ORDER AND DISCIPLINE IN SCHOOLS AS IMPORTANT SEGMENTS FOR A QUALITATIVE TEACHING

Abstract

This study investigates the role and presence of discipline and order within the hidden curriculum as critical components that influence the effectiveness of teaching, the quality of learning, and the realization of formal curricular objectives in schools. While formal curricula provide a structured framework for academic content, the hidden curriculum transmits values, norms, and behavioral expectations that strongly affect the educational process. Among these, discipline and order emerge as essential elements that create the foundation for a positive school climate and effective classroom management. Traditionally, responsibility for maintaining discipline and order has been associated with teachers, students, school leadership, and the broader educational context. However, in recent years, numerous educational reforms and projects (some aligned with, and others divergent from, core educational values) have transformed the dynamics of teacher–student relationships. This shift has, in many cases, weakened the authority of teachers, created role ambiguity, and undermined the democratic mission of schools. Understanding how these dynamics manifest through the hidden curriculum is therefore essential to strengthening the overall effectiveness of education. The study employed a quantitative research design based on structured questionnaires distributed to a broad sample of 758 respondents, including teachers, students, and professional collaborators such as pedagogues, psychologists, sociologists, and defectologists across different regions of North Macedonia. The purpose was to capture diverse perspectives on the importance and prevalence of order and discipline as hidden curricular elements, as well as their perceived connection to the success of formal educational objectives. Data were analyzed using the H-square statistical test to verify hypotheses regarding the significance of order and discipline. Findings revealed that an overwhelming majority of respondents rated order (85.48%) and discipline (86.01%) as “very important” for the teaching and learning process. However, far fewer considered these elements to be adequately present in schools, with only 35.62% perceiving order as “overly present” and 13.98% indicating that it was “not present”. This discrepancy highlights a clear gap between the perceived importance of discipline and order and their consistent implementation in everyday school practice. The study concludes that informal curricular elements such as discipline and order are not peripheral, but rather central to shaping the educational environment, sustaining classroom management, and achieving learning goals. When neglected, they risk eroding respect for authority, weakening school culture, and diminishing academic outcomes. Conversely, when reinforced through clear rules, respectful communication, and participatory decision-making, they contribute to democratic, inclusive, and effective learning environments. Based on these insights, the study recommends that teacher training programs explicitly integrate the concept of the hidden curriculum, with particular attention to the role of discipline and order. Furthermore, schools are encouraged to adopt participatory policies that involve all stakeholders (teachers, students, parents, and professional collaborators) in building and sustaining a positive school culture. Such strategies can help ensure alignment between formal and hidden curricula, bridging the gap between educational ideals and practical realities