Managing Vandalism in Day Secondary Schools in Zimbabwe

Abstract

The purpose of this study was to identify the nature of vandalism and contributing factors as leads to management strategies to reduce vandalism in day secondary schools. The study was guided by a qualitative descriptive case study design. Data were collected from a purposive sample of five day secondary schools in Zimbabwe which were vandalised. A triangulation of observations, survey and focus group discussion was used to gather data. In order to conscientise students in these schools about vandalism, the researcher tasked them to write an essay in their local language (Shona) on how vandalism can be reduced in their schools. The study found that vandalism resulted in broken window panes, door handles, classroom furniture and writing on toilet walls and furniture. Factors included teachers who were blamed for limited pupil supervision, inadequate furniture, letting school property to the public and failing to punish vandals. Pupils vandalised furniture through play or for fun. The study suggests that school heads and school development committees should employ security guards or a caretaker from the community, introduce a vandalism deposit and buy durable furniture from reputable suppliers, among other recommendations.