Managing indiscipline cases in selcted government and mission secondary schools in Lusaka District, Zambia
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Indiscipline cases among secondary school pupils have been a serious problem affecting the learning and teaching progressions in both Government and Mission schools in Zambia and the world. The general purpose of this study was to identify the management strategies put in place in the mitigation of pupil indiscipline in Government and Mission secondary schools in Lusaka District. The study sought to; a) establish the nature of indiscipline among pupils in Government and Mission secondary schools in Lusaka District, b) assess the factors leading to prevalence of indiscipline among pupils in Government and Mission secondary schools in Lusaka District and c) determine what measures schools put in place to deal with indiscipline cases among pupils in Government and Mission secondary schools in Lusaka District. The study used a descriptive survey design, with the total population of 102 sampled from 6 secondary schools; 3 Government and 3 Mission schools. It used both qualitative and quantitative approaches. Data was collected using questionnaires, in-depth interviews and focus group discussions. Purposive sampling was used to collect data from the school administrators and disciplinary committee members. From the teachers, parents and pupils, the sampling method used was random. Using descriptive statistics of frequencies, the data was themed and coded then analyzed further. The findings of this study indicate the nature of pupil indiscipline in form of absenteeism, fighting, rudeness to teachers, reporting late, truancy, noise making in and outside the classroom, promiscuity, and stealing among others. The prevalence of pupil indiscipline was due to many factors, these include both internal and external forces. Internal forces encompassed indiscipline generated within the school, and external forces involved indiscipline generated outside the school environment. According to teachers, 67% of the respondents indicated home environment as the most prominent source of indiscipline. To enhance discipline management, schools have put in place rules and control measures. Prominent were attendance registers, counselling, penalties, punishments, prefect arrangements and involving parents. About 42% of the teachers held that effective management of discipline does not depend on the numbers of teachers available, but on quality and consistency of application of discipline strategies such as every teacher coming on board, disciplinary committees, school rules, school councils and parental commitment The study recommends for the involvement of various stakeholders in the management of discipline in the schools such as school administrators, teachers, pupils among themselves through prefects and parents.
University of Zambia
Master of Education in Civic Education