Implementing positive discipline in Eswatini primary schools: A qualitative study of principals' experiences

Goodness Tshabalala
Central University of Technology, South Africa and University of Eswatini, Eswatini
Mkhumbulo Ndlovu
Central University of Technology, South Africa and Eswatini Medical Christian University, Eswatini
Solomon Makola and Gawie Schlebusch
Central University of Technology, South Africa

This research explored the experiences of primary school principals in Eswatini (formerly Swaziland) regarding the implementation of positive discipline in their schools. The primary focus of the study was to understand how principals experienced the process of implementing positive discipline. Data were collected from interviews with a convenience sample of five principals from five primary schools. Our findings revealed varied experiences among principals when it came to implementing positive discipline in their schools. Based on the narratives provided by the principals, three significant conclusions were drawn, with implications for the theoretical understanding of the implementation of positive discipline in schools: (1) a clear comprehension of positive discipline as a disciplinary measure; (2) the necessity for extensive stakeholder sensitisation regarding positive discipline; and (3) the importance of adopting a whole school approach to positive discipline implementation. We concluded that principals face challenges in fully embracing and effectively implementing positive discipline in their schools. Therefore, continuous and appropriate in-service training and support are essential to assist principals in fully adopting positive discipline as a disciplinary approach in their schools.
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Authors: Dr Goodness Tshabalala is a lecturer in the University of Eswatini, Eswatini (formerly Swaziland) and a part time post-doctoral fellow at Central University of Technology, Free State, South Africa. She recently completed her doctorate in Education Management, Leadership and Policy Studies and her research interests include education management, as well as aspects in the broad field of sociology and psychology of education. ORCID: https://orcid.org/0009-0003-5157-7563 Email: tshabalalagoodness12@gmail.com Dr Mkhumbulo Ndlovu completed his DEd in Educational Psychology and is currently a post-doctoral fellow at Central University of Technology, Free State, South Africa, and Senior Lecturer in the Department of Psychology at the Eswatini Medical Christian University, Eswatini. His research interests include educational psychology, educational management and quality assurance in education. ORCID: https://orcid.org/0009-0006-3376-704X Email: mkprofessor@gmail.com Professor Solomon Makola is an Associate Researcher in the Faculty of Humanities at the Central University of Technology, Free State, South Africa. He received his rating as an Established Researcher from the National Research Foundation (NRF), South Africa. His research interest is in positive psychology, logotherapy, resilience, forgiveness, and sense of meaning and purpose. ORCID: https://orcid.org/0000-0002-9415-5681 Email: smakola@cut.ac.za Professor Gawie Schlebusch is an Associate Professor in the Department of Post Graduate Studies Education at the Central University of Technology, Free State, South Africa. His research interests include educational management, language in education, educational psychology and teaching and learning. ORCID: https://orcid.org/0000-0001-9446-2078 Email: gschlebu@cut.ac.za Please cite as: Tshabalala, G., Ndlovu, M., Makola, S. & Schlebusch, G. (2024). Implementing positive discipline in Eswatini primary schools: A qualitative study of principals' experiences. Issues in Educational Research, 34(1), 321-339. http://www.iier.org.au/iier34/tshabalala.pdf