Examining Learner Indiscipline In Selected Secondary School In Zambezi Region In Namibia: A Case Study

The purpose of this article aimed at examining learner indiscipline in selected secondary schools in the Zambezi educational settings in Namibia. The study further explored how teachers perceive and manage discipline in their schools. The study used a qualitative research approach which was positioned in the interpretive paradigm. The research instruments consisted of individuals and focus group interviews, as well as document analysis. Purposive sampling was employed to select two secondary schools, two principals and ten teachers. The study was underpinned by a theoretical framework of William Glasser (2010) the choice theory. The findings of this study established various discipline problems such as absence from school, being rude to teachers, being inattentive, early engagement in sexual activities, failure to do schoolwork, noise-making, late-coming to school, and using abusive language. Moreover, the findings found that lack of parental support in lives of their children, family background, abuse of various substances and alcohol, balance between learning content and overcrowding classrooms, peer pressure were the huge cause of discipline problems. The findings established that teachers were using different methods to maintain learner's discipline such as disciplinary committee, learner counseling, detention, and parental participation.