Background/purpose: Educational systems have moved towards more constructive and non-violent disciplinary practices, due to the negative impact of corporal punishment on learner well-being and academic outcomes. This study explored alternatives to corporal punishment strategies employed in schools and the challenges associated with their implementation. Materials/methods: The study adopted a qualitative approach within an interpretive paradigm, using a phenomenological multi-case study design. It was grounded in Self-Efficacy Theory. Data was collected from six teachers and four school management team members purposively selected from two quintile three secondary schools. Inductive content analysis was used to analyse the data. Results: The findings reveal the influence of teachers' beliefs, professional environments, and systemic factors on using an alternative to corporal punishment strategies. These include teachers' reluctance, lack of training, and learners' attitudes toward alternatives. Low self-efficacy, often linked to inadequate training and support, was identified as a barrier to embracing new disciplinary approaches. Conclusion: The study concludes that the persistence of corporal punishment may be due primarily to a lack of training in alternative disciplinary measures, emphasising the urgent need for professional development initiatives focused on discipline to enhance teacher self-efficacy and promote sustainable change.