Learner discipline is undoubtedly a serious problem in South Africa. Up until now, the Department through legislation and research has offered various ways managing learner discipline but discovering the most effective means still pose a serious problem. This study examined the relationship between management strategies for learner discipline and learner discipline legal framework that is applicable to South African schools. A sample of 36 public secondary schools out of a total of 87 schools in a region of the North-West province, with their educators (96 male and 181 female) as subjects was drawn for the study using stratified simple random sampling to select the schools and the convenience sampling techniques to select educators. Questionnaires was used to collect data. The 2-way ANOVA was used to analyse data and the null hypotheses generated were tested at .05 alpha level of significance. The findings revealed significant and insignificant relationships from hypotheses: employment years, post description and decision-making mechanism; legal knowledge, in-service training for educators and support structures on intervention; adoption factors for the code of conduct, stakeholders and code of conduct for learners; and the professional conduct of an educator, relationship building and positive discipline in school. The study recommends that the Department of Education enforce on a curriculum basis, Continual Professional Teacher Development, as an in-service training for educators to focus amongst others, on legal instruments that concern learner discipline and classroom management techniques. The SMT and SGB must ensure that all requirements are fulfilled as enriched in policy documents during the drafting stage or revision of the learners’ code of conduct. Lastly, school managers must promote collaboration and cooperation between learners and educators in schools.

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