Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe

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dc.contributor.authorSibanda, L.
dc.contributor.authorMpofu, M.
dc.date.accessioned2024-02-27T08:01:09Z
dc.date.available2024-02-27T08:01:09Z
dc.date.issued2017
dc.description.abstractThe study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.
dc.identifier.citationSibanda, L. and Mpofu, M. (2017) Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe. Journal of Educational and Social Research, 7(3): 117-125
dc.identifier.issn2240-0524
dc.identifier.urihttp://196.220.97.103:4000/handle/123456789/302
dc.titlePositive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe
dc.typeArticle
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