Rationalisation of Teacher Authority: Rethinking Teacher’s Authority in a Democratic Classroom

Oluwatosin Egunlusi

doi:10.25159/2312-3540/21048

Authors

Oluwatosin Egunlusi University of the Western Cape https://orcid.org/0000-0002-1962-3094

DOI:

https://doi.org/10.25159/2312-3540/21048

Keywords:

Apartheid, authority, authoritarian, discipline, rationalisation

Abstract

This article explores how concepts of authority are interpreted and potentially distorted into authoritarianism in schools. Authoritarian practices during apartheid included the widespread use of corporal punishment to assert dominance and suppress dissent. Section 10 of the South African Schools Act No. 84 of 1996 expressly forbids the use of corporal punishment in schools. However, research suggests that many teachers struggle to balance firm classroom control and avoid authoritarian tendencies; confusing authority with authoritarianism makes some teachers hesitant to manage their classrooms effectively. This qualitative case study investigates the puzzle of authority in the post-apartheid classroom; data were collected from documents, nine teachers, and observation. The findings reveal that experienced teachers demonstrate greater conceptual clarity regarding authority than novice teachers. Experienced teachers understand how to exercise authority effectively, while some novices confuse it with authoritarianism, making classroom management a challenge. The findings suggest that teachers can envision classroom leadership that redefines teacher authority beyond punitive control mechanisms. The article develops a philosophical perspective and conceptual structure to rethink classroom discipline, positioning teacher authority outside the confines of punitive control.

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