Managing indiscipline cases in selcted government and mission secondary schools in Lusaka District, Zambia
Date
2016
Authors
Hamalengo, Mercy
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
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.
Description
Master of Education in Civic Education
Keywords
Classroom management--Zambia , School discipline--Zambia