The effect of learner indiscipline on teaching and learning, and interventive strategies to mitigate it in the Ekurhuleni South schools in South Africa

Learner indiscipline remains a persistent challenge in South African secondary schools, significantly impacting the learning environment and academic outcomes. Subsequently, the research was directed to inspect how learner indiscipline affects teaching and learning, as well as the efficacy of strategies used to mitigate it in Ekurhuleni South schools. A qualitative research approach and a case study design were employed to investigate the perceptions of principals, school management team members, teachers and school governing body members in selected secondary schools in the Ekurhuleni South District. The study used a purposive sample of seven participants, selected based on their roles and experiences related to learner indiscipline in secondary schools. The study used thematic analysis to analyse the qualitative data collected. This iterative process involved a multi-stage approach to systematically identify, analyse, and interpret patterns within the data gathered through semi-structured interviews with teachers, school management team (SMT) members, and parents, as well as through the analysis of relevant documents such as school policies, minutes of disciplinary hearings, and school reports. The findings revealed that for many years, school systems have been concerned about disruptive behaviour. Indiscipline issues reflect problems at home. The study also revealed variations in effective strategies for managing learner indiscipline in secondary schools and their impact on learner behaviour. The study recommends that to foster a more positive and supportive learning climate, schools should prioritise several key initiatives. Reducing class sizes will enable teachers to provide more individualised attention and support.