The role of school culture in shaping learner discipline in selected secondary schools in the Kingdom of Eswatini.

Abstract

This study looked at the experiences and viewpoints of educators, deputy heads of schools, and heads of school about how school culture affects the discipline of learners at three schools in the Manzini area of the Kingdom of Eswatini. The research was prompted by the apparent lack information particularly in the context of the Kingdom of Eswatini, regarding school culture that promote PD among learners. The purpose of the study was to investigate how learner discipline is shaped by school culture. Focus groups and one-on-one interviews were employed to generate qualitative data for the case study methodology used in the study. A total number of six people provided data for one-on-one interviews and they were namely three head teachers and three deputy head teachers, while 114 teachers participated in focus groups interviews. The schools were purposively selected because they are known to have disciplined learners, thus deemed ideal to give relevant data in relation to cultures that positively influence learner discipline. Two theories, specifically the Transformational Leadership Theory and Rogers Model of Discipline framed the study. Results show that positive learner discipline was shaped by school cultures that involve meeting learners’ academic, social, emotional, behavioural, and mental health needs, with correct policies in place to guide school practices. Moreover, teacher empowerment and support were found to be essential practices that drove how learners behaved.