SPECIAL ISSUE 1 July 2026
DOI DOI: 10.66434/ijsie.v1i1si.532

Teacher leadership for effective learner discipline in digital learning and inclusive education: From policy to classroom practice

Shonisani Mulovhedzi1
  1. 1 University of Venda, South Africa

Abstract

Although national education policies promote equity, inclusion, learner discipline, and digital integration, limited attention has been given to how teacher preparation equips Foundation Phase teachers to exercise leadership in managing learner discipline in digitally mediated and inclusive classrooms. The study explored how teacher leadership supports effective learner discipline in digital learning and inclusive education contexts by examining teachers’ preparedness and the translation of policy expectations into classroom practice. The study was grounded in an interpretivist paradigm and adopted a qualitative research approach. A multiple-case study design was employed to gain an in-depth understanding of teachers' lived experiences across different school contexts. Six Foundation Phase teachers from three primary schools were purposively selected as participants. Data were generated through semi-structured interviews, which enabled participants to share their views on their preparedness, experiences, and challenges in managing learner discipline in digital and inclusive learning environments. The data were analysed thematically to identify recurring patterns, meanings, and themes in the participants’ responses. The study was informed by transformative leadership theory and inclusive education frameworks, foregrounding principles of equity, social justice, learner diversity, and responsiveness in technology-enhanced learning contexts. The preliminary findings reveal that while teachers recognise the importance of positive learner discipline in online, blended, and technology-supported classrooms, many feel underprepared to assume leadership roles in digital classroom management. The main challenges include limited formal training in digital discipline strategies, inadequate professional development opportunities, insufficient school-based digital conduct policies, and a lack of clear institutional guidance for managing learner behaviour in inclusive digital environments. The findings further suggest that teacher leadership in digital discipline is weakened when teachers are expected to implement policy without adequate preparation, resources, and professional support. The study concludes that strengthening teacher leadership for effective learner discipline in digital and inclusive classrooms requires deliberate investment in both pre-service and in-service teacher education. It recommends integrating digital discipline competencies, inclusive pedagogical strategies, digital citizenship, and early years leadership development into teacher education programmes. The study also highlights the need for professional learning communities, clear school-based digital discipline policies, and targeted capacity-building initiatives. Closing the gap between policy and classroom practice can enhance teachers’ leadership capacity, promote equitable learner participation, and improve learning outcomes in digitally evolving inclusive educational contexts.

How to Cite

Mulovhedzi, S. (2026). Teacher leadership for effective learner discipline in digital learning and inclusive education: From policy to classroom practice. International Journal of Studies in Inclusive Education, 1(1si), 63–73. https://doi.org/10.66434/ijsie.v1i1si.532
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