Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia

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dc.contributor.advisorGilmour, Daviden_ZA
dc.contributor.authorHipondoka, Oiva Shuuvenien_ZA
dc.date.accessioned2014-11-10T08:55:54Z
dc.date.available2014-11-10T08:55:54Z
dc.date.issued2009en_ZA
dc.descriptionIncludes bibliographical references (leaves 102-105).en_ZA
dc.description.abstractThis study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.en_ZA
dc.identifier.apacitationHipondoka, O. S. (2009). <i>Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Educational Research. Retrieved from http://hdl.handle.net/11427/9477en_ZA
dc.identifier.chicagocitationHipondoka, Oiva Shuuveni. <i>"Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Educational Research, 2009. http://hdl.handle.net/11427/9477en_ZA
dc.identifier.citationHipondoka, O. 2009. Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hipondoka, Oiva Shuuveni AB - This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia TI - Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia UR - http://hdl.handle.net/11427/9477 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9477
dc.identifier.vancouvercitationHipondoka OS. Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Educational Research, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9477en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentCentre for Educational Researchen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Administration, Planning and Social Policyen_ZA
dc.titleManaging learner discipline : a case study of two secondary schools in the Khomas region, Namibiaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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