SCHOOLTEACHERS PERCEPTIONS OF EDUCATION DISCIPLINE POLICY ON LEARNERS ACADEMIC PERFORMANCE IN SELECTED SOUTH AFRICAN SECONDARY SCHOOLS

Selina Patricia Matsebele and Debbie Seoka Kgomotso Habedi
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Selina Patricia Matsebele: University of South Africa, Pretoria, Gauteng, South Africa
Debbie Seoka Kgomotso Habedi: University of South Africa, Pretoria, Gauteng, South Africa

Social Sciences and Education Research Review, 2025, vol. 12, issue 2, 395-405

Abstract: This paper summarizes the schoolteachers' perceptions of education discipline policy on learners' academic performance in selected South African Secondary Schools. The objective of the study was to explore and describe the schoolteachers' perceptions of education discipline policy on learners' academic performance in selected South African Secondary Schools. A qualitative research method was chosen and assisted with an understanding of the participants perceptions of education discipline policy on learners' academic performance. Purposeful sampling was used to identify the five public Secondary Schools that performed poorly. The participants comprised of 15 schoolteachers. Three schoolteachers were selected from the five secondary schools. Data were collected through semi-structured interviews and constant comparative analysis performed during analysis. Discipline was perceived to be a challenge, and academic performance was found to be low. The implementation of learner discipline policy required monitoring and reviewing academic performance to avoid disparity between policy and practice.

Keywords: Academic performance; education discipline policy; learners; perceptions; schoolteachers; secondary schools (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:12:y:2025:i:2:p:395-405

DOI: 10.5281/zenodo.17870751

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