Causes of Laziness and Lack of Self-Discipline
A lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.
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Research Article
© 2018 Belle Louis Jinot.
This is an open access article licensed under the Creative Commons
Attribution-NonCommercial-NoDerivs License
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
The Causes of a Lack of Discipline among
Secondary School Learners in Mauritius
Dr. Belle Louis Jinot
Lecturer (Education)
Open University of Mauritius
Doi: 10.2478/mjss-2018-0003
Abstract
A lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study
aims at determining and examining the main causes of this problem in the context of Mauritius.
Qualitative data were collected from learners, educators, principals and parents of four secondary
schools by using focus group interviews and individual face-to-face interviews. By using content
analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the
parenting style, working parents, ineffective parental discipline and the dysfunctional family), the
learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner
discipline, the principals’ lack of authority and leadership in managing learner discipline and the
influence of peer group in the school setting. The study shows that all the stakeholders of the school
community are responsible for the deterioration of learner discipline in secondary schools. It
recommends that there should be a decentralisation of learner discipline strategies from the Ministry of
Education to the secondary school principals who should be empowered to set up their institutional
school discipline plan.
Keywords: a lack of learners’ discipline; stakeholders; decentralisation; school discipline plan
Introduction
1.
The current education system in Mauritius was framed on the former education system under the
British Administration when the country got its independence in 1968. According to the Education
Regulations (1957), the Ministry of Education is the sole authority to determine the policies,
practices, procedures and requirements for education at all levels of education. Learner indiscipline
has never been a serious matter of concern for the Ministry of Education as the various educational
reforms and education policy papers barely mentioned it (Ramharai, Curpen, Mariaye & Ramful,
2006). This implies that, for the Ministry of Education, the manifestation of a lack of learner
discipline in secondary schools is not a major problem. Yet, Beebeejaun-Muslum (2014) argues
that there has been a deterioration of learner behaviour in schools. Moreover, in a study on
educator motivation in the Flacq district of Mauritius, Belle (2007) found that this school problem is
a demotivating factor for educators to ensure effective teaching and learning. The School
Management Manual stipulates that discipline underpins every aspect of school life and it is a key
indicator of a successful school (Ministry of Education, Culture and Human Resources, 2009).
Discipline is defined not only as the degree of order and structure in the school (Mukuria,
2002), but also as the extent to which the school community views the learner behaviour as the
appropriate socially accepted behaviour (Oplatka & Atias, 2007). So, in this study, learner discipline
helps the learner to distinguish between acceptable and unacceptable behaviour, and provides
them with the capabilities to govern their own behaviour in their interactions within the secondary
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school context.
The aim of this study is to examine the main causes of the manifestations of a lack of learner
discipline in secondary schools. This will give the researcher greater insights into the problem and
come up with appropriate recommendations in order to help the educational authorities and
stakeholders better understand it. The learner discipline problem is becoming an alarming matter
and the authorities should most urgently adopt discipline policies to address it from wider
perspectives.
Theoretical Framework
2.
According to Mohapi (2013), indiscipline among secondary school learners is a major school issue
that is mostly concerned by parents, researchers, educators, politicians and public speakers.
Learner’s lack of discipline in secondary schools is therefore a school phenomenon that has
multiple causes that must be studied. This section review six models that are related to the causes.
Indeed, Griffiths (1997) and Sharma (2009) confirm that conceptual or theoretical understanding of
the various causes of a phenomenon is enhanced by the models or theories that attempt to give
possible explanations to it.
2.1 The Dreikurs’ model of democratic discipline
Dreikurs (1968) posits that discipline is giving assistance to learners to improve their behaviour. He
argues that four hierarchical mistaken goals explain the lack of discipline among learners, namely
attention-seeking, power and superiority seeking, revenge seeking and social withdrawal. Learners
find the best manner to gain attention is to misbehave by disrupting the lesson, asking special
favours, refusing to be on task unless the educator stays by them, acting tough and engaging in
mild misbehaviour (Van Wyk, 2009). Learners also manifest a lack of discipline because they are
given freedom without feeling responsible for their behaviour (Dreikurs & Cassel, 1972). Bear
(2005) adds that when learners do not get the necessary attention that they have sought to
establish power, they then seek revenge by hurting others in order to give themselves a certain
status.
2.2 The Glasser’s model of non-coercive of discipline
The underlying assumption of this model is that the learners’ needs such as the need for survival,
the need to belong and love, the need to gain, the need to be free and the need to have fun, must
be met (Glasser & Dotson, 1998). Otherwise, they feel frustrated (Loyd, 2005). Glasser (in Brandt
1988) mentions that “unless we pay attention to what students need, we will continue to have
trouble teaching the basics successfully”. Besides, schools which do not have an invitational
environment and do not provide opportunities for learners to be happy, to succeed and to grow
intellectually encourage them to manifest a lack of discipline (Glasser, 2001).
Learners are likely to misbehave if they experience their school life frustrating, boring and
dissatisfying (Glasser, 1986); Glasser (2005) also points out that when the seven caring habits,
namely supporting, encouraging, listening, accepting, trusting, respecting and negotiating
differences, are absent in the relationships between the learners and the educators, the former
misbehave. Besides, Glasser (1998) asserts that a lack of learners’ discipline is the result of the
fact that the school curriculum and the evaluation of the learner’s performance are useless or
irrelevant to his/her life.
The teaching style of the educator also has a negative impact on the learners’ discipline.
According to Glasser (2001), when learners have a boss educator, they misbehave. A boss
educator is one who sets the learning standards, outcomes and tasks, talks but never
demonstrates, gives grades to learners without having the learners involved in the evaluation
process and uses coercive attitudes when learners resist to him/her.
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2.3 The Patterson’s social interactional stage model of discipline
Patterson, Reid and Dishion (1992) maintain that “parent-child and child-peer interactions are the
key determinants for the socialisation process of the learner”. The Patterson’s model demonstrates
that young learners misbehave when their parents adopt harsh, punitive and inconsistent parenting
practices (Patterson, Forgatch, Yoerger & Stoolmiller, 1998). For Patterson, Reid and Dishion
(1992), the causes of learner misbehaviour are ineffective parental discipline, lack of parental
supervision, parental use of physical punishment, academic failure, parental rejection, peer
rejection, member of deviant group, low self-esteem and social disadvantage. This model therefore
assumes that the parental behaviour has an influence on the learner behaviour.
2.4 The Albert’s model of cooperative discipline
Albert (1995) asserts that educators should not have a direct control on the behaviour of learners,
though they may influence the latter. Both should work cooperatively to develop the code of
conduct and to raise the learners’ self-esteem through encouragement. Encouragement is the most
powerful tool for educators to enhance the motivation of learners to cooperate, learn and
demonstrate good behaviour (Charles, 2002).
According to Albert (2003), learners manifest a lack of discipline when they are not able to
complete tasks, they cannot connect with their educators and classmates, they do not feel they
belong to the group, they feel their relationships with the educators and peers are not based on
trust, mutual respect and understanding, they feel they are not valued, and when the classroom
structure is inappropriate for them. In such learning situation, learners are likely to feel worthless.
2.5 The Curwin and Mendler’s model of discipline with dignity
The model focuses on building a sense of dignity and providing a sense of hope for learners to be
successful at schools. Learners misbehave when they feel that their sense of personal dignity is
threatened (Curwin & Mendler, 1992). As a consequence, they withdraw themselves, act as if they
do not care, refuse to comply with the requests of the educator by arguing and talking back, tap
pencils and swop books, withdraw from class activities and manifest aggressive behaviour. Mohapi
(2007) claims that they do so because their motivation is low, they tend to show their resistance
and they develop the desire for revenge. In the view of Price (2008), when educators treat learners
with a lack of dignity, the latter develop an aversion to learning and the school.
Curwin and Mendler (1999) suggest that learners’ lack of discipline is also the result of learner
boredom, feelings of powerlessness and unclear behavioural limits. Consistent with Curwin and
Mendler (1992) who assert that learners misbehave to gain control over the school system that
threatens their sense of dignity, Mohapi (2007) adds that learners misbehave in an attempt to
protect themselves.
2.6 The Nelson, Lott and Glenn’s model of positive discipline
The underlying assumption of this model is that when the educator assumes, explains, directs,
expects and suggests to learners what they ought to do, learners are hesitant to develop good
relationships. Good relationships are built only when the educator checks, explores, encourages,
celebrates and respects (Nelson, Lott & Glenn, 1997).
Nelson, Lott and Glenn (2000) theorise that learners misbehave when they lack the three
empowering perceptions, namely the perceptions of personal capabilities, significance in primary
relationships and personal power to influence their own life, and the four essential skills, namely the
intrapersonal skills, interpersonal skills, strategic skills and judgemental skills. The perception of
personal capability is the ability of the learner to express himself/herself and be listened to; the
perception of significance in primary relationships is the perception of the learner that others listen
to him/her and take his/her feelings, thoughts and ideas in a serious manner; the perception of
personal power to influence one’s own life is the perception that he/she may make mistakes in a
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safe atmosphere, be responsible for the mistakes and learn from them without being judged in a
negative manner (Charles, 2005). Charles (2002) posits that intrapersonal skills are the abilities of
the learners to understand their personal emotions and behaviour by getting feedbacks from
classmates; interpersonal skills are skills of conflict resolutions that allow the learners to dialogue,
share, listen, empathise, cooperate and negotiate to enable problem-solving; strategic skills are the
abilities of learners to adjust to problems by responding to the limits and consequences of everyday
life; and the judgemental skills are the abilities of learners to make an evaluation of situations in
order to make good choices.
These models of discipline provide a framework for analysing with greater insights the causes
of a lack of learner discipline in secondary schools in Mauritius.
Research Methods
3.
A qualitative research approach was used as it suits the aim of the study which was to determine,
examine and understand the causes of a lack of learner discipline in secondary schools. The
phenomenon should be understood in its natural setting. A qualitative research consists of
interpreting material practices that make the world visible (Denzin & Lincoln, 2005). In this study,
the researcher aims at constructing the reality of educators, learners, principals and parents. He
attempts to understand the reality that they experience concerning learner indiscipline in their
everyday life, based on interpretations (Sarantakos, 2013). Indeed, qualitative research is more
about exploring a topic (Blaxter, Hughes & Tight, 2014). Semi-structured interviews were used for
data collection about the lack of learner discipline.
Sample
4.
Semi-structured focus group interviews were used to obtain information about the learners’ lack of
discipline from 24 educators, 24 parents of the school governing bodies(SGB) and 24 learners of
the student council in four secondary schools. Semi-structured interviews allow for flexibility in
terms of the order of the questions in order to let the participants develop their ideas, perceptions,
views and opinions more widely on the phenomenon (Descombe, 2010). An individual interview
was done with each of the four school principals. In each focus group and individual interview, the
main question dealt with the possible causes of a lack of learners’ discipline in the school of the
participants. The individual face-to-face interview gave each principal the opportunities to tell their
stories and reality regarding this phenomenon (Patton, 2002).
Purposeful sampling was used to select the participants. The educators had to have at least
five years teaching experience, the parents were in the SGB; the learners, aged between 11 to 18
years old, should form part of the student council; and the principals were those who were
confirmed in their post with at least five-year experience in schools.
Ethical Consideration
5.
Permission was obtained from the Ministry of Education through the Zone Directorate. Consent was
obtained from all the participants, in addition to signed assent form that was obtained from the
learners. Anonymity and confidentiality were ensured through the data collection process and
interpretation, and after. The researcher was allowed a voice recorder, except one principal
objected to it and he wrote his response on paper during the interview.
Data was analysed through an inductive approach of content analysis. Content analysis is
defined as the technique of analysing qualitative data that can be carried out on transcribed
interviews (Basit, 2010). The six steps of data analysis suggested by Lodico, Spaulding and
Voegtle (2010), namely preparing and organising the data; reviewing and exploring the data; coding
data into categories; constructing thick descriptions of people, places and activities; building
themes; and reporting and interpreting data were used.
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Data Analysis and Findings
6.
The purpose of this paper is to determine and examine the causes of a lack of learners’ discipline in
secondary schools in Mauritius. Five themes were identified from the information collected from the
participants on the topic: the family, the learner’s attitudes, the educator’s attitudes, the principal’s
authority and leadership, and peer group pressure. These are the main causes of learner
misbehaviour.
6.1 The family
The family is the first institution which shapes a learner’s behaviour at school (Noun, 2015).
Oloyede and Adesina (2013) add that the root causes of learner misbehaviour at school are found
in the homes. This study revealed that the parenting styles, working parents, ineffective parental
discipline and dysfunctional family are causes of a lack of learner discipline that originate from the
family.
6.1.1 Parenting styles
When parents demonstrate an authoritative style at home, the adolescent manifests misbehaviour
at school. School principal A posited: “Where the family is too strict, it is so drilling as much as the
mind of the kids that they crack down.” In the same vein, a parent of School B observed: “The
parents do not give enough love and affection to their children. Else, the children would have a
feeling of care and affection for their parents and they will not misbehave.”
In addition, parents overprotect their children by being too permissive and so the latter
manifest socially unacceptable behaviour at school. This overprotection is manifested in the
parents’ attitude to provide them with a mobile phone to school. The use of mobile phone is
prohibited on the school premise, yet when the superintendent confiscated it and call parents to
collect it from school, the latter does not give a positive reaction to their child. An educator of
School D complained: “When the parents come to school, they show their fury as they do not agree
that the educator has confiscated their child’s mobile phone; they point out that they gave the
mobile phone so that she may use it for the afternoon tuition.”
The use of the mobile phone is a major cause of indiscipline among learners, as succinctly
pointed out by an educator of School C: “Learners from low-income families who do not have much
money or do not have a mobile phone may be frustrated on seeing their rich classmates with the
latest sophisticated mobile phones and rob them of their money or mobile phone or even take their
kin’s mobile and misuse it”. Principal B added: “A learner, who was nice in lower forms, now brings
pornographic films on his mob to show to classmates.” Indeed, parents who adopt a laissez-faire
attitude towards their children encourage socially unacceptable behaviour from the latter who do
not respect the laws nor demonstrate socially acceptable behaviour (Mabitla, 2006).
6.1.2 Working parents
In many families in Mauritius, there is a working mother. So, parents do not have time for parenting;
they are busy working for the benefits of the family. This does have an influence on the children’s
attitudes at school. A parent from School A declared with much lamentation: “I think parents do not
have much time to take care of their child. They leave home early in the morning to go to work
when the child is still sleeping and come back home late in the afternoon: the child is free in
between to do whatever, go wherever and behave however she wishes. The parents are not here
to oversee their behaviour. They are left on their own under no parental supervision. So, children
have more freedom and therefore they are also free to misbehave.” A learner of School D
confirmed the statement of the parent: “When the superintendent calls the parents of the learner
who has misbehaved, they do not come. So, the learner takes advantage of the indifference of the
parents to their behaviour at school and they fearlessly misbehave at school.” Watson and Bogotch
(2015) concur on the findings by stating that working mothers have less time to support the
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academic and behaviour attitudes at school.
6.1.3 Ineffective parental discipline
Parents are no more concerned with the moral and academic performances of their children since
they do not have sufficient time to assume their parental role to discipline them (Abidoye &
Onweazu, 2010). This research showed that, as a matter of this situation, parents lose their
children who look for other people and ways to get affection, attention, care and love. An educator
of School B commented: “When parents do not discipline their child, the latter will do the wrong
things and will make friends with unwanted people. Principal C argued that such parents spoil their
child. In Principal C’s opinion: “Because today’s parents were so much disciplined by their parents
when they were themselves a child, they are now too much flexible, but they do not realise that by
accepting the caprices of their child not to go to school for a day, may encourage him or her to find
excuses not to go school anytime.”
Compensating their children for a lack of love towards them by giving them money or material
things is also an unreasonable habit of parents that influence their children’s behaviour at school.
An educator of School A stated: “ …but they forget that their child rather needs their love, affection,
care and company, not money or valuable things.”
The parents’ lack of responsibility prevents the principal of secondary schools to maintain
discipline among learners. Principal A maintained: “At school, we may discipline learners: I use
measures like special report, parental meeting, reprimanding. But this discipline is not reinforced at
home. The indiscipline at home is rather reinforced as the learner is only six hours at school.”
According to Joubert and Bray (2007), the parents must be responsible for the child’s behaviour
both at home and at school.
6.1.4 The dysfunctional family
The participants in the interviews are of the view that the children of a dysfunctional family lack
character education at home. Magwa and Ngara (2014) argue that children from such a family
develop unsocial behaviour. Parents are bad role models for their children. This is confirmed by a
learner in School D: “When a learner is reported for drinking alcoholic drinks at school he says to
the principal that he has the right to drink and the school cannot prevent him from doing so because
his parents knows he drinks.” An educator in School A concurred: “Parents watch films with
indecency or violence together with their children. The father drinks wines or beers with friends at
home. When the child comes to school, he does the same: drinking with friends, and swearing
words.” The Bandura’s Social Learning theory assumes that children learn through observation
and copying the behaviour of adults (Adigeb & Mbua, 2015).
6.2 The learner’s attitudes
The learner is one of the school factors that contributes to the increase in violence (Bezuidenhout,
2013). Besides, secondary school learners in Africa are indifferent to education at school (Modiba,
2015). From the interviews with the participants, the learner’s attitudes constitute a causal factor of
a lack of discipline. A parent from School B explained the disinterest of learners in the class: “The
child calls her parents on her phone to come to school to take her home. This may be a pretext for
the child to go home as she may not be interested in the subject or she had not done her
homework.” A learner from School D did not hesitate to elaborate: “Many learners bunk classes.
They do not like to do the subject or the face of the educator. They go to play cards on the
playground or to meet at a preplanned point outside the classroom.”
Besides, the learners of the upper Forms are bad role models in terms of learner discipline to
the learners in the lower Forms. A learner from School A stated: “The older girls often skip classes
and play truants by jumping the school fence to come back just before the last school bell to go
home. The learners in the lower Forms do the same as the older learners as the latter receive no
sanctions from the school authority; they follow them.” An educator of School D affirmed in the
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same vein: “A learner, who was nice in the lower Forms, now brings pornographic films on his mob
to show to classmates. The elder learners smoke cigarettes and even synthetic drugs at school.
The little ones can see the elders doing so, or they may be friends with the elders.”
Adolescent learners who are 13 to 15 years old manifest a lack of discipline to a greater
extent because they are in the adolescent crisis stage. Nealis (2014) and Kapalka (2009) claim that
pre-adolescents and adolescents have an identity crisis and greater impulsivity that makes it
difficult for them to make good behaviour choices. A learner of School C confirmed: “Learners in
Form three witness a lot of biological changes, they are growing into adolescents. They are a bit
confused about whether they should behave like a child or like an adult. So, they may do things
that are not necessarily acceptable in the school context.” An educator of School D added: “They
are biologically changing and so they just show their male feeling of growing into a man. For
instance, when the girls of the nearby college walk in front of the school, our boys overact, they are
overexcited; they make strange sounds like monkeys. They also do strange sounds when a see a
male educator of this school who may be too lenient or effeminate.”
The secondary school learners also have recourse to drug dealing and sexual activities out of
their immaturity and curiosity. This was a sensible issue that parents, principals and learners voiced
out with much precaution in the interviews. Principal D dared make the statement: “We have cases
of severe discipline problems such as bringing “weeds” or gandia to school, worst fabricating
synthetic drugs in the school chemistry laboratory, selling and consuming them on the school
premises. The question of sexuality, we have lots of learners meeting with girls; they sleep with the
same sex too. This is not talked in many schools. I don’t know why we are deliberately shying away
from this problem; homosexuality is also an issue.” Naidu (2015) maintained that adolescents like
the sedative and groggy effects and the “feeling good factor” of drugs, which are sold over the
counter in Mauritian pharmacies without prescriptions.
6.3 The educator’s attitudes
Van Breda (2014) posits that educators disregard the fact that their conduct and attitudes in the
classroom may influence the learners’ sense of belonging to the school and hence the ways they
behave. It is found, in this research, that secondary school educators do not lead by example; they
do not model socially acceptable behaviours to their learners. A parent of School D manifested his
disapproval of the educators’ behaviour: “There are female educators who come to the class and
just sit to do her make-up while crossing their legs on the chair instead of teaching. How will you
think that the learners will behave properly in such a class? Some educators even use their mobile
phone in the class lesson.”
Besides, educators are too permissive to learners who manifest a lack of learner discipline as
they do not have the qualities to manage the learners’ behaviour (Mutemeri & Gudyana, 2008).
Learners do not accept the authority of educators by misbehaving. An educator of School B
confessed: “Often when we are too kind to learners they make an abuse of it by manifesting a lack
of discipline.” Also, when educators show a disrespectful authority, learners do not comply to them.
Principal C explained this situation: “When educators talk to learners with non-respect, the latter do
not bring their books in the classroom, bunk the class, will go to the rest room pretending that they
are ill, and find excuses not to follow their class.”
Furthermore, educators in secondary schools in Mauritius feel disempowered and they show
their disengagement in their role of learner discipline management. A parent from School A
affirmed: “When the educator talks to the learners about discipline, they challenge his authority by
being verbally aggressive.” According to Lukman and Hamadi (2014), some learners persuade their
classmates to follow their resistance to discipline. Another reason for the educator’s lack of
commitment to managing discipline and which encourages learners to misbehave is the prevalence
of private tuition. A parent from School D commented: “Educators give private tuition and each
learner represents Rs 400 as tuition fee that he may earn. So, to be accepted by the learners as a
private tuition provider, he is cool with the learners and tries to maintain good relationships by not
taking any disciplinary measures against them. He says nothing when he sees learners loitering
around in the school premises and not in the classroom. So, the educator does not have a
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professional consciousness.” So, educators are selfish and they lack professionalism. Rampa
(2014) confirms that when educators ignore their responsibility for monitoring learner discipline, it
creates a vacuum that encourages learners to be involved in misconduct.
6.4 The principal’s authority and leadership
The mantra of every principal should be effective teaching and learning since the pursuit of learner
academic success and learner positive behaviour is the essential goal of the school (Belle, 2007).
Learner discipline management by the principal should be the cornerstone of effective instruction
(Belle, 2014).
However, this study revealed that learners manifest a lack of discipline because of the
principal’s lack of leadership and authority. The statement of Principal D illustrated this situation:
“There is a breakdown of discipline because sometimes the principals do not feel empowered. I can
only give rustications for a maximum of two days for a learner wo misbehaves. If we had the power
to take severe sanctions and to provide better communication to parents and learners by informing
them well in advance about the discipline measures that may be taken against the manifestations of
a lack of discipline, then learners could play their good roles.” Indeed, the Ministry of Education and
Human Resources, Scientific Research and Tertiary Education of Mauritius (2015) postulates that
the principal may expel a learner only with the authorisation of the Minister of education. So,
principals of secondary schools have a limited authority in Mauritius, though they are responsible
for maintaining good order and discipline among the secondary school learners (Belle, 2015).
Almost all the school heads interviewed regretted that they may only adopt a soft policy in
terms of learner discipline management in order to avoid police case with parents or administrative
problems with the Ministry of Education and Human Resources, Scientific Research and Tertiary
Education. Principal A lamented: “Using sanctions have negative implications on my job career. I
know principals who have got into a mess because of their discipline actions. A principal had to
reply to the Ombudsperson and he got a lot of problems.” A learner from School C confirmed the
statement of Principal A and supported the fact that they misbehave because of the principal’s lack
of authority: “Learner do not put into practice the school rules and regulations because the principal
is not severe enough to oblige them to respect the rules and regulations.” Beebeejaun-Muslum
(2014) agrees that the lack of learner discipline in secondary schools in Mauritius is the result of the
lack of authority by the principal as well as by the educators, and the centralisation of power and
authority in terms of discipline management.
Principals also feel helpless because they do not get any commitment from the educators to
help maintain learner discipline at schools. Principal B stated with desperation: “I don’t receive the
collaboration of educators outside their classrooms. They keep the role of discipline management
for the principal for whom it becomes an additional task for the day. It is difficult for me to ensure
physically that there is learner discipline in each class and everywhere on the school premises.”
There is the absence of school-wide behavioural measures that would involve the educators,
parents and even learners in maintaining learner good and socially acceptable behaviour.
6.5 Peer group pressure
Many learners misbehave because of pressure from their peers at schools (Njoroge & Nyabuto,
2014). This study found that there is the leader-follower relationship among learners when they are
in groups. They develop the feeling of togetherness in order not to be excluded from the group. A
learner from School A reasoned: “A learner may be influenced by her peer group which manifests
undesirable behaviour. She may follow her friends doing the misbehaviour so that she may prove
herself or identify herself with others and be accepted by them.” Indeed, Seegopaul (2016) stresses
that learners feel the freedom to manifest a lack of discipline when they are with their friends who
push them to show unacceptable behaviour. Temitayo, Nayaya and Lukman (2013) add that
criminality is socio-culturally learnt when peers interact in small groups.
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Discussion
7.
This study was carried out and designed to determine and analyse the causes of a lack of discipline
among secondary school learners. It focused on the causes that are related to the family, the
learners’ and educators’ attitudes to this phenomenon, the principal’s leadership and authority and
the peer group pressure.
The study found that when parents use harsh parenting practices or when they are too
permissive to their children, the latter manifest socially unacceptable behaviour (the Patterson’s
social interactional stage model of discipline). Besides, parents provide their children with a mobile
phone for security reasons. However, the use of mobile phones at schools, despite the school rule
in the student journal which stipulates that “mobile phones should be switched off on the school
premises. In case of emergency, the school phone may be used”, is an emerging barrier to the
leadership of the principal in maintaining positive learner discipline in Mauritius. Also, working
parents have less time to support their children’s education. Parents do not assume their
responsibilities as primary educators of their children (Mestry & Khumalo, 2012). This is making the
role of the principal in disciplining learners more difficult (De Atouguia, 2014). These parents shift
their responsibility to the educators and principals, who become overwhelmed with their teaching
task and the supervision and disciplining of learners at school.
Secondary schools are now having “unwilling learners” (Mutemeri & Gudyanga, 2008) who
are no more interested in their learning. The study found that learners bunk classes for the following
reasons: they are unaware of the importance of education, their attraction in the opposite sex is
more interesting to them at schools, they do not do their homework, and they do not like the face of
the class educator or his/her personality. Learners also misbehave because they have an identity
crisis which triggers them to transgress the school rules and regulations. They are also involved in
drug dealing and sex, without the consent of their parents. It was found that the lack of maturity is a
major concern about the learners’ lack of discipline. Indeed, learners misbehave because they lack
self-judgement and self-control (Oloyede & Adesina, 2013).
The educators’ lack of classroom management skills and of learner discipline management
skills, feeling of disempowerment to use their authority over the learners, and their unwillingness to
discipline learners are the attitudes that encourage learners to manifest a lack of discipline. They
are not willing and able to collaborate with the principal in maintain learner discipline for the
following reasons: there are no school discipline plans, except the rules and regulations set by the
Ministry of Education and Human Resources, Scientific Research and Tertiary Education, the
learners challenge their authority as the learners are legally protected by the Convention on the
Rights of the Child, the Child Protection Act and the Ombudsperson for Children Act, and the
prevalence of private tuition for secondary school learners. According to Idu and Ojedapo (2011),
when educators ignore the problems and complaints of learners, they prepare the ground for
learners to misbehave.
The principals of secondary schools also lack empowerment and authority to maintain
discipline among learners in Mauritius. They may take corrective measures only in consultation and
with the approval of the Minister of Education, as stipulated in the Education [Amendment] Act 2002
and Ministry of Education and Human Resources, Scientific Research and Tertiary Education
(2015). So, principals use a soft policy such as parent conferencing and talking with the learners
about the school expectations in terms of learner discipline to avoid police cases and administrative
problems with the Ministry.
Learners manifest a lack of discipline due to the influence of peers at schools. The leader-
follower relationship mostly prevails in secondary schools. The influence is often negative; learners
imitate the negative behaviour of peers in an attempt to prevent exclusion from the peer group.
Peers influence their classmates to dress differently from what the parents educate them about the
dress code; they view pornographic films in class; they smoke marijuana at school when they are in
group and they incite them to verbally confront the educators and the principal. Gitome, Katola &
Nyabwari (2013) ascertain that peer pressure encourages adolescents to take risks and to violate
the personal moral standards.
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Recommendations
8.
Based on the findings of this study, the following recommendations are made:
- There should be a decentralisation of school disciplinary policies and procedures from the
Ministry of Education and Human Resources, Scientific Research and Tertiary Education.
This would empower the educators and the school principal in maintaining learner
discipline.
- Each school should have a school disciplinary plan.
- The school disciplinary plan should be prepared in consultation with the learners of the
Student Council, the parents of the School Governing Body, the educators and the School
Management Team.
- The school should set up an effective school-parents partnership in order to promote a
safe and orderly school environment.
- The school should use the most appropriate behaviour policies to ensure that the school
rules and regulations are respected by the learners concerning the use of mobile phones.
- The principal and educators should use the morning assembly as a platform for inculcating
human and social values as a form of character education.
Conclusion
9.
The findings of this paper made it clear that the causes of a lack of learner discipline originate from
the attitudes of the people who form part of the school lives of the learners in the school setting and
at home. However, since the study used a small sample of participants, the findings cannot be
generalised. Yet, they increase our insights into the root causes of this phenomenon and they allow
the stakeholders such as parents, educators, the principals of secondary schools to understand
better the problem. Though the problem of learner discipline is as old as education (Mohapi, 2013),
yet the stakeholders together with the Ministry of Education must rethink about the phenomenon in
an attempt to devise and implement the most appropriate disciplinary strategies to manage it
effectively.
It became evident from the findings of this paper that there is a misunderstanding of the
phenomenon of learner indiscipline and its main causes as it is becoming a public health issue in
schools. The acts of learner indiscipline are becoming numerous on a daily basis in secondary
schools in Mauritius. This paper has unveiled the different types of manifestations of learner
indiscipline and the reasons for this serious state of affairs.
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