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STRATEGIES FOR MANAGING DISCIPLINARY PROBLEMS AMONG SECONDARY
SCHOOL STUDENTS
ABSTRACT
This study is aimed at investigating strategies for managing
disciplinary problems among secondary school students in Izzi Local Government
Area of Ebonyi State. Four research questions were formulated to guide the
study. Survey research design was used for the study. The population for this
study was five thousand, six hundred (5,600) students from eighteen (18) public
secondary schools in Izzi Local Government Area of Ebonyi State. A simple random
sampling technique was adopted to draw ten (10) secondary schools from the
study area. Also simple random sampling was used to draw (37) students from each of the ten (10)
secondary schools chosen for the study, which gave a total of three hundred and
seventy (370) respondents as sample for the study. Collected data was analyzed
using mean and frequency. Based on the analysis of the data collected the
study, results showed amongst others that; Guidance Counselors could help in
curbing disciplinary problems. among secondary school students, such as helping
students to develop good relationship skills that could help to curb
disciplinary problems. Parents Teachers Association (P.T.A) help in managing
disciplinary problems of secondary school students, School disciplinary
committee could help in managing disciplinary problems of secondary school
students, School functionaries help in curbing disciplinary problem of
secondary schools students, etc. Based
on the findings of the study, recommendations were made which include the
following; that schools should have strong relationships with parents through
Parents Teachers Association (PTA).
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
The development of a country entirely depends on its citizens
and this responsibility particularly rests on its younger generation. As a
result, a country needs to have a well developed generation in order to build
the nation effectively in various spheres of development (Bahru, 2014).
Well-developed citizens in intellectual, social and psychomotor domains
necessitate concerted effort from several parties. It goes without saying that
parents, schools, and the community play paramount role in cultivating the all
rounded personality of its younger generation. Specifically, schools could
exert a tremendous effort in the process of socializing students and thereby
they could minimize behavioral problems of students (Bahru, 2014).
The invaluable roles and contributions of education in the
development of an individual and the society cannot be overemphasized. Many
countries including Nigeria, take education as an instrument for the promotion
of national development as well as effecting desirable social change (NPE,
2004). This perhaps, might be responsible for the continuous growing concern of
all stakeholders in education industry on changes that are likely to affect it
as well as the implications such changes will have on the management and
administration of education (Udey, Ebuara, Ekpoh, and Edet, 2009).
Schools are the fundamental socio-instructional institutions
where the teaching-learning endeavor is executed in a formally organized
manner. The primary purpose of schooling in one way or another is to serve its
clients so that they could get the necessary atmosphere to manifest the desired
behavioral changes in their entire personalities so as to bring such
indispensable intentions to an end successfully (Bahru, 2014). Cooper (1993),
states that effective classroom management is a prerequisite to effective
classroom instruction. To this effect, teachers in most secondary schools of
the country are being evaluated by their deduction both to create and maintain
conducive learning environment in their classrooms by identifying, explaining
and managing the various type students’ behavior in the class room.
The behavior of a student in the classroom is of paramount
importance. Behavior becomes a problem
when it deviates so much from normal behavior for the students’ age bracket
(Padilla, 2006). The schools are in a strategic position to influence directly
how students think, feel and behave concerning what is right and wrong. In view
of this, the need to instill discipline in the classroom should be the goal of
every teacher. Discipline is the key component to effective school or classroom
management. The word discipline has wider significance and has been used more
often in the field of education. Rosen (2005), defines discipline as a branch
of knowledge or learning, a training that develops self-control, character,
orderliness or efficiency. It is a strict control to enforce obedience and it
is a treatment that controls or punishes and a system of rules. Discipline is a
complex process that involves both internal and external factors. It is the
system of rule and process that involves both internal and external factors,
developing self-control, enforcing obedience for the purpose of gaining more
effective dependable action. This definition indicates the impact of external
factors which are from the environment in which the child lives, grows and
learns. The internal factors from within the child could be the cause for the
child‘s disciplinary problems making discipline a complex process (Tirunesh,
2015).
Students’ misbehavior reduces the effectiveness and pleasure
in the teaching and learning process. One of the various obstacles facing the
education system in recent times is disciplinary problem particularly at
secondary school level. Students are expected to show adjusted behavior in
schools to facilitate effective teaching and learning process in the classroom.
School training concerns handling the pupil and should also be offered for both
teachers and administrators. Teachers and School Administrators should be properly
trained about the impact in the manifestation of conduct disorder in school
situation (Tirunesh, 2015).
Several factors have been adduced to disciplinary problems in
secondary schools. Olaitan, Mohamed and Ajbola (2013) indicate, the decline of
indiscipline in most schools as originating from the communities stressing that
parents show a lack of tolerance and respect towards government authorities as
well as towards educators and some have a laissez-faire approach towards their
children. There are some factors related to the lack of parental involvement
that influence disciplinary problems. Single parent homes, a lack of parental
control at home, the negative influence of television, neighborhood and
community problems that influence the home and value differences between the
home and the school are some of the disciplinary causes listed by Olaitan, etal
(2013). The main school associated causes of students disciplinary problems
according to Olaitan et al were, unclear or inconsistently perceived school
rules by the stakeholders. In such a case, students do not believe in the
outlined rules. In the same manner teachers and school administrators do not
recognize what the rules imply or complain about the necessary responses to be
given to student misconduct. Teacher-administration smooth relationship failed
for needed and common result and also teachers attitude need to be changed
positively towards the issue (Olaitan, 2013). According to Olaitan, etal
(2013), the absence of adequate
resources and the school size were also among the causes for student‘s
disciplinary problems.
Rosen (1997) distinguishes the following types of
disciplinary problems in secondary schools, namely; defiance of school
authority; class disruption; truancy; fighting; the use of profanity; damaging
school property; dress code violations; theft; and leaving school 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. Also, 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 pass the educator, playing with ma tches 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,
taking the educator’s property, wearing bizarre clothing and make-up, etc.
Misbehavior
disrupts, it may be hurtful, and it may disinherit others. There are some
effects of disciplinary problems on teachers’ jobs. One is that, teachers feel
insecure. According to Nakpodia (2010), teachers claim that schools are no
longer places of safety and order. He stressed that unless parents and
guardians go back to the roots of child socialization, teaching would become a
dangerous vocation, because when it is time for a teacher to go to class, he is
always thinking of his safety. Nakpodia (2010) further stated that some
teachers suspect that [learners] carry
guns and because of that, one needs to talk to them with some respect, not real
respect as such, but out of fear because students carry dangerous weapons to
the classroom, thereby making teachers
not be free to teach students. Another effect of student disciplinary
problems on teaching learning process is poor performance (Matsimoto, 2000).
Because much time is spent on disciplinary cases, less time on teaching, and
this means that the syllabus is not completed hence students’ inadequate
preparation for the examinations and learning.
Due to the negative impacts disciplinary problems in
secondary schools have on the job of the school teacher, it is necessary that
corrective measures are put in place in order to check disciplinary problems in
these schools. The administration of punishment cannot be ruled out in the control
and discipline of students. The right and authority of a teacher to inflict
punishment on students for offences, who breach school rules and regulations,
is enhanced by section 34, sub section (1) of the Constitution of the Federal
Republic of Nigeria (1999) which specifies peoples’ right to personal liberty;
and instances in which a person who has not attained the age of eighteen may be
deprived of his right to personal liberty specifically, for educative and
welfare purposes. However, punishment must be reasonable and properly meted out
to the student on account of the offence committed, it should be moderate and
commensurate with the offence committed (Nakpodia, 2010). Although, it has been emphasized that school
authorities have the right to punish students for breach of school regulations,
the administration of punishment that entails physical chastisement needs to be
done with caution. Corporal punishment must not be inflicted in such a way or
with such force as may be considered sadistic, cruel or excessive (Nakpodia,
2010).
Also, corrective measures can be put in place in order to
check disciplinary problems in these schools through the Parents Teachers
Association (PTA) in various schools. Mabeba and Prinsloo (2000) argue that
parents through Parents Teachers Association (PTA) have a very important role
to play in supporting teachers to maintain discipline in secondary schools.
Parents Teachers Association can assess the school rules and values to make
sure they are clearly stated and can be understood by the students. They could
also ensure all students are treated fairly and without personal preferences or
prejudice. Students could be encouraged by PTA to ask questions and are
counseled when they have problems or when they make mistakes. Abdulkareem and
Oduwaiye (2011) reiterate that in the modern educational setting, it may be a
great omission if parents leave the responsibility of managing schools to
teachers alone. Parents must be at the forefront of ensuring that there is
efficiency and effectiveness in the management of the schools where their
children are schooling. Abdullah, (1996) affirms that parents are the first
teachers of students and they must play a major role in ensuring that their
children’s schools are properly managed. He further indicated that schools are
situated in communities with parents hence the need to give them an opportunity
to shape the destiny of these institutions.
Also, the role of guidance counselors in curbing disciplinary
problems in schools is important. In any learning institution, counselors form
an essential part of the organization since they serve as key persons to whom
students can turn to for help on matters related to general challenges facing a
teenager both in school and out of school. With the too academic oriented
education system characterized with exam cheating and results irregularities,
students are likely to find themselves faced with difficult decisions to make
concerning career choices. Students are also faced with other adolescent
challenges such as relationships, rapid growth and physical changes, peer
pressure, addiction to drugs and alcohol, and the need for identity or to
“belong” (Maiyo and Owiye, 2009). The school being a social place receives
children both from developed and developing communities with varied
characteristics and behavior. The guidance and counseling teachers play crucial
roles in shaping the psychological, emotional, moral, and spiritual and
education development of students. They look after the welfare of the students
by assisting them to make decisions from a wide range of choices available.
School counselors play roles as a professional and specialist in counselling of
students. They engage in a specialist session on one-to-one counselling process
where the ultimate goals are self-understanding self-realization and
self-actualization of the student. School counselors are employed to use their
skills to resolve their everyday problems or conflict (Tambawal, 2010).
School prefects are not also left out in the solving disciplinary
problems in schools. Prefects have numerous roles that they execute at schools,
such as acting as a bridge between school authorities and students. Prefects
are also tasked with the responsibility of organizing activities in
collaboration with teachers and maintain order in the school. This goes a long
way in helping to create a better learning environment at school. Prefects’
other roles include keeping vigilance on other students when they are in and
out of school. For instance, a prefect who sees a student entering a bar should
report such to the authorities so that appropriate action can be taken
(Timothy, 2015). Mathenge (2007) found out that to some extent, prefects are
involved in school governance through participation in time keeping and
maintenance of school discipline and hence they have an influence on school
governance. Their influence could be found in their involvement in supervision
of day-to-day school activities and ensuring that school rules and regulations
were followed by the students (Mathenge, 2007). School institutions remain a
preparatory ground to empower and certify the requirement for development of
human for the efficient functioning of the school. School managements reserve
power to control the conduct of students through reasonable rules and
regulations. Once these rules and regulations are made, they must be enforced
on the problems (Olaitan, Mohammed, and Ajibola, 2013).
In recent times, schools at all levels of education are
deeply concerned about their students’ disciplinary problem. It is also
becoming the primary concern of parents, teachers, instructional leaders and
other concerned bodies in the education system (Bahru, 2014). If the behavior
of students failed to be clearly understood, defined and the necessary
intervention prepared and implemented, the overall teaching-learning process is
considered as futile exercise. Students shout in the school compound, they
arrive late, wander in the school compound during the mid-class, bring mobile
phones with them, surf Internet in the class while the teachers are teaching,
dress indecently and exhibit carelessness, show disobedience, bring clothes and
other accessories to immediately change after school (Tirunesh, 2015).
Students’ misconduct has been linked to their learning
outcomes and may reduce class participation or eagerness to learn. One of the
problems associated with students’ misconduct in the teaching-learning process
does not only disturb the process of acquiring knowledge or skills but also
take the lion shares of teacher’s time in the process of managing students’
behavior at the expense of content delivery (Bahru, 2014). It is on the basis that there is a need for a
study on managing students’ disciplinary problems.
1.2 STATEMENT OF
THE PROBLEM
A close observation of the behaviour of our secondary school
students revealed that among other things that students absent themselves from
class, school, come to class or school late, dress indecently, fight
indiscriminately as well as make away with other students and school properties
at will. Above all, some students form clandestine group terrorise their fellow
students and other people in the school thereby creating tension and unease to
the school management. These have posed a lot of administrative challenges to
secondary school administrators. It is on this premise that the problem of this
study is posed in the question form, thus what are the strategies for managing
disciplinary problems in secondary school students in Izzi Local Government
Area of Ebonyi State?
1.3 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:
i. Identify
how the use of Guidance Counsellors
could serve as strategy in Curbing Disciplinary Problems
ii. Identify how
the use of Parents Teachers Association (PTA) could serve as a strategy in
managing disciplinary problems of secondary school students
iii. Find out how
the use of school disciplinary committee could serve as a strategy in managing
disciplinary problems of secondary schools.
iv. Find out ways
in which the use of school functionaries could serve as a strategy in curbing
disciplinary problem of secondary schools.
1.4 SIGNIFICANCE OF
THE STUDY
The findings of this study will benefit many people in
various ways. These include: students, teachers, government, school authority,
parents and the society at large.
For students, the study would help them to understand the
shortcomings of disciplinary problems in schools. Also they would know that it
pays to be well disciplined.
The society would also benefit from this research in the
sense that the study will provide the government with the idea of forming
action groups for the curbing of disciplinary problems and also for inculcating
acceptable code of conducts in the youth generally.
Teachers and principals will be well equipped on how best to
handle disciplinary problems among students in order to carry them along to
achieve a better standard of academic excellence. Again, the school authority
will be able to introduce some additional rules and regulations that will
improve the governance of school. Parents will be better informed on their
roles as primary assignment which is to grow and train their children to be
able to conform to rules and regulations wherever they find themselves.
1.5 SCOPE OF THE
STUDY
The study was carried out in Izzi Local Government Area of
Ebonyi State. It covers the strategies for curbing disciplinary problems among
students in secondary schools in the area.
1.6 RESEARCH
QUESTIONS
The following
research questions were formulated to guide the study:
i. How can
Guidance Counsellors serve as strategy in Curbing Disciplinary Problems among
secondary school students in Izzi Local Government Area of Ebonyi State?
ii. How can
the use of Parents Teachers Association (PTA) serve as a strategy in managing
disciplinary problems among secondary school students in Izzi Local Government
Area of Ebonyi State?
iii. How can
the use of school disciplinary committee serve as a strategy in managing
disciplinary problems among secondary school students in Izzi Local Government
Area of Ebonyi State?
iv. In what
ways do the use of school functionaries serve as a strategy in curbing
disciplinary problem of secondary school students in Izzi Local Government Area
of Ebonyi State?
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