Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia

This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.

Grantor dc:publisher.institution

Centre for Educational Research

Year dc:date.issued

2009

Author dc:creator

• Hipondoka, Oiva Shuuveni

Advisor dc:contributor.advisor

• Gilmour, David

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/9477

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/9477