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Title:Namibian secondary school teachers' perceptions of student misbehaviour
Author:Zimba, Roderick Fulata
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs.
Geographic terms:Namibia
Southern Africa
Subjects:student strikes
secondary education
Student behaviour
Teacher-student relationships
Secondary schools
Abstract:Misbehaviour in a large number of schools in Namibia inhibits optimal teaching and learning, and Namibian teachers perceive student indiscipline as one of the most serious threats to their effectiveness. The present study determines the type and extent of student misbehaviour in Namibian secondary schools; identifies strategies used by teachers to manage classroom misbehaviour; identifies the knowledge, skills, and administrative and community support needed by teachers to manage classrooms more effectively; and determines the extent to which conflicts and differences in values and perceptions are used to promote the development of problem solving, moral reasoning and democratic abilities. A structured questionnaire was administered to a sample of 333 Namibian secondary school teachers. About 61 percent of the teachers reported a general breakdown of discipline at their school. Recurrent problems included disrespect, disobedience, fighting, class disruption, leaving books at home, and failure to do homework. Teaching experience, region, class size, and the urban-periurban and rural dimension influenced teachers' perceptions of the discipline problem. There was little evidence that teachers employed strategies of classroom management that took advantage of crises to promote the development of particular social skills and values. The majority of teachers perceived a need for assistance in resolving problems of discipline from colleagues, parents and the general public. Bibliogr., sum.