Sociopolitical changes in South Africa have impacted on the education system in ways which have in turn affected the day-to-day running of schools. Changes in education policy such as cuts in state funding and redistribution of teachers have led to large classes and heavy timetables for the teachers at Queensville school. Constitution-invoked le_g;;isnlation such as the abolishment ----cor oral punishment and the disallowance of either principal or governing body from expelling a learner, has placed further pressure on teachers to find alternative ways of maintaining order in the school and classroom. Set against the background of a changing school, within the context of wider educational changes both in South Africa and internationally, this research examines the management..Qtdis..ciplin by exploring the experiences of the teachers of Qu-e-e-n,sville High. Particular focus is given to their opinions and the strategies they have adopted in order to cope. Data was collected over a period of several mon~s through observation, conversations, in1eryiews d.isq.l.~§iQn groups and j3 questionnaire. This was analysed and presentation was made in four sections. Firstly, a description was given of the school. Secondly an examination was made of types and patterns of discipline problems experienced by the teachers, and underlying and exacerbating causes. Thirdly a review was made of discipline management strategies used in the school: both individual and collective. Finally th~ views of the teachers about discipline were recorded. This data formed the basis for discussion of discipline management in South African schools

Thesis (M.Ed.) - University of Natal, 2000.