The study explores the perceptions of Namibian teachers of democratic school
governance and its contribution to school discipline. The research examines the
education policy shifts towards democratic school governance from before to after
1990. The study further investigates the views of twelve teachers from four secondary
schools in the Oshana education region on how democratic school governance can
contribute to lack of discipline among learners.
The study exposes how learner representation on the school board and their
participation in the discussions during meetings is experienced. The study also
discusses how learners who are elected to serve on the school board are accountable to
other learners who have elected them.
The study shows the link between democratic school governance and school discipline,
internationally, nationally and locally. Finally, given the exploratory nature of the study,
some issues that warrant further investigation to add to the existing knowledge are
highlighted.