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

2017 ◽  
Vol 7 (3) ◽  
pp. 117-125
Author(s):  
Lwazi Sibanda ◽  
Mabhena Mpofu
Keyword(s):  
Secondary Schools ◽  
Role Models ◽  
Structured Interviews ◽  
Discipline Practices ◽  
Positive Discipline ◽  
School Counsellors ◽  
Group Interviews ◽  
Teachers And Parents ◽  
Training Programmes ◽  
School Heads

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.

scholarly journals Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners

2020 ◽  
Vol 1 (2) ◽  
pp. 157-172
Author(s):  
Lwazi Sibanda ◽  
Joyce Mathwasa
Keyword(s):  
Secondary Schools ◽  
School Environment ◽  
Role Models ◽  
Structured Interviews ◽  
Staff Members ◽  
Positive Discipline ◽  
School Counsellors ◽  
Development Committee ◽  
Group Interviews ◽  
School Heads

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.

scholarly journals Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study

2018 ◽  
Vol 5 (12) ◽  
pp. 5132-5139
Author(s):  
Awal Mohammed Alhassan
Keyword(s):  
Adult Learners ◽  
Secondary Schools ◽  
Immigrant Students ◽  
Academic Program ◽  
Guidance Programs ◽  
School Counsellors ◽  
Individual Decisions ◽  
Teachers And Parents ◽  
Adult Immigrants ◽  
Vocational Programme

This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.

scholarly journals PROVISION OF QUALITY EDUCATION IN PRIVATE SCHOOLS: REFLECTIVE PRACTICES IN LOW-COST PRIVATE SECONDARY SCHOOLS IN BULAWAYO METROPOLITAN PROVINCE, ZIMBABWE

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Senamiso Midzi ◽  
Lwazi Sibanda ◽  
Joyce Mathwasa
Keyword(s):  
Secondary Schools ◽  
Special Needs ◽  
School Health ◽  
Low Cost ◽  
Quality Education ◽  
Retention Rates ◽  
Structured Interviews ◽  
High Staff Turnover ◽  
Science Laboratories ◽  
School Heads

Quality in education has become a cause for concern to every stakeholder in education. The study sought to assess the provision of quality education in low-cost private secondary schools in Bulawayo Metropolitan Province. The study adopted the interpretivist paradigm in qualitative approach, using a case study design. Semi-structured interviews and document analysis were used for collecting thematically analysed data from purposively sampled four school heads and six teachers from low-cost private secondary schools. The study established that in pursuit for quality education, selected schools employed qualified teachers who engage in continuous professional development programmes to sharpen their teaching skills. The findings revealed that the schools understudy are making efforts to offer practical science and computer lessons using the limited resources to ensure the provision of quality education. It emerged that selected schools use e-learning and multimedia resources which arouse learners’ interests and increase the retention rates. It came out that the schools understudy have environmental clubs which work together with school health departments in attending to sanitary issues. Whilst selected schools practiced heterogeneous grouping, the findings revealed that learners with physical disabilities are not enrolled in those schools due to lack of appropriate physical facilities and there are no teachers with relevant expertise to teach learners with special needs. The study revealed that the Ministry of Primary and Secondary Education provided guidelines in the form of policy documents and circulars to monitor the provision of quality education in the selected schools. Despite the efforts made by low-cost secondary schools in providing quality education, the study found that high staff turnover is negatively affecting the quality of education due to lack of continuity in learning. The findings indicated that inadequate learning resources and infrastructure such as libraries, computer and science laboratories, internet services, and lack of teachers with special needs expertise adversely affected the provision of quality education. The study concludes that lack of financial resources is a hindrance in the provision of quality education in low-cost secondary schools. The study recommends that a comparative study on provision of quality education should be conducted in private trust secondary schools. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

scholarly journals Women in Leadership: Insights from Female Principals of Rural Secondary Schools in Vhembe District of South Africa

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Livhalani Bridget Sinyosi ◽  
Onoriode Collins Potokri
Keyword(s):  
Secondary Schools ◽  
South African ◽  
Role Models ◽  
Women In Leadership ◽  
Rural Setting ◽  
Research Approach ◽  
Female Leaders ◽  
Structured Interviews ◽  
Female Principals ◽  
Vhembe District

Gender predisposition towards female leaders within the South African context remains a problem and compelling issue, particularly in rural settings, which are often marginalised and overlooked. Guided by the transformational leadership theory, this article explored the experiences of South African female principals in managing secondary schools in the Vhembe District of Limpopo. A profoundly traditional and patriarchal society characterises this rural setting. Hence, a qualitative research approach and a case study design were used. Ten female principals from ten (10) randomly selected secondary schools in the Vhembe District were purposively selected to serve as participants. Through semi-structured interviews, data were gathered from the sampled participants. Findings from the article reveal that patriarchy still plays a role in disadvantaging women from effectively assuming their duties as leaders. Most of the participants–female principals are subjected to gender bias and thus, unproductive, impact the cooperation from learners, parents, teachers, the community, and the Department of Education officials. Despite unpleasant experiences, female leaders in this article demonstrate selflessness in their daily leadership tasks and routines. Furthermore, they are inspirational and serve as role models to all they had relationships with for the transformation and change they desire in their schools. To the sampled principals, being selfless and inspirational is their leadership strength. One way of the few mentioned becoming a leader one aspires to.

scholarly journals Student-Teachers’ Experiences and Strategies of Managing Disruptive Behaviours in Tanzania Secondary Schools.

2020 ◽  
Vol 9 ◽  
pp. 152-174
Author(s):  
William Pastory Majani
Keyword(s):  
Secondary Schools ◽  
Student Teachers ◽  
Structured Interviews ◽  
Relational Support ◽  
Support Strategies ◽  
Qualitative Thematic Analysis ◽  
Teachers Experiences ◽  
Analysis Strategies ◽  
Disruptive Behaviours ◽  
Training Programmes

This paper reports on student-teachers’ experiences during a six-week teaching practicum of disruptive classroom behaviours by students in selected Tanzanian secondary schools and the strategies that the student-teachers employed to manage them. Questionnaire and semi-structured interviews were employed to collect data from 70 student-teachers. Using qualitative thematic analysis and descriptive quantitative analysis strategies, it was revealed that student-teachers did very little to enhance appropriate classroom behaviours. Instead, they relied on punitive strategies such as punishment to deal with disrupting students. Reliance on punitive measures limited their ability to use positive feedback, tolerance and relational support strategies, which are regarded as more effective in fostering appropriate classroom behaviours by empowering students to take control of their own behaviour. These findings have important implications for teacher training programmes, and students learning. The paper concludes by asserting that like any other lessons, appropriate behaviours in classrooms need to be taught and nurtured not simply demanded.

scholarly journals Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?

2021 ◽  
Author(s):  
◽  
Bronwyn Davies
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Environment ◽  
Student Leadership ◽  
Student Leaders ◽  
Structured Interviews ◽  
Student Leader ◽  
Effective Training ◽  
Training Programmes

<p><b>Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the premise that student leaders can provide inspiration to other students and work skilfully to shape the culture of a school. The possibilities that stem from the role of student leader can be endless, yet there seems to be little evidence of consensus regarding what kind of training should be provided for student leaders.</b></p> <p>This is an investigation of student leadership training programmes. The main purpose is to discover what constitutes effective training for student leaders. This study is designed to provide educators with examples of what effective training could involve. It is a multiple-case study of three different New Zealand secondary schools. Data were collected through semi-structured interviews, an observation and a survey. The study uses a distributed leadership framework and thematic analysis of data.</p> <p>This study reveals some aspects of effective student leadership training and, based on findings, includes recommendations for components of future training programmes. The analysis highlights the importance of creating a school environment that supports student leadership. The findings also reveal the value of designing leadership training programmes that adhere to principles of experiential learning.</p>

scholarly journals Evaluación del enfoque intercultural bilingüe en educación primaria indígena: Estudio de caso en la región indígena Los Altos, Chiapas

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
José Viveros-Márquez
Keyword(s):  
Linguistic Diversity ◽  
Participant Observation ◽  
Evaluation Model ◽  
Indigenous Education ◽  
Educational Practice ◽  
Structured Interviews ◽  
Las Casas ◽  
Group Interviews ◽  
Teachers And Parents ◽  
Educación Primaria

The objective of this study was to evaluate the implementation of the EIB (Bilingual Intercultural approach, by its acronym in Spanish) in an elementary indigenous school located in San Cristóbal de las Casas, Chiapas. This school is characterized by the cultural and linguistic diversity represented by the integration of teachers, students and parents of tseltal and tsotsil origin. We use the evaluation model CIPP (context, input, process and product) and complemented it with school ethnography, using semi-structured interviews (director and supervisor), participant observation (classroom sessions), focus group interviews to teachers and parents and a sociolinguistic questionnaire to students. The theoretical framework retrieves the core theoretical elements of the EIB, by reviewing and analysing bilingual education, bilingual bicultural education (biculturalism), pedagogical interculturalism and the intercultural bilingual approach. The main findings of this study show that, in practice, intercultural bilingual indigenous education has not transcended the bilingual dimension (the indigenous language teaching). Interculturalism is not yet clearly integrated in the speech nor in the educational practice of the studied school. The EIB implementation is still limited and responds to sociocultural, linguistic, political, educational and teacher training conditions that characterize the local educational context and are not favorable to enhance the effective implementation of the EIB in the primary school.

scholarly journals Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?

2021 ◽  
Author(s):  
◽  
Bronwyn Davies
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Leadership Training ◽  
School Environment ◽  
Student Leadership ◽  
Student Leaders ◽  
Structured Interviews ◽  
Student Leader ◽  
Effective Training ◽  
Training Programmes

<p><b>Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the premise that student leaders can provide inspiration to other students and work skilfully to shape the culture of a school. The possibilities that stem from the role of student leader can be endless, yet there seems to be little evidence of consensus regarding what kind of training should be provided for student leaders.</b></p> <p>This is an investigation of student leadership training programmes. The main purpose is to discover what constitutes effective training for student leaders. This study is designed to provide educators with examples of what effective training could involve. It is a multiple-case study of three different New Zealand secondary schools. Data were collected through semi-structured interviews, an observation and a survey. The study uses a distributed leadership framework and thematic analysis of data.</p> <p>This study reveals some aspects of effective student leadership training and, based on findings, includes recommendations for components of future training programmes. The analysis highlights the importance of creating a school environment that supports student leadership. The findings also reveal the value of designing leadership training programmes that adhere to principles of experiential learning.</p>

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

988 The Prevalence and Incidence of Gender Bias and Sexual Discrimination in Orthopaedics, and Mitigating Strategies: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
A Elbayouk ◽  
U Halim ◽  
A Ali ◽  
S Javed ◽  
C Cullen
Keyword(s):  
Systematic Review ◽  
Gender Bias ◽  
Role Models ◽  
Educational Interventions ◽  
Original Research ◽  
Sexual Discrimination ◽  
Orthopaedic Training ◽  
Orthopaedic Community ◽  
Training Programmes ◽  
The Impact

Abstract Background The aim of this systematic review was to outline the prevalence and impact of Gender bias and sexual discrimination (GBSD) in orthopaedics, and to investigate interventions countering such behaviours. Method Original research papers pertaining to the prevalence and impact of gender bias or sexual discrimination, or mitigating strategies in orthopaedics, were suitable for inclusion. PRISMA guidelines were adhered to in this review. Results Of 570 papers, 27 were eligible for inclusion. A total of 13 papers discussed the prevalence of GBSD, whilst 13 related to the impact of these behaviours, and 6 discussed mitigating strategies. GBSD were found to be prevalent in the orthopaedic workplace, with all sources showing females to be the victims. The impact of GBSD includes poor workforce representation, lower salaries, barriers to career progression, and reduced academic output for females in orthopaedics. Mitigating strategies in the literature are focussed on encouraging females to apply for orthopaedic training programmes, by providing female role models, mentors, and educational interventions. Conclusions GBSD are highly prevalent in orthopaedic surgery, impacting females at all stages of their careers. Mitigating strategies have been tested but are limited in their scope. As such, the orthopaedic community as a whole is obliged to do more to tackle GBSD.

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