Year: 2025
Type: article
Abstract: One of the keystones of positive teaching and learning in schools is sustaining discipline. Creating and maintaining a safe, disciplined school environment is one of the important challenges faced by principals, educators, and parents in schools (Lekganyane, 2016). The aim of this study was to analyze the enacted and taught curriculum of teacher training programmes to identify dimensions that negatively affect positive disciplining. A mixed method design was adopted, and qualitative data was collected through a content analysis sheet, and quantitative data were collected through a five-point Likert scale questionnaire. The data were collected through a self-developed content analysis sheet and questionnaire for teacher-educators and student-teachers. First of all, the elements/factors for determining the construct 'positive disciplining' were collected through a review of relevant literature. Curriculum documents, course guides, and faculty resources are of pivotal significance in the education system as these formulate the basis structure and direction of the education system. It was recommended that the affected curriculum be improved, mainly to close the gap between the concepts taken from academic knowledge and the developing competencies and abilities. While thoughts are essential, developing them alone is only obliging for tests. It is essential for the student-teachers to put their perceptions into practice.
Authors: Ghulam Sughra, Khadija Karim, Sufi Amin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408872536