article · African Journal of Teacher Education and Development
Learner misbehaviour poses a significant challenge to effective teaching and learning, yet disciplinary policies often overlook the views of learners themselves. A study surveyed 1262 learners across 78 secondary schools in all 14 educational regions of Namibia to identify effective behaviour management strategies from their perspective. The findings indicate a strong preference for relational and restorative methods rather than punitive approaches. Eighty-one percent of respondents identified parental involvement as the most effective intervention, alongside private one-on-one discussions with teachers. In contrast, practices such as corporal punishment and public shaming were viewed as ineffective and harmful to relationships. For serious infractions such as theft, fighting, or substance abuse, however, 67 percent of participants supported involving law enforcement. Based on these insights, a three-way behaviour management model combining restorative, preventive, and structured approaches is proposed to support academic success.
Understanding how students perceive school discipline helps educators and policymakers create fairer, more effective learning environments. Traditional punitive measures often undermine student-teacher trust and fail to curb misconduct. By incorporating learner perspectives, schools can implement targeted, restorative strategies and engage parents, reducing classroom disruptions while reserving strict external interventions only for severe transgressions.
The abstract does not indicate a commercial application pathway. The findings represent applied social and educational research that school administrators, educational authorities, and teacher training programmes could use to reform disciplinary frameworks. As presented, the work operates at the policy and institutional guideline level rather than as a commercial product or service.
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Background: Managing learner misbehaviour is central to successful teaching and learning. As key players in the teaching and learning process, learners’ voices are important to consider when designing disciplinary frameworks. Aim: This article aimed to explore effective strategies for managing learner misbehaviour from learners’ perspectives, bridging the gap in which disciplinary policies are often implemented without consulting learners. Setting: Data were collected from 1262 learners across 78 secondary schools in all 14 education regions in Namibia. Methods: The study employed a mixed-methods approach using a convergent parallel design. Data were collected using a questionnaire containing closed and open-ended items. Responses from the closed-ended items were analysed using the Statistical Package for Social Sciences (SPSS) (IBM Corp, Armonk, NY, United States [US]), whereas the open-ended responses were analysed through thematic content analysis. Results: The study findings reveal that learners prefer relational and restorative interventions compared to punitive ones. Specifically, 81% of participants indicated that parental involvement is the most effective strategy, followed by private, one-on-one conversations. Conversely, the results reveal that traditional punitive measures such as corporal punishment and public shaming were rated as ineffective and damaging to the teacher-learner relationship. However, a contradictory finding emerged regarding serious offences: 67% of learners indicated it is necessary to involve law enforcement for major transgressions such as theft, fighting, or alcohol and drugs. Conclusion: The study concludes that schools should move from reactive, exclusionary practices towards a three-way model of behaviour management that is restorative, preventive and structured. Contribution: By focusing on learner-centred strategies, schools can foster more equitable and supportive environments conducive to academic success.
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DOI: 10.4102/ajoted.v5i1.208
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