Structural failures in preventive discipline: Evidence from a mixed-methods study of Malawian schools

Abstract

Preventive discipline approaches are increasingly promoted as alternatives to punitive responses to learner misconduct, however, their practical application in Malawian secondary schools remains constrained by systematic and structural limitations. Guided by transformational leadership theory and choice theory, this study examined the structural conditions shaping the effectiveness of preventive discipline management strategies. An embedded mixed‑methods design was employed, and the target population comprised school management team members, student council leaders, education managers, and learners who had experienced suspension or dismissal. Quantitatively, a sample of 380 participants was drawn from twenty secondary schools using stratified random sampling, with sample size determined by the Yamane formula. Qualitatively, purposive sampling was employed to conduct in-depth interviews to capture lived experiences of disciplinary strategies. Binary logistic regression was applied to survey data, while thematic analysis guided interpretation of interviews. Quantitative data were analyzed using descriptive and binary logistic regression, while qualitative data were examined through thematic analysis. Findings reveal that the limited effectiveness of preventive discipline is strongly linked to systemic constraints rather than a lack of conceptual grounding. Although trauma-informed management received near-universal support (93.7%), it demonstrated no statistically significant influence on behavioural improvement. Equally, study circles were negatively associated with behavioral outcomes, reflecting weak institutional oversight and inadequate structuring. Qualitative evidence further highlights persistent challenges, including limited resource allocation, insufficient professional training, and the absence of coherent supervision frameworks, which collectively undermine the institutionalisation of preventive practices. The study concludes that the limited success of preventive discipline in Malawi stems primarily from structural challenges requiring systemic reform rather than inherent conceptual weaknesses. The study recommends institutionalising preventive discipline through dedicated counseling services, resource allocation, and mandatory teacher training; and strengthening practice by restructuring peer-based initiatives with clear objectives and teacher oversight. Addressing these foundations would enable schools to transition sustainably from punitive responses towards effective preventive discipline management.