Strategies for Managing Disciplinary Problems Among Secondary School Students
Chapter One
PURPOSE OF THE STUDY
The general purpose of this study is to carry out an assessment of strategies for managing disciplinary problems in secondary school students in Izzi Local Government Area of Ebonyi State. Specifically, the study intends to:
- Identify how the use of Guidance Counsellors could serve as strategy in Curbing Disciplinary Problems
- Identify how the use of Parents Teachers Association (PTA) could serve as a strategy in managing disciplinary problems of secondary school students
- Find out how the use of school disciplinary committee could serve as a strategy in managing disciplinary problems of secondary schools.
- Find out ways in which the use of school functionaries could serve as a strategy in curbing disciplinary problem of secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Discipline in School System
Discipline globally viewed could be termed to mean training that enables an individual to develop an orderly conduct and self-control as well as self-direction (Egwunyenga, 2000). Therefore, discipline defines the limitations of an individual or a group of people. It is the practice of restraint, which may be self-imposed. With reference to the school, Adesina (1980) described it as a situation whereby students are taught to respect the school authorities, to observe the school laws and regulations and to maintain established standard of behaviour. This means that respect for self and respect for others are involved (Peretomode, 1998). School discipline is an essential element in school administration. This is because discipline is a mode of life in accordance with laid down rules of the society to which all members must conform, and the violation of which are questionable and also disciplined. It is seen as a process of training and learning that fosters growth and development (Imaguezor, 1997). Discipline refers to a systematic instruction given to a disciple or a student. To discipline means to instruct a person to follow a particular code of conduct. In a nutshell, school discipline refers to regulation of children and the maintenance of order (“rules”) in schools. These rules may, for example, define the expected standards of clothing, timekeeping, social behaviour and work ethics. The term may be applied to the punishment which is the consequence of transgression of the code of behaviour. In other words, the usage of school discipline sometimes means upholding disciplinary action against nonconformity with the school rules. School is an institution with a specific purpose, to nurture the youngster in such a way that he will be useful to himself and society. Most of the misbehaviours of students in Nigerian secondary schools result from a complexity of factors that reside both within the child and forces outside him. This could be examined under common disciplinary problems and severe disciplinary problems
Types of Disciplinary Problems in Secondary School
Common Disciplinary Problems
Rosen (1997) distinguishes the following ten types of disciplinary problems which may lead to a learner’s suspension, namely; Defiance of school authority; Class disruption; Truancy; Fighting; The use of profanity; Damaging school property; Dress code violations; Theft; and Leaving campus without permission. The other common types of disciplinary problems experienced in secondary schools as mentioned by Donnelly (2000) include fights, insubordination, little support for educators, a general climate of disrespect, and distrust of the administration. Those types of disciplinary problems mentioned above are similar to the ones being experienced in Jalingo secondary schools. McManus (1995) lists several types of misbehaviours which make the work of educators difficult. These include; Repeatedly asking to go to the toilet; Missing lessons, absconding; Smoking in the toilets; Pushing past the educator; Playing with matches in class; Making rude remarks to the educator; Talking when the learner is supposed to be writing; Being abusive to the educator; Fighting in class; Chasing one another around the classroom; Packing up early, as if to leave; Taking the educator’s property; Wearing bizarre clothing and make-up; Threatening the educator; Leaving class early; and Commenting on the work.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine strategies for managing disciplinary problems among secondary schools student. Selected secondary schools in Izzi Local Government Area of Ebonyi State form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain strategies for managing disciplinary problems among secondary school students. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an strategies for managing disciplinary problems among secondary school students.
Summary
This study was on strategies for managing disciplinary problems among secondary school students. Three objectives were raised which included: Identify how the use of Guidance Counsellors could serve as strategy in Curbing Disciplinary Problems, identify how the use of Parents Teachers Association (PTA) could serve as a strategy in managing disciplinary problems of secondary school students, find out how the use of school disciplinary committee could serve as a strategy in managing disciplinary problems of secondary schools and find out ways in which the use of school functionaries could serve as a strategy in curbing disciplinary problem of secondary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary schools in Izzi Local Government Area of Ebonyi State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Discipline is necessary for effective management, if the goals of the school are to be accomplished. In an effort to prevent and resolve students’ discipline problems and ensure efficient functioning of schools and as such classrooms, there must be reasonable disciplinary policies and procedures. Disciplinary measures are therefore expected to be reasonable and properly meted out to offending students on account of the offence committed. It is expected to be moderate and commensurate with offence committed. Judgemental to subjective behaviours as well as evaluating the disciplinary measures to interpreting the appropriate measure to stop misbehaviour was mostly used by Teachers. Teachers start using verbal appreciation and stopped their habit of de- motivating students. In place of punishment, they preferred to encourage those students, who were not showing interest in classroom activities. Reflecting on students’ misbehaviour and ensuring the appropriate measure devoid of physical pain creates a harmonious teaching-learning environment.
Recommendation
Teachers should cultivate the habit of involving students in rule setting in order to promote ownership of the rules and to encourage them to take more responsibility for their own behaviour.
Cooperative disciplinary measures as compared to punitive and harsh disciplinary measures should be enforced by educators to inspire children to make smart choices and develop positive behaviour.
References
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- Alidzulwi, T. A. (2000). The role of parents in values education with special references to the situation in Venda (Northern Province). Unpublished Med dissertation. Stellenbosch: University of Stellenbosch.
- Barrel, G. R. (1978). Teachers and the Law. Great Britain: Methuen and Co. Ltd.
- Bowman, D. H. (2004). Report notes on the impact of student behaviour. Education Week Journal, 23 (37): 3.
- Butchart, R. E. (1998).Classroom discipline in American schools. New York: State University of New, York Press.
- Dodge, N. (1993). Active supervision: An intervention to reduce high school tardiness. Education and Treatment of Children, 31 (1): 39-54.
- Douge, A. (1993). Beyond Discipline World Prosperity. Alexandria, Via: ASCD.
