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Learner-involvement strategies in improving discipline in Botswana senior secondary schools

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dc.contributor.author Dilaolo, A. K
dc.contributor.author Debeila, J. R
dc.date.accessioned 2017-11-28T14:19:19Z
dc.date.available 2017-11-28T14:19:19Z
dc.date.issued 2013-09
dc.identifier.citation Dilaolo, A. K and Debeila, J. R (2013) Learner-involvement strategies in improving discipline in Botswana senior secondary schools , Proceedings of the Southern African Society for Education (SASE) 40th International Conference, September, Mafikeng, South Africa en_US
dc.identifier.uri http://hdl.handle.net/123456789/55
dc.description Paper presented at the Southern African Society for Education (SASE) 40th International Conference held at North-West University (South Africa), Mafikeng Campus, 26-28 September 2013 en_US
dc.description.abstract This paper arose out of a qualitative research project that was conducted in Botswana senior secondary schools to investigate how learner-involvement in school management can improve discipline in schools. The researchers’ used a critical discourse qualitative descriptive research paradigm, which enabled the researchers to explain the role of learner-involvement strategies in improving discipline in Botswana senior secondary schools. Data was collected through document analysis, focus-group interviews, observation, reflective notes, literature survey, tape recorder and video recorder. Results were then discussed in relation to the captured literature survey and empirical data, allowing free flow of an open coding process in an inductive qualitative analysis. The sample consisted of five principals, twenty-one heads of houses, two parent-teacher association (PTA) chairpersons and seventy-five learner representatives randomly selected from five senior secondary schools which were purposefully selected in the Central Region of Botswana. Research findings revealed that most disciplinary problems that disrupt teaching-learning activities stem mainly from factors such as the family, the school and community-based problems. Furthermore, learner misconduct is exacerbated by teachers who lack skills to deal with learner misconduct; a lack of safety and security in schools, as well as inadequate resources which hinder the proper functioning of the schools. Based on the findings, the researchers recommended that learners should be given a sense of ownership by involving them in decision making activities; stakeholders should play a pivotal role in school governance; a written set of codes and rules based on fundamental human rights, legal frameworks of the country, sanctions and disciplinary procedures should be made available to the school community; and stern disciplinary action should be taken against teachers who fail to be exemplary to learners. en_US
dc.language.iso en en_US
dc.subject Learner-involvement en_US
dc.subject Classroom management en_US
dc.subject Botswana en_US
dc.subject Schools en_US
dc.subject School management en_US
dc.title Learner-involvement strategies in improving discipline in Botswana senior secondary schools en_US
dc.type Presentation en_US


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