Abstract

The Ministry of Education in Malawi introduced the Secondary School Discipline Policy with the intention to maintain discipline among learners amidst rising cases of indiscipline in schools. This study investigated the extent of implementation of the policy in Dowa District to establish whether it was operating according to design. The study attempted to answer the question: To what extent do secondary schools implement the Discipline Policy? The study employed a qualitative multi-case study research design comprising five secondary schools. Ninety five research participants comprising of five school Head teachers, Deputy Head teachers, Discipline Committee members, teachers pupils were involved in the study. Data was generated through semi-structured in depth interviews with heads and their deputy head teachers, Focus Group Discussions with discipline committee members and pupils. Questionnaires were self- administered to teachers within the Robert Blake Secondary School Cluster. Data was analysed qualitatively by analysing all themes in the study. The key finding of the study was that the Discipline Policy was not being followed to the letter as per its dictates due to administrators‘ emotions‘ and lack of awareness of the policy by stakeholders. The study concludes that lack of awareness of the policy and the absence of the policy itself in schools is hampering its effective implementation. This implies that unless all stakeholders are made aware of the policy, it remains a blue print and students will continue to be re-instated by MoEST and division persistently. The study recommends training and awareness on the proper implementation of the Discipline Policy.

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School	: School of Education
Issued Date	: 2017

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