Examining the management of teacher disciplinary matters by public secondary heads in northern education division of Malawi

Abstract

This study sought to examine the management of teacher disciplinary matters by public secondary school Head teachers in Northern Education Division in Malawi. Specific objectives were to; enquire if Head teachers follow the disciplinary procedures in dealing with teacher disciplinary matters. Investigate teacher perceptions if Head teacher follow procedures in teacher disciplinary matters. Examine challenges Head teachers faced in handling teacher disciplinary matters. Mixed methods explanatory sequential design was implored. Questionnaire and interviews were used as instruments of data collection. Quantitative and qualitative data were analyzed manually by formula of frequency of valuable over total frequency multiplied by hundred. Qualitative data was recorded, transcribed and coded and themes were confirmed. Bounded rationality theoretical framework and Pragmatics paradigm guided the study. Systematic, purposive sampling techniques helped to identify 50 public secondary school in Northern Education Division. Where 100 Teachers and 100 Head teachers responded to questionnaire, and 10 Teachers and 10 Head teachers were interviewed. The study found that Head teachers to some extent did not follow disciplinary procedures in handling teacher disciplinary matters because they took decisions which were outside prescribed disciplinary procedures, because they arbitrarily suspended, interdicted, and withdrew of privileges of involved teachers. Teachers perceived Head teachers to have behaved unethically by (i) favoritism (ii) abuse of power, and (iii) instituting disciplinary procedures to humiliate and demoralize teachers they regard as enemies, in handling teacher disciplinary matters. Head teachers faced following; Abuse of Human rights; Teacher personal connections in the system; Some teachers were threats to heads; Disciplinary process took too long to give judgment; and Heads lacked the knowledge to process complex disciplinary issues. The study agrees disciplinary procedures were established for the common good, to protect employees’ specific rights against unethical decisions which discriminate and degrade victims. Managing disciplinary procedures is Constitutional and must be handled professionally. The Ministry of Education Science and Technology (a) should put deliberate sustainable funded policy for Leadership and Public Administration courses at Mpemba Staff Development Institute. To provide coaching, counselling, and mentoring to all current Head teachers and their deputies. (b) Should distribute MPSRs and the manual for administrative law a guide for ministers and senior civil servants for capacity building and motivation in all schools. (c) Future Head teachers must undergo educational curriculum that includes introduction to administrative or constitutional law in universities and colleges. Further research on same topic to be done in all Education Divisions in the country. Explore the criteria used for identifying public secondary school Head teachers in Malawi.