Deviant behaviour among teachers and students and its effects on learning: Managers' perspectives in four selected secondary schools in Malawi

Abstract

The proper conduct of teachers and students is vital in the promotion of quality education. However, it has been noted that there is an increase in cases of teachers’ and students’ deviant behavior in secondary schools in Malawi. It is against this background that this study was conceived to explore the causes and effects of teachers’ and students’ deviant behavior in selected public secondary schools. The study was conducted in four secondary schools in Nkhata-bay and Rumphi Districts. The purpose of this study was to identify current causes and effects of deviant behavior in schools to inform policymakers and other stakeholders on the same so that they can come up with policy interventions that can comprehensively address the issue of deviant behavior.

The study employed a qualitative research approach in which a case study design was used for a deep understanding of deviant behavior of teachers and learners. Semi-structured interviews and document analysis were used as data-collecting methods. The study was guided by the Ethical Theory of Emmanuel Kant (1724-1804) which offers reasons for judging deeds to be right or wrong. The targeted population consisted of 26 School Managers who included Headteachers, Deputy Head Teachers, Heads of Departments, Parents and Teachers Association (PTA) Chairs and one Human Resource Officer (HRO) from the Division office. The sample was purposefully drawn as schools involved had recorded incidences of deviant behavior. Data was analyzed using a thematic content approach.

The study found that absenteeism, truancy, insubordination, and late coming were common cases of deviant behavior among both students and teachers in the selected secondary schools. The study established that factors related to poor conditions of service, lack of support from authorities, lack of guidance and counseling, the negative influence of the media, misunderstanding of human rights and negative peer pressure contributed to both teachers’ and students’ deviant behavior. The study revealed that deviant behavior has a negative effect on students’ academic performance. The study concluded that unless these causes of deviant behavior are resolved, cases of teachers’ and students’ deviant behavior will continue to increase thereby negatively affecting the quality of education in the country.