Exogenous Causes of Misbehavior in Zimbabwean Primary Schools: A Concern of Stakeholders

Fortunate Zambezi and Vincent Chidhumo
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Fortunate Zambezi: Qualification: M.Ed Educational Psychology (Madziwa Teachers College)
Vincent Chidhumo: Qualification: M.Ed Educational Psychology (Madziwa Teachers College)

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 1, 2166-2174

Abstract: Misbehaviour is one of the major problems that is rampant in primary schools and hinders the academic performance of most learners hence a concern for all stakeholders. The major purpose of this study was to find out the causes of misbehaviour at primary school level in Zimbabwe, particularly in Makonde District. The focus of the research was on how factors such as parenting styles and sociocultural factors exacerbate misbehaviour in primary schools getting insights from Bandura’s Social learning theory, Bronfenbrenner’s Ecological systems and Baumrind’s Parenting styles as well as Tafjel’s Social identity theory. The research adopted a mixed approach involving the interpretive research paradigm which hinges the qualitative research approach. The descriptive survey research design was employed to study purposively sampled two (2) head teachers, ten (10) teachers and twenty (20) learners from two (2) primary schools. Data were collected using interviews, observations and document analysis. The study revealed that misbehaviour is due to poor parenting, peer pressure, influence from mass media, permissive school environments, drug abuse, poor home background and the anti-social environments where learners live. The study also revealed that misbehaviour leads to poor academic performance. The researchers recommended for a collaborative effort between teachers and parents and the engagement in guidance and counseling sessions in schools to reduce the rate of misbehaviour amongst primary school learners.

Date: 2024
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