Background of the Study
School institutions remain a preparatory ground to empower and certify the requirement for human development. The teacher is faced with the challenges of educating, socializing, empowering and certifying students, but with the help of good teaching atmosphere (Fafunwa, 2004; Farrant, 2004). By implication, the task of a teacher, which includes sustaining education system, do not rest on his or her professional competency alone, but on the entire features of the school climate.
The school is a type of service organization vested with primary function of educating the child and the control is a problem faced by all organizations especially learning institution, which work with people. For the efficient functioning of the school, school managements reserves the 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, which beset secondary schools, indiscipline comes first. Disciplinary problems dominate the issues of the day in both large and small schools both in towns and villages. Students disobey school rules and regulations with impunity. They have little or no respect for their teachers and even the school administration (Loukas, 2007).
Students’ misbehavior is a prevailing problem affecting schools not only in Nigeria but also across many nations around the world. Students’ misconduct in the classroom interferes with teaching and learning and is thought to be the precursor to later school dropout and similar negative social outcomes. Students’ behavioral problems are also thought to be a leading contributor to teachers’ stress and attrition.
The indiscipline problem in schools is ranked as a major problem among students of secondary schools in Nigeria. Disruptive behavior is a concern to schools and parents and to fellow students, whose education may be adversely affected. Therefore, disruptive behaviour cannot be ignored, and schools must tailor a well-understood sound behavior and discipline policy. In secondary school, the situation is worse because the learners as adolescents, now become aware of their rights namely; to privacy, to freedom of religion, belief, opinion, and expression, among others.
According to Pager (1994), educators at one school in the Southwest Nigeria reported high levels of absenteeism, truancy, laziness, substance abuse, and subversion of assessments of achievements by learners. Another author (Ferguson & Johnson, 2010) also found that the lack of a supportive and friendly school environment influences educators’ disciplinary attempt and may cause them to remain cold.
Petersen & Rosser (2008) contend that serious breaches of school discipline policy include assault by students on teachers and other students, verbal abuse, offensive language against teachers and other students, sexual and other forms of harassment, threat and intimidation of teachers and other students, possessing offensive weapons, supplying or using illegal drugs, and intrusions into the school or classrooms by adults with the intention of confronting teachers. The problem now is rather alarming and jeopardizing the administration of the secondary school.
A number of reasons have been advanced as possible causes of indiscipline behaviour among students, such reasons include, school management that is lack of facilities and equipment in schools, lack of motivated qualified staff, lack of encouragement to teachers, school administration, failure on the part of the principal to promote cordial working relationship with the staffs, parents and students.
Insubordination of staff to the principal lack of sincerity and devotion to duty and moral laxity of teachers and students, poor attitude to learning, poor home training, unrealistic expectation and in school with a view to identify the most potent ones among them.
According to Oyesola, (2000) opined that factor attributed to misconduct in schools are frustration, inhibition, broken homes, ill-health, personal Maladjustment, dissatisfaction in school work, emotional unrest in relationship to others, disturbance in the classroom climate, lack of harmony between classroom, control and the need of a students’ for emancipation, emotional strains that accompany sudden changes from one activity to another and composition of the classroom group. Wasagu, (2009) also explained the concept of discipline as the one which encompasses theoretical and modes of behavior, reality which shows clearly the dividing line between acceptable and unacceptable behaviors and as a practice which relates to normative modes of doing things within a given time.
Statement of the Problem
The management of disciplinary problems in secondary schools needs urgent attention. There is much work to be done since in some schools the situation has reached alarming proportions. This study therefore concentrates on unraveling the technique of handling disciplinary problems among students’ in secondary schools. The study of Management of Disciplinary Problems in Secondary Schools in Ado metropolis aimed at unraveling types of disciplinary problems, their causes and far reaching means of managing disciplinary problems among the secondary school students in particular. Indiscipline in schools is certainly a matter of immediate concern to the teaching profession.
In lieu of the above, the study will find out whether the problems stated below are the main contributing factors that hinder effective management of disciplinary problems in the study area.
- Truancy is the disciplinary problem in secondary school.
- Absenteeism is the disciplinary problem in the study area.
- Fighting and stealing cause disciplinary problem in the study area.
- Political, social and economic factors cause disciplinary problem in the said area.
- School curriculum and peer groups are the causes of disciplinary problem in the study area.
- Family/Home is the cause of disciplinary problem in the study area.
- School environment/teacher causes disciplinary problem in secondary school.
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