Title: Culture as a Correlate of Discipline in Secondary Schools in Uganda: A Review of Positive Approaches and Systemic Interventions
Authors: Dr. Arinaitwe Julius, Ahumuza Audrey
Volume: 9
Issue: 11
Pages: 100-108
Publication Date: 2025/11/28
Abstract:
This mixed-methods study examined culture as a correlate of discipline in Ugandan secondary schools, evaluating positive approaches and systemic interventions for promoting culturally responsive discipline practices. Employing a convergent parallel design, the research was conducted across 45 secondary schools in five regions of Uganda with 520 participants comprising students, teachers, administrators, and education officials. Data collection utilized validated questionnaires (Cronbach's ? = 0.87-0.91), focus group discussions, in-depth interviews, and document analysis, while statistical analyses included Pearson correlations, multiple regression, ANCOVA, and structural equation modeling. Results revealed significant positive correlations between cultural values (communal values/Ubuntu, respect for authority, indigenous conflict resolution, traditional moral education) and disciplinary practices (r = .448 to .623, p < .01), with cultural factors predicting 56.2% of variance in disciplinary effectiveness (R² = .562, p < .001). ANCOVA demonstrated that culturally-aligned positive discipline approaches significantly outperformed culturally-disconnected approaches across all outcomes (?² = .152 to .296, p < .001), with community support showing the largest effect (adjusted mean difference = 1.23, 95% CI [1.08, 1.38]). Structural equation modeling revealed that systemic interventions at policy, institutional, and community levels improved discipline both directly and indirectly through cultural integration as a mediating mechanism, accounting for 44-54% of total intervention effects (model fit: CFI = .962, RMSEA = .041). Qualitative findings corroborated quantitative results, highlighting how Ubuntu philosophy, elder mediation, and traditional moral narratives enhanced discipline when integrated into school practices. The study concluded that culture serves as a central determinant rather than peripheral factor in discipline effectiveness, with culturally-aligned positive discipline approaches and culturally-mediated systemic interventions demonstrating superior outcomes. Recommendations emphasized developing culturally-integrated discipline frameworks with teacher training in cultural competency, strengthening school-community partnerships with formal roles for cultural leaders, and establishing monitoring systems with culturally-sensitive indicators. These findings contribute to culturally responsive education theory and provide evidence-based guidance for decolonizing discipline practices in African educational contexts, with implications extending beyond Uganda to other postcolonial settings seeking to harmonize indigenous values with contemporary educational goals.