From daily routines to disciplinary habits: Examining how school culture cultivates student self-discipline in secondary education
DOI:
https://doi.org/10.64780/jole.v1i4.190Keywords:
Behavioral internalization, Disciplinary habits, School culture, Secondary education, Self-regulationAbstract
Background: Student discipline in secondary education is often regulated through rules and sanctions, yet compliance may fade when it depends mainly on surveillance. A culture-based approach offers a more durable route by embedding self-discipline in everyday routines and shared expectations.
Aims: This study explores how school culture cultivates student self-discipline through daily routines, teacher modeling, and reward-based reinforcement, and how these practices gradually become disciplinary habits.
Methods: Using a qualitative case study design, data were generated from participant observation of routine school activities, in-depth interviews with the principal, teachers, and selected students, and document analysis of school regulations and discipline-related records. The analysis followed iterative steps of data reduction, thematic grouping, and triangulation across sources to strengthen credibility.
Result: The findings show that consistently implemented routines, such as morning assemblies and classroom duty schedules, supported punctuality and active participation while normalizing adherence to school norms. Teacher modeling functioned as a visible reference point that helped students translate expectations into everyday conduct. Reward mechanisms further reinforced positive behavior by recognizing disciplined actions and encouraging students to sustain them voluntarily. At the same time, the continuity of these habits was not shaped by school culture alone, as family support and peer influence affected how steadily students maintained self-discipline across contexts.
Conclusion: School culture can nurture student self-discipline when routines are meaningful, adult modeling is consistent, and reinforcement emphasizes recognition rather than fear. Stronger school–family alignment helps extend disciplinary habits beyond the school setting.
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Copyright (c) 2025 Maria Carmelita Tali Wangge , Angela Merici Silvina Sada , Maria Folenta Sina
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