Garegae, K.G.(Academic Journals. http://www.academicjournals.org, January NaN, 2008)
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Abstract:
Although student discipline had existed since the beginning of mankind, the disciplinary methods
employed have changed over the years, giving rise to culturally irrelevant disciplinary strategies. This
study explored teachers’ views about approaches to discipline experienced in Botswana schools in
terms of policy and practice. In particular, the study sought for information on teachers’ day-to-day
experiences and their views with regard to the implementation of student discipline regulations. Twenty
teachers, who have been in the field for at least eight years, were interviewed once. Interview
proceedings were recorded and later transcribed verbatim. The study showed that teachers feel
disempowered by schools’ discipline regulations, and that students take advantage of such regulations
to undermine teachers’ authority. Based on the premise that discipline approaches are culturally
conceptualized and negotiated, the paper argues that student discipline has grown into an epidemic in
Botswana schools because culturally inappropriate approaches are employed. Recommendations as to
how the problem could be curbed are discussed and suggestions for further studies are made.