The Level of Legal Literacy in Teacher Education and its Relationship with Discipline Management in SJKT Schools in the Hilir Perak District

Abstract

This study examines the relationship between legal literacy in education among teachers and the management of student discipline in Tamil National-Type Schools (SJKT) in the Hilir Perak District. Legal literacy in education refers to the level of teachers’ understanding of laws, regulations, and policies related a to the education system, such as the Education Act 1996, the Code of Ethics for Teachers, Conduct and Disciplinary Regulations, and the Convention on the Rights of the Child 1989. The Hilir Perak District was selected due to its unique challenges in managing discipline in Tamil national-type schools, which demand strong legal knowledge to address disciplinary issues fairly and effectively. The study adopts quantitative approach involving surveys, interviews, and analysis of school disciplinary records to assess the level of teachers' legal literacy in education, the effectiveness of disciplinary actions, and the challenges encountered in their implementation. The findings indicate that teachers with a high level of legal literacy in education are more proficient in managing discipline in a lawful, equitable, and justice-oriented manner. Additionally, the study reveals that effective communication and dialogue skills play a critical role in resolving disciplinary issues and fostering positive relationships between teachers and students. The study recommends the implementation of targeted training programs, support from school management, and the provision of relevant resources to enhance teachers' legal literacy. The implications of this study are expected to strengthen school discipline management, improve teacher professionalism, and create a more positive, disciplined, and legally grounded learning environment.