ABSTRACT
The purpose of this study was to investigate the implementation of positive discipline in Gweru
Urban District Secondary Schools in the Midlands Province. The study sought to find out if
positive discipline was being implemented in schools. A descriptive survey design was adopted
as it enables one to carry out a research on a large population which is Gweru District in the
Midlands Province. Five schools were selected by the researcher through convenience sampling.
The Roger’s client centered a psychotherapy guided this study. A sample of five school heads,
forty teachers and one hundred students was used. This research involved both qualitative and
quantitative approaches as it entailed collecting analyzing and interpreting data. Two research
instruments were used and these were the questionnaire and interview. Responses were in
narrative and tabular form. School heads’ interview data were analysed qualitatively while
teachers’ and students’ data from questionnaires were analysed quantitatively and qualitatively.
The major findings of this research revealed that educators and students have superficial
knowledge about positive discipline. There are no guidelines on the implementation of positive
discipline. Several benefits of positive discipline were presented in the findings, these include
good relationship between teachers and students, improved academic achievement and
conducive learning environments. The findings also revealed that guidance and counselling,
workshops and counselling are the provisions for implementing positive discipline. Several
strategies like classroom management parental involvement in service training of teachers’
workshops and clubs can be used to implement positive discipline successfully. Therefore there
are some existing guidelines to implement positive discipline. These guidelines help students to
enjoy the benefits of implementing positive discipline. Teachers can employ several strategies
inorder to implement positive discipline successfully in schools. This implies that positive
discipline is being implemented in schools by teachers through implementing guidance and
counseling to students, counselling students at assembly, carrying out workshops for teachers
and students and in-service training of teachers. Guidance and counselling should be
implemented by trained the teachers and teacher pupil-ratio should be reduced as a strategy to
implement positive discipline successfully in schools. Recommendations were made to include
the need for a policy and training on positive discipline especially for teachers and parents. The
teacher-pupil ratio should be reduced so that the teacher may be able to know the students and
accord them more attention.
TIMBURWA, M (2021). Implementation Of Positive Discipline In Gweru Urban District Secondary Schools. Afribary. Retrieved from https://afribary.com/works/implementation-of-positive-discipline-in-gweru-urban-district-secondary-schools
TIMBURWA, MERCY "Implementation Of Positive Discipline In Gweru Urban District Secondary Schools" Afribary. Afribary, 06 May. 2021, https://afribary.com/works/implementation-of-positive-discipline-in-gweru-urban-district-secondary-schools. Accessed 23 Dec. 2024.
TIMBURWA, MERCY . "Implementation Of Positive Discipline In Gweru Urban District Secondary Schools". Afribary, Afribary, 06 May. 2021. Web. 23 Dec. 2024. < https://afribary.com/works/implementation-of-positive-discipline-in-gweru-urban-district-secondary-schools >.
TIMBURWA, MERCY . "Implementation Of Positive Discipline In Gweru Urban District Secondary Schools" Afribary (2021). Accessed December 23, 2024. https://afribary.com/works/implementation-of-positive-discipline-in-gweru-urban-district-secondary-schools