The researcher intended to establish the types of student disciplinary problems in Gaborone Community Junior Secondary Schools as well as ways of combating these problems. The opening chapter states the problem, purpose of study and also provides background to the problem. Data was collected from teachers and the students using questionnaires. All in all sixty (60) subjects were used to collect data. The other chapter that has substantially enriched the project is chapter two. The third chapter explains the methodology used in this research study. Chapter four is about data presentation, analysis and interpretation and lastly the recommendations, which close this study, arc provided to help the authorities. The research shows that theft is a major student disciplinary problem in Community Junior Secondary Schools. The other disciplinary problems arc destruction of school property, disrespect to teachers, disruption of classes, drug abuse, insults, refusal to take instructions and truancy. These problems result in low academic performance, disruption of school programme, juvenile delinquency and limited or no future for these teenagers. The research shows that the major cause of these problems is peer pressure. The other factors that contribute to the disciplinary problems are poor administrative policies, lack of teachers' commitment to their work, media influence and collapse of extended family structure. / (M. Ed.) North-West University, Mafikeng Campus, 2006

This study was undertaken in order to investigate negative classroom behaviour in schools in Botswana. Recommendations based on the findings of the study were made to the participating schools and interested stakeholders. A qualitative approach was adopted to investigate the research questions in four schools selected for the study. The data collection methods used were observation, document analysis, participant interviews and focus group interviews. Participant and research site confidentiality was ensured and all interviews were transcribed and organised in such a way that the key points pertinent to the study were highlighted. This study provided valuable information for future studies investigating disruptive classroom behaviour and intervention methods. / Educational Foundations / M. Ed. (Socio-Education)

This study was undertaken in order to investigate negative classroom behaviour in schools in Botswana. Recommendations based on the findings of the study were made to the participating schools and interested stakeholders. A qualitative approach was adopted to investigate the research questions in four schools selected for the study. The data collection methods used were observation, document analysis, participant interviews and focus group interviews. Participant and research site confidentiality was ensured and all interviews were transcribed and organised in such a way that the key points pertinent to the study were highlighted. This study provided valuable information for future studies investigating disruptive classroom behaviour and intervention methods. / Educational Foundations / M. Ed. (Socio-Education)