Title: Culture as a Correlate of Discipline in Secondary Schools in Uganda: A Critical Analysis
Authors: Asiimwe Isaac Kazaara, Nabaasa Desire
Volume: 9
Issue: 11
Pages: 93-99
Publication Date: 2025/11/28
Abstract:
This study examined culture as a correlate of discipline in secondary schools in Uganda using a cross-sectional mixed-methods design. Data were collected from 422 respondents including 300 students, 80 teachers, 30 head teachers, and 12 discipline masters/mistresses across eight districts representing Uganda's four regions. Quantitative data were analyzed using descriptive statistics, Pearson correlations, multiple regression, chi-square tests, and ANOVA, while qualitative data underwent thematic content analysis. The findings revealed that traditional cultural values such as respect for authority (r = -0.456, p < 0.001) and religious moral values (r = -0.521, p < 0.001) were significantly negatively correlated with disciplinary problems, while exposure to Western cultural values showed positive correlation with indiscipline (r = 0.402, p < 0.001). Teachers' cultural backgrounds significantly influenced disciplinary effectiveness (F = 4.23, p = 0.008), with cultural alignment between teachers and students and the use of restorative approaches predicting better outcomes. Multiple regression analysis demonstrated that culturally-responsive disciplinary practices explained 62.3% of variance in positive discipline outcomes (Rē = 0.623, p < 0.001), with restorative justice practices (? = 0.341), incorporation of traditional values (? = 0.289), and parental involvement (? = 0.245) emerging as strongest predictors. The study concluded that culture was a fundamental correlate of discipline in Ugandan secondary schools and recommended implementing culturally-responsive discipline training, adopting restorative justice frameworks, and developing culturally-inclusive school governance structures to enhance disciplinary effectiveness while respecting Uganda's cultural diversity.