AN ANALYSIS OF INDISCIPLINE CASES: A CASE STUDY OF MICHELO PRIMARY

SCHOOL IN PEMBA DESTRICT SOUTHERN PROVINCE

BY

AUSTEN MWEEMBA

ID: 2104138957
0979415931

A RESEARCH PROPOSAL SUBMITTED TO CHALIMBANA UNIVERSITY IN

PARTIAL FULFILLMENT OF THE AWARD OF THE DEGREE OF PRIMARY
EDUCATION

CHAU

2023

TABLE OF CONTENT
 S

CHAPTER ONE: INTRODUCTION..........................................................................................1

1.1 Background information........................................................................................................1
1.2 Statement of the problem.......................................................................................................2
1.3 Purpose of the study...............................................................................................................2
1.4 Research objectives................................................................................................................2
1.5 Research questions.................................................................................................................3
1.6 Significance of the study........................................................................................................3
1.7 Delimitation of the study........................................................................................................3
1.8 Limitation of the study...........................................................................................................3
1.9. Definition of key terms.........................................................................................................4
CHAPTER TWO: LITERATURE REVIEW..............................................................................4
2.1 INTRODUCTION..................................................................................................................5
2.2 THEORITICAL FRAMEWORK..........................................................................................5
2.2.1 Social learning theory..........................................................................................................5
2. Types of indiscipline cases in primary schools........................................................................6
2.3. Peer group pressure and students’ discipline............................................................................7
2.4 School size and students’ discipline.......................................................................................8
2.5. Identify factors that lead teacher misbehavior in Primary school.......................................10
2.5.1 THE EFFECT OF CONTROL OF TV VIEWING ON THE DISCIPLINE OF
STUDENTS...............................................................................................................................12
CONCEPTUAL FRAMEWORK..............................................................................................12
CHAPTER THREE....................................................................................................................14
RESEARCH METHODOLOGY...............................................................................................14
3.1 Introduction..........................................................................................................................14
3.2 Research approach................................................................................................................14
3.3 Research Design...................................................................................................................14
3.4 Target Population.................................................................................................................15
3.5 Sample Size..........................................................................................................................15
3.6 Sampling Procedure.............................................................................................................15

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 3.7 Instruments for Data Collection...........................................................................................15
3.8 Procedure for Data Collection..............................................................................................16
3.9 Presentation of Research findings........................................................................................16
3.10 Data Analysis.....................................................................................................................16
3.11 Ethical consideration.........................................................................................................16
REFERENCES...........................................................................................................................17
APPENDICES............................................................................................................................18
APPENDIX 1: I) INTERVIEW ................................................................................................18
INTERVIEW FOR PUPILS TOOL.............................................................................................19
II) INTERVIEW FOR TEACHERS TOOL.................................................................................21
APPENDIX 2 : WORK PLAN..................................................................................................23
APPENDIX 3 : BUDGET..........................................................................................................24

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 CHAPTER ONE: INTRODUCTION

1.1 Background information

Atieno, (2014) says that, our society is made up of organizations all of which have goals to be
met. However, without discipline, none of these will be realized. Schools exist to impart
knowledge skills, competences and the right attitudes in the learners and prepare them for their
future careers. However, just like any other organization, schools cannot be able to realize their
goals without proper discipline among the learners.

Different authors have defined discipline in different ways; Chamyal,( 2017), defines discipline
as the training that enables an individual to develop an orderly conduct and self-control as well
as direction. According to Nene,( 2013) Good school discipline is one of the most important
characteristics of an effective school and a vital aspect of school and classroom management.
Furthermore, discipline is important for maintaining harmony in a school, and for securing a
climate in which learners can learn free from disruption and chaos. Effective discipline creates a
climate conducive to high academic and non-academic achievements. Provision of quality
education requires effective management of students’ discipline. Management of students’
discipline is crucial since the effectiveness of a school is reflected in the level of both academic
and psychosocial achievement of the learners.
Mbaki, (2018) places academic and psychosocial development of the learners at the core of
school business. She points out that it is practically impossible for a school to realize its goals
and objectives without creating the right environment of disciplined students.
Poipoi, (2010) Found out that two major factors were responsible for students’ unrest, these are,
disintegration of the family; and increased depiction of violence in the media and popular music,
which mostly occurs at home. It is the core business of the parents to educate the learners about
the right uses of the media both print and electronic. Failure by the parents to monitor and
regulate what the learners watch on TV and social media predispose them to violence and sexual
perversion.

Other factors included; alcohol and drug abuse, and easy access to weapons, such as guns.
Poverty and inequitable educational opportunities also predispose school youths to violence. The

1
author of this report seems to link the family to the indiscipline issues arising in the school,
therefore a need to evaluate the impact of parental involvement on the discipline of the learners
while at home. Manamela, (2015) says that, lack of parental involvement in schools is one of the
greatest challenges facing today’s principals and educators. The author tends to site parental
involvement as one of the causes of indiscipline in secondary schools. This is because parental
involvement tends to decrease as the children advance from the lower grades of learning.
Manamela, (2015) the benefits of parental involvement include improved school performance,
reduced drop-out rates, a decrease in delinquency and a more positive attitude towards school.
From this study, it is evident that parental involvement has a positive impact on the discipline of
the learners.

1.2 Statement of the problem

In the recent years, many primary schools have experienced cases of teacher’s misbehaving

among their pupils and this has greatly affected their performance (pupils) learners. This problem

has brought many concerns amongst the teachers and members of the communities who fear that

this can put pupils at many risks. In this study, the researcher will analyse these indiscipline

cases have affected the selected primary schools in Pemba district.

1.3 Purpose of the study

The purpose of the study is to investigate on the factors influencing teacher’s misbehavior in

Primary schools in selected schools found in Pemba District.

1.4 Research objectives

The specific objectives of this study will be to:

1. Ascertain indiscipline cases in primary school

2. Evaluate Teachers’ involvement and student’s discipline

3. Find out if teachers misbehave.

2
1.5 Research questions

1. What types of indiscipline cases in Primary schools and what is School size and students’

discipline?

2 What are Teachers’ involvement and student’s discipline?

3 What are the factors that lead teachers to misbehave in Primary school?

1.6 Significance of the study

It is hoped that the findings of this study will help both the school administrators and the

government through the ministry of education to realize the factors that influence secondary

school teachers to abuse their power and the effects these behaviors have on them in acquiring

education. This will give them proper guidance on how they can prevent this problem of teachers

misbehaving in Primary schools.

It is hoped that the findings of the study will be useful to policy makers in the Ministry of

Education and schools in Zambia and in other countries.

1.7 Delimitation of the study

This sturdy confined to selected schools in Pemba district only due to limited time within which

to complete it, and concentrated specifically on few populations instead of catering the whole

district or province.

1.8 Limitation of the study

The problem of teachers misbehaving is almost in all the schools, however, this study will

consider some primary schools in Pemba district. This is due to the fact that the researcher will

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be conducting the research while undertaking school teaching experience, hence limiting time to

cater for all primary schools in the district.

1.9. Definition of key terms

Behavior: the way in which one acts or conducts oneself. Especially towards others

Factor: a circumstance, fact, or influence that contributes to a result.

Teacher: a person who helps a pupil (student) to acquire knowledge.

School: a place you go to learn

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 CHAPTER TWO: LITERATURE REVIEW

2.1 INTRODUCTION

Mugenda a. g., (2008), posits that literature review serves two purposes in research; first,
literature review presents a thorough discussion of the existing body of knowledge on the
proposal research. It places the study in the context of previous, related research and help the
researcher to conceptualize the problem better. Secondly, literature review serves as the
theoretical framework for the study because it pulls together, integrates and summarizes what is
known in a specific area.it also helps the researcher avoid unnecessary and unintentional
duplication of efforts by focusing on existing gap in knowledge.

This chapter presents the relevant literature on the effects of teacher’s misbehavior on the
academic performance of pupils in Primary school going pupils in grade 6 to 9. It also presents a
review of similar studies that have been done in various countries around the world. In addition,
it dwells on measures taken to mitigate these problems of teacher’s behavior in schools from
different parts of the world.

Over the years, there has been growing incidences of aggressive and violent behaviour among
pupils and even within teacher-pupil relationship in Zambian schools. According to Phiri (2016),
there has been an increase of pupil indiscipline in secondary school from the time corporal
punishment was abolished in 2003. Phiri (2016), cites rising cases of vandalism, bullying,
absconding from classes, drug abuse, promiscuity and other offences against school rules and
regulations as examples.

Up to the time when corporal punishment was abolished in Zambia, it was seen as the main tool
for managing pupil indiscipline in schools. It is important to note that corporal punishment was
carried over right from the colonial era through the post-colonial days (MoE, 1997). School
pupils were usually punished by strokes of the cane and sometimes were dehumanised with slaps
and fists at the hands of teachers (Zambia Daily Mail, 2017). The other mode of punishment was
through digging of trenches and pits, ploughing school fields and cleaning school surroundings

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(Kapemba, Simuyaba and Njobvu, 2019). However, the dawning of the nineteenth century saw a
growing dissatisfaction with corporal punishment giving rise to the creed of human rights.
Manifestos of human rights emerged with the United Nations at the center-stage, the
‘Convention on the Rights of the Child’ (UNCRC, 2005) was born. Some of the clauses
contained in the Rights of the Child ran counter to and were difficult to reconcile with the
practice of corporal punishment as practiced in school’s world over (Wolhuter & Middleton,
2007:11). Around this time international thinking about corporal punishment also began to
change. Communities around the world began to view corporal punishment negatively and
strong advocacy arose in support of banning corporal punishment in schools. This was seen as an
important step towards creating more peaceful and tolerant societies (Naong, 2007:289).

After strong activism against the practice worldwide, Zambia issued a gazette notice for the
abolishment of corporal punishment in schools which was finally enacted into Statutory
Instrument Number 10 of 2003 in line with the United Nations Convention on the Rights of the
Child (UNCRC). In particular, Article 37 (a) declares that “no child shall be subjected to torture
or other cruel, inhuman or degrading punishment”. This article, therefore, prohibits any form of
violations against children, including the use of corporal punishment in schools (Kapemba,
Simuyaba and Njobvu, 2019; Beyani, 2008; Zambia Daily Mail, September 25, 2017).
Furthermore, the African Charter on Rights and Welfare of Children also condemned the use of
corporal punishment in schools (Soneson, 2005).
The outlawing of corporal punishment was generally welcome by youths and activists. However,
educators and other more conservative stakeholders in the education sector felt that the move
would encourage indiscipline among pupils and compromise the management of school
discipline.

Moreover, in subsequent pieces of legislation, with a view to strengthening the ban on corporal
punishment, Zambia went further to criminalise the use of corporal punishment in the Education
Act of 2011. Corporal punishment was finally outlawed and thus prohibited under Statutory
Instrument No.1 of 2018 of the ‘Teaching181 Profession Code of Ethics’ Article 2, 3 (b).
Following the scrapping off of Corporal punishment, there were no recommended and acceptable
ways of handling pupil indiscipline in schools while the burden of managing pupil indiscipline
was left to individual school management teams and teachers. The situation has posed a great

6
challenge to most school head teachers in their attempts to solve problems of learner indiscipline
(Simuyaba, Banda, Mweemba, and Muleya, 2015).

Since the abolition of corporal punishment, school authorities have been exercising a lot of
restraint in as far as disciplining erring learners is concerned. Head teachers have become less
confident and unsure on deciding the appropriate punishment for a particular pupil’s misbehavior
because any action leaning towards or resembling corporal punishment risks them being
dismissed, imprisoned or both. Mtsweni (2008), notes that learners are sensitised to report any
form of harassment to law enforcers. As such, disruptive behaviour among students continues to
be the most consistently discussed problem in most schools around the world including in
Zambian schools (Maphosa and Shumba, 2010; Maphosa and Mammen, 2011).

However, current studies conducted in Zambia have shown that pupil indiscipline in secondary
schools is a growing plague on the education system. Hamalengo (2016), assessed strategies in
managing pupil indiscipline in secondary schools and found that there is a shift emanating from
technology and associated media that calls for an array of management approaches. In addition,
Phiri (2012) assessed the impact of abolishing degrading punishments on school discipline and
concluded that pupil indiscipline was worsening as a result. Similarly, Simango (2012)
investigated the effects of banning corporal punishment in high schools and noted that the ban on
corporal punishment has brought to the fore short comings in school discipline management
practices. In an earlier investigation by Mweemba (2011), the effectiveness of punishing
disruptive behaviour through suppressing deviant behaviour among pupils concluded that the
strategy was ineffective due to the absence of corporal punishment. Moreover, the study by
Mtonga (2016) reports that the main challenges to alternative modes of managing pupil
indiscipline were ineffective due to non-compliance by parents and pupils, and lack of
knowledge by teachers and pupils. In the face of the lack of positive and effective alternative
corrective disciplinary measures, the Ministry of General Education, has been working towards
implementing some of the suggested positive solutions from some of these studies. One
recommendation by Closson, et al. (2002), in remedying such situations was to improve teacher-
pupil interrelations where the teacher takes up the roles of a coach, mentor, counselor and friend
to learners, all rolled into one. A teacher’s job should not end at facilitating and supporting

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teaching and learning of curriculum materials but also involve shaping learners’ social behaviour
as this would reduce discipline problems in the school.

2.2 THEORITICAL FRAMEWORK;

This section of study presents the theories underpinning the current study.

2.2.1 Social learning theory

Albert bandura, (1977) is the main proponent of social learning theory. The theory posits that
people learn from one another, through concepts such as observational learning, modeling and
imitation.

The main principle of the theory is that awareness and expectation of future reinforcements and
punishment can have a major effect on the behavior that people exhibit. People can learn by
observing the behavior of others and the outcomes of that behavior. An observer is reinforced by
the observer. Expectation of reinforcement influence cognitive processes that promote learning.
Many behaviors can be learned, at least through modeling.

Children become more aggressive when they observe more aggressive or violent model. One of
the most significant problems children face today is the threat of sexual abuse. Sexual abuse is a
global wonder that is regarded as one of the greatest social problems of the 21st century.

2. Types of indiscipline cases in primary schools

Karuri (2012) defined indiscipline (misbehavior) as the act of lawlessness and disorder or going

against societal norms. Burundi (2003) explain that indiscipline (misbehavior) can be regarded as

a situation whereby individuals do not conform to the set boundaries especially in institutions

like a school. Leach (2003) states that, the behaviour that conflict with desirable learning, can

also be referred to as indiscipline or unwanted behaviour for a long time, indiscipline has been a

common place feature of school life with its causes embedded in the social, cultural, historical

and economic contexts of the time. Ndirangu (2010) rightly recorded that instances of

8
indiscipline could assume many forms such as lying, stealing, playing truant or running away

from home. Neaves (2009) also gave the types of indiscipline cases as use of 13 obscene

languages, skipping classes, missing of class regularly, stealing other peoples’ property, beating

others in school, causing strikes and unrest and drinking alcohol in school and at home. Ireri

(1992), claims that indiscipline problems in primary schools include all forms of disrespect,

unruly behaviour, shouting/noisemaking, rudeness, laziness, insolence, grumbling and bullying.

In America, a publication by the legal services for children (2003) stated various types of pupil

discipline in schools. These include causing physical injury, violence upon another pupil,

possession of controlled substances as alcohol, robbery, stealing school property, engaging in

habitual profanity, vulgarity, committing sexual assault to staff and making terrorist threats

against the school authority. Karuri (2012) other indiscipline cases includes sleeping in class,

failure to do assignments, failure to do duties like mopping the dormitories and sweeping of

classes and dressing wrongly while in school. Pregnancy among girls is also a major form of

indiscipline as much as defiance of authority.

2.3. Peer group pressure and students’ discipline

Peer pressure has been one of the school factors that influence students’ discipline in schools.

The behaviour formation and behavior modification among the students is largely influenced by

peer pressure and have modelling provided by their colleague students. Peer pressures occurs

when an individual experiences implied persuasion to adopt similar values, beliefs and goals to

participate in the same activities as those in the peer group. Komb (2007) asserts that students in

school belong to peer groups which exert great influence on their activities, interests, and

discipline and academic success. They further assert that within the peer groups in schools, youth

9
learn positive values of co-operation, responsibility and other good habits. Kiiru (2004) argues

that peer pressure influences the use of substances under the false impression that some drugs

stimulate appetite for food, increase strength and give wisdom as well as courage to face life.

Thus, if a student would associate with a group that practice such things, the student’s discipline

will be negatively affected because bad company corrupts good morals. Ruto (2011) observed

that, young people are eager to participate in shared activities and to exchange ideas and opinions

with their friends. This leads to the formation of stable friendship groups and the development of

mutual togetherness. During adolescence stage, secondary school students are challenged with

demand for personal needs and social pressures. This forces them to identify with a peer group.

Failure to conform to the group norms could lead to isolation, resulting to loneliness. This can

lead to the affected student feeling desperate and depressed leading to indiscipline in the school.

Nevertheless, according to Johnstone and Roger (1981) and Nassibi (2003) peer groups can be

positively used to enhance discipline in schools. Teachers could initiate some activities that

could enhance peer group experiences positively, such as conduct activities that encourage

students to work and learn together, encourage students to support and accept others, assign

students’ responsibility for the welfare of their peers among others.

2.4 School size and students’ discipline

Munyasia (2008) asserts that the larger the school, the more complex the task to be

accomplished, and the more complex the task of maintaining the students and teacher’s

discipline. This is collaborated by Stockard and Mayberry (1992) who argued that behaviour

problems are so much greater in large schools that any possible quality of larger size is cancelled

out by the difficulties of maintaining an orderly learning environment. In a smaller school, it is

possible for an administrator to know all the students by name as well as have a face-to-face

10
contact with all the teachers and support staff regularly. This personal contact creates an

opportunity to have a strong grip of the personnel and the whole school at large. This yields

obedience which is a strong virtue of discipline. Small schools have lower incidences of negative

social behaviour than do large schools. This is because students in small schools are involved in

a greater variety of activities and that they derive more satisfaction from their participation than

students in large schools. Therefore, they are less likely to participate in anti-social activities

leading to a more learning conducive environment. A school teacher in a large school must

exercise better planning and delegation in order to ensure that no area is neglected. Further, there

is a much greater sense of belonging among students in small schools than in large ones. This

develops a stronger sense of patriotism to the school and hence fewer indiscipline incidences

compared to larger schools. Feeling of alienation from ones’ school environment is both

negative a thing in itself and is often found in connection with another undesirable outcome.

Alienation affects confidence, self-esteem and responsibility for self-direction. This means that

smaller schools can be more relatively stable than big ones. One key feature of small schools and

units is that everyone’s participation is needed for clubs, teams and student government to have

an adequate number of members. Rutter (1988), Stockard and Mayberry (1992) claims that staff

and students generally have a stronger sense of personal efficacy in small schools and units.

Students take more of the responsibility for their own learning and learning activities. (Berlon

1989) states, the learning needs of the students, not the organizational needs of the school, drive

school operations. This enhances the orderliness of a school environment Karagu (1982)

recommended that, large schools would be more effectively managed by administrators with

more than 10 years’ experience and higher academic qualifications. For discipline to be instilled

11
and maintained in such schools, delegation is highly recommended by allowing teachers to

participate more in the organization and administration of the school.

Teachers play a greater role in inculcating values and instilling effective discipline in their

students, (Teachers Image Volume 9 2004). The head teacher is the overall organizer,

coordinator and supervisor of all the activities in the school and being responsible for improving

and maintaining high training of students in terms of discipline and learning standards. In case of

indiscipline in their school, the bulk stops at their door. The deputy head teachers are responsible

to the head teachers for guidance and counselling of students as well as ensuring that proper

discipline is maintained in the school. He/she is very effective with full backing from the head

teachers’ office. Otieno (2012) argues that discipline in school is a system of guiding the students

to make measurable decisions. At the classroom level it means the control of a class to achieve

desirable behaviour. Thus, good management of discipline saves substantial resources and time

for stakeholders. Therefore, there is a general consensus that the class and subject teachers are

given with the responsibility of maintaining proper discipline in classes and the whole school in

general and instill the appropriate moral values to the learners. The teacher(s) on duty oversees

the student’s activities in the course of the time allocated while the dormitory masters/mistresses

where applicable sees to it that there is order in their areas of jurisdiction. Raichena (2006)

observed that, good discipline should produce obedience and self-control. A student should be

able to control himself/herself and do the right thing at the right time, place and in the right

manner. Effective teachers should know that students need to enjoy firm and fair discipline. For

their effectiveness to be felt, teachers should begin each day with a positive attitude, have a good

class control, let the school activities be learners-centered and keep a record of major issues that

12
arise in their areas of jurisdiction. To enhance the effectiveness of the teachers in their

supervisory role, the head teacher and his/her deputy need to lead from the front.

2.5. Identify factors that lead teacher misbehavior in Primary school.

One of the most significant problems children face today is the threat of sexual abuse. Sexual

abuse is a global wonder that is regarded as one of the greatest social problems of the 21st

century. It is recognized as a serious violation of human well-being and children’s rights.

According to Collin-Vezina, Daigneault, and Herbert (2013) child sexual abuse is not a new

wonder, nor is it strange to any particular country or culture. It is an international problem of

great size that can affect children of all ages, sexes, races, ethnicities, and socioeconomic classes.

The only reason why sexual abuse of children seems to be a new wonder is that people

traditionally never discussed it. Child sexual abuse in the school context with teachers as abusers

is an even more silent issue still today. Teachers who comprise the main adult population

sexually abuse learners in the school situation despite having the mandate to protect children

Ruto, (2009). Teachers hold positions of trust and when they engage in sexual relationships with

learners, they violate this trust. The relationship between the teacher and learner is very much

like the parent and child relationship. The betrayal of trust in both relationships is very damaging

to the children. Schools should be safe places for the overall development of learners hence this

study focuses on an understanding of misbehavior by teachers with the aim of preventing or

curbing such behaviour.

Sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual

behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable

to sexual abuse than boys and male teachers sexually abuse learners more than female teachers

do. There are physical, behavioral, emotional and educational indicators of child sexual abuse.

13
According to the results of the study multiple factors cause teachers to sexually abuse learners.

Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of

the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to

their own sexual abuse through their seductive behaviour and dressing. It emerged from the

study that child sexual abuse by teachers has a host of negative physical, emotional,

psychological and educational repercussions on the sexually abused learner. It results in serious

health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency

Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and

psychological trauma. Poor academic performance and failure to complete education are

consequences of sexual abuse. Findings from the study revealed that child sexual abuse by

teachers in schools should not be tolerated and thus it should be prevented. In light of these

findings recommendations are made with regards to how various stakeholders in the school

namely the Ministry of Education, Zambia, policy makers, school heads, teachers, parents and

learners can help fight this scourge.

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2.5.1 THE EFFECT OF CONTROL OF TV VIEWING ON THE DISCIPLINE OF
STUDENTS

CONCEPTUAL FRAMEWORK

THE EFFECT OF PARENTAL INVOLVEMENT ON THE DISCIPLINE OF PRIMARY

PUPILS IN PEMBA DISTRICT OF SOUTHERN PROVINCE

Independent variables Dependent variable

SOCIAL INVOLVEMENT
 Limit going out
 Limit TV time
 Limit use of social
media
 Supervise time and
behavior. Students Discipline
 Teaching attitude,
 Social
beliefs, customs and
indiscipline
social skills
 Economic
 communication(school
ECONOMIC indiscipline
initiated contact)
INVOLVEMENT  Cognitive
 Attending school indiscipline
functions 15
 Volunteering for
school activities
 COGNITIVE
INVOLVEMENT
 Monitoring
homework
 Help in educational
choice.
 Discussing school
activities
 Practice and study for
tests.
 Lessons outside
school.
 Home- school
communication(family
initiated)

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the methodology that will be used in the study. The components include
research design, target population, sample size, sampling procedures, research instruments, and
limitations of the study. It also describes the data collection procedures and how this data will be
analyzed in order to answer the research questions.

3.2 Research approach

This a concept plan and the procedure for research that span the steps from broad assumptions to
detailed methods of data collection, analysis, and interpretation (Grover, 2015). Mixed of
Qualitative research approach which deals with non-numerical and quantitative data which deals
with numerical will be used.

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3.3 Research Design

The study will adopt a descriptive survey research design. A survey is an attempt to collect data
from members of a population in order to determine the current status of that population with
respect to one or more variables. In line with the above, Kombo and Tromp (2006) describe a
research design as a plan on how a study will be carried out or a detailed outline of how a
research will take place.

This design is probably the best method available to social scientist and other educators
interested in collecting original data for the purposes of describing a population which is too
large to observe directly. Surveys are also excellent vehicles for the measurement of
characteristics of large populations (Mugenda and Mugenda, 1999:165). This study will be
concerned with analysing indiscipline cases in the selected primary schools in pemba district.

3.4 Target Population

Kombo and Tromp (2009: 76) refer to population as “a group of individuals objects or items
from which samples are taken for measurement.” Target population will consist of the teachers
and pupils in the selected primary schools in pemba district. The study will sought to target the
teachers and pupils from the selected schools. The target population therefore will consist of 10
teachers and 16 pupils.

3.5 Sample Size

The sample will consist of 26 respondents broken down as follows: 10 teachers(2 females and 8
males) and 16 pupils( 12 girls and 4 boys).

3.6 Sampling Procedure

In this study, the researcher shall adopt purposive sampling. The research will select a sample of
people (teachers and pupils) that will be found more convenient and relevant to the research, as

17
these people are amongst the major stakeholders in the teaching and learning process. Being a
non-probability method, the information that will be acquired will be very accurate and helpful.

3.7 Instruments for Data Collection

In collecting data for this research, the following instruments will be used: Interview s, interview
schedules, Focus Group Discussion guide (FDGs) and an observation checklist (Ng’andu, 2013).

3.8 Procedure for Data Collection

Data collection refers to the gathering of information to answer research questions. The research
will utilize a number of approaches in the collection of data such as an interview guide. The
interview will be used to obtain information from the pupils while observation guide will be used
to collect data from the teachers on the classroom factors on repetition. The research will also
make use of Focus Group Discussion guide (Chishimba, 2011).

3.9 Presentation of Research findings

This refers to the process of using a variety of ways to present the research findings, either in
statistical, graphical or table format. This research will use mixed method in the presentation of
research findings.

3.10 Data Analysis

The data analysis will be guided by and emanate from interviews and observation checklist,
consequently analysed according to the concepts and themes s. Engelbrecht et al (2003) clearly
indicates that data analysis is the process of making sense out of the data. However, the research
will adopt a qualitative approach in data analysis.

3.11 Ethical consideration

There are certain ethical protocols that will be followed by the researcher. The first will be
soliciting explicit consent from the respondents. This will ensure that their participation to the

18
study is out of their own volition. The researcher shall also ensure that the respondents are aware
of the objectives of the research and their contribution to its completion. Another ethical measure
will be treating the respondents with respect and courtesy (Schutt 2009). This is aimed at
ensuring that the respondents are at ease; it will make them more likely to give candid responses
to the Interview. The respondents will also be informed that the responses they will give, will be
treated confidentially and be used strictly for the study and for no other purposes. There also are
some ethical measures that will be followed in the data analysis. To ensure the integrity of data,
the researcher will check the accuracy of encoding of the responses. This will be carried out to
ensure that the statistics generated from the study were truthful and verifiable (Schutt 2009).

CHAPTER FOUR: PRESENTATION OF FINDING

4.1 DATA PRESENTATION

This chapter presented the findings of the study based on the research objectives and questions.

Data were gathered from interview and questionnaires and were compiled into meaningful

information to be able to easily explain the findings. Questionnaires were used on communities.

Interviews were conducted on men and women who were to express in their local language. The

data presentation is divided as presented below.

4.1.2 The Respondents

19
The data that follows below includes information of all the pupils and teachers that responded.

4.1.3. Table 1: Gender of pupils interviewed

SEX FEQUENCY PRECENTAGE %

Male 144 48

Female 156 52

TOTAL 300 100%

The above table 4.1.3 showed the gender of people interviewed of which 52% were female and

48% male.

4.1.4. Table 2: Age of Female Pupils Respondents

AGE OFFEMALES FEQUENCY PERCENTAGE

9-10 8 3.8

11-13 34 21.7

14-17 56 33.3

18-20 42 25.6

21-22 13 8.3

23 and order 4 7

20
 TOTAL 157 100 %

The study showed, according to table 4.1.4. Above, most of the ladies were in the age group of

between20-25 years (33%) and the list were teenagers between 14-16 years old (4%).

4.1.5. Table 2: Age of Male Pupils Respondents

AGE OFMALES FEQUENCY PERCENTAGE

09-10 6 4.1

11-13 32 22.2

14-17 55 38.1

18-20 36 25

21-22 12 8.3

23 and order 3 2

TOTAL 144 100 %

The study showed, according to table 4.1.4. Above, most of the males were in the age group of

between 14-17 years (38%) and the list were old men between 23-above (2%).

4.1.7. Table 5: indiscipline (misbehavior) cases faced in primary among pupils

TYPES OF INDISCIPLINE FREQUENCY PERCENTAGE

21
 CASES

Sexual harassment 4 5.8

Beer drinking 13 19.11

Self-centered 5 7.3

TOTAL 68 100%

The table above 4.1.7 shows indiscipline cases in marriages.

The table above table 4.1.8. Showsthe marriage experience among the 68 couples

interviewedover 75% of the couple interviewed hard over five years marriage experience.

4.1.9 Table7:Male pupils’ Behavior towards female pupils.

BEHAVIOUR FREQUENCY PERCENTAGE

Excellent 15 22

Good 39 57

Bad 14 21

TOTAL 8 100%

22
According to table 4.1.9, the study showed that the behavior of Malespouses’ towards female

spouses was goodwith 57%, followed by excellent22%, later 21% bad.

4.1.10 Table7:female pupils’ Behavior towards male pupils.

BEHAVIOUR FREQUENCY PERCENTAGE

Excellent 23 34

Good 36 53

Bad 9 13

TOTAL 68 100%

According to table 4.1.9, the study showed that the behavior of female spouses’ towards Male

pupils was good with 53%, followed by excellent 23%, later 13% bad.

4.1.11 Table 9: Size of the Family

SIZE OF THE FAMILY FREQUENCY PERCENTAGE

Big 14 21

Small 39 57

Medium 15 22

23
 TOTAL 68 100%

According to table 4.1.8. The study showed that the size of the families was 57% small, followed

by 22% medium and last 21%big.

4.1.3. Table 1: Gender of Teachers interviewed

SEX FEQUENCY PRECENTAGE %

Male 6 40

Female 9 60

TOTAL 15 100%

The above table 4.1.3 showed the gender of people interviewed of which 60% were female and

40% male.

4.1.4. Table 2: Age of Female Teachers Respondents

AGE OF FEMALES FEQUENCY PERCENTAGE

20-25 5 55.5

24
 26 and order 4 44.5

TOTAL 9 100 %

The study showed, according to table 4.1.4. Above, most of the ladies were in the age group of

between20-25 years (55.5%) and the list were adults of 26 years old and above (44.5%).

4.1.5. Table 2: Age of Male Teachers Respondents

AGE OFMALES FEQUENCY PERCENTAGE

23-29 02 3.3

30 and order 04 66.7

TOTAL 6 100 %

The study showed, according to table 4.1.4. Above, most of the males were in the age group of

between 30 years and above (66.7%) and the list were old men between 23 – 29 -above (33.3%).

4.1.6. Table 4:Marital Status of the Teachers Interviewed

MARITAL STATUS FREQUENCY PERCENTAGE

Married(couples) 8 53.3

Divorced 1 6.5

Window/er 1 6.5

Single 5 33.7

25
 TOTAL 15 100%

According to table 4.1.6., the study showed that most respondents interviewed 53.3%, were

married and the list was 6.5 %.for the Window/er and Divorced.

4.2.3. Table 3: level of education

LEVEL OF EDUCATION FREQUENCY PERCENTAGE

Diploma 8 53.3

Degree 4 26.6

Masters 3 20

TOTAL 15 100%

Table 4.2.3. Showed that most teachers were Diploma holders with 53.3% while 26.6% were

Degree holders and 20% were Master’s holders.

4.2.4. Table 4: Indiscipline (misbehavior) cases in Primary schools

ATTITUDE FREQUENCY PERCENTAGE

Sexual harassment by 3 20

26
 teachers

Teacher pupil sexual 8 53.3

relationship

Beer drinking 4 26.6

TOTAL 15 100%

According to table 4.2.4, the study showed that Indiscipline (misbehavior) cases in secondary

schools were sexual harassment 20%, teacher pupil relationship 53.3%, and 26.6% beer drinking

4.2.7 Table 6: teacher’s behaviour towards pupils.

BEHAVIOUR FREQUENCY PERCENTAGE

Excellent 3 20

Good 6 40

Bad 6 40

TOTAL 15 100%

27
According to table 4.2.7, the study showed that the behaviour of teachers towards pupils was

excellent with 20%, followed by good 40%, later 40% bad.

4.2.8 Table 7: Teachers proposing love to pupils

PROPOSING LOVE TO FREQUENCY PERCENTAGE

PUPILS

Yes 8 53.3

No 7 46.7

TOTAL 15 100%

According to table 4.2.8 it showed that teachers propose love to pupils with 47.7% NO, followed

by 53.3% YES.

4.1.8 Table 8: Size of the school

SIZE OF THE SCHOOL FREQUENCY PERCENTAGE

Big 10 66.7

Medium 3 20

Small 2 13.3

TOTAL 15 100%

28
According to table 4.1.8. The study showed that the size of the school was 66.7% big, followed

by 20% medium and 13.3% small.

4.1.8 table 9: factors that lead teachers to misbehave in secondary school.

FACTORS FREQUENCY PERCENTAGE

Pupil dress cord (short 7 46.7

skirts)

Lust for pupils by 5 33.3

teacher

Disrespect of law by 3 20

teacher

TOTAL 15 100%

However, the interviews led to the following findings

Question 1: What are the common types of students’ indiscipline in Zambian primary
Schools?

Table 1: Identified Common types of Indiscipline in Zambian primary Schools.

Cases relating to disobedience to

S/N Score % Mean
school authority

Assault and Insult on teachers and

1 1440 68 2.71
non-teachers

2 Assault on school prefects 1568 71 2.84

29
 Cases relating to the collective
misbehaviour of Students groups

3 Vandalism 1860 79 3.17

4 Mass Protest 1480 69 2.76

5 Cultism 1680 47 1.86

Cases relating to poor habits

6 Speaking pidgin English 1990 83 3.32

7 Chewing gum in class 1520 70 2.80

8 Examination malpractice 1660 74 2.95

9 Wearing dirty and wrong uniform 1476 69 2.75

10 Fighting 1444 68 2.72

11 Drug abuse and alcoholism 1650 74 2.94

12 Idleness 1540 43 1.68

Source: Computed from field survey, 2013.

From table 1, the frequent and familiar identified types of indiscipline in Zambian schools are
categorized into three major groups. The cases of students’ indiscipline regard to the
disobedience of students to school administration are assault and insult on teachers, non-teaching
staff and school prefects. The instances of ill-discipline concerning collective misconduct of
students include vandalism and mass protest. While cases of indiscipline relating to students’
poor habits are chewing gum in class, speaking of pidgin English, wearing dirty and wrong
uniform, fighting, and examination malpractice.

Question 2: What are the students based factors that cause indiscipline in Cameroon schools?

S/N Items Score % Mean

1 Low self-concept due to constant negative labels 1322 64 2.58

2 Abuse of Seniority by prefects 1654 74 2.95

3 Poor study habits 1855 79 3.17

4 Restlessness and Inattention 1433 68 2.70

5 Total /Average 6264 71 2.83

30
SOURCE: Computed from field survey 2013

From table 2, students-based causes of indiscipline what were identified in Cameroon schools are low
selfconcept, abuse of seniority, poor study habits and restlessness and inattention by some students.

Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)

Vol.6, No.22, 2015

69

Question 3: What are the schools based factors that cause indiscipline in Cameroon schools? Table 3:
Identified school based causes of indiscipline in Cameroon secondary schools

S/N Items Score % Mean

1. Harsh school rules and regulations 1998 83 3.33

2. Unconducive school environment 1170 88 3.52

Poor leadership of some school

3. 1470 69 2.74
administrators

4. Lack of extra-curricular activities 1880 80 3.20

5. Poor teaching by some teachers 1750 76 3.05

6 Teachers lateness and absenteeism 1934 82 3.26

7 Overcrowded classroom 1790 78 3.10

Total /Average 11992 79 3.17

Source: Computed from field survey, 2013.

Table 3, showed the various identified school-based causes of students’ indiscipline in Cameroon
secondary schools. These are teachers’ lateness and absenteeism, overcrowded classrooms,
unconducive school environment, harsh school rules and regulations, poor teaching by some
teachers and poor leadership of some school administrators.

4. DISCUSSIONS

The result of the study revealed that the common types of indiscipline in Cameroon secondary
schools as cases of insubordination to school authority such as assault and insult on teachers and

31
non-teachers and assault on school prefects. The most common cases of indiscipline relating to
the collective misbehaviour of students such as the vandalization of school properties and mass
protest, while the common cases of indiscipline relating to poor habits of students are speaking
of pidgin English, chewing gum in class, fighting, wearing dirty and wrong clothing contrary to
the official school uniforms and examination malpractice. The findings of the study on
disobedience to school authority like assault on teachers corroborates the reports of Ebontane
(2006) who reported violence and insubordination to administrative staff, teachers and school
prefects among secondary school students in Cameroon. In addition, this study has the support of
Ken Reid (2000) who reported high rates of vandalism and insolence to staff in schools in
Chicago, New York, Washington and Detroit.

As regards the students based causes of indiscipline, the result of the study showed that constant
negative labels on students, abuse of seniority by school prefects, students poor study habits and
students restlessness and inattention in class were the major factors. The excess energy
accumulated by children kept passive and inactive for long tends to make them inattentive in
class and restless. In addition, students may become restless and inattentive when lessons are
boring due to acute shortage of instructional facilities and problems of curriculum. The use of
constant negative labels on students by the teachers can make them to begin to build low self-
concept by developing a negative frame of mind. Such student may begin to see himself as one
who cannot perform well whenever the teacher is in the class, become deliberately rude to the
teacher and may be withdrawn from activities.

The school based causes of indiscipline revealed by this study are teachers’ lateness and
absenteeism in class, overcrowded classrooms, unconducive school environment, unenforceable
school rules and regulations, poor teaching and poor leadership by school administrators. This
finding has the supports of Asiyai (2005). She reported that unconducive school environment
characterized by an acute shortage of facilities for teaching, games and sports, engendered unrest
and crippled academic activities. In addition, Yaroson (2006) reported that unrealistic school
rules were the causes of indiscipline. Rules and regulations are meant to guide and control
activities in school but when they become too much and unenforceable, they tend to breed
indiscipline.

The results further revealed the society based causes of indiscipline as parental overprotection of
children, poor value system, and injustice in the society indicated by the practice of favouritism,
nepotism and corruption, unwholesome mass media and unsatisfactory home condition. The poor
value system in Cameroon society which no longer honour the hard work and meritorious
services are responsible for the breakdown of law and order in schools. Hard work is jettisoned
while favouritism and nepotism become the order of the day. Unsatisfactory home condition
breeds in children, a feeling of insecurity and frustration and thus contributing to the formation
of deviant behaviour which they manifest at school. Some parents are too busy to keep their eyes
on their children. Their children go out at will and return home any time they like. They do not
even bother about the type of friends their children keep. Their children become morally loose.

32
In school, such children have no respect for school rules and regulations and even they exhibit
absolute disrespect for school authority.

Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)

Vol.6, No.22, 2015

71

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Ruto

A., B. (1971). Social Learning Theory. Now York: General Learning press.

Ballantine, J.I and Spade, J.Z. (2008). School as society: A Sociological approach to education.
3rd Edition. London : sage Publication.

C, O. (2005). Doing Educational Research, a guide for first researchers. Santrock: New Delhi.
Vistan publications.

D.M, G. (2003). Teachers guide: the best of practices, the worst of practices: the making of
science based primary prevention programs''. Chicago: American Psychiatric Publishing
Inc.www.appi.org.

E, M. (2005). Peer group influence, alcohol consumption and secondary school students attitude
towards school. Kampala: unpublished M A Thesis Makerere Univesity.

G., B. (1986). Educating youth. London Rout ledge.

Hennink M. Hutter I. and Bailey A. (2011). Qualitative research method. London: Sage
Publication Ltd.

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Hershkowitz I, Lanes O and Lamb M. (2007). exploring the disclosure of child sexual abuse
with alleged victim and parents.

J, J. (1995). Punishment for misdemeanors in Zimbabwean schools. Harare: Psychology

Developing societies.

J., B. (2008). First steps in Qualitative Data analysis. transcribing family practice an
international journal, 127- 130.

J.K., H. (2003). Father Daughter incest. New York: Harvard Univesity press.

J.M., K. (4TH EDITION). Characteristic of behavior disorderbof children and youth. Merlin
Publishing Company.

Kendal, Lakhanmpal, Agnihotri. (1980). life based situation . A development analysis in teachers
behaviour.

M., K. (2002). Problem of discipline in light of modern. Cyprus: online.

N., B. T. (2010). Conducting Research in Education Context. London: Continuum international

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WHO. (1973). Youths and Life. france: WHO study group.

APPENDICES

APPENDIX 1: I) INTERVIEW

CHALIMBANA UNIVERSITY

DEAR RESPONDENTS

REF: INTERVIEW

I’ am a student at the named institution above studying a degree in teaching. I am carrying out
research on the factors influencing teacher’s misbehavior in Primary school. A case study at
Michelo Primary School.

All the information that will be provided in this Interview shall be used for academic purpose
only and with very strict confidentiality

34
Yours faithfully

AUSTEN MWEEMBA (MR.)

DEGREE IN EDUCATION

INTERVIEW FOR PUPILS TOOL

a) What is your name?

b) How old are you?
c) You are in which grade?
d) Are there indiscipline cases at Michelo primary school?
e) If so, state
f) Does it change the behavior if one happens?
g) Which one is more common among the type of indiscipline (misbehavior)?
h) Could it be:
i) sexual harassment among pupils themselves

ii) teacher pupil sexual relationship

iii) is it too much of beer drinking?

35
II) INTERVIEW FOR TEACHERS TOOL

a) What is your name?

b) How old are you?
c) You are teaching which grades?
d) How long have you been to this school?
e) Are you married or single
f) Are there indiscipline cases at Michelo primary school?
g) If so, state
h) Does it change the behavior if one happens?
i) Which one is more common among the type of indiscipline (misbehavior)?
j) Could it be :
k) sexual harassment among pupils themselves

ii) teacher pupil sexual relationship

iii) is it too much of beer drinking?

APPENDIX 2 : WORK PLAN

ACTIVITY PERIOD [TIME]

PREPARATION AUGUST
SUBMISSION OF PROPOSAL AUGUST
ANALYSIS AUGUST
WRITING OF REPORT SEPTEMBER
EDITING OF REPORT SEPTEMBER/NOVEMBER
SUBMISSION OF REPORT DECEMBER

36
APPENDIX 3 : BUDGET

Is funding
Item Amount (AUD) Basis for estimate Funding source
secured?

PROPOSED PROJECT BUDGET

Labour costs ☐ Yes ☐ No ☐

(e.g. Casual N/A
Labour, total
hours @
k/hr)

Operating ☐ Yes ☐ No ☐
costs (include N/A
equipment
costing
<k1,000 per
item)

Equipment ☐ Yes ☐ No ☐
costs (include N/A
equipment

37
 Is funding
Item Amount (AUD) Basis for estimate Funding source
secured?

costing
>k1,000 per
item)

Project travel ☐ Yes ☐ No ☐

costs N/A

Research ☐ Yes ☐ No ☐
training costs N/A

Other costs ☐ Yes ☐ No ☐

(include N/A
conference
costs)

TOTAL COST
YEAR 3

38