Comparative Study of School Discipline and Environment Regarding Student Personality : A Case Study of Governments Schools in Punjab, Pakistan

Abstract

This study explores the intricate interactions that exist between learning parameters, student personality development, and school discipline in government schools located across the Punjab, Pakistan. With a case study approach, the research uses a mixedmethods technique to investigate in detail the formal and informal components of disciplinary actions as well as the educational environments that shape students personalities. In an effort to clarify the nuances of disciplinary strategies, the study examines both official disciplinary regulations and routines in government schools. It also explores the many aspects of the educational setting, such as extracurricular engagement, teacher-student relationships and interactions in the classroom. Through the use of psychological frameworks, the study seeks to evaluate the impact of various instructional strategies and disciplinary settings on student’s personalities, including resilience, self-worth and social skills. It is anticipated that the results of this comparison study would provide important new perspectives on the situation of classroom management and learning environments in Punjab government schools at the moment. Moreover, the study provides actionable suggestions to improve the effectiveness of disciplinary tactics and encourage supportive learning environments that support the development of students' whole personalities. This study has consequences that go beyond the local environment, giving rise to evidence-based practices and policies in education that may be implemented in a variety of contexts. The results of this study are intended to provide complex understandings that are relevant not just to Punjab but also to guide educational policies and practices in many international contexts.