Perceptions of the relationship between human values and positive discipline at Sedibeng-East primary schools

Abstract

This is an in-depth concurrent parallel mixed-method study through an education law lens of the perceptions held by educators and learners on values and positive discipline. The study provides a legal framework and proletarian understanding on values and positive discipline. Literature was examined in detail which concluded in the development of appropriate definitions for values and positive discipline. The awareness about values and education were briefly explored also internationally. The international perspective extended to UNESCO, England, the United States of America, Australia and New Zealand. The interrelationship between values, positive discipline, school governance and educators was analysed critically. Positive discipline, values, the Code of Conduct for learners and favourable school environments were explored comprehensively and the excercise culminated in suggesting a theoretical framework. South African legislation, polices, regulations and guidelines relevant to values and positive discipline in schools were subsequently examined. The study, on exploring the literature and legal framework, proceeded to investigate through a quantitative research design, perceptions held by educators and learners on human value and positive discipline. In parallel, a document analysis of participating schools’ Codes of Conduct was completed, informed by an education law lens. To conclude the study, the findings from the questionnaires and document analysis were scrutinized and recommendations were put forward to advance positive discipline that is underpinned by incorporating values within classrooms and school environments, thereby leading to a conducive learning environment