Discipline in Lesotho schools: educator strategies

Abstract

This article reports from an exploratory, quantitative and critical frame of reference on a study on educator strategies to maintain discipline in Lesotho schools. The data, based on a questionnaire completed by Lesotho educators, were analysed by means of frequencies and the student’s t-test. The most popular strategy employed by the respondents as a means of maintaining discipline is to come properly prepared to school, followed by positive discipline. Strategies least used by the respondents are detention and community service. The data reveal that the majority of the respondents use a combination of traditional and progressive strategies. The data also show that the perceived effectiveness of a strategy does not always correspond with its popularity.