Abstract:
This study examines how head teachers manage disciplinary cases involving teachers of the
opposite sex in secondary schools within the Walemera Cluster of Nkhotakota District. It explores
the nature of disciplinary cases, procedures used, teachers’ perceptions of head teachers’
disciplinary management, and the challenges faced. Using a qualitative approach with interviews
and document analysis, findings reveal common cases such as late coming, absenteeism, reporting
to work under the influence of alcohol, inappropriate dressing, and lack of lesson preparedness.
Gender dynamics significantly influence disciplinary decisions, with some head teachers
perceived as biased. The study concludes that structured policies, gender-sensitive training, and
transparent communication are essential for effective disciplinary management. It recommends
gender-neutral policies, improved conflict resolution mechanisms, and enhanced training for head
teachers to promote fairness and professionalism.
