Perceptions Of Vandalism Among Form Five Students: A Case Study and its Implications for Educational Governance
Keywords:
Vandalism; Educational Governance; Student PerceptionsAbstract
This qualitative case study explored Form Five students’ perceptions of vandalism and its implications for educational governance in Sekolah Menengah Kebangsaan Belimbing, Tanah Merah, Kelantan. Two students aged 17 were purposively selected to represent diverse backgrounds and leadership experiences. Data were collected through semi-structured interviews and analysed thematically. Findings revealed that Sarah viewed vandalism as deliberate damage requiring teacher supervision and parental involvement, while Hamid perceived it as a social behaviour rooted in peer influence, advocating counselling over punishment. The study integrates Bandura’s Social Learning Theory and Bronfenbrenner’s Ecological Systems Theory, highlighting that vandalism is shaped by environmental systems and peer modelling. Implications emphasise re-evaluating punitive disciplinary frameworks, integrating restorative justice, strengthening teacher accountability, enhancing home-school partnerships, and contextualising policies to school realities. This study recommends holistic, student-centred governance models to foster safe, supportive, and morally grounded learning environments in line with Malaysian educational law and policy frameworks.
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