Teachers constructs of classroom discipline in Hong Kong secondary schools

Abstract

The paper examines the management of classroom discipline. The objective was to examine how they constructed indiscipline and good discipline, and accordingly what practices they facilitated to manage students behaviour. Qualitative data were collected from four Hong Kong secondary schools. Twelve teachers were interviewed. Eight lessons were observed. Results indicated that classroom discipline was a crucial factor for effective teaching. Also, the classroom itself could hardly separate from the wider context where it was located, such as school structure and cultural values. The implications of these findings, particularly to other countries, are given. Some appropriate recommendations for change are discussed.