Exploring head teachers' management of disciplinary cases involving teachers of the opposite sex in secondary schools: the case of Walemera cluster in Nkhotakota

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.