Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda. A cross-sectional study.

Abstract

Background Albert Bandura’s Social Learning Theory emphasises that individuals acquire both appropriate and inappropriate behaviours through observation, imitation, and interaction, providing the theoretical framework for the study. The purpose of this study is to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. Methodology A mixed-methods cross-sectional study combining both quantitative and qualitative techniques to provide acomprehensive understanding of the phenomenon. The study employed a descriptive survey research design, utilising questionnaires and interviews as the primary data collection methods. Results The majority were male teachers (175, 62.0%), while female teachers accounted for 107 (38.0%). The majority of teachers in lower secondary classrooms in Mbarara City establish clear rules and procedures for classroom behaviour, where 74.4% of respondents strongly agreed. Students in lower secondary classrooms generally demonstrate moderate to high levels of discipline, though some weaknesses are evident. The overall mean score for all items was 3.67 (SD = 1.02). Results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). This indicates that teachers who employ effective classroom management practices such as clear rule-setting, fair and consistent discipline, active monitoring, calm handling of disruptions, and engaging teaching methods tend to have students who demonstrate higher levels of discipline. Conclusion Effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Recommendations Teachers should adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected.