Disciplinary Practices Currently Used by Teachers and Their Effects on Learner Behaviour in Primary Schools in the Hhohho Region, Kingdom of Eswatini

Abstract

The purpose of this study was to explore Teachers’ Disciplinary Practices and their impact on learner behaviour in primary schools in the Hhohho region. The research employed mixed research methodology. Purposive sampling was used to select the most accessible research participants. Questionnaires, one on one interviews and observations were used as data collection instruments. Findings showed that there were several disciplinary practices that were used in primary schools by the teachers to curb students’ misbehaviour. The findings also indicated that the majority of participants were using guidance and counselling to discipline students. Furthermore, the study revealed that some traditional punitive disciplinary practices are not effective in curbing students’ misbehaviour in schools. Most public primary schools have embarked on the use of guidance and counselling as a measure to instil discipline. While disciplinary practices shape the overall school and classroom atmosphere, discipline affects students differently. The use of some disciplinary practices were found to contribute to poor academic performance. Considering the findings of this study, it was recommended that guidance and counselling training should be given to all teachers by the Ministry of Education and Training to help teachers get equipped with the necessary skills to handle students’ issues.

Keywords: Classroom management, corporal punishment, discipline, positive discipline, punishment

DOI: 10.7176/JEP/10-34-08

Publication date: December 31^st 2019