Managing Teaching and Learning in South African Secondary Schools After the Abolition of Corporal Punishment

Abstract

The abolition of corporal punishment in South African schools has significantly reshaped classroom management and disciplinary practices. This study explores how principals and teachers in Umlazi District navigate teaching and learning in the absence of corporal punishment. Using a qualitative interpretivist approach, the research draws on the lived experiences of 16 school management team members across four secondary schools. Findings reveal a disconnect between policy ideals and classroom realities, with educators facing increased learner defiance, strained teacher-student relationships, and emotional burnout. The study identifies systemic challenges such as inadequate training, limited resources, and inconsistent parental support. Despite these constraints, some educators have adopted restorative and learner-centred strategies, including behaviour tracking and collaborative learning. The Concerns-Based Adoption Model (CBAM) provides a framework for analysing educators’ responses to disciplinary reform, highlighting varied levels of adaptation and use. International comparisons underscore the need for culturally responsive and contextually grounded approaches to discipline. The study contributes to ongoing debates on post-corporal punishment education and offers practical insights for policymakers, teacher educators, and school leaders seeking to foster inclusive, respectful, and effective learning environments.