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This paper investigates the factors contributing to learner indiscipline in public secondary schools in Mpumalanga, South Africa, utilizing qualitative data from interviews and document analysis across six schools. Key influences identified include family and community settings, peer pressure, teacher behavior, and the learners themselves, suggesting a complex interplay of environmental and individual factors. The findings highlight the urgent need for a holistic approach to address these issues and improve

Author

wchitete60

Language

EN