and any other behaviour that depicts immorality. If the parents have successfully taught their children to respect and to be responsible for their own behaviour they will successfully curb the problems facing today's youth. 38

According to Wielkiewicz (1995:7) children are still not regarded as capable of protecting their own rights. It is thus the obligation of the parents to see to it that the children's rights are adequately protected. For instance, if a child has to undergo a behavioral management programme, he or she cannot be deprived his right to education. If he or she has to be suspended from school because of serious misbehaviour, a parent has to protect his or her child's rights by appealing for a disciplinary hearing, for fairness, if the decision was taken without a hearing. Wagonseller and McDowell (1979:73-74) write that a parent is an advocate for his or her child, assuming a responsibility to communicate for the child with both the professional people and the educators to promote his or her well-being. The parent needs to look for solutions from others; especially those involved in his or her child's life in matters or problems pertaining to his or her child.

2.6.2.5 Parents have to be a model for their children

The parents' own behaviour has an impact on the formulation of behaviour patterns of a child (Wagonseller & McDowell, 1979:64; Wolfendale, 1992:27). Children look at various ways of behaving in various situations from the way their parents are acting in different situations. They observe the way their parents express their anger, joy, respect, affection and stress and imitate such behaviours regardless of whether they are right or wrong. They also look at the values their parents appreciate and respect and will also follow after their parents. The parents should be aware of their behaviour and consider whether it is something they would like to see in their children (Welch & Tisdale, 1986:58). The parents who do not model good behaviour are likely to have children who are less likely to behave at school.

2.6.2.6 Parents are responsible for the discipline problems of their children

A school governing body must adopt a code of conduct for learners that will create a well-organised, orderly and safe school environment. The parents are 39 consulted before a code of conduct is formulated and implemented (Section 8 of the Schools Act, 1996). This implies that the parents are responsible for their children's disciplinary actions. They discuss and plan the school policy on discipline and behaviour management and also constitute preventative measures. They implement and review discipline and behaviour management school policy (Wolfendale, 1992:45; Rich, 1982:100). Van Wyk (1998:31 and Macbeth (1989:160-161) state that the parents are liable for the damage to the school property caused by their children. Section 5(3) of the Guidelines states that a parent or legal guardian of anyone who intentionally misuses, damages or defaces any school property should replace it or pay for the property so damaged. This simply means that the parents will have to take steps in communicating to their children how valuable the school property is so that children avoid destroying it, thus keeping the school safe and clean for everyone (themselves, other learners, educators and the parent community). The parents help the school to promote a culture of respect for the school property.

2.6.3 Rights of parents in school discipline and safety

Just as the parents have duties to perform in school discipline and safety, they also have the right to see that their children are disciplined and safe in the school environment. The parental rights are also, like duties, based on the fact that a child receives life from his parents and establishes his or her first and most intimate relationship with them. These rights are principally founded in common law that a parent has a right to educate, nurture and provide for the child (Van Schalkwyk & Oosthuizen, 1995:143)

2.6.3.1 Parents have a right to information

Every parent who has had the freedom to choose the school he wanted for his or her child, has the right of access to information from the school about his or her child's behaviour and progress (Lemmer, 1996:236-237; Wolfendale, 1992:71- 40

75; Macbeth, 1989:161; Van Wyk, 1998:31). The parents' co-operation with the educators means that the parents should work together with the educators, and keep on having interaction and communication to help the child succeed. The educators and the parents discuss the disciplinary problems they are encountering about the child and how they can work together to overcome them (Savage, 1991:220). By informing the parents about their children, the parents are encouraged to participate confidently in the discipline and safety of their children at home and at school, thus alleviating safety and discipline problems that may arise from school and from the learners (Rich, 1982:152; Dean, 1992:223). The parents want information about their children's progress as a way of helping their children through school (Stacey, 1991:33).

2.6.3.2 Parents have a right to participation

Parents, personally or through their representatives or the school governing body, have a right to consultation when the decisions or policies are formulated and implemented at school (Squelch, 1996:237). They are no longer consumers of school activities but have a collective responsibility for their children's learning (Wolfendale, 1992:7; Rich, 1982:148). They have to be consulted when a school governing body forms a school policy on the discipline of their children and on the code of conduct for the learners (Section 8(1) of the Schools Act, 1996). This implies that the parents are fully involved in promoting the discipline and the safety of the learners at school. They have the opportunity to deal with crime, delinquency and drug abuse that might be occurring at school. Rich (1982:151) argues that the parents, if not careful enough, can be held responsible for the child's destructive tendencies where they failed to exercise adequate control or supervision over the child and had knowledge that injury to other children or the school was possible as an outcome of the child's behaviour. If the parents participate in various school activities, the educators will be able to discuss with them the child who is having a persistent behaviour problem. Great co-operation 41

and understanding between the school and the parents may help minimise some of the discipline problems (Rich, 1982:152).

2.6.3.3 Parents have a right to assist their children in due process

Section 8(5) of the Schools Act, 1996 states clearly that a code of conduct must provide due process that safeguards the interests of the learner. This means that a learner must be given a fair hearing, that is, an opportunity to give his or her side of the story (Section 7(2) & 13(2) of the Guidelines). Where possible and if the learner is a , the parent should be informed and involved as a representative of the learner in the correction of the learner's behaviour (Section 7(2) & 13(2) of the Guidelines). The parent has a right to protect the child's right and safety because during the hearing, the child needs to be protected from verbal or physical abuse by an adult.

2.6.3.4 Parents have a right to have their children learn in a safe, orderly environment

The child's safe and orderly environment starts at home and continues through to school. If the parents have ensured the safety of their children at home they should also ensure that their children are sent to a safe and orderly school. They ensure this by involving themselves in establishing that safe environment for their children. If the school is irreparably unsafe for the child's learning, the parents have a right to protect the child from such school by removing him or her and transfer him or her to another well-disciplined school. But the parent should be aware that safety is impossible without parental involvement (Rich, 1982:157- 158).

If a healthy climate has been established there is a feeling of openness that filters through to the children and provides the educators with the learners who have 42 fewer behaviour problems and who are ready to fulfil their task of learning. Learners' performance improves.

2.7 CONCLUSION

In this section the importance of discipline as an indicator of school effectiveness and learner safety has been stressed. Discipline and safety are so related to the school success that they cannot be separated. The school's positive climate and success derives from good behaviour and safety of the learners. The educators in a disciplined school are free and happy to teach without being preoccupied with stress management caused by ill-disciplined learners.

The disciplinary problems that are common and are contributing to unsafe schools and their sources were identified. These factors need to be identified and discussed so that proactive steps by all parties involved are taken to promote discipline and safety in schools. The rights and duties of parents and their contribution in maintaining school discipline and safety were mentioned. The parents have a duty to provide a protective environment for their children. They are responsible for teaching their children respect from birth to adolescence so that they become self-disciplined and so that they can take responsibility for their own behaviour. Section 6(1) of the Guidelines stipulates that the parents or guardians have the ultimate responsibility for learners' behaviour. They should support the school by ensuring that the learners observe the school rules and regulations and take responsibility for any misbehaviour. There should therefore be no doubt about the significant role that the parent-educator relationship plays in the maintenance of discipline and safety in schools. Educators cannot work single handedly in eliminating undesirable or criminal behaviour in a school. It takes an effort from the school, parents and learners to reduce such unacceptable behaviour. 43

CHAPTER THREE

RESEARCH METHODOLOGY AND DATA ANALYSIS

3.1 INTRODUCTION

The aim of this research, namely, to examine and to understand the involvement of parents in school discipline and safety and the perceptions of parents, educators and learners on the parental role in their children's discipline and safety in schools was presented in chapter one. In chapter two, a literature survey formed the basis for the empirical study.

In chapter three the researcher focuses on the research design and methodology used for this particular study. The research design, data collection method and the process of data analysis are described. Validity and reliability (trustworthiness) and the ethical considerations of the research are briefly discussed.

3.2 RESEARCH DESIGN AND METHODOLOGY

The researcher describes the research design and the data collection method that she used in this qualitative research.

3.2.1 Research design

Research design refers to the detailed plan of how a research will be conducted. It provides the framework according to which the data are to be collected to investigate the research question (De Vos & Fouches , 1998:123). According to Hopkins (1976:237) the design should utilise the technique that best fits the problem and should give the most reliable and valid data. The researcher should select the research approach after a consideration of the purpose of the research, 44 the nature of the research question and the resources (informative subjects) available to him or her (Schurink, 1998:253).

The researcher has used the basic, qualitative research because she wished to obtain insights into the experiences and views of the educators, the learners and the parents on the parental role in school discipline and safety. The participants were directly involved in the educational context so that they would be able to give a valid quality information which the researcher used for the final suggestions and the recommendations on the role the parents should play in the discipline and safety of the learners in schools.

Rubin and Babbie (in De Vos, 1998:46) suggest that the researcher may begin with examining the relevant literature and filling in his or her knowledge of the subject and learning what others say about it as an important aspect of enabling him or her to select a research design.

3.2.1.1 Qualitative research approach

A qualitative research approach is one of the approaches that the researchers may adopt when they want to discover information and knowledge, and analyse the data about the nature of the reality or the world. The researcher used this approach as a way of approaching the empirical world (Schurink, 1998:243). Mason (1997:4) writes that it is concerned with how the social world is interpreted, understood or produced. It is therefore a naturalistic or interpretative research undertaken within the habitat of the participants so that meanings and intentions that underlie human actions are understood and interpreted in relation to their context (Schurink, 1998:240).

The issue of context is central to the qualitative research (Hittleman, 1997:43). The researcher collects the data within the natural setting of the information they seek. He or she is concerned with understanding people's experiences in context. 45

The natural setting is where the researcher is most likely to discover or uncover what is known about the phenomenon of interest from the perspective of those studied. In this research the context was the secondary schools and the informative subjects were the parents whose children are learning in a secondary school, the educators and the learners of the secondary schools. The researcher, who is a key data collecting instrument (Ary, Jacobs & Razavieh, 1996:478), was engaged in a face-to-face interview with carefully selected participants, whom she believed would provide 'rich, contextual and detailed data' (Mason, 1997:4) based on their experiences and views on the phenomenon, which is the role of parents in school discipline and safety. The setting and the people to be studied were anticipated, planned and carefully selected. The parents, the educators and the learners of secondary schools of KwaMondi circuit at Eshowe District of Empangeni Region in the KwaZulu-Natal Department of Education were interviewed because they are primarily involved in the school situation. Sampling was therefore, purposive.

The purpose of the qualitative research is to describe, interpret, verify and evaluate (Hittleman, 1997:42). In this research the researcher collected data, to understand the participants' experiences and insights about the phenomenon, that is, the parental involvement in school discipline and safety. She described patterns, themes and categories that arose from words and meanings that form the data, and then reported the findings in a descriptive manner (see chapter 4).

The research was interpretative. Hittleman (1997:43) defines the interpretative analysis as simply meaning that from the insights provided the researcher develops new concepts or elaborates on the existing ones. It can also be used to develop new theories. Here the insights provided would be used to give the guidelines and the recommendations on how parents and educators can work together to promote discipline and safety in schools. 46

The research study is phenomenological because it uses the data that are the participants' and the researcher's first hand experience of the phenomenon. It focused on understanding the meaning events have for persons being studied. The person and the world in which he or she exists cannot be separated (Maykut & Morehouse, 1994:2). The researcher enters the world of the participant, analyses the conversation and the interaction he or she has with the participants so that he or she understands and interprets the meaning of their experiences and perspectives about the phenomenon. The data are systematically collected and analysed within a specific context (De Vos & Fouche', 1998:80). The phenomenon focused on here, is the involvement of parents in school discipline. The participants would construct the meaning from this phenomenon. The researcher studies their perceptions, gain deep insight and knowledge and describe their understandings of the role of parents in the school discipline and safety.

3.2.2 Research methodology

Research methodology refers to the method of collecting data in a qualitative research. It focuses on the sources and the methods to be used in generating qualitative data (Mason, 1997:35). It involves identifying and setting the boundary for obtaining information, subjects to provide relevant and valid information and data sources (Schurink, 1998:253). In qualitative research information can be gathered through visual material, participant observation, in- depth interviews and documents. The basic premise here is that people do not act in isolation. Their behaviour or actions occur in a specific context and must be studied in their natural setting. The researcher and the informative subjects interact so that the researcher gains deeper insight, knowledge and understanding of their experiences about the phenomenon.

The forms of gathering data for this research were qualitative interviewing and field notes as necessitated by the research design adopted in this research. 47

3.2.2.1 Field notes

According to Maykut and Morehouse, (1994:73) field notes are records of what has been seen and heard by the researcher without interpretation during the interview process. The researcher jots down bits of information he or she wants to recall such as interesting terms or ideas he or she has heard, behaviours he or she has observed as unusual in the setting.

For the purpose of this research the researcher used field notes to record events, behaviours that occurred and words that were heard during the focus interview. The procedures that were employed during the interview were also noted down. The researcher used brackets to indicate her own commentary to distinguish it from the interviewees' actual words.

3.2.2.2 Focus group interview

The focus group interview is a qualitative interview which aims at finding out what other people feel and think about the phenomenon under study (Rubin & Rubin, 1995:1-2; Holstein & Gabrium, 1997:113). It is an open purposive conversation where the researcher asks questions on a specific topic in which each participant may make comments by other participants or interviewer. The interviewer introduces the topic and then guides the discussion by means of questions. He or she records verbal and non-verbal communication of the participants (Schurink, Schurink & Poggenpoel, 1998:314). The essential data are what the participants say. The participants are experts on the topic under discussion because they have first hand experience about it.

The researcher chose the focus group because it is flexible and open in form. The participants are free to answer in their own words briefly or at length (Ary, et al., 1996:487). It involves a homogenous group of people engaged in a social 48 interaction (Molukanele, 1998:31). It is therefore non-threatening and data collected will be valid.

In this research a group of parents whose children were attending public secondary schools were involved in a face-to-face interaction where they were discussing the involvement of parents in school discipline and safety. The interviewer participated in the form of a guide, posing question and clarifying, using probing or follow-up questions. Because the discussion was in a natural form, it provided flexibility, thus making the participants feel free to talk even about sensitive subjects. The researcher ensured that she established a relationship of trust and confidence with the interviewees by being open-minded and assured that they were not to come to an agreement if unnecessary. The interviewer controlled the discussion and problems during the interview so that the interview would not regress or deviate from the main theme under discussion (Wilson, 1989:437). The responses were recorded by taking notes and by audio- tape (Wilson, 1989:434; Rubin & Rubin, 1995:6).

➢ Sample

The focus group composed of the following people: 5 educators per focus group, 5 learners between Grade 8 and Grade 12 irrespective of gender, age or colour per focus group and 3-5 parents per focus group. The number was sometimes short to other parent focus groups because some did not turn up for interviews. These focus groups were selected from 5 public secondary schools of KwaMondi Circuit in Eshowe District of KZN-Department of Education and Culture. The sample was purposive. The researcher selected two former model C schools, one township school and two rural schools to ensure the validity of the findings. 49

Contact

Letters were written to the principals of schools, which had been selected for focus interviews, requesting permission to conduct focus group interviews with the educators and the learners of their school, and the parents of the learners of the schools where possible. The principals of those schools replied telephonically or verbally because the researcher had to make a personal visit as a follow-up to the letter. The principals from two schools arranged for interviews with the parents at the parents' meeting. With other parent participants the researcher had to go from home to home where parents had been identified as having children in selected secondary schools, requesting them to participate in the focus interviews. The location was the school premises as arranged with the principals of those schools beforehand.

Location

Focus group interviews were conducted in a relaxed, comfortable, quiet and non- threatening environment, which led to the active participation of interviewees. The school hall or classroom was the location for the focus group interview.

Recording of interviews

A tape recorder was used for interview recording and it was placed in such a way that it could capture the responses or comments from the interviewees without any problem.

Language used

Parents from three groups were interviewed in their mother tongue (IsiZulu), the language which they were free to use and because others were not literate. Other participants, though they could understand English, were not fluent in it, so 50

IsiZulu was preferable so that they could provide the best information they could on the topic. Parents from other two groups were interviewed in English. Learners were given freedom to use either English or IsiZulu, the language in which they could freely express themselves well when responding to questions. One group used a mixture of these two languages, the other one used IsiZulu and the other three groups responded in English. All educators were interviewed in English.

The difficulty the researcher experienced in the use of different languages for the interview was that she had to translate the interview questions. This posed a problem of struggling with terminology and an attempt to make interviewees understand the question in their own language of preference. The problem of translation was also encountered during transcript when she had to translate IsiZulu terminology into English and sometimes finding that the term could not be best suited to the meaning.

> Questions used

Open-ended questions, which were carefully structured, were used. Though questions were sometimes framed differently taking cognisance of the group dynamics, they all aimed at the same broad theme, which the interview focussed on. The researcher had to rephrase other questions for the purpose of simplification and clarification for other groups. The idea of the focus group interview guide is to set down specific themes for the group to discuss. Though broad the concepts to be discussed should be limited to four or five topics. For this focus interview, five broad categories were identified, namely: Disciplined schools are orderly and highly performing, Safe schools are healthy and caring places, Threats to school safety and discipline come from various sources, Anti- social behaviour harms the school culture, Parents are co-responsible for promoting school safety and discipline. 51

> Researcher's experience

The researcher experienced no problem with the educators and the learners because they were already at school for interviews. The interview period sometimes lasted between 45-60 minutes (less than an hour in other schools), as the researcher was offered recess time. The problem the researcher had was that of collecting parents to an interview location. Some did not turn up on the arranged date and time. Some interview with other parent groups had to be postponed twice or thrice before it was a success. Due to time constraints the researcher eventually interviewed 3 or 4 parents in some focus groups.

3.3 DATA ANALYSIS

Data analysis is the final stage of listening to hear the meaning of what is said (Rubin & Rubin, 1995:226). It is concerned with making sense and interpreting the data collected so that they are stored and easily accessible for later use (Poggenpoel, 1998:334-335). The data analysis makes the researcher discover themes and concepts embedded throughout the interview (Rubin & Rubin, 1995:226). The data collection and analysis in qualitative research go hand in hand and should be done simultaneously inorder for the researcher to focus and shape the study as it proceeds. The researcher examines the themes and concepts that describe the social world of interviews.

3.3.1 The process of data analysis

Volumes of empirical data are reduced to themes and later to categories. This is done by means of 'reduction' and 'interpretation' as suggested by Cresswell (1994:154). Maykut and Morehouse (1994:134) utilise a constant comparative method to analyse data. 52

To prepare data analysis the researcher first listened to the audiotape, transcribed each interview verbatim and typed the raw data. She proceeded with analysing the raw data so that themes, concepts and categories were identified. The data analysis and interpretation was done according to the constant comparative method of Maykut and Morehouse (1994:126). The themes and categories are not predetermined but they emerge from the data itself (Maykut & Morehouse, 1994:127). The analysis of data was done following the steps taken in constant comparative method.

Code data pages to their sources. On the upper hand corner of each page of a transcript, a code for the typed data and the page number of a particular data set was placed, For example, LE/T-1, representing Learner transcript from School E page 1. (Cf, Table 3.1).

Unitise the data. The units of meaning were identified by carefully reading through the transcripts and field notes. The researcher put the units of meaning together. She needed the photocopies of the data (transcripts), several packages of index cards, a pen, a pair of scissors and a gluestick in order to put the units of meaning together. The meaning of the data was derived from the words and the actions of the participants in the research.

Identify provisional categories. This is the beginning of the emergence of the researcher's categories. The analysed data were then physically arranged, coded and placed into categories to bring together those units applicable to each category. The unitised data cards were matched to a category.

Refine categories. The original list of categories was reduced in size because of improved articulation and integration (Poggenpoel, 1998:340). The relationships and patterns were explored across categories (Maykut & Morehouse, 1994:143). 53

6 Code data card to their categories. After a thorough review had been done on the categories and the relationships between categories, data was integrated and the researcher began writing the research.

Figure 3.1 below gives the summary of the process of analysing data. It is the constant comparative method adapted from Maykut and Morehouse (1994:135).

Figure 3.1

Inductive category coding and simultaneous comparing of units

Refreshments of categories

Exploration of relationships

Integration of data yielding and understanding of people and settings being studied

Figure 3.1 The Constant comparative method (from Maykut & Morehouse, 1994:135) 54

Table 3.1 contains the example of codes that were used to code data pages. Table 3.1: CODING OF DATA PAGES CODE MEANING LE/T-I Learner from school E Transcript 1 This means that this is the first page of the transcript from an interview with learners from school E PS/T-2 Parent from school S Transcript 2 This means that this is the second page of the transcript from an interview with parents from school S EY/T-3 Educator from school Y Transcript 3 This means that this is the third page of the transcript from an interview with educators from school Y

Coding is followed by the development of a spreadsheet, which displays the verbatim quotes from the focus group interview responses. The interpretation of the data is thus simplified (Cf.: Table 3.3).

Participants were coded as follows:

TABLE 3.2: CODING OF PARTICIPANTS

KEY PARTICIPANT Learners number 1-5 from Focus LI-L5 group Educators number 1-5 from Focus El -E5 group Parents number 1-5 from Focus P1 -P5 group 55

TABLE 3.3 CATEGORY DISCIPLINED SCHOOLS ARE ORDERLY AND HIGH PERFORMING

Sub-cate o : Code of conduct/ school rules CODE VERBATIM QUOTES FROM TRANSCRIPTS El SIT-1 "I would-a school ought to have a code of conduct if it is a disciplined school, a code of conduct for everyone to abide by, that includes kids, and everybody in the school, should be incorporated to the code of conduct." EINI/T-1 "If the school is disciplined...learners are self- disciplined, they adhere to rules in the code of conduct." L3N/T-1 "As you know that the home has its own rules, the school must also have its own rules so that if the learners listen to the rules of the school, they are disciplined learners." L3 Y/T-3 "The school must have the constitution and the law. Learners must do everything with the knowledge that there is law." P4Y/T-1 "The school with the governing body which has got rules are strictly followed."

3.4 TRUSTWORTHINESS OF THE RESEARCH

Trustworthiness of the research outcomes means that people (readers of the research) believe what the researcher has reported. Readers have confidence in the researcher's conduct of the investigation and in the results of the research that they consider it to be credible. Lincoln and Guba ask the question, "What has the researcher done in designing, carrying out, and reporting his or her research that persuades us that the results are credible (Maykut & Morehouse, 1994:64)?"

Merriam (1998:198-212) prefers to use the terms "reliability and validity" as the key concepts in the research that ensure trustworthiness. There are strategies that he uses to promote validity and reliability. 56

3.4.1 Internal Validity

Internal validity deals with how the research findings match reality. It checks whether findings are congruent with reality (Merriam, 1998:201). Lincoln and Guba term internal validity as credibility. The researcher has used the following strategies to enhance internal validity.

Peer examination/review.

Maykut and Morehouse (1994:146) name this strategy 'peer debriefmg'. Trustworthiness is increased if the researcher works with his or her colleagues and allows them to examine his research methodology and data analysis. He or she should discuss with them the process of the research, the congruency of the emerging findings with the raw data and tentative interpretations (categories developed). The interviewees' verbatim accounts (tape recordings and transcripts) helped with the assessment of the interpretations and direct quotes. By doing so the researcher avoids his qualitative research being criticised for bias. His or her peers should raise the question of bias and should keep each other honest in the review of the research.

The researcher worked with her fellow researchers to review each other's research process and discussed the emerging problems during the research.

Researcher's biases/reflexivity

This strategy clarifies the researcher's assumptions, worldview and theoretical orientation when he or she enters the research field. The researcher is the research instrument and should be careful not to bring into the research setting preconceived ideas, personal history, his or her own background and interests with him or her to the participants. Decreasing the distance between the researcher and the participants increases the worth of the findings. There must be 57 freedom from bias in the research procedure, which might eventually affect the results.

In this research the researcher conducted focus group interviews with the educators, the parents and the learners with the aim of understanding their experiences on the role of parents in school discipline and safety. She aimed to discover what is known about the phenomenon, so she captured the participants' words and actions during interview as data was collected. She did not give her own views about the phenomenon. She intervened only when she had to comment or clarify the question. According to Lincoln and Guba this criterion is termed neutrality. It shifts from the neutrality of the researcher to that of the data.

3.4.2 Reliability

Merriam (1998:206) suggests that reliability establishes whether the research results are consistent with the data collected. The researcher wishes that outsiders concur with the given data collected and that the results make sense. The results are consistent and dependable. Lincoln & Guba's terminology of this strategy is dependability or consistency. The strategies of dependability of the results are the following:

(a) The audit trail

The audit trail is also called a field journal. This is where the researcher describes and interprets his or her own behaviour and experiences within the research context. It is kept throughout the research process. (Krefting, 1990: 218). The researcher records his or her daily schedule and methodology. It also reflects the researcher's thoughts, feelings, ideas and hypothesis generated by contact with the participants, the problems and the frustrations concerning the overall research process. The audit trail might make the researcher aware of his or her biases and preconceived assumptions, which may then help him, or her 58 alter the data collection method or analysis to enhance credibility (Maykut & Morehouse, 1994:146).

The researcher provides a detailed account of the data collecting method and the procedures followed in the data analysis using the constant comparative method. The interview transcripts, field notes and unitised data were kept. This documentation allows the people to go through the research process from the beginning to the end.

3.4.3 External validity

External validity is concerned with the extent to which the findings of one's research can be applied to other situations (Merriam, 1998:207).

(a) Rich, thick description

In this strategy the researcher provides enough description so that the readers will be able to determine how closely their situations match the research situation, and hence, the transferability of the findings (Merriam, 1998:211). Lincoln and Guba (in Poggenpoel, 1998:349) refer to this criterion as transferability or fittingness. Research meets this criterion when the findings fit into contexts outside the research situation. It should be noted that transferability is more the responsibility of the reader wanting to transfer the findings to another situation than that of the researcher's original setting. The researcher presents sufficient descriptive data to allow comparison (Krefting, 1990:220).

The researcher has mentioned in the chapter 1 and 3 that the research is descriptive in nature. She described the purposive sample of the participants engaged in the focus interview and the criteria in which they were selected. She also gave dense background information about the research context and the setting to allow the reader to assess how transferable the fmdings are. 59

3.5 ETHICAL CONSIDERATIONS

Ethics is a set of moral principles which are suggested by an individual or group, is subsequently ideally accepted, and which offers rules and behavioral expectations about the most correct conduct towards the experimental subjects and respondents, employers, sponsors, other researchers, assistants and students (Strydom, 1998:24). Ethical guidelines serve as standards about the basis upon which each researcher ought to evaluate his or her own conduct.

Ethical measures were adhered to during the research regarding sensitive issues.

Personal introduction of the researcher

The researcher introduced herself to the interviewees before the interview started.

Informed .

The researcher obtained informed consent of the participants because she rendered all the information regarding the purpose of the study, the procedure that she was going to follow during the focus group interview. For instance the researcher requested the participants' permission to be audiotaped for the purpose of capturing their words and for the transcripts. She further requested to take notes while the interview continued to keep track of the interview as it progressed.

Statement of confidentiality

The researcher ensured confidentiality and anonymity of the participants. To assure them of this the pseudonyms of the participants and their schools were 60 used. She also assured them that the tape would be destroyed after the transcripts had been made.

• Criteria for the selection of participants

The researcher informed the participants that they have been selected because of the experiences they have in education and therefore she wished to understand their perceptions on the role played by the parents in school discipline and safety.

She further extended her sincere gratitude that the participants were able to avail themselves for that important event and wished them the best in life.

3.6 CONCLUSION

In this chapter, the research design, the method of data collection and data analysis have been described. The participants in the data collection have been identified. The trustworthiness of the research was discussed using Lincoln and Guba's model supplemented by Merriam's strategies of promoting validity and reliability. Finally, the ethical considerations were explained. The following chapter will present and interpret the empirical data collected.

61

CHAPTER FOUR

ANALYSIS AND INTERPRETATION OF EMPIRICAL DATA

4.1 INTRODUCTION

In chapter three, the research design and methodology, data preparations for analysis, trustworthiness of the research and ethical considerations were discussed. The data was collected through focus group interviews with parents, educators and learners of five selected secondary schools.

This chapter carries a detailed discussion of the perceptions, which the educators, the learners and the parents have on the role of parents in discipline and safety in schools. It is this role that forms a focus of this research. The data obtained from the focus group interviews are analysed and interpreted. The findings are supported by the literature surveyed. The data analysis in qualitative research starts with data collection. This means that data collection and analysis go hand in hand and should be done simultaneously in order for the researcher to focus and shape the study as it proceeds. The researcher examines the data she has collected after each interview, extracts the themes and concepts that describe the social world of interviews (Rubin & Rubin, 1995:226).

4.2 THE CONTEXT OF RESEARCH

The researcher used focus group interviews, audiotapes and literature as the methods of data collection. The research participants were the educators, the learners and the parents of the learners in secondary schools in Eshowe district as mentioned in 3.2.2.3. 62

4.3 RESEARCH FINDINGS

The following categories and sub-categories emerged from the data (see Table 4.1).

Table 4.1 CATEGORIES AND SUB-CATEGORIES OF ROLES PLAYED BY PARENTS IN DISCIPLINE AS AN ASPECT OF SCHOOL SAFETY

CATEGORY SUB-CATEGORY

DISCIPLINED SCHOOLS Code of conduct/School ARE ORDERLY AND rules HIGH PERFORMING Positive school relationships Drug, alcohol and weapon free school Outstanding academic performance and achievements 40 Parental support SAFE SCHOOLS ARE Security/Rules of access HEALTHY AND CARING Healthy environment PLACES Educators' pastoral care THREATS TO SCHOOL The home/family factor SAFETY AND Conflicting cultures DISCIPLINE COME Unsupervised learners FROM VARIOUS Educators' conduct SOURCES ANTI-SOCIAL * Threats to school safety BEHAVIOUR HARMS Culture of learning and THE SCHOOL CULTURE teaching is affected to Learner enrolment and staff retention are affected PARENTS ARE CO- Primary educator RESPONSIBLE FOR Provides and maintains PROMOTING SCHOOL educational resources SAFETY AND 4) Provides security DISCIPLINE 63

4.4 DISCUSSIONS OF THE FINDINGS

From the analysis of data collected five broad categories emerged, namely: disciplined schools are orderly and high performing, safe schools are healthy and caring places, threats to school safety and discipline come from various sources, anti-social behaviour harms the school culture, parents are co-responsible for promoting school safety and discipline. Each broad theme presented sub- categories.

Each category will be discussed in more detail. All verbatim quotes in support of each category will be given without rectification of grammatical errors. The comments or information in brackets are added for the purpose of clarification.

4.4.1 Finding 1: Disciplined schools are orderly and high performing

Carter, Good and Merkel (in Donga, 1998:10) define a disciplined school as characterised by orderliness or the means by which orderliness is obtained. It maintains conditions conducive to the achievement of the school functions.

The following sub-categories emerged under this broad category of a disciplined school. Code of conduct/school rules Positive school relationships Strong leadership Drug, alcohol and weapon-free school Outstanding academic performance and achievements Parental support

4.4.1.1 Code of conduct

The South African Schools Act of 1996 regards the importance of the code of conduct in promoting discipline in schools. In terms of section 8 of the Schools Act, the school governing body has to formulate the code of conduct for the 64 learners as a way of maintaining discipline in schools. A code of conduct encompasses the school rules, which are clear and agreed upon by everybody. They help to create an ordered school, where people can understand what is happening and why (KZN-Department, n.d.:15). The learners become orderly and self-disciplined if they know what they are and are not allowed to do. They need a set of rules (Prinsloo, et al., 1996:216) Therefore, every stakeholder in a school is responsible for ensuring that the learners' education proceeds without any disruption and offences and that the school environment is safe and orderly by the formulation and implementation of the school rules. A disciplined school is an effective school. Discipline cannot be promoted and the goals aimed at cannot be achieved if the school does not have rules and regulations, that is, the code of conduct that the learners must conform to so that they are regarded as disciplined (Oosthuizen, 1995:58).

In the focus group interviews, the participants identified a disciplined school as the one in which there are clearly formulated school rules, which are adhered to and made known to the school community. Learner 3Y stated that "the school must have the Constitution and the law". Learner 3S also made the point that "the school should have rules that must be followed by the learners and educators". Similarly Educator 1S indicated that "...a school ought to have a code of conduct if it is a disciplined school, a code of conduct for everyone to abide by, including kids, teachers and everybody in the school..."

The school rules are the means of establishing an orderly and a safe school climate that is conducive to education, where learning can take place without any danger and disruption. It is the school rules that promote respect and security of property, well-cared for facilities, school furniture and equipment, absence of harassment in attending classes, cleanliness and respect for educators and fellow learners. Hill and Hill (1994:16) and Bey and Turner (1996:22) regard a safe and orderly environment as associated with discipline and as paramount for an effective school. 65

The interviewees supported the idea that an orderly, harmonious school environment is created with the school rules and discipline. Educator lE expressed that a school with rules is "orderly, good - looking (attractive) and good working". He is supported by Learner 1M that a disciplined school is "ensuring that the school is properly well-cared for". Learner 2Y also felt that a disciplined school is where "learners do not vandalise the school" and "learners should not make holes (illegally opened exits in the school fence), breaking the fence, writing the school walls."

Discipline may qualify as an integral part of an effective educational attempt in which the parents and the educators assist a child who is supported and guided towards a degree of self-discipline, which is adequate for successful learning and to achieve adequate self-actualisation and responsibility (Mabeba & Prinsloo, 2000:34). It is through the code of conduct that the school teaches and leads the learners to self-discipline. The school aims at developing a community of self- disciplined learners and educators who have a sense of responsibility for their own behaviour and who respect the rights of others (Bey & Turner, 1996:5). Educator 2E perceives that learners from a disciplined school with a code of conduct "know what they want from a disciplined school and they discipline themselves, they work themselves. We don't have to be unto them- the majority. They don't wait for teachers to discipline them". Likewise, Parent 1M in the following quote reflects the view that it is not only learners who have to have a code of conduct which sets standards for good behaviour and self- discipline, but also educators. This parent says the following about educators who are regulated by a code of conduct: "Teachers of that school must not absent themselves from school and they must keep time...the starting and the ending time for school must be strictly observed." Learner 3S also claims the same view that "the school should have rules which must be followed by the learners and educators." Educator 2N also implies the same view that "even if the learners are disciplined but then if the teachers are not disciplined the school lacks discipline that should be there." 66

What is significant is that everybody involved in the school should know the code of conduct. The school rules must be disseminated and implemented by every stakeholder in the school. Lemmer (1998:45) states that a code of conduct should be developed for a school to regulate the behaviour of educators and learners. She further stresses that these stakeholders must be encouraged to take responsibility in developing the school rules so that they are responsible for their own behaviour. They will keep to the rules better if they have had a part in making those rules (Sonn, 1999:27).

The school rules also aim at creating order in the school. The learners and the educators have to develop self-discipline and a sense of responsibility so that eventually the environment in which learning and teaching takes place is orderly and safe for everybody who is there. They learn to accept the basic tasks as their own including whatever effort is involved and control their activities in such a way that they do not create any disruption and chaos in the school.

4.4.1.2 Positive school relationships

The presence of positive school relationship between the learners, the educators and the parents is perceived as a characteristic of a disciplined school. According to Lotter, Waddy, Naicker and Goolam (n.d.:5) good relationships among the role-players imply that a school is a disciplined and healthy environment. They point out that the conduct and discipline in a school is often a reflection of other aspects of life. Disciplinary breakdown such as poor attendance, confrontational behaviour and breaking of school rules indicate underlying problems such as poor relationships between role-players. Lotter, et al. are supported by Warner (1997:4-5) that parents, educators and learners have to build a `cormectiveness'. Parents and educators have to work together to be successful in their respective roles. They have to develop a relationship of mutual trust and respect that transcends cultural, social and language barriers. According to Warner (1997:4- 67

5) relationships expand opportunities for interaction and give parents a voice in decision-making.

Vally and Chisholrns (in Lemmer, 1998:39) support the establishment of good relationships among the stakeholders when they state that the academic achievement and behaviour are strongly influenced by the quality of educator- learner relationships. Vally and Chisholms state that one of the important tasks of the educators is learning how to relate to their learners. Educators have to build a positive, friendly and supportive relationship so that academic and non- academic needs of learners are satisfactorily met because they may relate to attitudes, emotions and sense of personal esteem in the school.

In the interviews conducted participants emphasised the importance of relationships based on mutual trust and respect. For instance, Learner 2S noted that "there must be respect for each other, teachers respecting learners and learners respecting teachers." It is further demonstrated by Educator 4E who indicated that a school is disciplined if "they (learners) are well behaved in the sense that they show respect for educators and for the learners" Similarly, Learner 4N stressed that the presence of communication is significant in a good relation and that respect should go beyond the learners and educators to the community surrounding the school. The learner felt that the way in which learners speak and listen to educators and others in the community is important: "The way how the children obey the teachers and the way how the children communicate with other children makes a disciplined school and the way how children obey even the community."

Parent 3M characterised learners from an undisciplined school as follows: "...they don't know how to greet an adult if they meet in the street. If they are smokers, they don't worry even if they met the educators, they go on as if nothing has happened." For this parent good manners and respectful learners with good conscience are an indication of good relationship in a disciplined 68 school. If the relationship is good in a school it means that the school is also safe for the learner and the educators.

It is also important for the educators to respect the learners. This includes attending classes and actually teaching. Educator 2M said that a disciplined school "has dedicated educators who are doing their work. They are always at school and in the class during their teaching periods. They respect the learners' rights of education by educating them."

It is therefore, apparent that good relationships involve mutual respect, trust, good manners, good communication and dedication between learners, educators and the community. Discipline is maintained if all these people involved in schools have understanding and are supportive of one another. If good relationships are maintained the school is also regarded as safe (Cf, paragraph 2.4.9).

4.4.1.3 Strong leadership

An orderly, high performing school requires strong leadership. A strong leader will ensure that all the activities of the school are performed optimally and that the learners and the educators are dedicated to their duties and their performance leads towards the goal the school wants to achieve. The leader of the school is responsible for creating a school climate that is orderly, neat and safe for educational process to lead towards a goal aimed at. He or she motivates and sets the tone for a purposeful school climate, one that generates the creativity and participation of educators in sharing their uniqueness with others. Such a leader is supportive, open to ideas, and non-judgemental in listening to the concerns of the school, staff and students. He or she simultaneously attends to school affairs, models peaceful behaviour and expects to be held accountable for successes and failures (Bey & Turner, 1996:18). 69

Caudle (1994:22) further regards strong leadership as the ability to promote a non-violent school climate and structure. According to him the school atmosphere sets the tone of non-violence, professional and yet comfortable atmosphere. He is supported by Prinsloo, et al., (1996:59) that the principal is a to the educators and the learners, is able to maintain discipline and has committed involvement, is able to persuade, motivate and direct actions of the educators, the learners and the parents with whom he or she interacts.

The interviewees viewed a disciplined school as the one that has a powerful leader who will see to it that the school climate is conducive to learning and teaching and discipline is regulated accordingly to both educators and learners alike. For instance, Parent 2S stated that in a disciplined school "the head must be strong" and for Parent 4Y a strong leader is also "the principal who is trustworthy and ...teachers just don't do anyhow, they just don't do as they like." The head regulates the educators' actions in the school. For Parent 3M a strong leader is a role model to both educators and learners. He or she is exemplary in respect of how one is expected to behave in a school. This parent stated that "if the principal is right (disciplined) obviously the teachers of that school will be right. But if the head is not right, the body (educators and learners) will not be right (disciplined). If the head gets hurt, everything gets hurt..." This suggests that the appropriate school functioning depends on the good character and the leadership style of the school principal. The school reputation depends on the hands of the principal. He or she has the power to bring the school to its downfall through his or her behaviour (Cf, paragraph 2.4.6).

For Learner 2E school leadership doesn't refer only to the school principal or the top management, but to educators as well. "The school should have disciplined teachers, who are positive role models and they are disciplined like us (learner), even the principal." 70

Obviously, the head of the school has to be a strong leader who should be a role model to both educators and learners. He or she is characterised by trustworthiness and good character. The educators as well should be positive role models to the learners. That suggests strong leadership. The leadership of the principal cannot be effective if the parents are not co-operative. The principals need the support of the parents to promote discipline and safety of learners in schools. Hence, the Guidelines (1996:6(1)) stipulates that parents should ensure that the learners obey the school rules and regulations. The school governing bodies were introduced as legitimate structures to get parents involved in school affairs. It is through the governing bodies that the parents support the principal in the implementation of the code of conduct. Then, the principal's leadership will be effective and the school will be a disciplined environment conducive to teaching and learning.

4.4.1.4 Drug, alcohol and weapon-free school

A drug, alcohol and weapon free school is a disciplined school and this means that the learners and the educators do not carry and abuse drugs, alcohol and weapons in the school. (Cf, 2.3.2 & 2.3.3) According to Metropolitan Life Survey (as quoted in Bey & Turner, 1996:3) weapons used by individual physical attack cause learners to physically feel less safe at school. Children have become victims and witnesses of emotional, verbal and physical violence resulting from the use of weapons. It is the educator's task to make the learners aware of potential problems of weapon, drug and alcohol abuse. Prinsloo, et al. (1996:168) also condemn drugs and cigarette smoking as a threat to physical well-being and should not be acceptable at school. Fox and Forbing (1992:93) also mention that strong leadership is significant in creating drug free schools. Parents and community members should be welcome in schools to work together with principals and educators towards the success of a drug free education program (Cf, 2.6.2). 71

The principals should be willing to address the problem of the possessions and the abuse of alcohol, drugs and weapons in the schools before the tragedy begins so as to ensure that safe schools are created for learners and educators (Hill & Hill, 1994:14).

The participants viewed a disciplined school as the one that is free of drugs, alcohol and unlawful weapons, which for many schools are a problem. In this regard the participants made the following comments: Educator 3Y suggested that a school is disciplined if "they (learners) don't smoke in the school premises, drugs." Learner 4Y who stated that "alcohol and drugs are not allowed to be used by a learner or teacher" supported this educator. Learner 2S also commented that "learners mustn't bring dagga and stuff like that to school and are punished if they do so."

Educator 1 Y pointed out that a disciplined school is the one where learners "don't bring weapons in the school and this view was endorsed by learner 2Y that "they (learners) do not bring weapons in the school."

It is explicit from the above statements that drugs, alcohol and weapon possession and abuse are a sign of a corrupt, chaotic and dangerous school which should be forbidden if the school is to be safe and disciplined. They create a school atmosphere that is not conducive to learning and teaching (Cf, 2.3.2 and 2.3.3). Drug trafficking and selling in the school is unsafe to the learners' health and should not be tolerated or go unnoticed because if the learners or the educators come to school under the influence of drugs or alcohol, indiscipline is bound to affect the school. For instance, Educator 2N comments that "pupils come to school drunk and once they are drunk they are a danger to themselves...and secondly a danger to those around them because they can use weapons of all kinds...They can bring them (weapons) to school...some of the pupils use drugs and once a pupil is drugged... he may be a danger to 72 everybody...posing a danger and that shows that the school is not disciplined..."

Poor economic conditions at home may contribute negatively to discipline in the school. Some learners sell cigarette and or dagga in the school as a way of earning a living. Educator 2Y voiced out that "some parents give their children dagga to sell it to other children to school as a way of getting pocket money or as a way of earning living." Educator 3 of the same school further indicates this problem that "the neighbours who sell home beer should not allow children to buy alcohol during school time and in their school uniform." The parents and some community members are not aware that this might create health problems and indiscipline at school. Educator 3Y further stated that "smoking dagga, drugs and alcohol are dangerous to health. Weapons tend to constrain the educators in their effort to discipline learners because they are threatened by knives and guns carried by learners." In that way the culture of learning and teaching is affected because the educators are demotivated to teach. Even other learners are affected because weapons are a threat to them. Educator 3Y said, "if weapons are brought to school, they are a danger to the safety of educators, learners and visitors at school."

There is the saying that "charity begins at home". This means that the basic education of a child starts from home. That is where parental support begins. It is the parents' responsibility to guard against misbehaving children from home. The parents should not be the ones who contribute to indiscipline of the learners by allowing their children to engage in unacceptable behaviour at home while expecting them to behave responsibly at school. In doing so, they would be shifting their basic responsibilities to educators.

4.4.1.5 Academic performance and achievements

A disciplined school is characterised by an outstanding academic performance and an achievement is at a maximum level. 73

Discipline and safety are contributory factors in the academic achievement of the learners. They influence the quality of school success. Wolfendale (1989:86); Elliot, et al., (1991:40) and Carrasquillo and London (1993:143) argue that order and performance of learners go together. They maintain that learners who achieve good results are identified as demonstrating good behaviour. (Cf, 2 5 2)

According to Hill and Hill (1994:32) violence causes decline in academic performance and morale and improved behaviour is directly tied to expectations regarding achievement (Cf, 2.3.4).

In the interviews conducted participants were also of the view that good results are the signs that a school is disciplined and effective. Parent 1S said that her child "passed Matric because she was disciplined. Similarly, Parent 1N viewed that "a disciplined school is characterised by the good pass percentage at the end of the year." This view also emerged from Learner1M that "it depends on the results of the learners. The results of all classes in the school must be right and that all grades pass, there should be no grade whose pass rate is low." For Learner 3E school rules when enforced, contribute to the outstanding achievements of a school: "I see why rules should be, why we've got rules now and I see the people from other schools, mostly that have discipline in the school and schools that are not disciplined, they hardly ever get high percentage of Matric pass rate..."

Sound discipline practices contribute to good conduct and academic achievement. (Cf, paragraph 2.1). These elements go together in effective and successful schools. The parents have a duty to support the educators in monitoring that the children do schoolwork and homework in a satisfactory manner so that they improve the school academic results (Section 6(2) of the Guidelines). There is an undeniable link between parental involvement and school achievement. The educators need to let the parents know that they value 74 their support. Henderson (in Katz, n.d.:14) confirms that the children whose parents stay in touch with the school earn higher marks than the children of similar aptitude and background whose parents are not involved.

4.4.1.6 Parental support

A disciplined school is perceived by the support the parents contribute to the school when school activities and functions are performed and in the maintenance of discipline in the school.

Section 6 of the Guidelines emphasises that the ultimate responsibility for the learners' behaviour rests with their parents or guardians. It is expected that the parents will support the schools and require the learners to observe all school rules and regulations and accept the responsibility for any misbehaviour on their part.

When any problem has to be solved ownership motivates commitment. The parents have to take ownership of the school where they have sent their children for better education if they want to learn in a well-organised, safe and orderly school. As parent participation increases in schools, the parents should be held responsible for the discipline problems of their children (Rich, 1982:150). Barnard (in Mokone, 1999:18) also confirms that the parents and the educators should work co-operatively and assume equal responsibility in school discipline.

The interviewees gave different perceptions of what is meant by parental support. Educator 4S stated that parents must understand that the school "is not belonging to the government or something new to the community. The school...must become part of it." According to Educator 2S "the community needs to feel that they have strength and they have a right to say "this is our school and you are going to our school and you are not dressed properly and you are going to our school and you should not be standing by the shops... 75 in school uniform." This suggests that the parents and the community have a duty to promote discipline not only on the school premises but also outside the schoolyard and after school hours when the school children are not behaving properly while wearing school uniform.

Parent 2M regards parent involvement as keeping them informed of the occurrences that take place at school. Good communication between the school and the home is going to help eliminate truancy and mischief among the learners. The parents have to know what and when and why a certain activity is happening at school. For instance, Parent 2M pointed out that parents "should be informed about the trips the school intends to take ...educational or entertainment trips so that children shouldn't ask money from parents s that they use it for their illegal business (criminal purpose)." This point was endorsed by Parent 3S who said that "when there is a note (letter), a parent has to sign on it and return it to school to show that he or she has seen it." This stresses that the chances of a learner playing truancy are limited if the parents and the educators are making each other aware of the school happenings (Cf, 2.6.3.1).

Parent 3M felt that discipline begins at home so that the learner is disciplined at school (Cf, 2.4.4 and 2.6.2.5). One cannot expect discipline from a child who comes from an undisciplined family. "A child who is disciplined must come from a disciplined family so that the school is disciplined too. If there is no discipline at home teachers will not be able to discipline that child. So a parent and a teacher must work together. If a parent fails to discipline his or her own child how can he or she expect teachers to be able to?"

It appears that the educators cannot work single-handed in solving behavioural problems at school. The parents' help is needed in creating a safe and an orderly environment for learners to learn. A safe, orderly environment is established by creating a disciplined school. Communication between the home and the school and the community taking ownership of the school and ensuring that the parents 76 also work together with the educators in instilling discipline to the learners, will mean that the school receives parent support in maintaining discipline at the school. A disciplined school requires co-operation between the parents and the educators. Everyone should develop a sense of responsibility to reduce indiscipline at school. That is why discipline should begin at home if it is to be successfully promoted at the school.

4.4.2 Finding 2: Safe schools are healthy and caring places

A safe school is a learning and teaching environment which is free from danger, aggressive behaviour, crime and violence such as drug trafficking and abuse, gang activity and sexual harassment (Hill & Hill, 1994:87, KZN Department, n.d.:1). Western Cape Education Department (2000:8) defines a safe school as a secure school environment, which is protective, clean and has attractive school grounds, with reasonable security measures. It is engendering a feeling of pride in the school Cf, 2.5.1). A safe school has enforced the school rules, strong disciplinary policies and low vandalism because it is well maintained and landscaped.

This category is discussed in terms of the following sub-categories: Security and rules of access Healthy school environment Educators' pastoral care

4.4.2.1 Security and rules of access

A school is safe if there is a protection system that is undertaken, ensuring that the entrance and the exit and the movement of people on the school ground is controlled (KZN Department, n.d.:5). Educators and learners need to feel safe in their school setting. The educators, the parents and the learners themselves have to take necessary steps to combat crime and ensure reasonable security measures which will maximise a safer environment for everyone in the school and reduce the level of fear among the educators and the learners. 77

According to Bey and Turner (1996:19) an effective school leader welcomes the services of personnel trained to deal with serious misbehaviour and safety management. He or she needs to provide the protection system, which may be site-based and functioning with the use of volunteer monitors, parent safety teams or learner patrols.

Hill and Hill (1994:99) suggest that an access to the school premises needs to be limited to minimise the possibilities of strangers entering the school premises. They suggest that there should be control through posted signs, which welcome visitors and request them to check in at the main office.

In the interviews conducted, the participants were of the view that a school is safe if there is a security system and there is a visible security guard day and night. Parent 2N supported this view that "a safe school should be fenced and the school governing body should employ the security guards. There should be eh—the policemen during the day an the policemen during the night." Similarly, Parent 1E also maintains that "the school must have the strong fence like razor wire to protect the school. There must be security guard at the gate that has to check the students or that they do not bring weapons to school, or drugs and dagga to schooL The security guard must have weapons and drug detectors with them to check thoroughly. Some students bring drugs to sell to other students and teachers. This is bad." This parent believes that weapon and drug detectors at the gate will have to bar the learners from drug peddling and weapon possession into the school. Parent 1Y said that locking the school gates during the school hours would prevent non-learners and non- educators from entering the school without anyone noticing it: "The school is safe because it is fenced and the gates are locked during school hours. No one gets in without permission." Learner 3N also stated that if access into the school is monitored then the learners and educators are protected. "Our school is safe because if someone wants you in the class he or she has to start at the gate, then in the reception with the clerk. He or she doe not enter anyhow." 78

This assures the learners' security within the school setting. A safe campus is promoted. Also, the parents must ensure that their children attend school and do not leave the school grounds before the school is out.

Security is protecting the school through target hardening strategies, that is, building security fencing and employing security guards and providing drug and weapon detectors. This will make penetration difficult thus, minimising crime and damage to the school property that may be caused by outsiders or the gangs. This mechanical form of protection reduces the costs of vandalism and theft in schools (Western Cape Department, 2000:4). Rich (1982:50/160) however, warns that good control security measure that may have been taken by the school should not violate the rights of learners. If parents perceive a safe school as having these security measures, they should support the school by raising funds and paying school fees to acquire and maintain these security measures.

4.4.2.2 Healthy school environment

A healthy school environment is an aspect of a safe school. It is the orderly school climate, which is conducive for learning and teaching to take place effectively. The learners are emotionally and socially prepared to learn and educators are prepared to teach. It refers to the clean and safe environment, which is invitational to the learners to learn. Walls are free from garbage and graffiti, windows and floors are clean and not broken. The school encourages cleanliness and tidiness and discourages disorder and disruption (Carrasquillo & London, 1993:145-146).

Cleanliness and neatness contribute to school safety. Bey and Turner (1996:23- 25) state that a school's appearance is the first indicator that learners and the personnel maintain an interest in the buildings. The schools are unappealing when they need major repairs. The physical condition of the school will influence the desire of people to be there. Bey and Turner are supported by Hill and Hill (1994:86) that a clean and attractive school increases pride and 79 discourages undesirable behaviour. A school with broken windows, graffiti, litter, broken furniture in the halls and classrooms and smelly overflowing trash bins invites further ugliness. Attractive schools are a source of pride to the learners and the community. A group consciousness develops to protect the school.

The parents in the interviews give evidence that a healthy environment contributes to school safety. According to them, minimal vandalism, maintained school buildings and fencing, prevention of the use of drugs, cigarette and alcohol are signs that the school is a clean healthy environment for the learners to learn safely (Cf, 2.5.1 and 2.5.2). Parent 3Y has indicated that a safe and healthy environment has not been vandalised and it is not causing physical health problems to the educators and the learners. For instance, this parent stresses that a safe and healthy school environment has good and well-maintained physical structures: "A safe school has no broken windows which may cut children when they touch them and when it is cold or raining, cold wind and weather get into the class and our children suffer from flu and asthma." Learner 3M also confirms that a healthy environment should not cause health hazards to the school community: "...there is something done by other learners, that is, they smoke here in the school. That is what affects our health." For Parent 3E a healthy school environment is characterised by cleanliness. This parent stated that the school is "clean everywhere in the classroom and the yard. There are cleaners who have been employed by the governing body. They are cleaning the school everyday." This is an invitational school, unlike what is said by Parent 2 E that "some school especially in rural schools...you find that there are no toilets or they are not clean... Some schools have no water for children to drink or clean their hands when they come from toilets...that causes children to be sick...they bring diseases to them."

Such schools are not caring schools and are not concerned about the needs of the learners and the educators. They are not safe, so the learners' health is not 80 protected. A school that is healthy and safe should be attractive in the sense that the learners and other school community members are well behaved and self- disciplined. They do not write graffiti on the school walls and they do not break security fences and windows and doors. Vandalism is non-existent. Everybody is working co-operatively towards the maintenance of the school buildings and property. They take pride in their school. The parents should develop consciousness to protect the school. They can contribute to the school by creating community projects to improve the school appearance. They need not be paid for this, but should be volunteers in cleaning their children's school if they want to take pride in it. Their commitment and responsibility might lead to an effective and efficient behaviour to the learners and a safer school environment.

4.4.2.3 Educators' pastoral care

Educators' pastoral care implies that the educators are caring for the learners and they play a protective role to the children under their care at the school. They regard the health and the safety of the learners as important so that they enable the learners to achieve their full academic potential.

According to Oosthuizen (1995:74) educators have a legal duty delegated to them by a parent (acting in loco parentis while at school), so, they become fully obliged to protect the child as the parent/guardian of the child would. They also have an original obligation (independent of parents/guardians) of care regarding the safety of the learners because of their position of authority and that special relationship that exists between the educators and the learners. A parent interviewee said that "it is the duty of an educator to see to it that the relationship or the atmosphere prevailing within the school is good."

Elliot, et al. (1991:45,53) also maintain that the happy school which is concerned about the personal and social development of its learners is a caring school in which educators are more concerned about the children as developing persons than only maximising the exam results. Discipline arises out of freedom and 81 happiness of a child at school. Learner 3S believes that a good relationship is about "communication between the teachers and the learners." Learners 3N, likewise, looks at a caring educator as the one who allows communication with the learners, listens and is always prepared to help: "When the learner does not understand the work given by the teacher he or she should approach the teacher and tell him or her if there is misunderstanding between the teacher and the learner, they must be able to tell each other and solve the problem together." Communication between the educator and the parent is always important if it will solve the learner's problems: "If a school is safe it must be a school with a relationship between a learner and an educator so that the educator might see if the child has a problem, may be emotionally, or psychologically disturbed because they are close to each other. He can help or give a learner good advice on his or her problem. There must also be a relationship between a parent and an educator so that if the child has a problem, which needs a parent, the educator might talk to the parent."

A caring educator has self-respect and respect for others. Vally and Chisholms as quoted by Lemmer (1998:39-40) motivate that the learners prefer the educators who are warm and friendly, trustworthy and reliable, educators who respect them, their personal feelings, interests family lives and diverse cultures, safety from sexual, verbal or physical harassment. In the interviews, Parent 3E also confirms that educators who care are those who respect learners and "do not come to school drunk and do not smoke infront of the children. They behave in a way that shows respect for learners. They see girls as girls, not as people to propose love to. Instead they protect them from harassment by hooligans."

Educators have to establish a supportive school environment based on the basic values so that the school culture will support learning and promote good behaviour. In a school where all the learners feel accepted, valued and recognised by the educators, good discipline and safety is a norm (Ramsey, 1994:8). Ramsey mentions values like respect, trust, joy, caring, pride, support 82

and success as forming the learning culture. Mr Mangena, the Deputy Minister of Education, speaking at Siyahlomula Secondary School in Pietermaritzburg describes a caring educator as "the one who does not only impart knowledge to learners but helps navigate intellectual water and mould the young morally and physically. 'My teachers gave me values, discipline, respect... '(The Teacher, September 2001:10). Mr Mangena's point is supported by Parent 3E that "children should be taught to love each other and to respect each other." Educator 4S also holds the same view with Mr Mangena that "another issue about discipline is that we have to look at the school values, right living, teaching a child basic values...giving them guidance."

An educator has to control the learner during the time the learner is in attendance at school, or involved in any classroom or school function, school excursions or any school-related activities. According to Caudle (1994:24) educators should teach everyday. Learners want structure. They reported that a classroom with free time results in fights, name-calling or planning weekend activities that involve gang, drugs and violence. Parent 1 Y says that a caring educator is the one who is always available for the learners in the class, not giving a chance to the learners to do mischief or bully others: "The teachers are always in the class so that they do not give a chance to other learners to beat others or abuse them in the class." This is also evident from educator 2 of School I that caring educators "are dedicated educators who are doing their work. They are always at school and in the class during their periods. They respect the learners' rights of education." This parent is supported by Learner2E who admires their educators who always keep them busy even if they are not in class to teach them. "If our teachers are sick or they don't come to school they leave us with work. They just don't disappear." Parent 2N regards the ever presence of the educators in the sportsfield when the learners are performing their extra mural activities, as caring: "My child is safe if educators are always around even if they (learners) go out for extra-mural activities just to see to it that learners are safe." 83

Parent 2M has another perspective for the caring educator. "A caring educator is the one with good relationship with learners and parents and is always close to the learner and parent so that they are ale to understand and solve their problems if they possibly can." Another parent characterises an uncaring educator as "(physically or sexually) harassing the students, intimidating them especially, if they do not get good marks. He or she discourages the learner instead of encouraging him or her to improve in performance." It is apparently concluded that an educator has a pastoral duty to care, is a guide and is non-violent and non-intimidating to the learners and the parents. The learners and the educators are always close to each other in the class and in the sportsfield so that the educators perform their duty to care for the learners' health.

There is evidence from the above statements that the educator's position is that of a caring supervisor. His or her responsibility promotes school safety and discipline. Educators should be trustworthy, friendly and reliable. They should respect the learners and their personal feelings. There should be a relationship of trust, mutual acceptance, respect and communication between the learners and the educators (Prinsloo, et al., 1996:144) An educator who engages in sexual relationship or sexually abuses the learner is guilty of misconduct and violates the rights of the learner to a safe and secure environment. Mabe (November 2000:5) states that about one third of all rapes committed against underage girls in South Africa are perpetrated by the school educators. They use their authority and position of trust to abuse the learners. These children drop out of school and some commit suicide (McGregor, September 2001:98). The learner is, under such conditions, not protected under the care of that educator.

The learners always want the educators with a purpose, who respond to the learners' needs (physical, social, emotional and security needs) and support the parents in satisfying these needs. Educators are the role models to the youth so they should involve themselves in the acts that will not harm the learners. The 84 parents have to ensure that their children are protected from sexually, physically, emotionally or psychologically abusive educators. According to section 6(3) of the Guidelines parents have a right to take legal action against any educator who unlawfully violates the constitutional rights of their children, for example by injury to a child or corporal punishment.

4.4.3 Finding 3: Threats to school safety and discipline come from various sources

This category is discussed in terms of home/family life, conflicting cultures, unsupervised learners and the educator's conduct.

There are many reasons for a lack of discipline and safety in schools, to which the educators, the parents and the community have to devote their attention before they attempt to solve them. Trying to treat surface misbehaviour instead of underlying causes may result in failure, frustrations and heartache on the part of the stakeholders involved.

The participants in the interviews mention the following causes of discipline problems in schools. Most of them concur with what has been mentioned in the literature survey (see Chapter Two).

4.4.3.1 Home/family life

Home/family life is one of the causes of harmful behaviour. Discipline may stem from the situation or conditions at home or in the family (Sonn, 1999:21). According to Bey and Turner (1996:ix) Children are not born violent. Aggression and other antisocial behaviours are learned responses to condition and circumstances in one's socialising environments: home, community and school.

Children sometimes carry the behaviour that they observe acted and done by their parents at home to school. They may be smoking dagga and cigarette, 85 drinking alcohol, swearing and fighting because these are regarded as normal behaviour at home. The parents become negative role models to their children. When they move to school behaving in the same manner they find that the school is unable to tolerate it and the inevitable conflict arises between the home and the school with the learners caught in a dilemma. The learners fail to accept the values of the school, which are different from their own.

Because of poor economic background some parents may also give their children alcohol, cigarette or dagga to sell to earn a living. They may not be realising the detrimental effect that this may have on the child and sometimes they may not even be aware that the child is taking cigarette, dagga or alcohol with him or her to sell to school. Some parents allow a child to come with a stolen school property at home just because they cannot afford it for their children. Lack of educational resources may lead a child to steal other learners' possessions like books, pens or study guides and so on that may help him or her prepare for the exams or tests. He or she may be doing it because his or her parent is unable to provide him or her with those resources.

Educator 2Y stated that "some parents give their children dagga to sell to other children as a way of getting pocket money or as a way of earning a living. They don't foresee the trouble they are causing their children." Educator 3Y also claims that some parents and the community give learners/children alcohol in their homes, which is wrong because they are young and still attending school. "They should not give their children alcohol at home, even on weekends so that they know that they are always young so long as they still attend school. The neighbours who sell home beer should not allow children to buy alcohol during school time and in their school uniform."

Learner 1 Y expresses that some parents "allow the child to bring the school property at home, thus contributing to theft and vandalism that occurs in schools." Educator 2N stated that a lack of educational resources resulting from 86 poor economic conditions at home may contribute to theft of other learners' belongings in the school. The following quote supports the fmdings:

When one looks at the (bad) performance of Grade 12, it's not just about the teachers who teach learners and learners who are putting efforts in their work. But, I think it also involves the parent because the parent should be there to give them (children) whatever they need for excursions (educational)...I think it is the responsibility of the parents to make sure that they pay. The fee is necessary so that the learners can have the resources necessary, whether it's books, audio-visual material or whatever as long as parents are going to make sure that everything that is needed by the school is there at the right time so that the children can make use of them."

Another learner also stated that "he (parent)must ensure that the child gets all what he needs. He (the child) gets emotionally disturbed because he doesn't have what is supposed to help him pass the test and exams and the parent, may be, doesn't tell him gently that he doesn't have money to buy him what he wants. So the child doesn't understand all that because the parent is harassing him. Then he decides to fend for himself in the wrong manner." He further stated that the learner should be given everything that is needed at school "so that she/he doesn't steal other children's things because he doesn't have what he wants."

From these statements it appears that the parents themselves contribute to poor discipline (Cf, 2.4.4). To combat such misbehaviour of stealing they (parents) have to be involved in raising funds and paying the school fees for the school, which will help the school buy the necessary educational resources for the learners. 87

4.4.3.2 Conflicting cultures

Different cultures between the educators and the learners and between the learners in the same school may be the source of problems.

The educator, especially in a multicultural school background may find himself or herself unable to understand the way the child from a different cultural background from his or hers acting towards or addressing him or her. He or she may wrongly interpret the act or words as misbehaviour. This becomes a real challenge for the educator and the parent to play an effective role in making the two understand each other amidst their different cultures. Bey and Turner (1996:30); Ramsey (1994:8) and Sonn (1999:21) argue that a safe and peaceful environment in school where all children can learn and educators can teach is unattainable without addressing cultural and ethnic factors. A commitment to recognise cultural experiences deserves more attention.

The cultural differences between the learners too may lead to violence. The learners who fmd themselves in a multidimensional context may occasionally hurt, harm or destroy the belongings of others because of intolerance. It needs co-operation of all the stakeholders to play models in teaching their children that multiculturalism is tolerated, appreciated and understood and that one can benefit from one another (Bey & Turner, 1996:60-61).

Educator 1S pointed out that a language might be the source of a behaviour problem in school. Where there are people who speak different languages: "Some of them, the way they address you in a way that shows that they don't have a respect. It actually shows what type of respect you have to your parents." Educator 3S claims that "they (learners) are not taught in their mother tongue, so that creates a lot of discipline problems because of the lack of understanding the morals, interests, everything... It's very important for teachers to have an understanding of that and we educators don't have and it involves discipline." 88

According to Educator 3S a different cultural context between the learner and the educator may cause a problem of misunderstanding the basic values of each culture. The way the educator behaves may be different from the way the learner would understand it and the way the learner behaves might be different from the way the educator expects him or her to behave, thus causing conflict between them. "So it seems that the value system from home and allowing them to develop respect for each other and as you (another colleague) said, it's cultural and I think there is lack of understanding because of different cultures, different backgrounds, the kind of values that are instilled..."

Educator 2S also confirms what the above educator stated "I think parents— parents have a role to play in educating teachers I terms of values. Look at our school, our school have predominantly black, are predominantly – and our staff is not black and here is a lot of things that we don't know."

From the above quotes it is apparent that different cultural backgrounds, including a language makes it difficult to understand the behaviours of learners in the school. Therefore, the parents and the educators need to work together in trying to identify the source of the violence in schools before it erupts. They should attempt to create a sense of community in the school to reduce the probability of unacceptable behaviour resulting from different cultural values. A school policy on positive values like respect, trust, tolerance etc within the school will address the problem of violent behaviour. Establishing cultural programs and celebrations not only enriches the curriculum but also extends global understanding for the learners. Involving the parents or the community members from diverse cultures in the school activities humanises the differences in the school. Frequent contact with people of different cultural backgrounds makes the learners know that stereotypes are not viable. This approach may reduce tension among diverse groups within the school and leads to an understanding of other differences in people (Hill & Hill, 1994: 63-64). 89

4.4.3.3 Unsupervised learners

This sub-category of the causes of harmful behaviours mean that parents may not supervise the children's actions, and the educators at schools may also become negligent and leave the learners alone to do mischief.

Alcorn, Kinder and Schunert (1970:338) and Bey and Turner (1996:88) believe that idleness breeds disorder. The learners should be kept busy at all times, at home and at school. They should not be given a chance to do or discuss unwarranted behaviours. A lack of adult supervision and guidance can lead to a host of unwarranted problems, for example, pregnancy, theft, alcohol, drug abuse and other problems.

In the interviews conducted Educator 4S stated that the parents have a duty to know the whereabouts of their children and what they are doing at all times, at home and at school. They have to monitor their behaviour. "...So, we have to take precautions...I think, parents...I think you read it in the Sunday newspaper where it says, she is a parent herself and she has a son who has a real drug problem. She says; "parents, open your eyes and it's good. I've been living with a child who's been a drug for two years..." Educator 2M stated that educators have to occupy the learners with work. They should not leave the learners alone and not busy because that will create a space for evil. "A disciplined school has dedicated teachers who are doing their work. They are always at school and in the class during their teaching periods."

Parent 2N said that if the learners are left unattended they get the opportunity to think about any mischief and violence. "...If the school is not disciplined educators, are not teaching the learners, not because they don't know how to teach them, but because they are lazy to go to classes. As a result the school is affected. You fmd that learners are toyitoying (on strike) because 90 they want educators to teach them." Educator 2N agreed with the above statement "Even the teachers themselves should come early. They should be available to learners at all times, sometimes if the teachers don't come early, even if the learners are disciplined but then if the teachers are not disciplined the school lacks the discipline that should be there."

The above statements show that the learners need to be kept busy so that they cannot find an opportunity to occupy themselves with crime. Educators need to be available to teach the learners. If they are not present at school but still should leave them with work to do so that the learners learn to work independently and not have time to discuss mischief. If the educators are punctual at work the learners also learn the value of punctuality and respect for work. The educators and the parents' negligence may contribute to discipline problems that arise at school and at home.

4.4.3.4 Educators' conduct

Educators' conduct means the way the educators behave themselves in the presence of the learners and that this may contribute to discipline problems in the schools. Sometimes the educators themselves may provide a poor example of respect for the values, which they are notionally aiming to inculcate (Smith, 1992:29).

Educators are the role models of their learners. If they do wrong they drag their name down and they lose trust of the learners and the community. They should behave the way they want their learners to behave. Good models of educator behaviour exhibiting commitment, concern and personal respect set standards, which reflect positive expectations of learner behaviour and attainment. There must be good relationship between the learner and the educator (Lemmer, 1998:39). 91

The following quotes from the interviews note that the behaviour of the educator should set an example of how the learners should behave in the school and in the community.

Parent 1N pointed out that "a school is disciplined it teaches of that school do not come to school drunk and do not smoke in front of children. They behave in a way that shows respect of the learners." Parent 2S also supports this parent in the following quote: "...not to meet a teacher at kwaMahleka (a beerhall), drunk. What kind of a teacher is that? That is misconduct." This suggests that the educator's conduct is very important to mould the learners' behaviour whether the educator is in or out of the school premises. Parent 3M regards the educator's love relationship with the learner as the source of indiscipline in schools because the learners will lose respect for that educator. This is depicted in the following quote:

"There are schools that are disciplined and schools that are not disciplined. Let me say the perfect example is the school from Yizo Yizo Part I and Part H (television drama series, 1991-2000). Ja, if we look at that school we can say that the school is ill-disciplined with their own teachers. If we look at Yizo Yizo Part II there is a female learner who is in love with the teacher. What is that? What is that...?"

The above statements are explicit that an educator who comes to school drunk or appears in the community drunk, smokes in the presence of the learners and have love relationship with the learner sets a negative role model to the learners and has disrepute to the community. He or she might be the source of disciplinary problems that are encountered in the school. Such a school is not healthy and is unsafe for the learners. The parents should take the responsibility of working together with the principal to combat such educator misconduct. They may take legal actions against such an educator who violates their children's rights to education, if the educator is not prepared to improve despite warnings and advice he or she may get from the parents. The school cannot 92 tolerate educators who perpetuate indiscipline and unsafety of the learners in the school.

4.4A Finding 4: Anti-social behaviour harms the school culture

From this category the following sub-categories emerged: Threats to school safety, Culture of learning and teaching is affected, and Learner and staff retention are affected.

The harmful behaviour that the learners and the educators exhibit in the school has a detrimental effect on the school discipline and safety.

4.4.4.1 Threats to school safety

Harmful behaviour of a learner or an educator is a threat to the safety of the school. For Bey and Turner (1996:3,27) an environment where hostile or aggressive learners use weapons to solve dispute is unsafe. They consider the possessions of weapons like guns, knives, scissors, rulers and belts as the cause leading to the learners feeling less safe at school. The learners always have fears and worries about being hurt. According to Bey and Turner (1996:3) drugs, violence and alcohol abuse contribute to unsafe and undisciplined environment. Benghiat (2000:7) also states that weapon possessions are life threatening in schools and cause unsafety to the learners and the educators and therefore causing them to fail to accomplish the set school task. It impedes proper learning and teaching. Benghiat quotes the following incidents that prove that weapons are deadly and may cause a dangerous atmosphere in the school.

"Andreas Werth, a teacher at Town View High School in Krugersdorp, Gauteng was shot dead by an upset Grade 11 learner." 93

"At Hoerskool Vryburg in North West, a Grade seven learner was sentenced to five years in prison for stabbing a fellow learner in a neck with a pair of scissors."

"A Grade 12 learner at Mokgone Secondary in Meadowlands, Soweto, fired two shots at his girlfriend The shots missed her, but killed a grade nine learner. Realising he had mistakenly shot another pupil, the gunman pointed a pistol at his head and committed suicide."

According to Lickona (1992:16) drugs and alcohol are also threatening school safety and are a hindrance to school effectiveness. Learners no longer use the soft drugs like dagga but they have extended to the entire narcotics spectrum from mandrax to heroin (Friedman, 2000:10).

The participants in the interviews indicate that weapons, drugs, alcohol and rape/sexual harassment are threat to school safety and discipline. (Cf, paragraph 2.3).

Parent 1S pointed out that the problem that the school has is "just dagga." For Educator 2N and Educator 3M alcohol in the school is very dangerous. Educator 2N says that learners "come to school drunk and once they are drunk they are a danger to themselves...and to those around them... Some of the pupils use drugs and once a pupil is drugged he may not know what he is doing, he may be a danger to everybody... " Educator 2S confirms the above statement that sometimes "they (learners) come to school under the influence of those drugs and they may get some sort of fits."

Parent 3Y described a safe school as "the one where weapons are not brought, children are not fighting and not harassing one another verbally, physically and sexually...sometimes she is harassed by a teacher in any way, verbal abuse, calling them names like `uyisidomu' (idiot/stupid)." For 94 this parent bullying, sexual harassment, verbal abuse and name-calling are a threat to the learning conditions of a learner.

Drugs and weapons are a threat to school safety and discipline in schools. They have a negative impact on the learner's performance and welfare in schools. Educators feel disempowered and they give up on discipline and their dedication to teaching declines.

The parents are interested in their children's school success and happiness, though they differ in their ability to demonstrate their interests. Similarly, the parents are not happy to watch their children's self-destruction by substance abuse or violence. They may wish to intervene though not knowing how or they may feel threatened by the awareness of such misbehaviour of their children. They need the educators to involve them by informing them about their children's behaviour, because this behaviour might be a sign to them that they (children) need help. The parents must work together with the educators to seek professional help for their children. At the school site they should co-operate with the educators to develop school policies on drug, weapon and alcohol abuse. These policies must clearly define consequences of unacceptable behaviour. If the parents show intolerance to such criminal activities practised at school, the learners might realise that they have no alternatives but to adhere to the code of conduct developed and enforced by the educators together with their parents.

4.4.4.2 Culture of learning and teaching is affected

The culture of learning and teaching is affected means that the school climate is affected. When a school is affected with disciplinary problems the atmosphere is not conducive for teaching and learning to take place. Neither an educator nor a learner wishes to be there in that school because his or her life is threatened. 95

The participants in the interviews conducted support that harmful behaviour causes deterioration to the culture of learning and teaching. Disciplinary problems lead to poor academic results (Cf, 2.1.2.2). Educator 4N says that "teaching and learning is going to be affected because most teachers are becoming terrified to teach the learners who are carrying guns with him or her in the class, so eventually results will drop down." Educator 1E who claims that unacceptable behaviour cause "disruption of the school, chaos," supports this educator. Educator 2N gives an example of disruptive behaviour, which is causing chaos: "... these learners may be fighting because they have been doing drugs and these drugs have affected them and they are causing chaos."

When the school is confronted with disciplinary problems the academic performance and achievements become low. The educators' morale decline and the educators do not do their work enthusiastically and the learners themselves are not dedicated to their schoolwork. Academic results at the end of the year will be low (Hill & Hill, 1994:18).

To emphasise what Hill and Hill (1994) are writing, the participants in the interviews have the following statements:

Educator 2N stated that "drunken deteriorated the name of the school and the results drop down because they don't do schoolwork...a school is looked at as a good school if it produces results. If learners are not disciplined, the results are not good; the learners do not progress to the next level." This is supported by Educator 3S that "generally, those that are doing disruptive behaviour within the classroom, are those that are getting bad results." Educator 3M gave an example of latecomers who have a "harmful effect to them (learners) because they fail tests and exams."

Rambolt (1998:33) also stresses that educators resent having to spend valuable time disciplining out-of-control learners. Discipline problems deter the 96 fundamental purpose of the school program, that is, teaching and learning to take place. Educators resent having to stop teaching to address the discipline problem in the class as the syllabus gets delayed. Everybody becomes emotionally disturbed, stressed out by the misbehaviour of the culprits.

To emphasise the above statements Educator 4S stated that "they (harmful behaviours) cause a lot of misery to teachers, delaying the teacher, they stop teaching." According to Educator 1M "educators spend time making peace between the (fighting) learners. At that time teaching stops and the syllabus is left behind..."

The above statements indicate that harmful behaviour of the learners is so detrimental to the culture of teaching and learning that academic performance and achievements of learners may be affected. The participants in the interviews have made it clear that discipline problems cause a lot of misery and humiliation to the educators and the learners and the name of the school is dragged down because school results drop down. Good behaviour management requires regular and positive feedback on performance. The school may publicly display and comment on the learners' progress towards achieving positive social behaviour goals. This may encourage the parents to put much effort to encourage their children to develop acceptable social behaviour. The learners' behaviours towards the educators and their fellow learners may improve as a result of co- operation between the home and the school. The educators will feel confident to.perform their professional duties if there is adequate support they receive from the parents. The culture of learning and teaching will improve.

4.4.4.3 Effects on learner enrolment and staff retention

Harmful behaviour has a negative effect on learner enrolment and staff retention. According to Adler (1993:51) and Hill and Hill (1994:18) dropouts increase among the learners as a result of discipline problems in the school. The learner 97 enrolment declines as the parents transfer their children from this school to those they think are better in discipline and have better results.

In the interviews conducted the participants also give evidence that misbehaviour may cause decline of learner enrolment and staff turnover. For instance, Educator 1M claims that "...when the school is known a failure, parents take their children out and they send them to better schools where they believe their children will learn better. When the enrolment drops, the teachers become excess or surplus and they have to be redeployed to other schools with a high enrolment." Educator 2N supports the above statement in the following quote: "If the pupil's behaviour is bad then, one is not able to attract future learners to the school. Like, as you know, these days a teacher gets employed in the school because of the number of learners that are there in the school and that will definitely affect the school and when you look at how the Department looks at education these days. A school is looked at as a good school if it produces results..."

It is evident that ill-discipline has a negative effect on the school climate, the health of the learners and the educators, the school enrolment and the staff establishment and on the academic performance and the results of the school. This can cause misery to the stakeholders responsible for the promotion of discipline and safety in the school. The educators are stressed out and have a burnout because they cannot teach under harmful conditions. Their morale declines and this affects the results and therefore the reputation of the school. No single parent wants his or her child to be without an educator because of discipline problems educators encounter at schools. It is therefore, every parent's responsibility to monitor his or her child's behaviour towards the school so that he or she can control it. This is possible through unlimited communication between the school and the home on the child's progress and behaviour. It has always been reported that if the parent is always visible at school the child's behaviour and performance improves. So a shared responsibility between the 98 educator and the parent is necessary for the improvement of discipline and safety of the school. The educators will feel enthusiastic to perform their duties because the learners are well behaved.

4.4.5 Finding 5: Parents are co-responsible for promoting school safety and discipline

The broad category of parent responsibility has emerged in the data analysis and has the following sub-categories, namely: Primary educator Provides and maintains educational resources Provides security

Nowadays it has become increasingly important to involve the parents in the education of their children. The school's needs require parental support if they are to be satisfied. Greater parental involvement may enhance the child's progress at school (Wolfendale, 1992:7; Katz, n.d.:14). It has already been mentioned that when the parent and the school are co-operative, the performance and the achievement of the child improve. Parent participation and involvement therefore, need to be secured by the schools if they need effectiveness and if discipline and safety are to improve.

Having discussed the sources of discipline problems, harmful behaviours and their effects on school discipline and safety, it is pertinent now to discuss parental responsibilities with regard to school safety and discipline.

4.4.5.1 Primary educators

According to Prinsloo, et al. (1996:266) home-based learning complements school-based learning. The parents need to demonstrate behaviour patterns they want their children to emulate. Parents' involvement in this case includes attitudes, relationships and formulation of clear, consistent set of rules regarding an appropriate behaviour. Prinsloo, et al. (1996) further state that the parents 99 should be co-planners of the welfare of their children and also responsible for the provision of an environment and atmosphere conducive to learning and development of the child. The school depends on the parents and the community for its strength and success (Prinsloo, et al. 1996:264). They are further supported by Caudle (1994:21) and Dean (1992:221) that any behaviour the child exhibits is learned and can be unlearned at home with parents. The child's home background makes a difference to the way a child settle at school, that is, success and failure of the child may be due to family influence.

The participants in the interviews give evidence that the parents are the primary educators of their children. For instance, Educator 1M endorsed that "parents are primary educators. They should emphasise discipline at home and at school to their children." Educator lE claimed that if parents are not involved in the school activities and in disciplining their children, children become chaotic and unruly. "I think the ironic thing is; there are parents who aren't involved, who never discipline their children. Their children cause chaos and those who discipline their children, their children behave. We just discipline their children and their children misbehave and parents haven't disciplined their children at home. Those children cause problems here and you find discipline at home is relaxed and discipline is only at school. There is nothing at home...You find a disciplined home in relation to a disciplined school and you find there is nothing."

Parent 4Y has the same view that "the parent should sit down with his or her children, talk to them about bad behaviour which they see done by other learners or they themselves and those which are good done by the learners at school where the children go or any other school so that they see the good points and the bad points of those actions. Dad should also speak about smoking and drinking. We should not just appear when we are complaining when the child is in jail and you point the finger at teachers while we are failure ourselves to upbring children at home." 100

According to Educator 2E parents are the role models to their children (Cf, 2.6.2.5). The children tend to copy the parent' behaviour and exhibit it at school or to the community. "And how parents would treat other people will also have impact. I think that will also affect how a child relates to other child ren--hmm... "

It is apparent from the above quotes that discipline is learned at home, so the parents are the first educators to teach good behaviour. The school extends or modifies what has been taught from home. The parents are also disciplinarians. Section 8 of the Schools Act stipulates that a parent has a right to be part of school governance, making it one aspect of the relationship between the school and the home. One of the functions of a school governing body is that it should adopt a code of conduct for the learners after consultation with the parents, the learners and the educators. This is aimed at establishing a disciplined and purposeful school environment. Van Wyk (1998:31-32) mentions that parent — teacher collaboration improves self-esteem of a child and decreases behaviour problem.

The participants in the interviews give evidence that a parent should work to supervise the behaviour of a learner starting from home and leading to school. Educator 2M stated that "parents have a duty to promote discipline in the school. The SASA states that parents through the SGB have to draw the code of conduct for the learners. This means that they play an important role in the discipline of learners." Parent 2N also gives proof that parents are involved in the school discipline. "They are involved, even if the learners have done something wrong the school calls the parent of that learner and they sit down around the table and say one or two words about the behaviour of the learner. It helps a lot because the learners do change..." Similarly, Learner 3N confirms the same view. "Parents come if I have done something against the school rules to talk with me about why I did it (misbehaviour)." 101

The parent has a legal responsibility of ensuring that his or her child behaves well every time, at home and at school. Communication and partnership between the parent and the school can help improve the discipline and safety in school.

The parents are also the guardians to their children. They should support and monitor their children's schoolwork and other school related activities and the behaviour that they do, which accord the expectations of the school. The educators want the parents to be compliant by ensuring that the learners do their work, obey and respect the educators (Mokone, 1999:22). Henderson (1988:22) writes that those parents who help their children learn at home nurture in themselves and in their children attitudes that are crucial to achievement. Parental involvement may produce learners who perform better than those whose parents are less involved.

Hamese, a school Principal in Sefoloko Secondary School in the North West is grateful for the co-operation he receives from the parents, which contributed much in the academic achievements of the school. "If I ask parents to make sure their children attend school and to examine their books, they do it. If I ask parents to make sure their children are clean and dressed in uniforms when they come to school, they do it. Parents attend meetings and oversee their children's work" (Pretorius, September 2001:150).

The following quotes from the interviews provide evidence that a parent is a guardian and has therefore a duty to monitor his or her child.

Parent 2N mentions that "they (parents) must ensure that learners come early to school." Parent 2Y has the same viewpoint about the parent's responsibility on the learner's punctuality and school attendance. "He must know when the school starts and be punctual, the parent must wake up his child in the morning so that he is punctual at school and report to teachers, write a letter or send a verbal report if the child is sick or is not coming to school because of sickness or any other reason..." It is the responsibility of the 102 parents to ensure that their children are punctual at school. According to Parent 1 Y the parents have to regard the safety of their children and other learners, the physical appearance of their children and teaching them to be respectful to their fellow learners and educators as contributory factors to good discipline and the safety of the school. "The parent should look at the child when he leaves home that he is not carrying weapons, is wearying the right school uniform, the neck-tie and socks are the school uniform, and shoes. He should give guidance on respect for other learners, and again respect for teachers, not fighting and hitting other children and the disadvantages of vulgar..."

Likewise, Learner 2S also claims the importance of the proper school uniform to neatness and discipline. Therefore, parents have to help their children maintain discipline in school by ensuring that they are always in full school uniform. "They (parents) must make sure that when you go to school you are well dressed"

It is evident that the parents' duty does not end with sending a child to school but they have also to monitor their child's work and behaviour at school and at home. It is important that the parent knows the school policy, which will guide him or her when he is monitoring and motivating his or her child to work and behave as expected by the school.

4.4.5.2 Provides and maintains educational resources

This sub-category of parent responsibility means that a parent has a duty to provide educational resources for his or her child and also to maintain the school property.

Van Wyk (1998: 31,33) looks at the parents as the providers of educational resources for their children to be able to succeed without any obstacle and enrich the school' work. The parents' duty to pay school fees is also regarded as contributing to the comfortable happy child in the school. The child's needs are met and he or she won't fmd himself or herself emotionally disturbed due to a 103 lack of resources. This will make him or her perform satisfactorily. Oosthuizen (1994:75) in support of what Van Wyk writes is that a parent has an obligation to provide care and maintenance of the child. He or she may be charged for negligence if he or she fails to provide for the needs of the child. The school resources are therefore, the needs, which should under any circumstances be met by the parents. Section 36 of the Schools Act (1996) states that it is the responsibility of the school governing body to raise funds for the school and to provide other educational facilities to improve the quality of education at the school.

In the interviews conducted Learner 3N emphasised that "parents must be involved in school so that if there are things needed we must be able to call them." Learner 2M supports this learner that if the parents are available for the educational needs of their children, children will "not steal other children's things because he does not have what he wants." According to Educator 2N the learners eventually involve themselves in criminal acts because their parents do not support them with the educational resources that they are supposed to. "...they (learners) lack discipline not because teachers are unable to discipline the learners but because the school lacks the resources necessary for education to continue, so you find that some pupils hang around the school and they lack the kind of discipline that is necessary for the learners to learn well. I think parents should be involved in raising funds to buy things that the school or the Department cannot afford to buy otherwise."

To support the above statements Parent 2E gives an example of what type of educational resources may be provided by the parents to satisfy the needs of their children: "If there is shortage of teachers, as it happens because the Department took them away from school, said they are a surplus, the SGB asked to pay for teachers to avoid that our children do not learn. So, we pay some money to pay for those teachers. In that way students are not left alone without teachers." The said statements suggest that the parent cannot run away 104 from providing the resources for the improvement of the quality of education for their children. Whether they are the members of the governing body or not they are obliged to assist the school in raising funds for the school.

The parents have to maintain the school resources. According to Section 5(3) of the Guidelines the parent of anyone who intentionally misuses, damages or defaces any school property should replace it or pay for the property so damaged. The parent has a duty to promote respect for the school property to the learner (Van Wyk, 1998:31)

The participants in the interviews support that the parent has a duty to oversee the maintenance, safekeeping and procurement of school resources. Parent 3M suggests that "parents can also help by repairing the school buildings..." Educator 1 Y indicated that "parents are liable for the child who breaks the school property because most of the children do not care about the school furniture like desks. They stand on them and are easily broken... If the parent is responsible for the damage he or she will be able to punish his or her own child for letting him or her pay for it. In future the child will not fmd himself or herself in the same problem again."

It is clearly indicated here that parents cannot run away from maintaining and protecting the school resources. They are liable for the damage of any school property that the learner may have caused. It is their responsibility to teach their children to respect the school property.

4.4.5.3 Provides security

Another sub-category of parent responsibility is the provision of security. The parents have to provide security for the learners and the educators in the school.

The school should be a pleasant and peaceful environment where effective learning and teaching takes place. The parents and the community should play a 105 significant role to ensure that a school is a safe school. They have to provide security for the educator and the learners (Bey & Turner, 1996:21). An effective school leader has to welcome the services of the security personnel that wishes to protect the school and to deal with serious misbehaviour and safety management. The school governing body and the principal can pay for the guard who patrols the school during the day and the police can regularly raid the schools checking learners for weapons and drugs (The Teacher, August 2001:7).

The participants in the interviews are of the opinion that the community has to provide for the security of the school. Learner 3N suggests that "it is important that parents are there at school to watch whether all things are going right at school, whether there are no learners who get into the school carrying dagga, weapons and things like that." Learner 1M regards the provision of the security as the employment of security guards. "They (parents) should help by employing security guards..." Learner 1N also supports that "parents must pay for security (guards) who will ensure that there are no weapons in the school." Another form of contribution that the parents neighbouring the school can provide is neighbourhood watch (Hill & Hill, 1994:65; Decker, 1997:94). Parents can support the school by preventing crime, violence and vandalism of the school property by reporting to the school principal or the governing body about the security problems that affect the school.

The participants in the interviews conducted supported the provision of neighbourhood watch as a form of preventing violence and damage to the school. Parent 3Y suggested that "the neighbours keep an eye in the school and report what is happening during holidays and afternoons when the teachers are not at school. Things like burgling, breaking of windows and fetching water from the school tanks and others...their cattle graze in the school yard." Educator 2N also regards the importance of the availability of parents near the school. According to this educator parents "protect the school... We know that things will not just disappear anyhow because they are ears and eyes of the school..." 106

These statements show how helpful the neighbours of the school may be. They watch the school property and monitor the behaviour of the school children. The school cannot be vandalised if the community truly owns the school and is prepared to protect it against crime and violence.

4.5 CONCLUSION

In this chapter the empirical data was interpreted and analysed and conclusions were drawn about the perceptions which educators, learners and parents have on the role parents play in the discipline and safety of schools. A constant comparative method was used to classify data into categories. The following five main categories emerged: Disciplined schools are orderly and high performing Safe schools are healthy and caring places Threats to school safety and discipline come from various sources

➢ Anti-social behaviour harms the school culture Parents are co-responsible for promoting school safety and discipline

The participants in this research perceive the parents as having a significant role of supporting the educators in the promotion and maintenance of school discipline and safety. The involvement of parents in the school activities improves the culture of learning and teaching in the school. The learners' performance, achievements and behaviour improve when the parents are always in touch with the school. The educators value parental support but they need to let the parents know that they are welcome in their children's learning and encourage them to participate.

It also emerged from the data analysis that discipline leads the learner towards self-discipline. The parents and the educators have to work together to develop the learner towards self-control and self-responsibility, character development and orderly way of life. It is through the code of conduct that the learner is led to 107 self-discipline. The parents and the educators should develop learners who have a sense of responsibility for their own behaviour and who show respect for themselves and for others. Self-disciplined learners are the reflection of a safe and disciplined school.

Among other factors the home and the community may contribute to the harmful behaviour problems that affect the school safety and discipline. The home and the community are the mirrors of the school. What happens at home and in the community manifests itself in the school. The parents have therefore to guard against behaving in a manner that will be negatively copied by their children. They are their children's role models, so they have to behave in a manner that they would like their children to behave at home and at school. The learners' behaviour should have a positive impact on the safety, welfare and discipline of learners in a school. Ill-discipline of the learners impedes proper teaching and learning and the achievements of the school become low and poor.

From the data analysed it has become apparent that the safety of the learners and the educators cannot be guaranteed if there is no discipline in a school.

The analysis of data obtained from the empirical research has been done. Chapter five will embark on the summary of the findings, the guidelines and recommendations on how the parents can be involved in the promotion and the maintenance of school discipline and safety.

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CHAPTER FIVE

SUMMARY OF FINDINGS AND RECOMMENDATIONS

5.1 INTRODUCTION

In this research the researcher examined the perceptions of educators, parents and learners in respect of a safe and disciplined school in particular, the role of parents.

Literature (Chapter two) and empirical findings (Chapter four) emphasised that discipline and safety are intertwined and that the school works effectively and efficiently if there is discipline and the learners and the educators are safe. It is emphasised that the parents should work together with the educators in the management of discipline and safety in schools so that the school is a safe, healthy and orderly environment for the culture of teaching and learning to be effected. Without the parents' help the school will not function properly. It has been emphasised that for the academic performance and achievement of the learner to improve, there is a need for the co-operation of the home and the school.

The final chapter gives a summary of the research with reference to the background, the problem statement, the aims and the methods of the research and the results. The recommendations and the guidelines on how the parents can work together on the maintenance of discipline and safety in schools are given. The suggestions for further research are also mentioned as a conclusion.

5.2 SUMMARY OF THE RESEARCH

The broad aim of the research focused on how parental involvement contributes to school discipline and safety in schools.

The behavioural problems of children in schools have resulted in the deterioration of the culture of learning and teaching. The learners have lost their 109 ambition to perform and achieve and educators have lost confidence and commitment to teach. Their morale is low (Motanyane, 1999:8). They are pessimistic because they see themselves as poorly rewarded professionals who have to battle against the indiscipline of learners. The educators are battling against such behaviour as inattention, irresponsibility vandalism, stealing, bullying, fighting, personal assault, defiance etc. in such a way that they find themselves in an unsafe situation of a school environment. The South African Schools Act 84 of 1996 (Section 8) has stipulated that the parents have a responsibility to support educator in maintaining discipline by ensuring that they adopt and implement the code of conduct for learners in schools. The Guidelines (Section 6(1) also stipulates that the responsibility for the learners' behaviour also rests with parents/guardians, not only educators.

These challenges have given rise to the question whether parents do perform their responsibilities with regard to discipline and safety in schools, as they are legally obliged to. The broad research questions that arose were:

"How can parent involvement contribute to discipline and safety in schools?"

"What are the perceptions of parents, educators and learners with regard to a safe and disciplined school environment?"

Chapter two focused on the literature study, which laid a base for the empirical study. It examined the relationship between discipline and safety in schools and the rights and duties of the parents with regard to safety and discipline in schools. From the literature study it appears that a parental support is significant to the maintenance of discipline and safety in schools so that the culture of learning and teaching is restored. The learners should learn and the educators should teach in a safe and healthy school environment.

Chapter three discussed the research design and methodology. The research design is qualitative, descriptive, explorative and contextual to gain 110 understanding of the phenomenon of parent involvement in school discipline and safety. To collect data the focus interviews were used. The interview schedule and interview questions played a role in data collection. Data collected from the focus group through audio-tapes and field notes were transcribed verbatim for analysis.

Chapter four discussed the analysis and interpretation of qualitative data. The main categories (findings) emerged from the data analysed. They were as follows: Disciplined schools are orderly and high performing )%. Safe schools are healthy and caring places Threats to school safety and discipline come from various sources Anti-social behaviour harms the school culture Parents are co-responsible for promoting school safety and discipline

5.3 SUMMARY OF THE FINDINGS The overview of the key points of the literature study and the summary of the findings from interviews are provided.

5.3.1 Overview of the literature study

)=. Discipline and safety are related. A disciplined school is also a safe school if learning and teaching are to take place effectively. Good behaviour contributes to academic performance and achievement. The learners with good behaviour are often the ones that obtain good results.

➢ A safe school does not mean only high fencing and sophisticated security systems but the school is an open system, which should allow the community and the parents to work co-operatively to ensure that there is discipline in the school. The school should be part of the community and should take part in 111

combating crime and corruption in the community so that it is also free from violence and crime that could take place in the school.

Education starts from home. The school is an extension of the primary education the child receives from home. The children learn and unlearn behaviour at home. The parents should be positive role models of good behaviour they want their children to learn. They have a duty to care for the child that is, to protect the child's life. According to the Guidelines (section 6(1) the parents are responsible for the behaviour of their children and have to support the school by ensuring that they obey the school rules.

Parents have a right to participate in the education of their children in school. They have aright to consultation when the decisions or school policies are formulated and implemented. Section 8(1) of the Schools Act states that parents have to be consulted when the school governing body formulates and implement the code of conduct of learners. The parents are fully involved in discipline and safety for learners in the school. They have a right of access to information on their children's behaviour and progress.

5.3.2 Important empirical findings

The following findings emerged from the focus group interviews:

Disciplined schools are orderly and high performing

(a) The interviewees perceived a disciplined school as the one in which there are clearly formulated school rules, which are adhered to and known to the community. The school rules are the means of establishing an orderly and a safe school climate that is conducive to education where learning can take place without any danger and disruption. 112

Another characteristic of a disciplined school is positive school relationships between the learners, the educators and the parents. The participants perceived the importance of relationships based on mutual trust and respect. It became apparent that a disciplined school is the one which has a powerful leader who will see to it that the school climate is conducive to learning and teaching and that discipline and safety are regulated to both learners and educators. The parents have to support the principal in maintaining discipline in the school so that he or she is able to promote safety of all the stakeholders in the school. The participants viewed a disciplined school as free from drugs, alcohol and weapons. Drug trafficking and selling in the school is unsafe to learner's health and should not be tolerated or go unnoticed. They are a sign of corrupt, chaotic and dangerous school, which should be forbidden if the school is to be safe and disciplined. In the focus interviews participants were also of the view that outstanding performance and achievement are at a maximum level in a disciplined school. A disciplined school is perceived by the support the parents contribute to the school when the school activities and functions are performed and in the maintenance of discipline in the school. Good communication between the school and the home may help eliminate ill-discipline among the learners.

➢ Safe schools are healthy and caring places

The security and rules of access means that the school should be protected through target hardening strategies, that is, building security fencing, employing security guards and providing drug and weapon detectors. This will minimise illegal penetration to the school, and reduces the costs of vandalism, theft and destruction of the school property. A safe school has a clean healthy school environment. It is attractive in the sense that the walls have no graffiti and there is low or no vandalism. Everybody 113 is working co-operatively towards the maintenance of the school buildings and property. It is a caring school. (c) The participants view a safe school as the one with caring educators. The educators have a legal duty to care and protect the learner from danger. They respond to the physical, social psychological, emotional and security needs of the learners. They don't involve themselves to the acts that will harm the learners under their care.

➢ Threats to school safety and discipline come from various sources

Disciplinary problems may stem from home/family life and the relationship between the school and the home. Such factors like poor economic positions of the family, parents' negative role modelling and their relationships with their children may be contributory factors on the way the learners behave themselves at school. Cultural backgrounds, including the language make it difficult to understand the behaviour the learners in the school. They may contribute to poor discipline especially in a multicultural school where the learners and the educators have different cultures. The learners need supervision in the sense that the educators have always to be visible to teach and not give the learners an opportunity to do mischief in the classroom. The parents have to know the whereabouts of the learners so that they do not bear the responsibility of misbehaviour of the learner. The educators are role models to the learners. They should guard against their behaviours, which might contribute to the way learners behave in the school. The educators might be the source of disciplinary problems that are encountered in the school.

➢ Anti-social behaviour harms the school culture (a) Drugs, alcohol, weapons and sexual harassment are a threat to school safety. They have a harmful effect to the learners' performance, achievements and 114 welfare in school. The educators also feel disempowered and give up on discipline and their dedication to teaching declines. Their lives are always threatened if the school is undisciplined and unsafe.

The participants view disciplinary problems as deteriorating the culture of learning and teaching. Indiscipline leads to poor academic results. It causes misery and humiliation to educators, the name of the school is dragged down and the learners' achievements deteriorate. There is evidence that ill-discipline has a negative effect on the school climate, the health of the learners and the educators. The school enrolment and the staff turnover drop because educators are stressed out and have burnout because of ill-discipline. The learners who are ill-treated move for better disciplined schools. That results in the staff establishment being affected.

Parents are co-responsible for promoting school safety and discipline

The parents are the primary educators of their children. They have to teach discipline at home. They are also responsible for monitoring the schoolwork and see to it that their children do homework. They have to guide their children on how they are expected to behave using the school's code of conduct and policy. The parents have to provide and maintain educational resources of the school. Paying school fees and raising funds are the means of providing educational resources for the children. Because the parents are liable for the damage of the school property caused by their children, they cannot run away from the responsibility to teach their children to respect the school property. The parents can also provide security to the school by neighbourhood watch. The neighbours may be helpful to the school by preventing vandalism of the school and report to the school about the destruction of the school property they observe during the school holidays and after school hours. They may also 115 monitor the behaviour of the learners. By so doing the parents are preventing crime and violence in the school.

5.4 RECOMMENDATIONS AND GUIDELINES FOR EFFECTIVE PARENT INVOLVEMENT IN SCHOOL DISCIPLINE AND SAFETY

The following recommendations and guidelines for effective parent involvement in school discipline and safety were established from the literature study and the empirical investigation.

5.4.1 Parents should be school governing body members

As members of the school governing body the parents are motivated to participate fully in the formulation and the implementation of the code of conduct or the school rules. If not members, they should be encouraged to attend meetings convened by the school governing body because that is where they will get an opportunity to contribute to the school policy on discipline and safety of their children.

5.4.2 Parents must adopt a code of conduct for learners

The parents, through the school governing body, have a duty to adopt the code of conduct for the school. This will make them accountable for the disciplinary problems existing in the school. They will then be responsible to take measures to combat such problems without pointing fingers at the educators or the school principal.

5.4.3 Educators should involve parents in school - related activities If the parents are involved in other matters other than discipline it will be easier for them to maintain discipline. There has been evidence that if the parents are visible around the school, the children practice respect.

116

5.4.4 Parents should safeguard their own behaviour

Parents are the role models to their children. The children tend to copy any behaviour that is modelled by the parent. The parents have to ensure that their own behaviour neither encourages nor support harmful behaviour. For instance, an aggressive parent towards his or her children or other people makes the child believe that aggression is the right behaviour towards other children.

5.4.5 Parents must be workshopped on substance abuse

It becomes difficult for the parent to tell when their child abuses or is addicted to drugs or alcohol. Educators may time and again invite professionals to the school just for parents to address them on substance abuse awareness. That will help the parents to detect their child who has a drug problem and then seek professional help before it is severe.

5.4.6 Parents need to be trained on conflict resolution

It became evident that the parents require training about conflict resolution before they approach the adolescent whose peer culture is conflicting with that of the adult (parent). If the parents approach the teenager on drugs, alcohol or weapon possessions or abuse without basic knowledge, conflict between them might worsen. Seminars on substance abuse, sexual harassment must be held for both parents and teenagers as a project for preventing violence.

5.4.7 There must be good home - school relationship

Good relationship must be established between the parents and the educators so that discipline and safety can take place effectively in schools. Good relationship goes together with respect. There must be mutual respect between the parents 117 and the educators. In that way it becomes easier for both educators and parents to teach love and respect for human dignity and school property. If there is poor relationship between the school and the home disciplinary breakdown may affect in the schools.

Other forms of creating a safe and disciplined environment for the school are the following:

Educators should not give space for learners to discuss or act violently in class or in school. They must always be available in the school premises by walking around and attending classes punctually during their teaching periods. When the educator is not available in the class learners find time to do or discuss mischief.

Physical conditions of the school like buildings and fencing must be improved to enhance a good healthy atmosphere of learning to the school. Broken fences, windows, doors or worn out paints must be repaired.

Security guards must be hired and paid for so that the rules of access and exit to the school are monitored. There should be no strangers who enter the school without permission.

Though security fences might not be sufficient to combat crime and violence, schools must be fenced so that this might provide one way of improving security.

The school may establish partnership with the police and other community structures that may help in creating safe schools.

Parents have to monitor television watch. Violence and other misbehaviours may be learnt from violence depicted on television. The parents should 118

monitor television watching so that they do not allow children to watch violent scenes. They may even critically discuss some scenes like drug and alcohol abuse, sexual harassment and the use of guns, with their children so that they understand both negative and positive points on the scene.

5.5 TOPICS FOR FURTHER RESEARCH

The dermacation of this research warrants the conclusion. Further research can be done on the following topics:

5.5.1 Educators' conduct and indiscipline in schools

The lack of commitment to the professional duties on the part of educators and their involvement in various forms of misconduct while performing their school duties warrant this research.

5.5.2 The Representative Council of Learners' (RCL) responsibilities in promoting discipline in schools

It seems that educators are stressed out and have low morale because of working with the most difficult age group, the adolescents as far as discipline is concerned. The question that arises is whether learners themselves can assist educators and parents to improve their own behaviour to restore educators' confidence and to restore the culture of teaching and learning.

5.5.3 The relationship between leadership style and safety in schools

The managerial leadership has been mentioned as one source of unsafety in schools. It is therefore imperative to engage in empirical investigation on how managers' leadership creates schools that are unsafe. 119

5.6 CONCLUSION

Discipline problems are considered to be some of the complex problems facing schools today. Learners are labelled "unruly, unco-operative, misunderstood, unpredictable, lacking discipline and hard-headed, also reveal the traits of insecurity, sensitiveness, desire to be recognised and need for directive understanding and guidance" (Stradley & Aspinall, 1975:7). Unmotivated and undisciplined learners have a serious impact on the instructional effectiveness of educators. Educators lose joy in teaching. They have a feeling of anger and frustration, which ends up affecting both learning and teaching adversely.

Discipline problems that have been mentioned as seriously affecting the schools are violence, weapon-carrying assault, drug and alcohol abuse, bullying, and sexual harassment. They cause learners and educators to feel unsafe at school and the schools to be dysfunctional. Misbehaviour results in poor performance and low achievements among learners (Cf, paragraph 4.4.4).

Parents do not want to see their children failing to perform and achieve. They do not want their children to be exposed to unsafe school conditions. A lack of discipline and safety in schools is caused by factors like home/family conditions, conflicting cultures in schools, unsupervised learners and educators' conduct (Cf, Paragraph 4.4.3). A lack of parental support in schools is also a contributory factor to lack of discipline.

The issue of discipline and safety in schools needs urgent attention. Discipline develops self-discipline to the learner, which will lead to the improvement of the society as a whole. Educators cannot work alone to improve discipline in schools. Parents are obliged to assist the schools in regulating the learners' behaviour, from ensuring that school rules are respected and that the school property is not damaged. They also have to assist the school in raising funds for security resources and educational resources that will improve the learning and teaching. The real essence of education is helping learners learn to exercise self- 120 discipline and move towards a happy and fulfilled life. Educators have to deal with parents in a professional and positive way in order to be able to develop partnership and affiance in promoting discipline and safety in schools. 121

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ANNEXURES 130

ANNEXURE A

Interview schedule INTRODUCTION Personal Introduction I am Patience Moloi, a student from the Rand Afrikaans University, doing Master of Education (Educational Management) studies. ➢ Purpose of study The purpose of the study is to get first hand information regarding the role played by parents in schools, particularly, discipline and safety of their children in schools. Parents are stakeholders in education of their children in schools. The Government wants them to have a voice in the education of their children. The information I will obtain will be used to provide guidelines and strategies on how schools can involve parents in school discipline and safety. Permission for tape-recording and note-taking May I seek your permission to tape-record the interview. It's important that I capture your word and ideas and using a tape-recorder will help me to do this. I may also take notes to keep track of the interview as it progresses. Statement of confidentiality You will not be identified or described in any way that would reveal your identity. I will assign fake names and change any information that will reveal who you are or your school. The information obtained will not be disclosed to anyone not involved in this study. It will be treated with strict confidentiality. The tapes will be destroyed immediately after transcriptions. Why I am interviewing you You have been asked to participate in the study because you are the stakeholders in education. I believe that the success of the school depends on you. 131

ANNEXURE B INTERVIEW TRANSCRIPTS

NAME OF SCHOOL: S DATE : 12/06/2001 IME : 12H30-13H30 SETTING : SCHOOL R: What would you regard as characteristics of a disciplined school? I would-a school ought to have a code of conduct if it is a disciplined school, a school code of conduct for everyone to abide by, that includes kids, teachers and everybody in the school, should be incorporated to the code of conduct ultimately (some words inaudible). And I think the important thing is that a code of conduct is the basis of the school to all the roleplayers and everybody abide by it and I think to have a code of conduct you need to be able to enforce it, you definitely don't have a code of conduct without enforcing it. E4: Not enforcing it, but implementing it. I think with that also goes-h-to have a code of conduct, it must be disseminated, in other words, everybody must have an idea of what is a code of conduct, including parents, before it is enforced. E2: and I think also it must be a fair code of conduct. It shouldn't be punitive entirely, there should be rewards for teaching a code of conduct. I think that all the role-players should have implementation and they be able to be entirely involved, for example in the school here-eh- there should be some rewards especially, when the learners are involved eg. The tea break, the monitoring in the classroom, you know, and knowing that, and also the environment just shape the school into part of learning, you know. It is not the school belonging to the new community. The community, it must become part of it and then I think the school- the code of conduct- the implementation of the code of conduct is affected, children or learners are made to realise that they are part of it and those rewards are effected in whatever way.

El: Another issue that comes- the effect of the code of conduct is to work as whole, as a team to implement it as a team and the school itself needs to be well- structured in terms of (word inaudible0 and if you- any program organised, properly organised. 132

E2: Because as soon as you have disorganisation you can detect that and that as a loophole to get out of hand. And I think what's most important in having a code of conduct in place is having a team, not only just with the staff but inclusive of non-teaching as well and learners, ja, it's important with the community as well to have a clear understanding of what is acceptable and not acceptable in terms of the code of conduct because the code of conduct encompass school rules, uniform, whatever, everything, so it's important for each role-player to have a clear understanding of what is expected, how it can be effective in whatever situation in a non-teaching situation as well. And I think, the point of people getting involved is valuable approach and people feeling that it's not the government school but the community because they are the bridge in education rather in discipline, in things that happen outside the school like after hours, as in the community. Things happen when children break from school and the community should feel that "this is our school and we have a right to discipline these children" and that something that doesn't happen. The community needs to feel that they have strength and they have a right to say "this is our school and you are going to our school and you are not dressed properly and you are going to our school and shouldn't be standing by the shops." ...in school uniform. I also tend to believe with the inception of school development, their code of conduct and having body of government at the school is very important to make the school actively involved. I'm talking about the infrastructure of the school, which is not happening. And that's the only way that the community will take ownership of the school. The school is just used particularly for school functions, there's no feeding part of that building of that infrastructure where that will extend discipline because if I know that. I'm taking responsibility. I will take the example of the classroom and this is my activity in the classroom, only teachers are making use of that. Now, if parents come in and put in, for argument sake, a sewing class, they use it for sewing class and that value and there's gonna be that type of discipline behaviour which is gonna coincide with what the child from home has gonna be sent to school and back home and there will be that understanding. R: How are parents involved in your school? E2: What (M ) is saying, is tying with how parents are involved in the school.

And also discipline itself, we've also to look at what role the school plays in giving support services to the learner as well as what role does the parent play. How much of time does the parent have with the learner, how responsible is the parent? We should focus rather more on the parent discipline itself He/she is expected to enforce discipline as well and not to say this is the school problem. 133

My problem is to go to work, find money and send the learner to school and leave the school problem. This is what parents should not do.

R: But do they do, do they involve themselves? E4: We must target that. That, we haven't had time to deal with. But it's important that we involve them. El: But, it happens when the learner has, for three times defaulted, disciplinewise, we do call the parent and we have a meeting and tell the parent what the child has been doing and what discipline has been taken as a school and what must happen in the right form of code. It has been happening but you find that most of the time it's hard for them to come because of work, some of them (learners) they are hostelites, some their parents work far away. R: what do you do when the parent doesn't come? El: We do send letters home but I think it's one or two cases where the parent doesn't come, but you know, it's rare. But it depends on the issue, you know. If you are looking at expulsion, then obviously, whether parents work far away or so but they gonna have to come also for their children that are on suspension, especially, if its an ongoing thing over the long period of time because if that child is giving a problem in grade 9, that child, in Grade 11 will be even more of a problem so the parent will have to make an attempt to the school. Another issue about discipline is that we have to look at the school values, right living, teaching a child basic values, because, take the account, we are from various contexts. Some other things, children hear, for the first time from teachers, they don't know anything about it, and so we have to look at it that way and another thing, is problem about looking social things, giving them guidance, religious instruction.

E3: So it seems that the value system from home and allowing them to develop respect for each other and as you said, it's cultural and I think there is quite a lack of understanding because of different cultures, different background, the kinds of values that are instilled. The school should look at it being an extension and that will discipline, effect discipline in a very far point. R: Is it part of the parent's duty to teach the child those basic values? E3 Yes, oh yes, the school is just an extension.

E2: I think parents-parents have a role to play in educating teachers in terms of values. Look at our school, our school has predominantly black, are 134

predominantly- and our staff is not black and there is a lot of things that we don't know. E3: But, can I just interject, please! The perception that you have, your attitude because, I see myself as black, do you understand what I'm saying. You should be very careful when you choose... you know. What should be, then cultural? Can I say we are culturally different, culturally different population. And also I'd say language. There is a vehicle of language for example, Zulu speaking. We find that the (word inaudible) of communication and understanding part of language form part of our culture so that is lack and especially, when children are finding difficulty. They are not taught in their mother tongue, so that creates a lot of discipline problems because of the lack of understanding the moral, interests, everything, so that child, especially, the Afrikaans speaking class, I see them, you know, so, I think though having teachers also informed, I wouldn't say educated or empowered as far as different cultural backgrounds, when it comes to the type of basic values because, for one child, my be, from Zulu cultural background, the same thing coming from different, the so-called Indian child or whatever. So, it's very important for teachers to have an understanding of that and we educators don't have that and that involves discipline. R: What are the learners' behaviours that are regarded as ill-discipline or harmful to other learners, educators and the school as a whole? Those like sexual harassment. Disruptive behaviour in the class, very bad drugs, alcohol. R: What effect do they have on school discipline? El: They want to do it, they feel that if one do it they also do the same and get away with it. They start forming these little and all these clicks get together in the school form misbehaviour.

It also creates a lot of animosity to those who don't want to become part of it and they are being seen as 'goody goodies' because they are trying to maintain discipline instead of the school having conflict with each other. It is disruptive.

And that also has something to do with schoolwork. You find that generally those that are doing disruptive behaviour within the classroom, those are the ones who are getting bad results. They don't work at all. 135

E4: They cause a lot of misery to the teachers, delaying the teachers, they stop teaching.

E2: It takes delays in completing a syllabus.

E3: Even controlling the classroom, you become strict unnecessarily strict.

to extend, it impacts your work as a teacher.

You know, I will tell from my personal experience. Even your language deteriorates because you are not allowed to hit them, you're sick and tired of walking up and down to Mr... (Deputy Principal)'s office. You scream, you use language because you feel that that's the only thing they understand, because there's just no other way.

El: that's the only way we can get to them.

E3: You not allowed to use corporal punishment.

El: Some of them, the way they address you in a way that shows that they don't have a respect. It actually shows what type of respect you have to your parents.

Discipline breaks down the culture of teaching and learning.

El: But they also expect to be successful even though they do all those things and really you find that just coming to that disruptive behaviour even if it's just two or three children it impacts just those 36 children in the class are adversely affected by those children behaviours and it's unfair. They infringe the rights of others.

R: Just to wind up, is your school safe for the learners?

E2: Our school?

R: Yes, your school.

El: Disciplinewise, we-think- as a group of teachers, we work together. Teamwork is essential. We often put the new code of conduct together and we let parents involved, because we implement the code of conduct, I would say here at S...(name of school) are safe. It proves that we set a standard where in other schools they do a lot of damage infront of the school premises. Things that are major, things that have major effects on the school itself, whereas in S (name of school) I don't see it.

E2: But I think we mustn't deceive ourselves and say we don't have a problem. But it's major. 136

El: That's why I'm saying there is little little disruptive so and so's that take the chances of climbing over the fence. We've got a good security and I agree with K...(name of educator), compared to the city this school, we have a good infrastructure. We have a log book which works where each class representatives walks around with a log book and each signs a log book and if the teacher has a discipline problem with the child he/she logs a child. The security system, there is one o two that will take chances but we have a good security which I think, is part of discipline because if we didn't have that it would be much difficult. We also have a police system. We bring the police into the school to do raiding. R: So are they allowed to do raiding? With due course, I mean we just can't introduce them but if we are suspicious of certain pupils. And we do have a drug problem and I mean any school that believes that they don't have that habit, they are living in the world that is unreal. So, we have to take precautions and I also think I just have to make a comment about our Minister of Education, to say that or children mustn't be randomly tested for drugs, I think parents... I think you read it in the Sunday newspaper where it says she is a parent herself and has a son who has a real drug problem. She says `parents, open your eyes and it's for good. I've been living with a child who's been a drug for two years.' And I think those statements those types of laws break down discipline in the school. So our National Education Department minister needs to revisit certain issues because of things that have lost touch with reality in the ground and they are not involved.

They struggle too much to make a Constitution as-as democratic as possible but they are losing.

They are failing and 'cause we on the ground are dealing with children and we've got problem in the classroom. He has lost touch and may be if we look at the UK, the system that they run, we still haven't reached there. They are going back to the old system, because of the break down of discipline. So we must certainly think. So for him to come here and to say that we can't randomly test them for drugs, I mean that has detrimental effect for school 'cause even if there is one addict in the class

E2: Every child in the class, even if it's one addict in the class, s a child it's not safe because he may not be using it in the school but will have it in the morning and they come to school under the influence of those drugs and they may get some 137

sort of seizure, something or fits. A child to have a seizure but then not allowed to have him tested for drugs, I mean that's so contradictory. So parents need to stand up, empower themselves whether they have academic education or not they need to empower themselves. Children, they have rights so parents also have rights and parents are the only ones that have power over their children's rights, according to the Constitution of the country. So it's only through them that our discipline will be effected in our schools in a positive way. R: Thank you very much. 138

NAME OF SCHOOL: S DATE : 12/06/2001 TIME : 14h15-15h15 SETTING : SCHOOL R: What do you think makes a disciplined school? Ll: According to me, I think it's how you behave at home, I think the way you behave at home is how you behave at school.

R: How can you see that this is a disciplined school, things you see happening around the school?

Ll: I think we should realise that we are unique, see the way we think and the way we act is not the same. The other person will see the thing the other way round. There are some rules to exception but we must try to get it right. I think there must be good relationship between the learners and the educators. There must be respect for each other, teachers respecting learners and learners respecting teachers. The school should have rules that are followed by the learners and the educators. The rules should include how you should wear school uniform, and what will happen if you don't do the schoolwork. L2: Learners must not bring dagga and stuff lice that to school and are punished if they do so. R: Could you mention things or behaviours done by learners in your school which you regard as affecting order, discipline or safety of other learners? L2: Fighting in the school, doing drugs L$: Not doing homework. Ll: Making noise in the classroom and cheating R: How do these affect order of the school? L1: When learners are fighting in the school it disturbs teachers because they have to leave work and attend to the fighting learners who may also be carrying weapons, calling parents and having to discipline them. These learners may be fighting because they have been doing drugs and these drugs have affected them and they are causing chaos. 139

If homeworks are not done the educator will have to stop teaching and ask the learner why he/she did not do the work and other learners do not progress because the teacher is not also working, he is busy disciplining the learner. The syllabus is not finished on time.

R: Do your parents visit your school to discuss your behaviour at school? L2: May be our parents early in the morning they go to work and they come back late in the afternoon. They don't have time to come to school. May be instead of coming here, they will phone Mr ... (Deputy Principal) or to my class teacher and ask about me. R: They do phone? L2: I'm not sure. L4: My father works here and I haven't heard whether they ask teachers about me. I don't know whether they do. L3: I never do the wrong things so my parents come only if there is a meeting, which takes place only once a year. R: What is your opinion about parental involvement in the formulation and the implementation of the code of conduct? L2: I have no idea whether they are involved. R: Should they be involved in the formulation of rules of the school and see how the rules are followed? L3: Yes, they must be involved, the role-players, so that teachers get the opinion of other people who know more about us. I think education is about three people. All should be involved. It is us, learners, teacher and parents. If one member lacks participation it is not okay because the learners may fail if their parents don't care what they are doing at school.

They support us, they know how we behave at home so they should form the school rules, which are taken from the rules of the home and our behaviour at home.

R: How can parents help educators in keeping order and safety of learners in your school? 140

L2: They must make sure that when you go to school you are well-dressed. Ll: They must be careful that you are not doing drugs. I think our parents, I can refer them, are old-fashioned people. They don't understand what is going on here at school. They don't know. They don't know what's this and that. May be, if they can be in touch with our teachers they should know. R: Do you mean they should keep away from school? L 1 : No, I mean they don't see things the way we see. We must give them this knowledge that, hey it's another time now, you must change. It's hard to explain things to my mother, sometimes she doesn't even understand. So I must try to make him understand. R: Is your school safe for you and other learners, looking at the way learners behave?

L5: There is security in the school and we don't have things like gangsters in the school, so I think we are safe. L2: Our school has a good strong fence so there are no people who jump over the fence, strangers, to come and harass learners. They pass through the security man at the gate. We are safe. R: Thank you very much good people. 141

NAME OF SCHOOL: S DATE : 14/05/2001 TIME : 18H30 SETTING : SCHOOL HALL R: If you look at a school and say it is a disciplined school, what characteristics would you say are of a disciplined school? P1: Children that come out of that school, they are disciplined everyday from Grade 8 to Grade 12. It is systematic-what can I say- they have a system of what they do everyday, they must be neat, clean their shoes, the leader is strong, the one on the top. P2: When the school is fenced, and the buildings are maintained and there are no people who getting except teachers and learners who have a purpose. The head himself must be strong. Not to meet a teacher at kwaMahleka. Drunk. What king of a teacher is that? That is misconduct. R: Is your school where you send your child disciplined? P1: Yes, there is order here. If the child goes out he has a note. If they go to the doctor, they have a note. We always tell them to be proud of where you come from. Don't be untidy. The shirts don't hang out. P3: Even when there is a note a parent has to sign on it and return it to school to show that he/she has seen it. P2: Time. The learners are conscious of time. 80 or 90% of time is kept. They do not arrive late for school. If 80 or 90% of learners keep time there is punctuality. Time controls. Time. In Japan is up there because of time. Time is important. P1: Punctuality, if he prepares himself/ herself for exams. R: Is your school safe for your child?

P1: Yes, very safe. There is 24hours security at the gate, watches and people sign the register when they get in and out of the school. R: What about the learners' behaviours?

Pl: Children here, we are one family. I have a child, girl D...(name of a girl), who fell pregnant in school. I went to the Principal (B...) Not one harassed her. They are disciplined. Not one passed a remark to her (crying0. They were so nice to her. She was 16. They showed support as a result she also had to for go swimming competition for her school after two weeks. They are a team. There 142

is team spirit. They are one family. She is free to learn here. Children are one family. P3: In other words school which is disciplined is a school which has values of moral support. P1: Very true. That's why she passed her Matric because she was disciplined. R: Do the parents involve themselves in the school discipline? P4: They are the ones who are destroying the school. They are not involved. They voted for grey pants for girls. It's just a fashion. Our children will one day leave this country and she will go to England and find when she comes back to South Africa, she will find it a new environment. R: Fortunately, I was at the Parents meeting of this school on Saturday when the Principal complained about drug problem in the school. What do you say about it? It's just one. If a child is intelligent, brilliant one, he will always want to experiment. If a child is average don't go for drugs. I don't know what to do. R: What do you think parents should do about drug problem? P1: Parents should be workshopped of drugs. If your child is average it is okay, but if she is intelligent, genius, watch him, let them attend workshops. People who go for drugs are not just average people. They watch Yizo Yizo and they want to try it.

Teachers are all social science people. Teachers must organise workshops for drugs. A child who is intelligent she observes anything and try it. They have a problem. If you watch Yizo Yizo, then you want to try it.

P5: I don't think you can judge the school by some few elements who are doing drugs. I don't know if you read an article in University of Natal or Technikon they are doing law, science and are doing drugs.

P1: We don't have a problem of other drugs. We don't have a problem of other drugs. It's just dagga. R: Thank you very much.