The theory-practice mismatch in proactive learner discipline management strategies: A mixed-methods study of Malawian secondary schools

Abstract

Despite increasing policy emphasis on proactive learner discipline management strategies in schools, their implementation remains uneven in the Malawian education system. This study examined the effectiveness and practical application of proacttive discipline strategies in Malawian secondary schools using a mixed-methods embedded design guided by transformational leadership theory and choice theory. The target population comprised school management team members, student council leaders, education managers, and learners who had been suspended or dismissed. Quantitatively, a sample of 380 participants was drawn from twenty secondary schools using stratified random sampling, with sample size determined by the Yamane formula. Qualitatively, purposive sampling was employed to conduct in-depth interviews with 12 participants to capture their lived experiences with disciplinary management strategies. Quantitative data were analysed using descriptive and independent-samples t-tests, while qualitative data was analysed through thematic analysis. The findings revealed a persistent gap between the recognition of preventive strategies and their consistent implementation. While clear school rules received strong endorsement (88.9%), learner participation in decision-making remained limited (56.6%), reflecting continued hesitation toward shared governance. Statistically significant differences were observed between boarding and day schools in the use of positive reinforcement (p = 0.045) and supervised study practices (p = 0.003), suggesting contextual variation in implementation. Qualitative evidence indicates that proactive efforts are constrained by limited resources, insufficiently trained counselling personnel, and entrenched fault-finding disciplinary cultures, resulting in largely reactive responses to learner misbehaviour. The study concludes that proactive discipline management in Malawian secondary schools is widely recognised but inconsistently implemented, making it more aspirational than operational. It recommends strengthening guidance and counselling services, enhancing learner participation, investing in positive reinforcement, and promoting supportive and proactive discipline strategies to improve learner behavioural outcomes.