1.1 Introduction
Disciplinary problems among secondary school students refer to behaviors that violate school rules and disrupt the learning environment, negatively affecting both academic achievement and social interactions within the school community (Oladele, 2019). Such problems range from minor infractions like lateness and disrespect to more serious acts such as bullying, vandalism, and truancy (Nwankwo, 2020). Managing these disciplinary challenges is crucial to maintaining a conducive atmosphere for teaching and learning.
Effective strategies for managing disciplinary problems involve a combination of preventive, corrective, and supportive measures designed to promote positive behavior and reduce misconduct (Adewale & Olatunji, 2021). However, the dynamic nature of adolescent behavior demands that schools continuously adapt and refine their disciplinary approaches to address emerging challenges (Ibrahim, 2018).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of 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 (NPE, 2004).
Bahru (2014) asserted that 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). 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).
According to 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).
Disciplinary problems among secondary school students have long been a concern for educators, parents, and policymakers due to their negative impact on academic performance and the overall school environment. According to Olufemi (2019), indiscipline in schools manifests in various forms including absenteeism, bullying, fighting, and disrespect towards authority, which collectively disrupt the teaching and learning process. It is reported that such behaviors not only hinder academic progress but also affect students' social development and psychological well-being (Ajayi, 2020).
Several scholars have asserted that the root causes of disciplinary problems are multifaceted, involving individual, familial, and societal factors.
Adewale (2018) stated that factors such as poor parental supervision, peer influence, and exposure to negative media contribute significantly to students' misbehavior. Furthermore, it is affirmed that ineffective disciplinary policies and inconsistent enforcement by school authorities exacerbate these problems, leading to a decline in school discipline standards (Nwankwo, 2021). Some researchers contend that traditional punitive approaches to discipline are no longer sufficient to manage contemporary disciplinary challenges in schools.
According to Eze (2022), proactive strategies focusing on counseling, conflict resolution, and positive reinforcement are essential in fostering a supportive school climate. Similarly, Okoro (2019) reported that involving parents, teachers, and the community in collaborative disciplinary efforts promotes better behavioral outcomes among students. This study is set against the backdrop of these concerns and scholarly insights, aiming to explore effective strategies for managing disciplinary problems among secondary school students to improve academic and social environments in schools.
1.3 Statement of Problems
Investigation revealed that the complexity of adolescent behavior, influenced by factors such as peer pressure, family background, and social environment, makes managing disciplinary problems even more difficult (Adesina, 2020). Teachers and school administrators often struggle to maintain order without resorting to harsh punishments that may alienate students or fail to address the root causes of misconduct. Additionally, inconsistent enforcement of rules and lack of clear policies contribute to confusion and exacerbate disciplinary challenges (Eze, 2019).
Furthermore, the rising prevalence of indiscipline in schools is linked to broader societal changes, including increased exposure to negative media influences and weakening of traditional value systems (Akinola, 2021). 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. It is against this backdrop that this study seeks to explore effective strategies for managing disciplinary problems among secondary school students.
1.4 Purpose of Study
The purpose of this study is to explore and identify effective strategies for managing disciplinary problems among secondary school students. The study seeks to examine existing disciplinary practices, understand the challenges faced by educators in enforcing discipline, and recommend practical interventions that promote positive behavior and a conducive learning environment.
1.5 Objectives of the Study
The specific objectives of this study are:
- To identify the common disciplinary problems faced by secondary schools.
- To evaluate the effectiveness of current disciplinary strategies used by schools.
- To assess the role of teachers, parents, and school administrators in managing discipline.
- To recommend improved strategies that promote positive behavior among students.
1.6 Research Questions
Based on the stated objectives, the study will address the following research questions:
- What are the common disciplinary problems faced by secondary school students?
- How effective are the current disciplinary strategies implemented in secondary schools?
- What role do teachers, parents, and school administrators play in managing student discipline?
- What strategies can be recommended to improve discipline management among secondary school students?
1.7 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the use of current disciplinary strategies and the reduction of disciplinary problems among secondary school students.
- H1: There is a significant relationship between the use of current disciplinary strategies and the reduction of disciplinary problems among secondary school students.
Hypothesis Two
- H0: The use of effective disciplinary strategies does not significantly reduce disciplinary problems among secondary school students.
- H1: The use of effective disciplinary strategies significantly reduces disciplinary problems among secondary school students.
1.8 Significance of Study
It is believed that at the completion of the study, this project will assist educators and administrators in implementing strategies that foster positive student behavior and reduce disruptions. Also, 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.
Furthermore, this research will assist in the formulation of policies that encourage the adoption of holistic and restorative disciplinary practices, ultimately contributing to improved educational standards nationwide.
Lastly, teachers will benefit from practical approaches to maintain order and engage students positively. In addition, students will experience a safer and more supportive learning environment conducive to personal growth.
1.9 Scope and Limitations of the Study
The scope of the study covers the analysis of disciplinary management strategies among secondary school students in Lagos State, Nigeria, with a focus on public secondary schools. It includes the perspectives of teachers, school administrators, students, and parents.
The study was limited by the geographic concentration within Lagos State, which may affect the generalizability of the findings to other states. Additionally, some schools were not accessible due to administrative restrictions, and not all respondents were available for interviews or questionnaires, which influenced the data collection process.
1.10 Definition of Terms
Disciplinary Problems: These are behaviors exhibited by students that violate school rules and disrupt the learning environment, such as truancy, bullying, fighting, and disrespect (Oladele, 2019). Understanding these behaviors is essential for implementing effective management strategies.
Disciplinary Strategies: Methods and approaches employed by schools to prevent and address students' misconduct. These include punitive measures, counseling, restorative practices, and parental involvement (Adewale & Olatunji, 2021).
Secondary School Students: Learners enrolled in the secondary education level, typically aged between 11 and 18 years, who are subject to school rules and behavioral expectations (Nwankwo, 2020).
Restorative Practices: A disciplinary approach focused on repairing harm, promoting accountability, and restoring relationships rather than punishment alone (Thompson, 2021).
Conducive Learning Environment: A school atmosphere that is safe, supportive, and free from disruptions, which facilitates effective teaching and learning (Ogunleye, 2022).
…
