000			02378nam a22002777a 4500
003			ZW-GwMSU
005			20210422102832.0
008			210422b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aJacobs, L. _eauthor
245			_aStrategies used in Lesotho schools to maintain discipline : _bResults from an exploratory study/ _cL. Jacobs
264			_aPretoria: _bUnisa Press and Routledge, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 10 , number 2 ,
520			_aIn order to expand the knowledge base on learner misbehaviour and disciplinary strategies in Lesotho, the present study reports on findings from an inquiry on how school levels, school control and school size relate to disciplinary strategies. A cross-sectional survey design was used to collect data from Lesotho teachers. The data were analysed by means of frequencies and the one-way ANOVA test. The frequency tables illustrate that there are some differences in the popularity of 22 disciplinary strategies among the different school levels, types of school control and school sizes concerning the teachers who took part in the study. A comparison of the popularity of the overarching categories (traditional and progressive disciplinary strategies) shows firstly, that primary school respondents use a statistically significantly larger number of progressive strategies than respondents from combined and secondary schools and secondly, that participants from schools with 250-499 learners use statistically significantly more traditional and progressive strategies than their colleagues from smaller and larger schools. The results from the statistical analysis lastly reveal that school control type does not have a statistically significant influence on the preference of both traditional and progressive disciplinary strategies. Although this study was guided by the critical rationalist paradigm, the results are discussed within Lesotho's socio-educational context.
650	4		_aMisbehaviour
650	4		_aDisciplinary strategies
650	4		_aSchool size _zLesotho
700	1		_aFerreira, A. E. _eauthor
700	1		_ade Wet N. C. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2013.812289
942			_2lcc _cJA
999			_c156649 _d156649