Discipline as a pedagogical tool to develop a responsible and agentic self : a qualitative analysis in middle schools

Abstract

This study investigates the concept of discipline as a relational construct, underpinned by responsibility, a sense of belonging, and personal freedom. It examines how disciplinary practices in local schools contribute to the development of students’ social, relational, and academic responsibility, and how these practices support the emergence of student agency and a responsible self. Adopting a reflective and qualitative approach, the research seeks to deconstruct prevailing notions of discipline and explore how consistent, reflective, and supportive practices can foster a values-driven disciplinary framework. The study aims to provide insight into current school practices and advocate for a whole-school approach to discipline that promotes student growth through shared values, relational engagement, and responsible autonomy. My theoretical research explores how relational discipline, grounded in principles of care, student agency, and community, can be effectively implemented in school settings to promote ethical behaviour and long-term personal development. This qualitative study involved semi-structured interviews with twelve local Heads of School eight in state colleges, as well as four in church schools. The chosen methodology is aimed to explore the perceived fragmentation and ambiguity surrounding current disciplinary practices in local educational settings. Through in-depth engagement with the Heads of School, the study sought to evaluate their understanding of discipline and how it is enacted and maintained within their institutions. This approach enabled the collection of rich, context-specific data, providing a comprehensive picture of the prevailing disciplinary situation. The insights generated through these interviews offer a grounded basis for identifying effective practices already in place and for proposing a coherent, value-driven framework for discipline rooted in responsibility, reflection, and student development. The findings of this study suggest that while there is favourablity of vision towards relational discipline as opposed to punitive, shortcomings inhibit this vision from being put in practice. Moreover, from the Managing Behaviour in Schools Policy 2015 (MEDE, 2015) and the National Education Strategy 2024-2030 (MEYR, 2023), discipline in either seen as managing behaviour or not included in any of the pillars respectively. This study contributes to a change in how discipline is perceived and serves as guidelines on how changes in the present scenario can actually put relational discipline in practice. The research is also a point of departure to spill into primary schooling years and secondary years to have a homogeneous way of developing a disciplined future.