The role of school management in effecting learner discipline in public secondary schools in Chingola district, Copperbelt province of Zambia.
type: CreativeWork
description: The study explored the role of school management in effecting learner discipline in selected public secondary schools in Chingola district of the Copperbelt province in Zambia. It examined the prevailing disciplinary management practices to ascertain their suitability in the modern educational dispensation. The study used a Mixed Design Approach which involved a convergent or concurrent design where both quantitative and qualitative data were simultaneously collected; both datasets were analyzed, and then integrated in order to cross-validate or compare the findings (Creswell, 2015). It partially incorporated Community-based participatory research (CBPR)—also commonly referred to as community-based research (CBR), participatory action research (PAR), communitybased participatory action research (CBPAR), social action research, among other terms. The data were collected by the means of semi structured interviews; focus group discussions which included social mapping exercises with participants drawn from selected public secondary schools who include learners, teachers and head teachers. The respondents were chosen purposively and the study had 100 participants. The key findings of the study were that pupil discipline was vital for the shaping of learners to achieve their educational objectives and grow into useful and responsible citizens; however, the reality was the existence of growing learner indiscipline in schools. Indiscipline was evidenced by the underlying issues affecting pupil discipline which were: sex-related offences, offences related to pupil indulgence in psychoactive substances, offences related to hostility and violence within the school community, and those offences which affect the cognitive health of the learner. The second theme dealt with the role of school management in effective pupil discipline: here the roles were mainly facilitative: setting up contemporary discipline structures which espouse inclusive and participatory values; capacity bu…
abstract: The study explored the role of school management in effecting learner discipline in selected public secondary schools in Chingola district of the Copperbelt province in Zambia. It examined the prevailing disciplinary management practices to ascertain their suitability in the modern educational dispensation. The study used a Mixed Design Approach which involved a convergent or concurrent design where both quantitative and qualitative data were simultaneously collected; both datasets were analyzed, and then integrated in order to cross-validate or compare the findings (Creswell, 2015). It partially incorporated Community-based participatory research (CBPR)—also commonly referred to as community-based research (CBR), participatory action research (PAR), communitybased participatory action research (CBPAR), social action research, among other terms. The data were collected by the means of semi structured interviews; focus group discussions which included social mapping exercises with participants drawn from selected public secondary schools who include learners, teachers and head teachers. The respondents were chosen purposively and the study had 100 participants. The key findings of the study were that pupil discipline was vital for the shaping of learners to achieve their educational objectives and grow into useful and responsible citizens; however, the reality was the existence of growing learner indiscipline in schools. Indiscipline was evidenced by the underlying issues affecting pupil discipline which were: sex-related offences, offences related to pupil indulgence in psychoactive substances, offences related to hostility and violence within the school community, and those offences which affect the cognitive health of the learner. The second theme dealt with the role of school management in effective pupil discipline: here the roles were mainly facilitative: setting up contemporary discipline structures which espouse inclusive and participatory values; capacity bu…
author: Mizinga, Tamary
language: en
keywords: School management--Learner discipline., School management.
date published: 2022-07-03
date modified: 2026-07-27T22:06:02Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia