Abstract

Zimbabwe experienced unprecedented socioeconomic challenges between 2000 and 2008. In this same period, public schools recorded an increase in cases of student misbehavior. Drawing on Bronfenbrenner's (1979) ecological theory of human development, we investigated teachers' perceptions of the influence of socioeconomic factors on student misbehavior. Our findings show that most teachers perceived the prevailing macro socioeconomic environment as having a significant impact on student misbehavior. Teachers also perceived socioeconomic factors as negatively affecting their capacity to deal with student misbehavior. We concluded, from this case study, that socioeconomic factors should be taken into consideration when formulating strategies to deal with student misbehavior.

Key words: Student misbehavior, indiscipline, socioeconomic challenges.