School principals’ perception of the progressive discipline of educators in Johannesburg North District schools
Date
2012-10-08
Authors
Jaffer, Moefiedah
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Abstract
It is the task of school principals to ensure that educators uphold the highest
standards of conduct and in the process hundreds of disciplinary hearings for
educators had been conducted over the past decade for different allegations
of misconduct. The primary purpose of this research was to explore school
principals’ perception of progressive disciplinary procedures for educators.
The study adopted a qualitative approach that used inductive data analysis
techniques.
Some findings were that most principals do not apply progressive discipline
consistently and were ambiguous about the effect of the process on educator
conduct. Many were threatened and intimidated when using the procedure.
This was aggravated by delays in completing the formal process.
Principals prefer the least adversarial approach in progressive discipline
practice. They spend much time monitoring to prevent or avoid the
disciplinary procedure and deviate from the procedure to cope with their
anxieties and concern for relations with staff.
Description
MM thesis - P&DM
Keywords
School discipline, Discipline at schools, Disciplining of educators