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

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

Mfundo Sihle Khumalo , Patricia Namayammu Mokgosi & Glory Moroesi Pitikoe-Chiloane

Issue: Vol. 7 No. 4 2026 Article 1 pp.344 – 357
DOI : https://doi.org/10.38159/jelt.2026741Published online 14th May 2026.

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ABSTRACT

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.

Keywords – Indiscipline, Interventive Strategies, Overcrowding, Secondary Schools

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AUTHOR(S)

Mr. Mfundo Sihle Khumalo is a Doctoral student in the Department of Educational Foundation at Tshwane University of Technology.

Dr. Patricia Namayammu Mokgosi is a Senior Lecturer in the Department of Educational Foundation at Tshwane University of Technology.

Dr. Glory Moroesi Pitikoe-Chiloane is a Lecturer in the Department of Educational Foundation at Tshwane University of Technology.

TO CITE ARTICLE

Khumalo, Mfundo Sihle, Patricia Namayammu Mokgosi, and Glory Moroesi Pitikoe-Chiloane. “The effect of learner indiscipline on teaching and learning, and interventive strategies to mitigate it in the Ekurhuleni South schools in South Africa.” Journal of Education and Learning Technology 7, no.4 (2026): 344 – 357. https://doi.org/10.38159/jelt.2026741