STRATEGIES FOR MANAGING DISCIPLINARY PROBLEMS AMONG SECONDARY SCHOOL STUDENTS

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 aect 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 eect, 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 eective teaching and learning process in the classroom. School training concerns handling the pupil and should also be oered 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.