AN INVESTIGATION INTO THE CAUSES AND EFFECTS OF TEACHER MISCONDUCT IN SELECTED PUBLIC SECONDARY SCHOOLS IN DOWA DISTRICT MASTER OF EDUCATION (LEADERSHIP AND MANAGEMENT) DISSERTATION.pdf

AN INVESTIGATION INTO THE CAUSES AND EFFECTS OF TEACHER
MISCONDUCT IN SELECTED PUBLIC SECONDARY SCHOOLS IN DOWA
DISTRICT
MASTER OF EDUCATION (LEADERSHIP AND MANAGEMENT) DISSERTATION
HOLMES K. CHIRWA
MZUZU UNIVERSITY
APRIL 2014

i
Dedication
To my late parents: Mr. Kennedy B. Chirwa and Mrs. Ernet Nyankhoma. Mama, you were
struggling with cancer and passed on when I was in the field conducting research. Rest in peace
mama!

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Declaration
I, Holmes K. Chirwa, declare that the organization and writing of this dissertation is entirely my
own and has been carried out at Mzuzu University under the supervision of Associate Professor
Golden Msilimba. It has not been, nor is it being concurrently submitted for any other degree
than the degree of Master of Education (Leadership and Management) at Mzuzu University.
I attest that all reference materials herein have been duly acknowledged.
Signed: ___________________________
(Student)
Date: ______________________________
Signed: ____________________________
(Supervisor)
Date: ______________________________
Signed: ____________________________
(Head of Department)
Date: ______________________________

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ABSTRACT
Proper conduct of teachers is vital in the promotion of quality education. However, it was noted
that there was an increase in the cases of teacher misconduct in some secondary schools in Dowa
District. Therefore, it was imperative to explore the possible causes and effects of teacher
misconduct in the selected public secondary schools in Dowa District in Malawi.
The study employed both qualitative and quantitative research approaches guided by the Social
Learning and Transformational Leadership theories. The study used semi-structured interviews,
questionnaires and document analysis. It involved ten head teachers and sixty seven teachers
from the ten randomly selected public secondary schools.
The study found that absenteeism and late coming as common cases of teacher misconduct in the
selected public secondary schools despite knowledge of the Teachers’ Code of Conduct among
teachers. The study established that factors related to low job satisfaction, negligence, lack of
support as evidenced by irregular school inspection and lack of cooperation among teachers
contributed to some of the cases of teacher misconduct. Further, teacher misconduct had an
effect on the teaching and learning process. The results also revealed that leadership had no
influence on the misconduct of teachers. Findings also showed that human rights issues and lack
of resources were some of the challenges in promoting proper conduct among teachers in public
secondary schools.
The study concludes that unless teaching service working conditions improve, effective
professional support and enforcement of the Teachers’ Code of Conduct are put in place, cases of
teacher misconduct will continue to increase thereby affecting the teaching and learning process.

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Acknowledgments
Before anybody else, I have to sincerely thank the Almighty God for the precious gift of life,
strength, energy and intellect to complete this study. I would like to express my warmest
appreciation and sincere thanks to my supervisors, Associate Professor Golden Msilimba and Dr.
V.Y. Mgomezulu, who moulded my thinking and challenged me intellectually through their
constructive criticisms and numerous helpful comments and recommendations. Thanks should
also be extended to all the course lecturers for the timely support rendered when I needed
academic help especially Dr. Sam Safuli, Dr. D.M. Ndengu, Mr. P.B. Kayira, Dr. Lester-Brian
Shawa and Mrs Chiwambo of Education department.
My very special thanks go to the Central East Education Division office, Teachers’ Union of
Malawi secretary, Mr. D. Kalekeni, Secretary of the Teaching Service Commission, Mr. Kayesa
and to the ten secondary school head teachers and teachers who spared their time for the
interviews and filled in the questionnaires. To my friends, Nyaka, Kitha, Elton, Andy and
Sandress, thank you guys for the smiles! I also thank Lieutenant Mbawemi Sakala for lending me
a vehicle during my stay in Mzuzu when the project reached critical stage.
I owe special gratitude to my brother, John Malunje and his wife Charity, Jobson and Dyson for
their unending financial and moral support. I also thank my wife, Dumile, Charity, our daughter
and Janet, my twin sister, for their prayers, love and smiles. I also wish to acknowledge my
principal, Mr. M. Msakatiza, the Head of Department, Mr. G.Y. Chipeta and all colleagues at
work and all those who have supported me in one way or another. God bless!

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Table of Contents i
CHAPTER 1 .........................................................................................................................................1
1.1. Background..............................................................................................................................1
1.2. Statement of the problem..........................................................................................................3
1.3. Aim of the study ......................................................................................................................3
1.3.1 Objectives ........................................................................................................................4
1.4. Rationale of the study...............................................................................................................4
1.5. Significance of the study..........................................................................................................5
1.6. Delimitation.............................................................................................................................6
1.7. Definition of terms...................................................................................................................6
• Code of conduct- a body of rules and regulations stipulating a particular ..................................6
• Ethical conduct- the expected conduct of teachers as per the code of conduct or principles (.....6
• Misconduct- any act of conduct that is contrary to the expected conduct of teachers as stipulated
in the Teachers’ Code of Conduct for Malawi. .................................................................................6
1.8. Theoretical framework.............................................................................................................7
1.8.1. Social Learning Theory ....................................................................................................7
1.8.2. Transformational Leadership Theory ................................................................................8
1.9. The organization of the thesis...................................................................................................8
1.10. Description of the study area .................................................................................................11
CHAPTER 2 .......................................................................................................................................12
Literature Review ...............................................................................................................................12
2.1. Introduction................................................................................................................................12
2.2. Ethics and ethical code of conduct..........................................................................................12
2.2.1. Teachers’ Code of Conduct ............................................................................................12
2.3. Effect of teacher misconduct on the teaching and learning process..........................................17
2.4. Strategies for promoting teachers’ conduct..................................................................................19
2.5. Challenges in promoting teachers’ ethical conduct..................................................................21
2.7. Conclusion..................................................................................................................................24
3.1.0. Research paradigm .........................................................................................................25
3.1.1. Interpretive paradigm .....................................................................................................25
3.3. Study Population....................................................................................................................28

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3.3.1. Sample and Sampling Techniques...................................................................................28
3.4. Data collection methods and instruments...................................................................................30
3.4.1. Questionnaires .....................................................................................................................30
3.4.2. Interviews ............................................................................................................................31
3.4.3. Document Analysis..............................................................................................................31
3.5.1. Role of the Researcher .........................................................................................................32
3.6. Ethical Considerations ................................................................................................................32
3.7. Trustworthiness of Research Findings.........................................................................................33
3.8. Data processing and analysis.......................................................................................................35
3.9. Conclusion..................................................................................................................................35
CHAPTER 4 .........................................................................................................................................36
Data presentation, Analysis, Interpretation and Discussion.....................................................................36
4.1. Introduction................................................................................................................................36
4.2. 1. Demographic characteristics of respondents ............................................................................36
4.3. Availability of the Teachers’ Code of Conduct in the public secondary schools ..................37
4.3.3. 1. Source of knowledge of the Teachers’ Code of Conduct ...................................................40
4.3.4. Some of the cases of teacher misconduct in the selected public secondary schools....................43
4.4.1. The role of head teachers in promoting conduct of teachers ..................................................56
4.5. Challenges faced in promoting ethical conduct among secondary schools....................................59
4.6. Conclusion..................................................................................................................................62
CHAPTER 5 .........................................................................................................................................64
Conclusions and Recommendations.......................................................................................................64
5.0. Introduction................................................................................................................................64
5.3. Limitations of the study ..............................................................................................................68
5.3. Areas for further study................................................................................................................68
References.............................................................................................................................................70
Anangisye, W, & Barrett, A. (2005). Professional status and responsibility...........................................70
Tanzanian teachers’ views on misconduct. Paper presented to the:8th UKFIET .....................................70
International Conference on Education and Development: Learning and Livelihood, .............................70
University of Oxford, 13-15 September 2005.........................................................................................70
Appendices ...........................................................................................................................................85

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List of Figures
Figure 1.1: Map of Malawi showing study area………………………………………………10

viii
List of Tables
Table 1.1 Cases of teacher misconduct recorded by the TSC ………………………………2
Table 4.2 Respondents’ demographic characteristics ………………………………………38
Table 4.3 Cases of teacher misconduct in selected Sec Schools in Dowa …………………..45

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List of Abbreviations
CEED Central East Education Division
HRO Human Resources Officer
MoEST Ministry of Education Science and Technology
SPSS Statistical Packages for Social Scientists
TSC Teaching Service Commission
TUM Teachers Union of Malawi
VSO Voluntary Services Overseas

1
CHAPTER 1
1.1. Background
The democratic dispensation in Malawi brought a lot of changes in different areas. In particular,
political, social and economic spheres have all been impacted which in turn have a bearing on
service delivery in the civil service. In the Teaching Service, for instance, teacher behaviour has
become questionable because of the reported cases of misconduct such as teacher pupil sexual
relationships, fraud, drug and alcohol abuse (Kadzamira, 2006; Bennell & Akyeampong, 2007;
Malawi News Agency, 2011; Ng’ambi, 2011; Pembamoyo, 2011). Additionally, a number of
studies have reported that cases of teacher misconduct were on the rise in some parts of the
Southern Africa (GOM/UNDP, 2002; Chawani, 2004; Moleni & Ndalama, 2004; Chireshe &
Shumba, 2011). Such cases of teacher misconduct have far-reaching and serious negative
implications for student learning, the status of the teaching profession and ultimately the culture
of society (Anangisye & Barrett, 2005). Unfortunately, cases of misconduct were reportedly to
be on the rise despite the existence of the Teachers’ Code of Conduct.
1.1.1. Meaning and purpose of the Malawi Teachers’ Code of Conduct
Teaching is a profession that calls for a high degree of discipline and moral rectitude. It is,
therefore, incumbent upon the practitioners to be familiar with the ethics of a professionally
trained teacher. A code of conduct refers to a body of rules and regulations stipulating a
particular form of conduct expected of a particular group (The National Code of Conduct Review
Committee in Malawi, 2008 p.8). Therefore, a Teachers’ Code of Conduct is a body of rules and
regulations that guide teachers in maintaining high standards of professionalism at all times

2
(Teachers’ Code of Conduct, Malawi, 2007). The Teachers’ Code of Conduct for Malawi
outlines the rules and regulations for teachers, duties of a teacher towards learners, the
community and fellow teachers. Furthermore, it stipulates acts of misconduct warranting
punitive measures such as suspension and disqualification of a teacher. Examples of acts of
misconduct warranting suspension and disqualification include absenteeism, teacher-pupil sexual
relationship, insubordination by word or conduct and drunkenness.
Although the Teachers’ Code of Conduct outlines the expected conduct of a teacher, Kadzamira
(2006) observed that teachers in Malawi were involved in different acts of misconduct. Below is
a table showing official numbers of cases of teacher misconduct as recorded by the Teaching
Service Commission (TSC) between 2000 and 2011.
Table 1.1: Cases of teacher misconduct recorded by the Teaching Service Commission
Misconduct Number of cases recorded
Absenteeism 29
Teacher pupil sexual relationship 21
Examination malpractice 5
Theft 4
Insubordination 2
Illegal admission of students 2
Drunkenness 1
Total 64

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Given the above as evidence of teacher misconduct in Malawi, it was imperative to explore the
possible causes and effects of teacher misconduct in public secondary schools in Dowa District
in Malawi.
1.2. Statement of the problem
The problem of teacher misconduct such as absenteeism, examination malpractice and male
teacher-female pupil sexual relationship is common in Sub-Saharan Africa including Malawi
(Chanika, 2003; Mothemane, 2004; Anangisye & Barrett, 2005; Kadzamira, 2006). For instance,
Ng’ambi (2011) reported that 123 teachers in Malawi were dismissed for various reasons. In
2012, six cases of misconduct were recorded in the month of May alone in the Central East
Education Division ranging from absenteeism to teacher - pupil sexual relationship. Despite the
Ministry of Education, Science and Technology (MoEST) having a code of conduct for teachers,
cases of teacher misconduct were reportedly to be on the increase. Therefore, this study wanted
to explore the possible causes and effects of teacher misconduct in Dowa District in Malawi.
1.3. Aim of the study
The aim of the study was to explore the possible causes and effects of teacher misconduct in
selected public secondary schools in Dowa District in Malawi.

4
1.3.1 Objectives
Specifically, the study intended to;
1. Investigate common cases of teacher misconduct in the selected public secondary schools
in Dowa District.
2. Explore the possible causes of teacher misconduct in the selected public secondary
schools in Dowa District in Malawi.
3. Find out the effects of teacher misconduct on the teaching and learning process in the
selected public secondary schools in Dowa District.
4. Establish the possible challenges faced in promoting ethical conduct among teachers in
public secondary schools in Malawi.
1.4. Rationale of the study
There is a growing body of evidence worldwide indicating that teachers, teacher educators, and
lecturers engage in professional misconduct (Adelabu, 2005; Anangisye & Barrett, 2005; Fauske,
Mullen, & Sutton, 2006; Mpahla, 2009). Despite the existing evidence of teacher misconduct in
Malawian schools (Chanika, 2003; Kadzamira, 2006), little or no effort has been made to
understand the causes and effects of teacher misconduct in public secondary schools in Malawi.
Furthermore, observations have been made on some teachers being posted to other schools,

5
interdicted and dismissed for perceived misconduct (for example, case of Khoza v. Attorney
General, 20021
). This study, therefore, was initiated by lack of knowledge about the causes and
effects of teacher misconduct in public secondary schools in Dowa District in Malawi.
1.5. Significance of the study
The findings of this study might be useful to head teachers in that they may provide information
on the knowledge of the Teachers’ Code of Conduct among teachers. As a result, such findings
might provide a basis for school based induction workshops. Similarly, the results might give an
insight to the Ministry of Education, Science and Technology (MoEST) on the status of the
teachers’ conduct in public secondary schools.
Furthermore, the study is innovative in the sense that it will generate useful knowledge on the
causes and effects of teacher misconduct in Malawi where most studies have concentrated on
teacher motivation and incentives (VSO, 2002; Moleni & Ndalama, 2004; Kadzamira, 2006;
Kayuni & Tambulasi, 2007).
The study may also provide information on the gaps in the training of teachers through the re-
orientation of the curricula to adequately cover the Teachers’ Code of Conduct.
Lastly, the findings may benefit the Teachers’ Union of Malawi (TUM) and the Teaching
Service Commission (TSC) whose objective is to promote the teaching profession in Malawi.
The findings will unearth some of the issues affecting the teaching profession and how they can
1
Khoza v. Attorney General (MoEST), IRC.56. 2002)

6
be addressed. Thus, the results will be of much benefit to them as they might organize the code
of conduct awareness campaign across the country.
1.6. Delimitation
The purpose of demarcating a study is to make it more manageable and to this end, the proposed
research was delimited to selected public secondary schools in Dowa District. The study
concentrated on head teachers and teachers. The TSC, TUM and Central East Education Division
(CEED) were also involved in the study.
1.7. Definition of operational terms
The following terms are used throughout this study and are provided to clarify the meaning of
the data, or may be included herein to further define the areas of leadership and ethical
terminology.
• Code of conduct- a body of rules and regulations stipulating a particular form of
behaviour expected of members of a particular profession.
• Ethical conduct- the expected conduct of teachers as per the code of conduct or
principles (Reinhartz & Beach, 2004).
• Misconduct- any act of conduct that is contrary to the expected conduct of teachers as
stipulated in the Teachers’ Code of Conduct for Malawi.

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1.8. Theoretical framework
The theoretical framework that underlies this study is based on two theories as explained below.
The general theoretical framework was derived from Bandura’s (1977) Social Learning Theory
and Burns (1978) Transformational leadership theory as cited in Northouse (2010).
1.8.1. Social Learning Theory
Social Learning Theory was developed by Albert Bandura (1977). The theory states that human
beings learn behaviour by way of modelling processes. Modelling is one of the most powerful
means for transmitting attitudes and behaviours. According to Trevino and Brown (2004),
employees learn what to do, as well as what not to do, by observing others people’s behaviours
and their consequences. The theory has been applied to study employees’ misconduct. Chappell
& Alex (2004) argued that Social Learning Theory suggests that officers develop peer groups
within the department. According to the two scholars, as a new officer enters the peer group, he
or she will be exposed to models of behavior that will influence his or her own attitudes and
behaviour. Kemper (1966) as cited in Trevino & Brown (2004) argued that employees who
engage in unethical behaviours create a context supporting parallel deviance, meaning that other
employees observe and can imitate inappropriate conduct. On the other hand, employees can
learn to be ethical by observing others who do things right, especially if the people are successful
in doing so. Krohn (n.d) claimed that the theory has established itself as one of the most
important explanations of deviant behaviour in organizations. In short, the theory helped to
understand cases of teacher misconduct in the selected secondary schools.

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1.8.2. Transformational Leadership Theory
Transformational Leadership Theory was proposed by Burns in 1978 and has been a sought -
after model in educational administration due to current educational organization’s need for
transformation (Mtegha, 2004). According to Northouse (2010), Burn’s theory places a strong
emphasis on followers’ values and morals. It involves attempts by leaders to move followers to
higher standards of moral responsibility. Burn’s theory emphasizes the leader’s role in attending
to the personal motivations and moral development of the followers. For Burns, it is the
responsibility of the leader to help followers assess their own values and needs in order to raise
them to a higher level of functioning (Ciulla, 1998) cited in Northouse (2010). However, Trevino
and Brown (2004) argued that there is no evidence that transformational leaders transmit higher
moral and ethical reasoning to followers. The theory was considered because it is based on the
belief that leaders develop and transform followers to higher levels of productivity and morality.
In summary, Social Learning and Transformational Theories as used in this study are linked in
that teachers were assumed to have emulated attitudes and behaviours of others. These two
theories were thus significant in understanding and explaining the status quo of teachers’ conduct
in selected public secondary schools in Dowa District in Malawi.
1.9. The organization of the thesis
This thesis is organized in five chapters. The first chapter provides background information to
the study and describes the problem, rationale, research questions, significance, delimitations and
limitations of the study. Chapter Two presents literature on the influence of leadership and
reported cases of misconduct across the world and challenges facing educational authorities in

9
promoting ethical conduct. Chapter Three provides a detailed description and justification of the
research design and methodology. The population and sampling techniques are also discussed
followed by a description of the data collection instruments. Data analysis and trustworthiness
are discussed after the structure of the data collection instruments. Ethical considerations
conclude chapter Three. In Chapter Four, data is presented, analyzed, interpreted and discussed.
Chapter Five includes conclusions, recommendations, areas of further research and limitations
which were drawn from the study.

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Map of Malawi showing the study area
Figure 1.2: Map of Malawi showing study area
Study area

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1.10. Description of the study area
Malawi has six education divisions namely; South East Education Division, South West
Education Division, Shire Highlands, Central East, Central West and Northern Education
Division. Each division has a Division Manager and District Managers. The division under study
covers five districts namely; Dowa, Ntchisi, Salima, Kasungu and Nkhotakota districts. It has
126 secondary schools. Specifically, the study was conducted in Dowa district in the central
region. The district has thirty three approved public secondary schools. Geographically, Dowa
District is 13 ˚south of the equator and 33 ˚ East of Prime Meridian. The district covers an area of
3,041 km² and has a population of 411,387 (2008 census). Dowa District is an agricultural
district which focuses on tobacco and groundnut farming, and the main food crops produced in
the district are maize, sweet potatoes and pulses.

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CHAPTER 2
Literature Review
2.1. Introduction
This chapter presents literature review on the ethical code of conduct. This is followed by
examples of reported cases of teacher misconduct, their causes and effects. In the final analysis,
it looks at strategies and challenges faced in promoting teachers’ code conduct.
2.2. Ethics and ethical code of conduct
Most professions and organizations have a code of conduct that guides their actions. The word
ethics has its roots in the Greek word, ethos, which translates to customs, conduct, or character
(Northouse, 2010). There are different definitions of ethics. According to Osland, Kolb and
Rubin (2001) as cited in Reinhartz and Beach (2004), ethics refers to standards of conduct that
indicate how one should behave based on moral duties and virtues arising from principles about
right and wrong. However, for this study, ethics are a collection of values or principles that are
stipulated in the code of conduct for teachers in Malawi. This study also defines misconduct as
any conduct by teachers contrary to the principles, values and morals found in the Teachers’
Code of Conduct for Malawi.
2.2.1. Teachers’ Code of Conduct
According to Carr (2000) as cited in Anangisye (2005), teaching profession differs from many
other professions and occupations in terms of the expected conduct. However, each profession
has its own code of conduct which guides the behaviour of the members. Therefore, teachers are

13
like any other profession guided by the code of conduct. As such, they are expected to conduct
themselves following particulars in the Teachers’ Code of Conduct.
Teachers’ Code of Conduct is meant to guide and control teacher conduct. Van Nuland (2009)
stated that the code sets out principles of action and standards of behaviour, how the members of
the group will operate or work. These principles promote the professional conduct of teachers.
As Van Nuland (2009) observed, students require teachers who are ‘good’ because of their
education, training and experience. Fredrickson (2004) as cited in Van Nuland (2009) maintained
that teachers can become ‘good’ through quality awareness, professional ethics and professional
freedom.
Although the code of conduct is one of the most important tools organizations possess to
promote proper conduct, Cleek and Leonard (1998) advanced that they are just one way of
communicating an ethical culture to employees and not powerful enough to promote proper
conduct (in Saat, Jamal & Othman, 2004). It is further argued that the ethical philosophies and
values of management influence ethical choices and conduct of employees and their example is a
critical component in creating ethical or unethical conduct by employees (Velthouse, &
Kandogan, 2005). Gellerman (2003) noted that a code of conduct is not enough to assure proper
conduct as they are forgotten the first few months for lack of emphasis. However, head teachers’
emphasis on the code of conduct might not be effective unless they show exemplary conduct,
consistent with the social learning theory which states that leaders are role models by virtue of
their assigned roles and have influence on followers.

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Research supports the conclusion that the ethical values of management have a great influence
on the ethical choices and conduct of employees (Stead et al., 1990; Soutar et al., 1994;
Wimbush & Shephard, 1994) as cited in Saat, Jamal & Othman (2004). To this end, values,
attitudes and behaviours of head teachers have a significant influence on the conduct of teachers.
This argument is supported by the Social Learning Theory that emphasizes that employees learn
behaviours by observing others (Trevino & Brown, 2004).
2.2.2. Examples of cases of teacher misconduct and their causes
This part looks at some of the cases of teacher misconduct as found in the literature from
different areas of the world. However, it does not claim to be exhaustive but aims at giving a
picture of the common cases of teacher misconduct.
2.2.2.1. Teacher absenteeism
The problem of teacher absenteeism is on the increase and cases have been reported about
teachers absenting themselves from duty without permission (Scott & Wimbush, 1991; Alcazar,
Rodgers, & Kremer, 2006; Narayan & Mooij, 2010). According to the Independent Advocacy
Project (IAP) (2010), teacher absenteeism is a contributory factor to the falling standards of
education since it amounts to heavy loss of valuable class work and the inability to cover the
syllabus over which examinations are set for the pupils. Various causes of absenteeism have
been cited that include low morale due to low salaries, poor accommodation and poor working
conditions (Scott & Wimbush; 1991; Adelabu, 2005; Ramachandran, 2005). In Lesotho,
Urwick, Mapuru, and Nkhoboti (2005) found out that absenteeism was attributed to poorly
motivated teachers. In addition, Massawe (2011) and Malunga (2003) claimed that cases of

15
teacher misconduct like absenteeism were due to inadequate orientation of teachers on code of
conduct, lack of enforcement and low levels of job satisfaction.
In Uganda, Mulkeen (2005) found out that some teachers committed fewer hours to classroom
teaching in favour of their private work such as gardening. Mulkeen further noted that lack of
school inspection also contribute to teachers’ lack of commitment. The results are consistent with
similar studies in Malawi (Kadzamira, 2006) and Nigeria (Independent Advocacy Project, 2010).
These studies show that some teachers might prefer committing themselves to secondary
activities than their primary function of teaching.
2.2.2.2. Teacher sexual misconduct
Different cases of teacher misconduct have been reported worldwide and that indications are that
teacher sexual misconduct is on the increase (Bennell, Hyde & Swainson, 2002; Adelabu; 2005;
Mulkeen, 2005). Shakeshaft and Cohan (1995) as cited in Fauske, Mullen & Sutton (2006) state
that the prevalence of sexual misconduct in schools is difficult to estimate because most cases of
sexual misconduct go unreported. Although some cases may not be reported, the potential
consequences for the profession may be serious.
Chanika (2003) reported that in 2003, thirteen cases of teacher-pupil sexual behaviour were
handled in Chiladzulu District in Malawi. Although data for the current period was not available,
the study concluded that the misconduct was due to lack of knowledge, irregular inspection and
de-motivating factors like late payment of and poor salaries. However, it can be argued that the
decision to commit sexual misconduct may not necessarily be due to ignorance of the code of

16
conduct or late payment of salaries. In support, Henry & Griffiths (2006) observed that adults
who abuse learners are those who experience life-long attraction to children and have little
interest in adults and those that have little relationships with other adults.
Although Gellerman (2003) asserts that misconduct is, to a large extent, situational and is not the
result of inadequate understanding of ethics, teachers may consciously decide to commit
misconduct as noted above by Henry and Griffiths. Even though Chanika’s study identified
laziness and absenteeism as contributing factors to sexual behaviour, there was no clear
explanation on how the factors contributed to teacher sexual misconduct. Although Chanika
concluded that democracy had encouraged laxity in discipline of both teachers and pupils,
comprehensive research has not been fully documented in Malawi. Moreover, Shakeshaft &
Cohan (1995) as cited in Fauske, Muller & Sutton (2006) argued that most cases of sexual
misconduct happen in private. Therefore, democracy might not necessarily be responsible for
teacher sexual misconduct as concluded by Chanika.
Teacher sexual misconduct has also been reported outside Malawi. A survey conducted in
Botswana reported that 67% of secondary school students were sexually harassed by teachers,
one-fifth had been proposed to by a teacher, and at least 11% were considering dropping out
(Wible, 2004). In Benin, teacher-pupil sexual relationships happened sometimes in schools
(Wible, ibid). While in United States of America, Thomas (1999) as cited in Henry & Griffiths
(2006) expressed concern with the rate of teachers being disciplined in the area of sex-related
offenses. Although male teachers were reportedly committing more offences, there was a
significant increase in female teachers sexually abusing their students in America (Thomas).

17
These studies give a window into declining ethical conduct among some teachers locally and
internationally.
2.2.2.3. Examination malpractice involving teachers (cheating)
Examinations remain one of the commonly used types of assessment of what learners have
achieved over a period of time. However, there have been reports of cheating during the
examination exercise locally and internationally. Alutu and Aluede (2006) as cited in
Olatunbosun (2009) state that teachers encourage examination malpractice not because they lack
the zeal to work but want to be praised for a job not done. Teachers get involved because of the
financial, material and other intangible gains associated with it (Olatunbosun, 2009). While this
may be true, the practice has a negative implication on the integrity of teachers and the standard
of education in that an undeserving student may be qualified.
2.3. Effect of teacher misconduct on the teaching and learning process
Teachers are pivotal to student perception of learning, facilitating or inhibiting student learning
(West, 1994 in Sava (2002). The conduct of teachers both inside and outside the classroom plays
a significant role in determining educational outcomes. The effects are both educational and
psychological.
According to Sava (2002), when students perceive their teachers as misbehaving, several
negative outcomes can occur. Wanzer and Mc Croskey (1998) as cited in Sava (2002) found out

18
that students whose teachers were perceived as misbehaving reported a higher level of negative
effect toward the subject matter. Unfortunately, the study did not specify cases of teacher
misconduct that affected students’ learning. But Kuecken and Valfort (2012) reported that high
absenteeism among teachers in India resulted in low achievement levels among learners. In the
study, 35% of 7-14 years age group could not read a paragraph while 60% could not read a
simple story. However, Hauya (2013) argues that low achievement levels among learners in
Malawi are due to an overcrowded syllabus which stressed content rather than development of
essential skills. He further argues that learners fail to tackle questions that require reasoning
skills. Unfortunately, it appears no studies have been conducted to understand the effect of
teacher misconduct on students’ learning in Malawi.
Similarly, Uwezo Tanzania (2010) reported that high absenteeism had a causal - effect on
academic achievement levels of learners especially those from poor backgrounds. These studies
concluded that absenteeism had a negative impact on student performance.
Teacher misconduct can also affect the teacher-pupil relationship, a determinant factor in
successful learning. Banfield and Richmond (2006) found out that misbehaving teachers were
perceived to be less caring than those who did not. The study cited late coming, forgetting test
dates and returning scripts late as some of the cases of misconduct that had a negative effect on
student learning. The misconduct could jeopardize the teacher-pupil relationship as students
might feel not loved. Nevertheless, teachers’ role in the learning process appears to be
meaningful and cannot be overlooked.

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2.4. Strategies for promoting teachers’ conduct
Several strategies have been suggested in the literature aimed at promoting proper conduct of
teachers (Robins, 2000; Mothamane, 2004; Kopolande, 2007). Mkhize (2000) reported that in
South Africa, supervision of teachers, creating opportunities for staff induction and development
and rewarding good performance were some of the strategies. In contrast, Ngcongo (1996) as
quoted in Mkhize (ibid) opined that a number of African teachers perceive both supervision and
inspection as judgemental exercises in which teachers feel anxious, uneasy when evaluated or
judged wrong or right.
In some cases, misbehaving teachers are disciplined by the school leader or higher authorities. In
Uganda, Mulkeen (2005) reported that misbehaving teachers were given a warning by the head
teacher. If they re-offended, a formal warning was given by the inspector of schools, and finally
the issue was referred to the District Service Commission.
Although some teachers are dismissed, Musaazi (1982) warned that dismissal should be the last
resort. He argued that the concerned teacher should be given a chance to correct himself or
herself of the misconduct. As such, Mkhize (2000) suggests that advice should be given to the
misbehaving teacher. Musaazi (1982) agrees that it is the duty of the head teacher to remind
teachers of the accepted standards of work so as to prevent indiscipline in the school. In addition,
teachers may also be taking an oath of allegiance to the Teachers’ Code of Conduct while
addressing their professional needs.

20
It appears that when advice fails, head teachers make recommendations for a possible transfer.
Musaazi (1982) defines transfer in education as the movement of staff by the education
authorities from one school to another. While this strategy may be employed, Mulkeen (2005)
observed that it may perpetrate further misconduct. Although he did not give explanation, the
strategy may not be a solution but transferring a problem to another school. Therefore, a root
cause analysis may be employed in order to address the problem rather than recommending a
possible transfer.
Another strategy for promoting ethical conduct is screening of teachers (Mkhize, 2000; Moulden,
Firestone, Kingston, & Webster, 2010). Moulden et al (2010) investigated teachers who sexually
offended against the youth. Using crime reports and a sample of 113 Canadian male teachers,
from 1995 to 2002, the researchers proposed that mandatory criminal checks on teachers may
help to solve the problem of recruiting immoral and unethical teachers. Norris (1994:5) as cited
in Mkhize (2000) agrees that there is need to pay attention to teacher recruitment, through
screening processes which assess the values and educational beliefs of candidates.
On the contrary, a commissioned report on sexual misconduct in Ontario found out that even
with mandatory criminal checks, a number of loopholes exist that allow such teachers to work
(Robins, 2000). It is, for this reason that there was need to find out what leaders actually do to
control such problems in the school system since postings or transfers are not a deterrent
measure (Mulkeen, 2005).
While various strategies are employed to control teacher misconduct, staff or professional
development remains one important area leaders must consider (Dufour & Berkey, 1995;

21
Mkhize; 2000; Olatunbosun, 2009). This view is in agreement with Knoll (2010) that regular
training and in-service programs should be established to educate staff, parents and students
about behaviours that are unacceptable in the school. Unfortunately, few or none focus on ethical
conduct of teachers and the role of head teachers.
Even though desired capacities in staff may be developed through in-service trainings, failure to
involve them in decision making may lead to frustration among staff. A case in point, a study in
Iran by Nakhie et al (2011), found out that proper conduct increases with increasing employees’
attention to the organization’s mission and involvement in decision making. They concluded that
such strategies encourage a sense of responsibility among employees. Therefore, leadership that
promotes participation may contribute to ethical conduct among teachers.
2.5. Challenges in promoting teachers’ ethical conduct
Several challenges to address the problem of teacher misconduct have been reported (Mkhize,
2000; Mothemane, 2004; Narayan & Mooij, 2010; Independent Advocacy Project (IAP), 2010).
Mc Kelvie-Sebilean (2011) argued that the codes, though perceived as useful instruments, may
not always be effectively used due to lack of knowledge of the code of conduct. In contrast,
Mothemane (2004) found out that one of the challenges faced in promoting teachers’ conduct
was that procedural steps in dealing with misconduct in South Africa were not followed. It was
reported that if principals took formal steps, working relationships would negatively be affected.
Even though head teachers may find it difficult to apply ethics for fear of jeopardizing
relationships, Mothemane (2004) found out that such head teachers seemed not aware of their

22
duty to deal with problems of less serious teacher misconduct as per the laws. Mothemane’s
findings agree with a report from Kenya where both teachers and head teachers were ignorant of
the contents of the code of conduct (IIEP-UNESCO e-Forum, 2011). The major challenge was,
however, selective application of the code by the head teacher, depending on who had been
affected.
Another challenge faced in the promotion of ethical conduct among teachers is that some cases
go without being handled and finalized (Mulkeen, 2005; Knoll, 2010). In Malawi, Ng’ambi
(2011) reported that disciplinary procedures are not very effective. In a New York study,
Shakeshaft and Cohan (1995) as cited in Knoll (2010) found out that none of the abusers were
reported to authorities and only 1% lost the license to teach. According to Zernel & Twedt
(1999) in Knoll (2010), such misbehaving teachers are likely to do it again wherever they may
go. Even though cases may be reported to higher authorities, most of them lack evidence. A
study in Botswana, Malawi and Uganda by Bennell et al (2002) found out that the problem with
cases like teacher pupil sexual relationships was lack of enough evidence. In addition, failure to
collect such evidence may also be another problem. Although Bennell and others concluded that
the procedures were derailed by cultural considerations leading to proceedings being quashed,
these findings are consistent with Mothemane (2004) and IIEP-UNESCO e-Forum (2011) that
lack of evidence was another challenge faced in promoting ethical conduct of teachers.
Despite lack of evidence of the reported cases of teacher misconduct, lack of resources for
investigation appeared to be another challenge faced in investigating cases of misconduct.
Mulkeen, (2010) and Timilehin (2010) agree that lack of financial resources is one of the
challenges in most poor countries affecting educational programmes especially in rural areas. It

23
can, therefore, be argued that diminishing resources in the Ministry of Education, Science and
Technology may affect proper handling of cases of misconduct as they may not be prioritized.
While some cases might have evidence, issues of human rights seem to be another challenge.
According to Teachers’ Union of Malawi’s statement of professional ethics, misconceptions of
democratic principles have led to indiscipline among teachers and learners. This agrees with
previous observations by (Chanika, 2003) that cases of teacher misconduct in Malawi were due
to multiparty democracy. In some situations, decisions made by educational authorities have
been challenged in the courts of law. As an illustration, in a case of Trimble v. West Virginia
Board of Directors, 20012
), the Supreme Court of Appeals in Virginia ruled that the
administration should not have fired a professor for insubordination before resorting to other
progressive disciplinary measures under the Constitution (Euben & Lee, 2006). It should be
noted that cases like these may affect decision making when dealing with cases of misconduct. In
such situations, leaders have to consider the moral and ethical consequences of decisions,
consistent with the transformational leadership theory.
2.6. The role of transformational leadership in the conduct of teachers
According to the transformational leadership theory, leaders influence the followers’ conduct
positively through their ethical and moral values (Northouse, 2010). Studies in Turkey and South
Eastern America found out that when leaders show concern for employees, communicate values
and reward, employees are less likely to engage in misconduct (Dereli, 2003; Mayer & Kuenzi,
2010). However, research has indicated that transformational leadership has a profound positive
2
Trimble v. West Virginia Board of Directors.549 S.E.2d 294 (W. Va. 2001).

24
effect on teachers’ satisfaction, commitment and school related factors (Dereli, 2003; Mulford,
2003; Hwa, 2008). According to transformational leadership, leaders promote proper conduct by
providing moral support to individual staff and taking account of their opinions. Yet, these
studies did not look into examples of teacher conduct that resulted from satisfaction.
Researchers believe that some work conditions may encourage misconduct on the part of
employees (Fisher, 2000; Gerber, 2005 as cited in Velthouse & Kandogan, 2005). Thus, it is the
leader’s role to maintain and promote proper conduct among staff by raising teachers’ morale
and being role models (DuFour & Berkey, 1995; Mkhize, 2000; Rowland, 2008). Since
transformational leaders are values led and people oriented, they might be able to promote proper
conduct. Although transformational leadership can promote proper conduct through inspiration,
Barnett (2003) argued that visionary/inspirational head teachers may distract teachers from
concentrating on teaching and learning.
2.7. Conclusion
The literature review shows that there are a number of cases of teacher misconduct in schools.
However, few studies have examined possible causes and effects of such misconduct on the
teaching and learning process in public secondary schools. It is against this gap that this study is
a detailed contribution to studies on teacher conduct in Malawi, and a contribution to the
restricted knowledge on the causes and effects of teacher misconduct on the teaching and
learning process in the Central and Southern African region.

25
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
This chapter describes the research design and methodology which includes administration of
data collection instruments, sampling procedures and data analysis. The chapter further presents
ethical considerations and worthiness of the research findings.
3.1.0. Research paradigm
The focus of the study was to explore the causes and effects of teacher misconduct in public
secondary schools in Dowa District in Malawi. In order to understand the research study, a
paradigm was used to guide the investigation. According to Neuman (2000), a paradigm tells the
researcher how to go about conducting research, based on the assumptions and questions to be
answered. Three distinctly different paradigms that guide research are Positivism, Interpretivism
and Critical Science (Cantrell, 1993). Below is a brief description and justification of the
paradigm used in this study.
3.1.1. Interpretive paradigm
According to Cantrell (1993), interpretivists seek subjective perceptions of individuals. This
paradigm was thus appropriate for the research because it enabled the researcher to enter and
grasp the subjective meaning and beliefs of head teachers about the conduct of teachers in public

26
secondary schools. The paradigm is concerned with understanding the world as it is from
subjective experiences of individuals in their natural settings. Since head teachers and teachers
were to give meaning to their experiences, this paradigm seemed appropriate in approaching this
study. More importantly, the interest was in understanding and interpreting causes and effects of
teacher misconduct in public secondary schools. Cohen and Manion (2001) state that humans are
active agents, capable of monitoring own behaviour and are able to use words to make comments
on their performance. For interpretivists, what the world means to the person or group being
studied is critically important to good research. In this regard, the study gave head teachers a
voice to construct their own meaning of misconduct. As a strategy, interpretation analysis helped
to look for patterns and commonalities within the data to explain the phenomenon.
3.2. Research Design
Various research designs have already been described in the literature by several authors and
could not be repeated here (Fraenkel & Wallen, 1990; Holliday, 2002; Creswell, 2003;
Durrheim, 2004). Primarily, the study adopted a qualitative research design which allows for in-
depth, more open and detailed study of selected issues regardless of the number of sites,
participants or documents (Mason, 1996). It helps to obtain a more realistic feel of the world that
cannot be experienced in the numerical data and statistical analysis used in quantitative research
and provides a holistic view of the phenomena under investigation (Matveev, 2002). In addition,
the design was adopted because the problem concerns the behaviour, feelings, and thoughts and
lived experiences of head teachers and teachers who interact in a work environment (Carson,
2001; Holliday, 2002). The qualitative approach was thus used in order to provide a better
understanding of the situation under which head teachers experience misconduct.

27
Even though this study was mostly qualitative, some quantitative approaches were also
necessary; hence the study is a mixed- method study (Tashakkori and Teddlie, 2003). A mixed-
method approach involves the use of both quantitative and qualitative methods in a single study.
The advantage of this approach is that it allows the researcher to use the strengths of both
methods to understand the phenomenon under investigation (Onwuegbuzie and Teddlie, 2003).
Tashakkori and Teddlie (1998) defined mixed-methods research as those studies that combine
the qualitative and quantitative approaches into the research methodology of a single study or
multi-phased study. These multiple approaches are used in a variety of types of questions,
research methods and data analysis procedures.
3.2.1. Case Study Approach
This study used a case study approach. Its aim is to understand human beings in a social context
by interpreting their actions as a group, community or a single event (McMillan & Schumacher,
1993). It can also explain why certain things happen like teacher misconduct. Unlike many other
forms of research, the case study does not utilize any particular methods of data collection or
data analysis (Merriam, 2002). Yin as cited in Kawawa (2004: 27) argues that where the research
requires an answer to a “why” question and is within a real life context, the case study becomes a
suitable research strategy. Given the interpretive stance adopted in this study, the case study
methodology was considered the most appropriate approach to employ because it provides a
systematic way to collect data, analyze information and report findings, thus understand a
particular problem in depth. More specifically, it provides a variety of participant perspectives
and uses multiple data collection techniques.

28
3.3. Study Population
A research population relates to the total universe of units from which the sample is to be
selected (Ghauri & Gronhaug, 2005). The target population consisted of head teachers and
teachers of public secondary schools within Dowa District in Malawi. The total number of
secondary school teachers in the division was 1,298 while Dowa District had 399 teachers.
3.3.1. Sample and Sampling Techniques
A good sample is one that is representative of the population from which it was selected (Gay,
1987, as cited in Mkhize, 2000; Ary & Jacobs, 1990). Justifying the use of a sample, Charlse and
Mertler (2002) as cited in Nyamadzawo (2007) argued that samples are used in research because
it is often impossible and almost always inconvenient due to financial constraints and time
factors to study the entire population. This study therefore, employed two sampling techniques:
purposive and random samplings. This strategy helped to engage subjects who were more
accessible due to their geographic location.
The study area had thirty-three public secondary schools from which ten were randomly selected
for study representing 30% of the schools. There were 150 teachers in the ten selected public
secondary schools in Dowa District. The study targeted one hundred teachers representing 67%
of the total number of teachers in the selected schools. Sixty-seven teachers participated in the
study representing 67% of the teachers in the selected schools. All the ten head teachers
participated in the study. The sample was chosen in order to understand the multiple perspectives
about the problem of teacher misconduct in Dowa District. For interpretive research, the sample

29
was appropriate as Cantrell (1993) pointed out that sample size may be based upon the purpose
of the study not on specific rules.
3.3.1.1. Purposive Sampling
Purposeful sampling is based on the assumption that the investigator wants to discover,
understand, and gain insight and therefore must select a sample from which the most can be
learned (Patton; 2002; Merriam, 2009). This technique was used to select head teachers. Head
teachers were chosen because by virtue of their positions, they were expected to provide
information on the conduct of teachers. The Human Resource Officer at the Education Division
Manager’s (EDM) office was thought to have adequate information on the issue under study and
was also engaged. In addition, the Teachers’ Union of Malawi (TUM) and the Teaching Service
Commission (TSC) were chosen for their role in promoting the teaching profession.
3.3.1.2. Simple Random Sampling
A simple random sampling was used to select ten schools in Dowa District. According to
Shenton (2004), random sampling procedure provides the greatest assurance that those selected
are a representative sample of the larger group. However, Shenton warned that the disadvantage
is that the researcher has no control over the choice of participants and as such, quiet,
uncooperative or inarticulate individuals may be selected. The study used criterion to determine
participant eligibility which included:

30
(i) School head teachers and teachers who had been in the school for a minimum of one year
formed a sampling frame. The belief was that the head teachers would be in a better position to
explain the teachers’ conduct in the school.
3.4. Data collection methods and instruments
In order to collect data, the following data collection methods and instruments were utilized.
3.4.1. Questionnaires
The questionnaire design draws largely from procedures recommended in the literature (Fraenkel
& Wallen, 1990; Nworgu, 1991; Bailey, 1994 & Fowler, 1999) as cited in Msilimba (2007). The
best practice is characterized and the emphasis is on simplicity, appropriateness, clarity and
consistency. Questionnaires helped to gather a large amount of data from many subjects within a
short period of time. Although Mahlangu (1987: 84-95) as cited in Mkhize (2000) argued that
questionnaires do not provide the flexibility of interviews, the one used was composed of closed
and open ended questions that required respondents to freely express themselves in writing.
Some of the questions on the questionnaire were coded for easy administration and analysis
(Mkhize, 2000; Msilimba, 2007). Moreover, the study described some of the characteristics of
the respondents that participated in the study. Basically, the head teachers’ questionnaire was
used to collect data on demographic characteristics, availability of Teachers’ Code of Conduct in
the school, perceived causes of teacher misconduct, their effects and challenges faced in the
promotion of ethical conduct among teachers. On the other hand, the teachers’ questionnaire was
utilized to collect data on demographic characteristics, perceived knowledge of the Teachers’
Code of Conduct and source of knowledge of Teachers’ Code of Conduct. The questionnaires

31
were delivered to the selected participants in person. The purpose of the questionnaires was to
gain an understanding of the perceptions and views of the head teachers as leaders surrounding
teachers’ conduct in the selected public secondary schools.
3.4.2. Interviews
The lived experiences, feelings and thoughts of head teachers and teachers were investigated
through interviews. The semi-structured interview guide was used to get the opinions of the head
teachers and other key informants on the problem of teacher misconduct. Kawawa (2004) noted
that the semi-structured interview serves as an effective technique in allowing the respondents to
talk freely about their experiences and feelings without the researcher losing track. The guide
was structured according to the themes that emerged in the literature review. Even though, other
themes emerged during the data collection process. McKenzie, Powell, and Usher (1997) assert
that interviews can allow the researcher access to past events like previous cases of teacher
misconduct in the selected schools.
3.4.3. Document Analysis
This method was used to validate data received from head teachers and teachers (Maree, 2007).
The documents included; staff minutes, log books and teacher discipline files. These helped to
cross-check teacher misconduct in the schools which might have been discussed during meetings
or reported to the Central East Education Division Manager. Additionally, this method provided

32
an insight into the variety of ways in which cases of teacher misconduct were defined in the
different secondary schools within the same geographical location.
3.5.1. Role of the Researcher
The researcher had been a secondary school teacher for three and half years and is currently
lecturing at Machinga Teachers’ Training College in the south eastern region of Malawi. While
teaching, he experienced declining moral and ethical conduct among some secondary school
teachers. To control bias and potential problems due to previous relationships with some
participants in the study schools, no teacher was selected with whom the researcher had had a
prior acquaintance.
3.6. Ethical Considerations
This study considered the following ethical measures to ensure ethical and legal compliance in
conducting this research (University of Pittsburgh, from www.pitt.edu/) as cited in Mgomezulu
(2007).
• Informed Consent
Consent was obtained from the Department of Education and Teaching Studies at the Mzuzu
University and Central East Education Division (CEED). A copy of the same was sent to the
District Education Manager (DEM). Head teachers also gave verbal consent. In addition, each
participant gave permission for volunteering to participate by signing a declaration form.

33
However, some participants refused to sign but willingly provided information for the research.
Similarly, others refused to have the interviews recorded but preferred note taking.
• Privacy, Anonymity and Confidentiality
The interview topics/themes did not ask for information that could be traced to particular
participants or schools. Pseudonyms such as teacher 1, 2 were used to maintain anonymity. This
assurance served to encourage respondents with strongly deviant views to feel free to speak out.
• Plagiarism
This study has strived to cite or acknowledge the work of others through citation in the text and
inclusion of a list of sources used in the reference section.
3.7. Trustworthiness of Research Findings
Trustworthiness is the verification that the information presented in the report is accurate and
true (Creswell, 2003). A study’s “trustworthiness” is increased when data analysis and
conclusions are triangulated and subjects’ perceptions are verified in a systematic manner (Gall,
Borg, and Gall, 1996). In this respect, the researcher made use of all similar data collected from
the different sources answering a particular research question in order to better understand and
make meaning of it.

34
(a) Credibility - To achieve credibility, appropriate documents and preliminary visits were
made to selected schools. This helped to gain an adequate understanding of an organization
and to establish a relationship of trust between the researcher and participants (Lincoln &
Guba as quoted in (Shenton, 2004). Moreover, direct quotations were used to retain the
“voice” of the respondents (Kawawa, 2004).
(b) Triangulation: This is the use of multiple data collection devices, sources, analysts, to
establish the validity of findings. A wide range of informants answering similar questions
were used. This was done to cross check irregularities and inconsistencies within the data.
(c) Member Checking: Mertens (2005) states that this is the most important criterion in
establishing credibility. After transcription, interview notes were given to respondents to
see if the notes reflected what they had said. The recordings were also listened to many
times so as to capture what the respondents said. Moreover, the researcher was neat and
pleasant in demeanour in order to control the effects of personal reactivity (where the
interviewee is uncomfortable with the appearance of the interviewer (Mgomezulu, 2007).
(d) Consistency- This consists of checking whether the findings obtained will be the same
when different people use the same measures of data collection in a similar context (De
Vos, 2001). To achieve this, the researcher conducted a pilot study at Liwonde
Community Day Secondary School in South-Eastern Education Division (SEED).

35
3.8. Data processing and analysis
A data analysis needs to be undertaken in order to interpret the data and draw conclusions. An
“interpretive” technique was used to reduce, organize and analyze narrative data that was
transcribed on paper to identify themes. Kumar (2001) writes that analysis of qualitative data
involves identifying the main themes that emerge from the field notes or transcription of in-depth
interviews and writing about them while quoting extensively in verbatim format. The process
also involved reading and re-reading of notes and transcriptions before listening to the recordings
again. Guided by the critical research question and the literature, significant issues were
identified. These issues, drawn from the transcripts, were then used as themes to structure the
data presentation. This process ensured that the voice of respondents was retained to get the
meaning from their context. Quantitative data was analyzed through the use of Statistical
Packages for Social Scientists (SPSS) version 16.0 to produce frequencies and percentages in
order to summarize some of the coded data for easy understanding and reporting. The data was
entered question by question or aspect by aspect depending on which objective the question or
aspect was addressing. Prior to data analysis, data-cleaning helped to identify and eliminate all
errors emanating from unclear responses, omission of data and other related mistakes during data
entry (Punch, 2003).
3.9. Conclusion
This chapter has looked at research methodology focusing on the research paradigm, design,
sampling procedures and data collection methods and analysis. It has also looked at the ethical
considerations, worthiness of research findings. The next chapter will present results from data
analysis and will discuss the results.

36
CHAPTER 4
Data presentation, Analysis, Interpretation and Discussion
4.1. Introduction
This chapter presents the results of the study findings. This is followed by the interpretation and
discussion of the results. The first part looks at the demographic characteristics of the
respondents, availability of the Teacher’ Code of Conduct, knowledge and sources of knowledge
of the Teachers’ Code of Conduct. Further, it also looks at cases of misconduct and their causes.
In the final analysis, the chapter looks at the effects of teacher misconduct and challenges faced
by head teachers in promoting ethical conduct among teachers.
4.2. 1. Demographic characteristics of respondents
The first part of this section presents the demographic data of respondents in the selected
schools. Table 4.2 shows the demographic data of respondents.
Table 4.2: Respondents’ Demographic Characteristics

37
Various demographic characteristics of respondents were investigated because of their bearing
on teacher behaviour and conduct (Chanika, 2003). Table 4.2 shows the demographic data of
respondents. The study reveals variations in terms of qualifications, ages and teaching experience
for both head teachers and teachers from the selected public secondary schools in Dowa District
in Malawi. This laid the foundation for answering the research question.
The analysis of data shows that the majority of teachers (n=46) had adequate experience ranging
from 6 to over 21 years which implies better understanding of the school system in terms of rules
and regulations. Twenty one (21) teachers had low- moderate experience of 1 to 5 years
experience which gave them a relatively better understanding of the expected conduct of
teachers. The majority ideally would be assumed to act as mentors to the less experienced
teachers.
4.3. Availability of the Teachers’ Code of Conduct in the public secondary schools
This item aimed at establishing the availability or unavailability of the Teachers’ Code of
Conduct booklet in the selected public secondary schools in Dowa District. Data on this item
were sought from the head teachers. The study reveals that most schools (76.9%) had a copy of
the Teachers’ Code of Conduct while few schools (23.1%) did not have a copy. However, it is a
concern to note that some schools did not have a copy of the Teachers’ Code of Conduct. This
would pose a challenge for disciplining staff and during induction of new teachers as the
Teachers’ Code of Conduct may act as a reference material. Unavailability of the Teachers’
Code of Conduct may contribute to teachers’ misconduct due to lack of knowledge of the

38
particulars of the Teachers’ Code of Conduct (IIEP-UNESCO, 2011; Massawe, 2011; Mc Kelvie-
Sebilean, 2011).
4.3.2. Teachers’ knowledge of the teachers’ code of conduct
Knowledge of the Teachers’ Code of Conduct was explored in the selected public secondary
schools in Dowa District. Data were sought from the teachers. Head teachers were interviewed to
cross-check data on teachers’ knowledge of the Teachers’ Code of Conduct.
Out of the 67 respondents, the majority (98.1%) were knowledgeable of the Teachers’ Code of
Conduct. However, in terms of level of knowledge, 53.7% were much knowledgeable of the
Teachers’ Code of Conduct. One respondent wrote that “my background is teaching. I know the
Teachers’ Code of Conduct through learning at college and also through some training”. On the
same, 20.9% were very much knowledgeable of the code of conduct while 23.9% had minimal
knowledge of the Teachers’ Code of Conduct. On minimal knowledge, a respondent indicated
that “We didn’t have much from the tutors and when I came here I was not oriented.” The
majority of teachers in the study (98.1%) were aware of the Teachers’ Code of Conduct.
However, Reinhartz and Beach (2004) argued that knowing the code does not ensure ethical
practice. A smaller percentage (1.5%) of the respondents had no knowledge of the Teachers’
Code of Conduct. One respondent indicated: “I have no information because I am not a
teacher”. Even though this percentage appears small, it may have a negative impact on the
teacher and the teaching profession. Considering the above utterance, there is a need to orient
such teachers with non- teaching qualifications in the public secondary schools in Dowa District
on ethics and code of conduct.

39
4.3.2.2. Head teachers’ perceptions of teachers’ knowledge of the Teachers’ Code of
Conduct
This item aimed at establishing the perceptions of head teachers about teachers’ knowledge of
the Teachers’ Code of Conduct. Below are the opinions of the head teachers in the selected
public secondary schools in Dowa District.
Although most head teachers were of the view that the majority of teachers in the school were
aware of the Teachers’ Code of Conduct, some indicated that the new teachers were not aware of
the code of conduct. One head teacher said: “those that started long time ago are aware of the
code of conduct but those coming out fresh from college, they don’t know”. This observation
concurred with one of the least experienced and with non-teaching background teacher who said:
“I was making blunders often, I was getting into so many discipline committees as I was putting
on trousers yet they didn’t tell me the dress code”. This implies that some teachers may not be
able to practice the Teachers’ Code of Conduct not because of their own wish but because they
may not be aware of it. This suggests that formal induction could help to enforce the Teachers’
Code of Conduct and so improve teachers’ conduct.
On the contrary, some experienced teachers were reportedly committing misconduct because of
little knowledge. One of the head teachers uttered: “I can say there is very little knowledge of the
code of conduct because most of the times we have got misconduct that even experienced
teachers perform.” This implies that even though teachers may know the code of conduct, they
may forget the details of the Teachers’ Code of Conduct with passage of time. In addition, such
teachers may emulate the behaviour of other teachers consistent with the social learning theory.

40
Hence, there is need for in-service training. The importance of in-service training is emphasized
by Oldburg and Hall (1991:25) who maintained that in-service training is a major vehicle for
delivering educational reform (in Mkhize, 2000).
4.3.3. 1. Source of knowledge of the Teachers’ Code of Conduct
This item aimed at establishing the source knowledge of the Teachers’ Code of Conduct. It was
assumed that variations might have implications on the levels of knowledge of the Teachers’
Code of Conduct.
(a) College training
From the findings of this study, 67.5% of the teachers indicated that they learnt about the
Teachers’ Code of Conduct while in college. One of the respondents in this category said: “these
things were learnt in college but we have had very little from the workplace”. In agreement, one
of the head teachers claimed that: “some of the teachers here have proved that the university is
preparing well the teachers because they have managed to deliver professionally.” The results
show that the majority of teachers were exposed to the Teachers’ Code of Conduct while in
colleges. Ideally, such teachers would be assumed to conduct themselves as expected.

41
(b) School based induction
Some teachers (18.1%) cited school based induction as one of the ways in which they learnt
about the Teachers’ Code of Conduct. Bush and Middlewood (2008) defined induction as an
initiation ceremony for the newly appointed person into the job and the organization. In case of
newly recruited teachers, it is an initiation into the teaching profession. Unfortunately, this study
established that there was little formal induction for newly recruited teachers in the selected
schools. Perhaps the assumption was that colleges had prepared such new teachers thoroughly.
These findings imply that 81.9% of the teachers did not have school-based induction on the
Teachers’ Code of Conduct. These findings confirm previous observations made by Lewin and
Stuart (2003) that many countries continue to lack systematic induction programmes for
beginning teachers.
(d) Teachers’ Code of Conduct orientation workshops
Another source of knowledge on the Teachers’ Code of Conduct that emerged during data
analysis was through orientation workshops (8.4%). The findings imply that few respondents
might have attended orientation workshops organized by the teaching service commission (TSC)
on the Teachers’ Code of Conduct in the selected secondary schools in Dowa District in Malawi.
According to Kamlongera and Phiri (1994), a workshop programme in education helps to redress
gaps in the teaching profession. These findings, therefore, suggest that there is need to organize
regular training workshops in which the Ministry of Education, Science and Technology
(MoEST) officials and teachers may share knowledge and experiences on the Teachers’ Code of

42
Conduct. These workshops may serve as refresher courses for teachers since knowledge is
dynamic.
(e) Self reading
Results also indicated that information about the Teachers’ Code of Conduct was obtained
through self-reading (3.6%). These teachers said: “aaahh!…honestly, nobody ever told me
anything concerning the Teachers’ Code of Conduct. I read copies which I got from the
Teaching Service Commission”. These findings show that few teachers read on their own about
the Teachers’ Code of Conduct.
While the majority of the teachers learned about the Teachers’ Code of Conduct in college, as it
has been found in this study, other teachers learned through other sources like self reading. This
found, teachers should be encouraged to read and keep themselves updated on the new
developments in the teaching profession. Despite the availability of the Teachers’ Code of
Conduct in the selected schools, some respondents claimed not to have seen such a document in
their schools. Basing on this claim, head teachers should make the Teachers’ Code of Conduct
accessible to all teachers for reference. The findings of the study have showed that teachers from
the selected schools in Dowa District got information on the Teachers’ Code of Conduct from
multiple sources.

43
4.3.4. Some of the cases of teacher misconduct in the selected public secondary schools
Cases of teacher misconduct were identified from the school log books in the selected public
secondary schools in Dowa District in Malawi. These were supplemented by data through
interviews from the head teachers, the Central East Education Division Human Resource Officer
(CEEDHRO), the Teachers’ Union of Malawi (TUM) and the Teaching Service Commission
(TSC) and also data from staff minutes files. Table 4.3 shows the identified cases of teacher
misconduct as observed in log books in the selected secondary schools in Dowa District from
2005 to 2010.
Table 4.3: Cases of teacher misconduct in the selected secondary schools in Dowa District
School Absenteeism
Late
coming
Teacher –
Pupil sexual
relationship
Poor
Dressing
Insubordination Drunkenness
1 38 11 2 1 1 1
2 23 8 - - 1 1
3 32 18 1 1 - -
4 24 10 - 1 1 -
5 19 15 1 - - 1
6 29 17 - - - 1
7 34 21 1 - - -
8 22 24 1 - 1 -
9 27 17 - 1 - -
10 37 14 - - - -
Total 285 155 6 4 4 4
(a) Unauthorized Absenteeism
The results from table 4.3 show that unauthorized absenteeism was common in the selected
public secondary schools. These findings are in agreement with data from the head teachers in
which 7(70%) head teachers indicated that unauthorized absenteeism was common in the

44
selected public secondary schools in Dowa District in Malawi. Analysis of staff minutes also
showed that absenteeism was among the common items for discussion during meetings in the
selected secondary schools. Similarly, official records from the Teaching Service Commission
(TSC) (Table 1.1) showed that absenteeism was common among the cases of misconduct
recorded. These findings are in line with previous observations made by Narayan & Mooij
(2010) and Independent Advocacy Project (IAP) (2010). Some of the reasons for absenteeism as
indicated in the log books included: attending wedding preparations, tobacco sales and
participating in Non-Governmental Organizations’ surveys. However, according to the Teachers’
Code of Conduct for Malawi, a teacher shall be guilty of misconduct and warrant suspension or
disqualification if he/she absents himself/herself from duty without just cause. Since respondents
reported that such absenteeism was unauthorized, such teachers might be guilty of the
misconduct and needed to be suspended or disqualified. Surprisingly, the majority of teachers in
this study claimed they were aware and knowledgeable of the Teachers’ Code of Conduct. These
findings, therefore, suggest that despite teachers being aware of what is expected of them,
absenteeism was a common case of teacher misconduct in the selected public secondary schools.
(b) Late coming
Although the results from the table shows that unauthorized absenteeism was a common case of
teacher misconduct recorded in the log book, 8 (80%) head teachers indicated that late coming
was the most common case of misconduct in the selected secondary schools. The head teachers
were of the view that some teachers were reporting for duties late most of the times. One of the
head teachers commented that: “many teachers here report late and are frequently warned. They
come around 10 am”. Incidentally, one of the log books indicated that a deputy head teacher was

45
warned for the third time for reporting late, a conduct that might be emulated by other teachers
according to the social learning theory. According to the Teachers’ Code of Conduct for Malawi
(2007, p12), teachers must be punctual when reporting for their duties. It was, therefore,
surprising that teachers in the selected schools were reportedly coming late for their duties.
These findings implied that despite teachers being aware and knowledgeable of the Teachers’
Code of Conduct, they consciously committed this misconduct.
(d) Teacher-pupil sexual relationships
The results from the log book as indicated in Table 4.3 show that another case of teacher
misconduct recorded was the teacher-pupil sexual relationship. Official records by the Teaching
Service Commission (TSC) (Table 1.1) indicated that teachers’ sexual misconduct was second to
absenteeism. Data from the head teachers indicated that 4 (40%) head teachers agreed that some
teachers had sexual relationships with pupils in the school. However, they were quick to point
out that such cases lacked evidence. This view is in agreement with research findings by Bennell
et al (2002). In support of the findings, the Central East Education Division Human Resource
Officer (CEED HRO) revealed that such cases were common in the public secondary schools in
the division. For instance, he reported that six cases of immoral behaviour had occurred in the
month of May in 2012 alone. The Teachers’ Code of Conduct for Malawi holds a teacher guilty
of misconduct if he/she behaves immorally with any learner/student under his/her charge
(Malawi Teachers’ Code of Conduct, 2007, p 28). According to the Teachers’ Code of Conduct,
the misconduct warrants suspension or disqualification. Although the actual recorded cases of
teacher pupil sexual relationship were not high in comparison with unauthorized absenteeism and
late coming, Anangisye and Barrett (2005) and Mpahla (2009) concur that such cases of

46
misconduct have serious negative implication for student learning and the status of the teaching
profession. These findings, therefore, reveal that some schools experienced teacher-pupil sexual
relationships despite the majority of teachers being aware and knowledgeable of the Teachers’
Code of Conduct. There is, therefore, need to examine fully the underlying causes for some of
the cases of misconduct.
(e) Poor dressing
Although official records from the Teaching Service Commission (TSC) (Table 1.1) did not
indicate poor dressing, analysis of the school log books indicated that there was poor dressing
among some teachers in the selected public secondary schools. This was in line with
observations made by some head teachers in which 5 (50%) indicated that dressing among some
teachers was not professional. One head teacher said: “it’s the dressing that there’s a little bit of
college extension life that is spreading in the system” They don’t tuck in shirts or put on a neck
tie”. One of the log books indicated that a deputy head teacher was warned several times for
putting on a cap during working hours. Since leaders act as role models, such poor dressing of
the deputy head teacher might promote teacher misconduct through the modelling processes,
consistent with the Social Learning Theory (Kemper (1966) as cited in Trevino & Brown (2004)
and Bandura (1977). Although the misconduct was not common in all the selected schools, poor
dressing may have negative implications on the teacher and the teaching profession (Anangisye
and Barrett, 2005; Mpahla, 2009). Unfortunately, the Teachers’ Code of Conduct does not
stipulate the dress code. Moreover, the Malawi Republican constitution states that every person
shall have the freedom of dress. There is, therefore, need to clearly stipulate the dress code that is
acceptable to the teaching profession.

47
(f) Insubordination
Log book analysis also revealed that some schools had experienced insubordination among
teachers. This was consistent with interview results in which 2 (40%) head teachers indicated
that some teachers displayed insubordination. Yet, there were only two cases recorded by the
Teaching Service Commission (Table 1.1). According to the Cambridge Advanced Learners’
Dictionary third edition, insubordination is refusing to obey orders from people in authority. The
Teachers’ Code of Conduct for Malawi (2007, p 28) clearly stipulates that insubordination by
word or conduct warrants suspension or disqualification. Some of the log books indicated that
some teachers refused to teach some subjects and to supervise students during studies. One of the
head teachers also indicated: “teachers here refuse to supervise extra-curricular activities”.
Although these were isolated cases, insubordination by any member of staff may result in poor
cooperation between and among teachers and head teachers.
(g) Drunkenness
According to the records indicated in the log books, drunkenness was another isolated case of
teacher misconduct in the selected public secondary schools. Two (40%) of the head teachers
also confirmed that some teachers in the school used to drink during normal working hours.
Conversely, interviews with the Central East Education Division Human Resource Officer
(CEED HRO) revealed that such cases were common previously only that there was an
improvement. This agreed with the Teaching Service Commission records in which only one
case was recorded (Table 1.1). However, a respondent commented: “some teachers here do drink
with students, which is against the code of conduct.” In the log book, it was reported that some

48
parents had seen a male teacher drinking during normal working hours. According to the
Teachers’ Code of Conduct for Malawi (p28), a teacher may be suspended or disqualified for
drinking liquor during normal working hours. These findings support Mpahla’s (2009) findings
about the situation in South Africa where some teachers were reportedly drinking in public
during normal working hours, a conduct that led to teachers lose their dignity among the
communities. Although the cases may be isolated, Mpahla asserts that heavy drinking leads one
not to be able to perform to the best of the required abilities as it affects ones punctuality and
level of preparedness for school.
(g) Failure to update records
Although records in the log book did not show failure to update records as a case of misconduct,
interview results with the head teachers revealed that some teachers failed to update their records
due to negligence. According to the Teachers’ Code of Conduct for Malawi (2007, p 12), a
teacher shall display professionalism through keeping up-to-date relevant school records for
which they are responsible. However, sanctions for such misconduct were missing in the
Teachers’ Code of Conduct for Malawi. One of the log books indicated that a deputy head
teacher had been warned for not updating records. Incidentally, the study established that one of
the schemes and records of work checklists indicated that three out of fourteen teachers had had
their schemes updated in the first week yet this was time for end of term examinations. These
findings suggest that some teachers in the selected secondary schools did not update their records
regularly. This behaviour might have been emulated from others, according to the Social
Learning Theory. Failure to update records may negatively impact on the teaching and learning
process since records provide vital information on which decisions are made.

49
From the above findings, it is evident that cases of teacher misconduct were rampant in schools
and were varied in nature and extent. However, from the voices of the head teachers, it is perhaps
important to conclude that the most common cases of teacher misconduct in the selected public
secondary schools were unauthorized absenteeism and late coming.
4.3.5. Reasons for teacher misconduct in secondary schools
This item aimed at capturing the views of key informants on the possible causes of teacher
misconduct in Dowa District in Malawi. Data for the item were collected using both
questionnaires and interviews for accuracy. Key informants included head teachers, the Teaching
Service Commission (TSC) Secretary and the Teachers’ Union of Malawi (TUM) Secretary.
(a) Low job satisfaction
From the study results, one of the reasons for misconduct was low job satisfaction among
secondary school teachers. A head teacher expressed: “I feel like most of the teachers are not
interested in the profession because of low salaries”. In agreement, another head teacher
indicated: “teachers have become dissatisfied with their profession because their financial gains
are severely marginalized. Personal developments seem to favour other professions.” These
findings implied that low levels of job satisfaction contributed to cases of teacher misconduct
especially absenteeism and late coming. This agrees with Kadzamira (2006) who reported that
teachers in Malawi were engaged in secondary activities in order to supplement their low
salaries. However, not all cases of teacher misconduct may be due to low job satisfaction. For

50
instance, Henry & Griffiths (2006) observed that teacher sexual misconduct was a result of
adults who experienced life-long attraction to children and had little interest in adults.
However, interview results revealed that the issue of low job satisfaction was linked to low
salaries among teachers. According to the President of the Teachers’ Union of Malawi, the
government had not been considering the issue of salaries for long. He remarked, “Since 2000,
we have teachers who have not received their salary arrears.” (Zodiak Broadcasting Station on
13th
July, 2012). This implies that such conditions may contribute to teachers’ dissatisfaction
with their job, hence lacking commitment to their job and the expected behaviour.
Related to the above, teachers were also reportedly dissatisfied with the issue of promotions
which they felt was not based on merit. Some head teachers felt the system was unfair to those
who conduct themselves professionally. As a result, teachers may get demoralized and this might
have implications for their commitment to ethical conduct. According to the Teachers’ Union of
Malawi Secretary, “Lack of promotions demoralizes teachers and demoralized teachers cannot
follow the code of conduct.” These results agree with previous research studies (Scott &
Wimbush; 1991; GOM/UNDP, 2002; Adelabu, 2005) that poor working conditions contributed
to some cases of teacher misconduct.
(b) Lack of knowledge of the Teachers’ Code of Conduct
Another reason for teacher misconduct as perceived by the head teachers, the Teachers Union of
Malawi and the Teaching Service Commission was lack of knowledge of the particulars of the
Teachers’ Code of Conduct. According to these respondents, teachers with non-teaching

51
background might not have been exposed to the Teachers’ Code of Conduct while in college and
this might have implications on their professional behaviour. The results are consistent with
Malunga (2003) and IIEP-UNESCO e-Forum (2011) that lack of orientation on the Teachers’
Code of Conduct contributed to some cases of teacher misconduct in secondary schools.
However, the study has revealed that 98.5% of the teachers were aware of the Teachers’ Code of
Conduct. Therefore, cases of misconduct cannot be attributed to teachers’ lack of knowledge of
the code of conduct but rather to other factors which needs further investigation.
(c) Negligence
The study has also found that one of the reasons for teacher misconduct was negligence. The
Teaching Service Commission Secretary expressed that: “negligence is because of having very
little knowledge of work ethics that determines that the teacher is a professional”. However,
negligence may mean that the teacher is aware of the conduct but chooses to act in that way for
known reasons. According to the Teachers’ Union of Malawi Secretary, “some teachers don’t
take their work seriously. They go to classes unprepared or even abandon classes without
informing their head.” The results imply that some teachers behave unprofessionally with full
knowledge of the Teachers’ Code of Conduct due to other factors affecting their work
commitment like salaries and promotions as indicated in this study.
(d) Lack of support from authorities
The study also revealed that lack of support from authorities contributed to cases of teacher
misconduct in the selected schools. The problem of lack of support is echoed by Mosha (2006)

52
and Mulkeen (2010) who observed that rural schools were rarely supported by authorities. One
of the respondents remarked: “the head is almost left alone, the head quarters is so relaxed…and
even the Teaching Service Commission”. Lack of support included delays in processing cases of
misconduct by high authorities. This agrees with Ng’ambi (2011) that disciplinary procedures
were not very effective due to an interpretation of the 1999 Employment Act which incorporates
human rights protections for due process that is overly in favour of teachers. Another head
teacher lamented that; “I feel bad, rejected and was about to resign because the misbehaving
teacher is still in the school despite being posted to another school”. Such feelings of rejection
among some head teachers may negatively affect their efforts to promote ethical conduct among
teachers in the school through the enforcement of the Teachers’ Code of Conduct. Moreover, if
appropriate action is not taken on misbehaving teachers, it may be difficult to enforce the code of
conduct among other teachers, thus giving room for further misconduct. The results are in
agreement with previous research observations by Mosha (2006) and Anangisiye (2010) who
observed that head teachers lacked organizational support to play their technical roles.
However, the Teachers’ Union of Malawi (TUM) Secretary faulted some head teachers for not
following procedures when handling cases of teacher misconduct. Lack of support and follow up
procedures on reported cases of teacher misconduct may result into such head teachers not taking
action if the teacher misbehaved again. It is, therefore, important to have a follow up procedure
or case tracking system to ensure efficiency.
According to the head teachers, lack of support was evidenced by irregular school inspection
visits in which schools are visited by authorities to check the quality of the education service.
The importance of inspection cannot be overemphasized. According to Kamlongera and Phiri

53
(1994), inspection assists in staff development and training. Head teachers felt that lack of
inspection led to feelings of relaxation among some teachers who took advantage of the situation
to behave unprofessionally. Another head teacher commented: “I have been in this school for 14
years but the officials only came once from the MoEST and twice from the division”. In support,
one of the head teachers remarked: “teachers here are used to us and they take our talk as
normal. If inspectors could intensify visits to emphasize on what we say about the Code of
Conduct, there would be improvements in behaviour”. Unfortunately, research confirms that
rural teachers are less likely to have the support of inspection or in-service training because of
lack of transport and geographical factors like isolation (Mulkeen, 2010).
(e) Lack of cooperation among teachers
Lack of cooperation among teachers appeared to be one of the causes of teacher misconduct in
the selected secondary schools in Dowa District. It was found that members of staff displayed
conduct that brought disunity. One of the respondents lamented: “because we don’t cooperate,
our behaviour is also different”. For example, staff minutes showed that agreements reached
during such meetings were not adhered to by some teachers. This might have led to
insubordination as one head teacher admitted that teachers sometimes displayed insubordination
by word or conduct. The head teacher lamented that; “I feel opposed, hated, given names.” This
was evident in the staff minutes in which poor relationship among teachers was mostly discussed
during meetings. This suggests lack of a good working relationship between some head teachers
and teachers which may result in teachers not respecting the authority and rules and regulations.
The findings are consistent with observations made by Mkhize (2000) that lack of cooperation

54
contributed to lack of professional behaviour among teachers. Nevertheless, it is the role of the
head teachers to establish cooperation between and among teachers and head teachers.
Lack of cooperation was perceived to be common among teachers who had been in the school
for many years and new teachers fresh from the college who tended to challenge authority, as
one school leader voiced out; “some teachers have overstayed and challenge authority saying
“who are you?””. This implies that some experienced teachers might be causing problems by
challenging the head teachers. In contrast, the Teaching Service Commission (TSC) Secretary
and the Teachers’ Union of Malawi Secretary asserted that some recent graduate teachers tended
not to respect the head teachers especially whose qualifications were lower than theirs. The TSC
Secretary commented that “head teachers holding diplomas are underrated despite their higher
grade (P7) than graduate teachers who think they know more than such head teachers”.
However, this study did not establish the conduct of recent graduate teachers. Nonetheless, lack
of cooperation may create room for poor behaviour among teachers.
4.3.6. Effects of teacher misconduct in the selected secondary schools in Dowa District in
Malawi
This item aimed at exploring some of the possible effects of the cases of teacher misconduct in
the selected public secondary schools in Dowa District in Malawi. Data was purposively
collected from head teachers through the use of semi-structured interviews and questionnaires to
check for consistency and accuracy. Literature review showed that some of the cases of teacher
misconduct affected achievement levels of learners (Uwezo Tanzania, 2010; Kuecken & Valfort,

AN INVESTIGATION INTO THE CAUSES AND EFFECTS OF TEACHER MISCONDUCT IN SELECTED PUBLIC SECONDARY SCHOOLS IN DOWA DISTRICT MASTER OF EDUCATION (LEADERSHIP AND MANAGEMENT) DISSERTATION.pdf

AN INVESTIGATION INTO THE CAUSES AND EFFECTS OF TEACHER MISCONDUCT IN SELECTED PUBLIC SECONDARY SCHOOLS IN DOWA DISTRICT MASTER OF EDUCATION (LEADERSHIP AND MANAGEMENT) DISSERTATION.pdf

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