Management of Teacher Indiscipline in Urban Secondary Schools of Kasama District

Alick Kaponda, Liberty Mweemba, Mwansa Mukalula-Kalumbi, Sibeso Lisulo, Harrison Daka

Abstract


This paper is based on a study that aimed at exploring practical ways of strengthening management of teacher indiscipline in urban secondary schools of Kasama district of Northern Province of Zambia. The paper invokes the Systems Theory which offers an alternative approach to the planning and management of organisations proposed by Ludwig Von Bertalanffy in the 1940s and fully developed in the 1960s. The study was a qualitative research and employed phenomenology as the research design. The total sample size was 38 of which 32 were school staff (head teachers, deputy head teachers and heads of department), while 6 were key informants from the teaching service commission (TSC), provincial education office (PEO) and district education board secretary’s office (DEBS). The information gathered was analysed using content and thematic analysis according to emerging themes. The findings showed that the prevalence of teacher indiscipline was moderate in schools, whereas the challenges faced in managing teacher indiscipline include too much bureaucracy and inefficiencies in processing and generating disciplinary cases. Besides, some managers were said to hold and sit on cases while others were unskilled in handling disciplinary issues. Also, it was established that many teachers did not understand their profession. In addition, some managers feared to act on wrongs of certain teachers due to fear of the unknown, especially when dealing with what was termed ‘connected, and financially sound teachers’ who gave them undue threats. Moreover, it was noted that there were a lot of interferences in cases of teachers and that there were numerous unnecessary commands from top management, including unduly turning down of recommendations, especially those made by a lower management level. Based on these findings, this paper recommends that there is need to establish a specific compulsory full course on teacher discipline in all teacher-training institutions and that all teachers should be signing anti-disciplinary agreement forms upon deployment so that no one would have any excuse whatsoever for any misconduct. Also, bureaucratic procedures in the processing of disciplinary cases should be reduced to avoid unnecessary interferences and distortion of evidence.

Key words: teacher, indiscipline, schools, management


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Copyright (c) 2021 Alick Kaponda, Liberty Mweemba, Mwansa Mukalula-Kalumbi, Sibeso Lisulo, Harrison Daka

Copyright CC BY © European Modern Studies Journal 2017-2021   ISSN 2522-9400

Лицензия Creative Commons


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