Exploring Intricacies of School-community Collaboration in Managing School Discipline: A Case of Selected Secondary Schools in Chingola District, Zambia

Abstract

In Zambian schools, the levels of indiscipline among pupils has been on the increase and this should not be the case. The study explored collaboration between the school and the community in promoting school discipline among pupils in selected secondary schools in Chingola. The concurrent mixed-method approach was employed. Data was collected using semi-structured interviews and a questionnaire. This study had 197 participants from four schools and the surrounding communities. The sample included 113 pupils, 48 teachers, 6 administrators, and 30 parents.  The qualitative data was analysed thematically, while the quantitative data was analysed using Statistical Package for Social Science (SPSS) software, version 21. This study established that close collaboration between the community and schools promote information sharing between teachers and parents in the community and aids in discipline management among erring pupils. It was noted that collaboration between teachers and parents creates an enabling environment for monitoring the behaviour of their children to curb the high prevalence of pupil indiscipline which ranged from vandalism, theft, mobile phone usage, alcohol and drug abuse.  The study further found that disciplinary referral, summoning of parents, guidance and counselling, rewarding and punishment mechanisms, and involvement of parents are among the strategies to discipline the learners and enhance social cohesion.  Based on the findings, the study recommended that schools should endeavor to strengthen collaboration with the community in curbing indiscipline among learners.