EFFICEINT USE OF DISCIPLINE IN SCHOOLS FOR EFFICIENT MANAGEMENT AND ADMINISTRATION OF NIGERIAN SCHOOLS (original) (raw)
Related papers
JOURNAL ARTICLE, 2005
This study sought to investigate the effectiveness in maintenance of discipline among private and public secondary school administrators. The study area was the southern senatorial District of Cross River State. Four hypotheses were formulated to guide the study. The sample consisted of 140 principals randomly selected from a population of 169 principals. Two instruments for data collection were used namely, Preferred Disciplinary Strategy Questionnaire (PDSQ) for school administrators and Principals' Effectiveness in Maintenance of Discipline Questionnaire (PEMDQ). Data were analyzed using independent t-test and percentages. The results of the study revealed that administrators in private and public secondary schools differed significantly in their effectiveness in maintaining school discipline. Administrators in private and public secondary schools differed greatly in their preferred disciplinary strategies, in the light of these findings, the implications are that the government should organize workshops and seminars regularly for administrators of both private and public schools on how to promote discipline among students. School administrators should establish and encourage home-based reinforcement as a strategy for controlling and checking student misbehaviour. Background to the study Discipline is an essential factor in school success. Students need discipline in order to appreciate what is approved and what is not approved in the immediate environment around them and in fostering in them the right attitude towards learning. Esen (1980) views discipline as the maintenance of the quality of the atmosphere necessary for achievement of the school goals. This view depicts that school administrators should strife for the provision of a school climate that would enable staff and students to work amicably towards school goal achievement. Ezeocha (1985) on the other hand argues that school discipline should recognize the inherent dignity and right of the individual, be devoted to humanitarian principles and ideals, offer self-direction and be founded on an understanding of acceptable behaviour. This means that an effective school administrator should make students know clearly the school rules and regulations, their relations to the welfare of the individual or group and the educational process. Jones (1979) in his study describes school discipline as the business of enforcing simple rules that facilitate learning and minimize disruption. While Ntukidem (1992) points out that to be disciplined means abiding by the rules and regulations or laws and orders of an organization or society. Contrary to this constitutes indiscipline. Oloko (1990) refers to indiscipline as the violation of a norm or norms of conduct institutionalized among members of a social system (e.g. the school). According to Isangedighi (1997), indisciplined behaviour is a child's inability to exercise self-control under a given condition. Going by these definitions, the paper views indiscipline as connoting the notion of disrespect to school authority, law and order and non-conformity to established norms of the society. Indisciplined behaviour among students in both private and public secondary schools manifests itself in various ways ranging from stealing, fighting loitering, bullying, truancy, impunctuaiity, absenteeism, drug abuse, dishonesty, examination malpractice, assault, disobedience, insubordination and cult activities. The preponderance of these activities and the related disciplinary problems negatively impact on the quality of secondary education. Administrators of secondary schools are therefore faced with the problem of maintaining discipline in their various institutions. Cotton (1990) discovered that disciplinary problems are
Discipline and Academic Performance (A Study of Selected secondary Schools in Lagos, Nigeria
Disciplines and academic performances are the core of our today's education. Some scholars have attributed poor performance of students in academic to high level of indiscipline among students while others disagreed. Nevertheless, it becomes imperative in recent times that many schools have traded away discipline and as a result led to poor academic performance of students. This study was carried out to establish the relationships between schools discipline and students' academic performance. The study employed cross sectional research survey design in which questionnaire was the main instrument of data collection in addition to interview guide and document review. Simple percentage and Chi-square statistical method were used to analyze the data. However, the findings of the study clearly showed that effective school discipline should be encouraged in controlling students' behaviour thus affects students' general academic performance. INTRODUCTION Scholars in recent times have written more on indiscipline among pupils and its effects on learning outcome and their progress in schools. Some scholars suggest that disciplinary policies simply do not have defferent effects (Verdugo and Glenn, 2002; Chen, 2008; Schoonover, 2009). Other asserts that suspensions do not prevent students' future misbehaviour (Nichols, 2004). If school is effectively disciplined, the academic performance on the part of student and teacher will be highly rated. Gawe, Vakalisa and Jacobs, (2001:190) express cooperative learning if academic performance is to be achieved among students. However, apart from the fact that effective discipline helps in the achievement of goals, expectation and responsibility in students (Dunham, 1984:66). Discipline creates a good image of the school and prepares learners for the future. Disruptive behaviour amongst learners is eliminated if there is good discipline at school. The implementation of effective discipline at school is a key for the student in the journey to adulthood. Parents often have no choice but to
EduLine: Journal of Education and Learning Innovation, 2022
This paper examined the different approaches in teachers’ discipline and control in public and private secondary schools in Lagos State, Nigeria. The population of this descriptive study were 3000 teachers drawn from all the six education districts of Lagos State. The sample consisted of 1200 teachers drawn using multistage sampling procedure. Descriptive and inferential statistics tools were used to analyse the data gathered. Descriptive statistical methods such as frequency counts and percentages were used to answer the research questions while an inferential statistic of T-test was employed to test the hypotheses at 0.05 alpha level of significance. The study revealed that approaches of teachers’ discipline in public secondary schools are quite relaxed and easy from the approaches used in private secondary schools which are quite harsh. Also, the study revealed that the form of indiscipline among teachers in both public and private secondary schools in Lagos state are different. ...
IMPACT OF DISCIPLINE ISSUES ON SCHOOL EFFECTIVENESS: THE VIEWS OF SOME GHANAIAN PRINCIPALS
This research focuses on discipline issues as one of the major concerns of educators in public schools in Ghana. Qualitative and quantitative enquiries were undertaken into discipline issues and their implications on student learning as perceived by senior high school principals in Brong Ahafo Region of Ghana. The study reveals that senior high school administrators perceived indiscipline as an issue affecting their administration, and prevented the provision of congenial atmosphere for effective teaching and learning. In addition, it tarnished the image of the schools before the outside world, thus discouraging donors, parents and other interest groups from having interest in the schools. Recommendations for involvement of students in decision making and the provision of guidance and counselling services are explored.
Anatolian Journal of Education, 2020
The aim of the study was to analyse the effect of school management mechanisms on the discipline of pupils in upper basic primary level. This study examined the effect of; (a) guidance and counselling on the discipline of pupils, (b) school-rules and regulations on the discipline of pupils, and (c) school-family initiative program on the discipline of pupils in upper primary basic level. A cross sectional survey design using both quantitative and qualitative approaches was adopted to obtain data from a sample of 291 participants from 11 primary schools. Both the Statistical Package for Social Sciences (SPSS) and thematic content analysis for quantitative and qualitative data analysis respectively, were used. The effect results highlighted by the multiple regression for guidance and counselling and discipline were; r = 0.628; p-value, 0.003 < 0.05; 95%, school rules and regulations and discipline were; r = 0.671; p-value, 0.009 < 0.05; 95%, and school-family initiative and discipline were; r = 0.601; p-value, 0.004 < 0.05; 95%. It was concluded that guidance and counselling, school rules and regulation, and school-family initiative were significant predictors of pupils' discipline in upper primary basic level. It is recommended that school management should be committed in executing school management mechanisms in their hierarchy of importance to effectively implement discipline in upper primary basic level.
International Journal of Arts and Social Science , 2020
One of the leadership roles of the secondary school principal is learner discipline management. The ultimate aims and objectives make it clear that the goal of secondary education is to develop the individual's mental capacity and character for behaviour for higher education and useful living within the society since the future of any nation depends quite considerably on the quality of education it provides for its citizens. Falling standard of secondary education in Nigeria may not be unconnected with diminution to effective quality control. This underscores the purpose of this study to investigate the diminution to effective quality control of public secondary schools in SouthEastern states of Nigeria. In educational management and policy, there are two viewpoints on organizational control in secondary schools: one, which schools are highly decentralized organizations in which teachers have workplace autonomy and discretion; two, that schools are top-down bureaucracies in which teachers have little influence over school operations. These control measures if well implemented by school heads will enhance effective and efficient school administration.
International Journal of Scientific and Research Publications (IJSRP)
This study determined the relationship between teachers' classroom management styles and pupils' discipline in public primary schools in Anambra state. To this end, the study was guided by 3 research questions and three null hypotheses where tested at 0.05 level of significance. A population of 74,947, consisting 645 teachers and 74,302 primary 6 pupils in 3 educational zones which comprised Awka, Nnewi and Onitsha Education zones. A sample of 303 primary school teachers and 3,715 pupils were chosen for the study through proportionate stratified random sampling technique. Data were collected using two instruments titled Teachers' Classroom Management Styles Questionnaire (TCMSQ) and Pupils Discipline questionnaire (PDQ). The instruments were validated by three experts. Internal consistency reliability index of 0.75 and 0.71 were obtained for TCMSQ and PDQ using Cronbach's alpha method. Data analysis was done using Pearson's correlation analysis. The findings revealed that there is a moderate positive and significant relationship between democratic classroom management style of teachers and pupil' discipline. A low positive and significant relationship exists between autocratic classroom management and laissez-faire classroom management style of teachers and pupils' discipline.
The study of teachers' and students' perceptions of discipline in a secondary school in Sunyani became necessary as a result of deviant behaviour of some students in Ghanaian secondary schools in recent times. Several measures have been taken by school authorities to curb this unruly behaviour of the students but to no avail. The study was designed to investigate teachers' and students' perceptions of discipline in secondary schools. Purposive sampling was used to sample 50 teachers who occupied various positions in the secondary school and 150 students comprising the Students Representative Council, class prefects and their secretaries. In all, 200 respondents were used for the study. A questionnaire was designed for the respondents. The main findings of the study were that both teachers and students of the school generally agreed on what constitute discipline, and also teachers and students admitted that eight out of the sixteen acts of indiscipline that were administered were found to occur most frequently in the school.
KDU Journal of Multidisciplinary Studies
The study investigated teachers’ understanding of student discipline in public secondary schools in Oyo State, Nigeria. It examined the public secondary school teachers’ knowledge of student discipline in the 21st century. It further determined the appropriateness of strategies adopted by teachers in enforcing discipline in schools and as well examined the challenges facing the enforcement of discipline in public secondary schools. The study adopted a survey design. The population of the study comprised all the public secondary school teachers in the Oyo central senatorial district of the state. The sample size comprised 200 senior secondary school teachers selected across public schools in the Oyo East Local Government Area of the state using a simple random sampling technique. A questionnaire titled Discipline Knowledge and Strategies Assessment Questionnaire (DKSAQ) was used to collect data for the study. Percentage, mean, standard deviation, and ranking were used to analyse the ...