Examining learner indiscipline in selected secondary schools in Zambezi Region in Namibia : a case study

Abstract

This study examined learner indiscipline in selected secondary schools in Zambezi region of Namibia. A case study was carried out in two secondary schools one in Katima Mulilo circuit and one in Chichimani circuit in the Zambezi educational region. The aim of this study was to examine learner indiscipline in selected secondary schools in the Zambezi educational settings in Namibia. The study further explored how teachers perceive and manage discipline in their schools. The study used a qualitative research approach which was positioned in the interpretive paradigm. The research instruments consisted of individuals and focus group interviews, as well as document analysis. The study was underpinned by a theoretical framework of William Glasser (2010) the choice theory. The analysis of the produced and presented information led to the findings that the principals and teachers conceptualised different meanings to phrase “discipline” and the meaning individual teachers connect to discipline influence on their preference of discipline methods. The findings of this study established various discipline problems such as absence from school, being rude to teachers, being inattentive, early engagement in sexual activities, failure to do schoolwork, noise-making, late-coming to school, and using abusive language. Moreover, the findings found that lack of parental support in lives of their children, family background, abuse of various substances and alcohol, balance between learning content and overcrowding classrooms, peer pressure were the huge causes of discipline problems. The findings established that teachers were using different methods to maintain learner’s discipline such disciplinary committee, learner counselling, detention, and parental participation. The study came up with the proposal that principals and teachers should establish a set of rules and regulations for the school and ensure that they have been discussed and agreed on by all school stakeholders including learners. To address discipline problems the study came up with the key recommendations that the school management should establish a disciplinary committee which consist of the principal, senior teaching staff members and representations from the learners. Active parental participation in education of their children is important for the management of discipline in schools. Teachers should acquaint themselves and learn to know learners’ home backgrounds in order to understand learners they are dealing with. In-service workshops for all teachers across the country to be trained in disciplining learners should be organised by Directorate of Education in the Region. The finding further noted that the indiscipline among learners makes it impossible to teach effectively.