Structured School Discipline as a Cultural Practice: A Qualitative Case Study on Character Formation in Secondary Education
DOI:
https://doi.org/10.64780/jole.v1i4.188Keywords:
Character Formation, Qualitative Case Study, School Culture, School Discipline, Secondary Education;Abstract
Background: School discipline is often reduced to compliance with rules, even though in practice it can become a shared routine that shapes how students learn to act and relate. How structured discipline works as a cultural practice that supports character formation in secondary schooling still needs closer qualitative attention.
Aims: This study examines how structured school discipline is enacted as a cultural practice and how it is linked to students’ character formation in a secondary education setting.
Methods: Using a qualitative case study design, data were gathered through direct observations of daily school routines, semi structured interviews with teachers and students, and review of relevant school documents. The analysis followed a descriptive qualitative approach to identify recurring patterns across sources and connect disciplinary practices with character related outcomes.
Result: Discipline was experienced as a daily cultural pattern supported by leadership and teacher role modelling, strict time regulation, routine checks of uniform and preparedness, regular evaluation meetings, extracurricular participation, and recognition for achievement. These practices were associated with students becoming more organized, accountable, and better able to manage time and tasks, alongside improved self regulation and cooperative behaviour. Challenges included student resistance to rules perceived as overly strict and occasional inconsistencies in enforcement.
Conclusion: Structured discipline can function as a cultural practice that strengthens character formation when it is modelled, communicated, and applied consistently. Sustaining its benefits requires continual reflection through evaluation and coordinated support among school staff, students, and parents.
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