MANAGEMENT OF STUDENTS’ DISCIPLINE IN THE POST CORPORAL PUNISHMENT ERA IN UGANDA SECONDARY SCHOOLS - NORTHERN REGION

Abstract

The study examined how secondary schools managed students’ discipline in Uganda's post-corporal punishment era. It adopted a qualitative approach and employed a multiple case study design. Purposive sampling was used to select four secondary schools and participants that comprised 32 student leaders, 12 teachers who were members of the disciplinary committee, 4 head teachers, and 4 chairpersons of the Board of Governors. Data was collected using in-depth interviews, focus group discussions, and document analysis. Interview guides developed by the researchers were used as instruments for data collection from the respondents; the collected data was then thematically analyzed. The study was also guided by the interpretive paradigm, which helped the researcher explore the students’ discipline management. The objectives of the study were to explore the students’ perspective on the management of school discipline in the post-corporal punishment era, To explore the disciplinary measures used by teachers in managing students’ discipline in the post-corporal punishment era, to explore school leadership support towards teachers management of discipline in post corporal punishment era, to explore how the influences of school environments help in shaping students’ discipline in a school that has demonstrated good practice of discipline management in the post corporal punishment era. The credibility and trustworthiness of the instruments were checked for consistency throughout the process of interviewing, coding, transcription, and putting into themes. The instrument's trustworthiness was assessed by pre-testing the instrument questions in 2 schools. Data was thematically analysed. The finding was that discipline is defined as a system, and these systems are managed through procedures such as discipline code, consultation, guidance, and counselling to modify inappropriate behaviours, providing effective communication, and make school safe by providing a conducive healthy environment. The study recommends that school educators usher disciplinary problems with empathy for the possible problems students may be experiencing at school that cause their indiscipline. This necessitates the use of alternative discipline approaches in schools. Therefore, school teachers should all be taught alternative approaches to school discipline, such as guidance and counselling, to make the school a safe learning environment.