Teachers' perspectives on the disciplinary challenges Mapulana male initiates impose on teaching and learning at Mpumalanga Schools

The study investigated the experiences of educators at secondary schools in the province of Mpumalanga regarding the lack of discipline among male initiates at Mapulaneng. Educational and cultural practices should coexist and complement each other. In South African schools, indiscipline is a common problem affecting learning results and instructional efficacy. Teachers at three senior secondary schools in Mpumalanga Province, South Africa, persistently raised concerns about the indiscipline of Mapulana males in initiating learners. Leaving this challenge unattended has the potential for dire consequences in providing quality education to learners at the affected schools. Applying qualitative research methodologies based on the social constructivist framework, semi-structured interviews were conducted with 18 educators from three high schools. The sample of teachers included males and females from post-level 1 to those in management positions. The findings revealed the teachers' unhappiness about the behaviour of the male initiates, displayed towards the teachers and other learners, especially towards boys who have not undergone initiation. Further findings suggest that collaborative efforts between educators, parents, and the community