This qualitative study, guided by interpretive paradigm, explored
how secondary schools use modelling positive behaviour strategy
to instil positive discipline among learners in Bulawayo
Metropolitan Province, Zimbabwe. The study was enthused by the
abolition of corporal punishment, exclusion due to delinquent
behaviour and adoption of positive, inclusive discipline strategies
to maintain order in schools. A case study design purposively
sampled four schools in which four school heads, twenty members
of the disciplinary committee, four school counsellors, two
education officers, four School Development Committee
chairpersons and forty prefects participated. Data collected
through focus group interviews, semi-structured interviews and
document analysis were thematically analysed. The results
indicated that secondary schools adopted the modelling positive
behaviour strategy to instil positive discipline among learners. New
staff members’ orientation focused on conduct, modelling of
positive behaviour whenever teachers, learners and parents
interact as they perform various activities in the school
environment. The study also established that prefects as role
models were afforded opportunity to lead assembly sessions. The
study concluded that in spite of a few cases of misconduct, it is
evident that modelling positive behaviour strategy produced
affirmative outcomes in schools understudy. The study
recommends further research that explores other strategies that
could be adopted by schools to maintain positive discipline
particularly in rural schools.