STRATEGIES FOR MANAGING DISCIPLINARY PROBLEMS AMONG SECONDARY SCHOOL STUDENTS IN IZZI LOCAL GOVERNMENT AREA OF EBONYI STATE
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STRATEGIES
FOR MANAGING DISCIPLINARY PROBLEMS AMONG SECONDARY SCHOOL STUDENTS IN IZZI
LOCAL GOVERNMENT AREA OF EBONYI STATE
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 includes 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 of 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 among secondary schools
students; Parents Teachers Association (P.T.A) help in managing disciplinary
problems of secondary school students, such as encouraging the school to punish
students who engage in examination malpractice, School disciplinary committee
help in managing disciplinary problems of secondary school students, such as
ensuring that all students have a copy of school rules and regulations, School
functionaries help in curbing disciplinary problem of secondary schools
students, such as making sure students adhere to school rules and regulations
like no loitering of students during schools hours, no sleeping in the
classroom etc. Based on the findings of
the study, recommendations were made which include the following; schools
should have strong relationships with parents through Parents Teachers
Association (PTA) and should work in coordination with them concerning the
disciplinary problems or issues; parents and the society should understand that
their contribution to students’ disciplinary problem is great and should
participate thoroughly and follow up on the day-to-day activities of their
children by having close relationships with their teachers.
CHAPTER ONE
INTRODUCTION
BACKGROUND
TO 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 discipline 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 with 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 with the expense
of content delivery (Bahru, 2014).
It is on the
basis of the above that there is need for a study on managing students’
disciplinary problems
STRATEGIES
FOR MANAGING DISCIPLINARY PROBLEMS AMONG SECONDARY SCHOOL STUDENTS IN IZZI
LOCAL GOVERNMENT AREA OF EBONYI STATE
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?
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
To identify
how the use of Parents Teachers Association (PTA) could serve as a strategy in managing
disciplinary problems of secondary school students
To find out
how the use of school disciplinary committee could serve as a strategy in
managing disciplinary problems of secondary schools.
To find out
ways in which the use of school functionaries could serve as a strategy in
curbing disciplinary problem of secondary schools.
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.
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.
RESEARCH
QUESTIONS
The
following research questions were formulated to guide the study:
How does
Guidance Counsellors serve as strategy in Curbing Disciplinary Problems among
secondary school students in Izzi Local Government Area of Ebonyi State?
How does 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?
How does 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?
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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