Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Abstract

The study examined how secondary schools use proactive teaching social skills strategy to maintain discipline among learners in Bulawayo Metropolitan Province. The study was ingrained in interpretive paradigm, adopted qualitative approach and employed a case study design. Purposive sampling technique was used to select four secondary schools and participants who comprised two education officers, four school heads; four school counsellors, twenty members of the disciplinary committee, forty prefects and four school development committee chairpersons. Data were collected using semi-structured interviews and focus group interviews, and were analysed thematically. The study established that learners were taught social skills during guidance and counselling lessons and club sessions which were part of the co-curricular programmes offered in schools. It was found that the topics taught during the teaching of social skills included conduct, relationships, community involvement; decision-making skills, communication skills, drug and substance abuse, career guidance, stress management, honesty and integrity, conflict resolution, assertiveness, self-awareness and health issues, among others. The study also revealed that some learners were engaged in community activities to reach out to underprivileged members of the society. The results further indicated that the teaching social skills strategy was effective because it taught learners to be responsible for their behaviour and contributed to the reduction of unbecoming behaviour cases in schools. Nevertheless, the teaching social skills strategy faced constraints mainly from some teachers' and parents' negative attitudes towards social skills activities. The study concluded that the use of proactive teaching social skills strategy yielded positive results as schools exposed learners to multiple activities that contributed to the modification of learner behaviour which created a safe teaching and learning environment. The study recommended that schools should intensify the training programmes for teachers and parents to positively influence their attitudes towards the teaching of social skills in order to reinforce positive behaviour among learners.

Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners

“…The findings of the study also support the results of Mukiri's (2014) study in Kenya which revealed that prefects enhanced maintenance of discipline to a greater extent as they modelled positive behaviour to other learners. The results of the study are also in line with Sibanda's (2018) findings in Bulawayo where learners were encouraged to emulate good behaviour as they interacted during co-curricular activities.…”

Managing Learner Behaviour in a Virtual Classroom: Experiences of Selected Private High School Teachers in Bulawayo Metropolitan Province, Zimbabwe

“…This study focused on the experiences of private high school teachers in managing learners' behaviour in a virtual classroom. Some researchers have underscored managing learners' behaviour in a physical classroom in public high schools (Mugabe, & Maposa, 2013;Sibanda, 2018;Sibanda & Mathwasa, 2020). Nonetheless, very few studies exist on experiences of private high school teachers in managing learners' behaviour in a virtual classroom.…”