Discipline and School Climate in Transition: An Empirical Analysis of the Status Quo of the German School System

Discipline in the school context is a multifaceted construct that extends far beyond mere rule compliance. It encompasses the development of self-regulation, personal responsibility, and social integration—all essential prerequisites for successful learning and a productive educational environment. The complexity of this topic is becoming increasingly evident as societal changes, technological advancements, and new pedagogical approaches challenge traditional notions of discipline (Gölles & Günster-Schönig, 2024). At the heart of the discussion lies the tension between individual freedom and the need to establish binding rules to ensure a constructive learning environment. This study is based on an empirical investigation conducted through a survey of teachers at a humanistic Gymnasium (academic high school) in Germany. Out of 120 invited teachers, 49 participated. The findings not only provide insights into this specific institution but also reflect broader trends in the German school system. These insights highlight the challenges faced by schools nationwide and help identify systemic patterns and areas for action.