The study investigated whether positive alternative discipline approaches have improved the culture of teaching and learning in South Africa. The implementation of positive alternative discipline approaches encountered difficulties and challenges that plunged schools into crisis. The culture of teaching and learning subsequently deteriorated over the past years, notwithstanding various disciplinary interventions. Three hundred and thirty-three teachers of schools in the Mpumalanga province of South Africa participated in this quantitative survey. The questionnaires provided valid responses and an official statistician analysed and tested them using the Cronbach alpha coefficient to establish acceptable reliability. Findings reported the teachers' unwilling to implement alternative disciplinary approaches imposed upon them. Therefore, the study recommended the creation of a positive invitational framework flexible enough to accommodate differences among schools to improve the culture of teaching and learning. This recommended framework, customised based on the lived experiences of teachers, must become a mandatory component of a continuous review process for disciplinary improvement to occur.