EVALUATION OF DISCIPLINARY PROCESS & IMPLICATION FOR SECONDARY SCHOOL ADMINISTRATION

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  • November 5, 2021
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EVALUATION OF DISCIPLINARY PROCESS & IMPLICATION FOR SECONDARY SCHOOL ADMINISTRATION

CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Child discipline is as old as the existence of mankind. In the Garden of Eden, Adam and Eve transgressed Gods law and disciplinary action was taken against them. Thereafter discipline became an integral part of human growth and development, hence the proverb “spare the rod and spoil the child”. In fact the Bible construes the spearing of the rod as an open act of child neglect and hate, parents therefore are expected to correct or discipline their children. This means that discipline deals with good behaviour and every society wants its children to get proper socialization.
In the recent past there has been an increase in public attention to the problems of discipline in the country in general and in the secondary school system in particular. It is quite obvious that this disgraceful and unfortunate incident to happen pretty often nowadays in our secondary schools of learning for instance, a principal of a secondary school could be chased out of his own house with sticks, stones and cutlasses by his own student. This sounds pathetic as it is ridiculous. Rules and regulations are no longer obeyed in our secondary schools. It therefore follows that the students do not ant to obey their teachers and principal and consequently take laws into their hands. Discipline involves self-control, restraints respect for self and respect for others. The disciplined person is guided in his behaviour, moral and social principles and does what is right and good because he believes that such behaviour is better than actions which ban harm other people.
1.2   PURPOSE OF THE STUDY
The Purpose of this study therefore is to:
a)        Examine the disciplinary approaches on secondary school students in Ojo Local Educational District.
b)        Determine whether the disciplinary processes/strategies has in any way affects the school administration in Ojo district.
c)        Identify the method of change in disciplinary strategies over the years.
d)        Aim at identifying the challenges confronting teachers experiences with regards to the implementation of the student discipline regulation.
e)        Provide suggestions and recommendations to the school administrators and how to improve discipline in Ojo secondary schools.
1.3   STATEMENT OF THE STUDY
This study sought to investigate the effect disciplinary procedures in Ojo secondary school administration. It is obvious that students are priceless assets and most essential elements in education. It is absolutely necessary to direct students to exhibit acceptable attitude and behaviour within and outside the school. In an attempt to achieve an organized and peaceful school environment and maintain law and order, school managements specifies rules and regulations to guide the activities of members of the educational organization.
In Ojo where discipline is a serious problem, for example, where students bully others. Parents of these students, transfers their children to ‘better’ schools outside the district, and because according to Rigdy (2000) the well behaved usually perform well so their transfer can affect the overall performance of that school. Some troublesome students sometimes make teachers react emotionally to the extent of using punishment which according to McManus (1995) does not discourage mis-behaviour but rather reinforces the students view of adult as treacherous”.
1.4      RESEARCH QUESTIONS
This study was designed to address the following research question:
a)      What are the disciplinary approaches on students of Ojo secondary schools?
b)      What is the relationship between students discipline and school administration?
c)      What are the challenges confronting teachers experience with regards to the implementation of the students discipline regulation?
d)      How prevalence its effect on Ojo local district school administration?
e)      What factors contribute to students’ mis-behaviour in Ojo local education district?
1.5       RESEARCH HYPOTHESES
H1:   There is no significant difference between students discipline and Ojo school administration
H2:   There is no significant relationship between non-conducive environment and discipline approaches in Ojo local education district.
H3:   There is no significant relationship between disciplinary approaches and the standard of education in Ojo local education district.
H4:   There is no significant relationship between corruption on the part of the school administrations and disciplinary strategies in Ojo local education district.
1.6  SIGNIFICANCE OF THE STUDY
It is hoped that at the end of this study the findings will: Help the secondary school administrators know on how best to administer disciplinary strategies on students. Help the students to be more committed to their academic work, happy and useful to the society. Help parents to know that a child is brought into this world so that the society may create or mould him/her accordingly to fit well into the existing way of life. Help the secondary school administrators evaluate the proposed rule necessary for the orderly and effective operation of the school. Serve as a reference material for future and today’s researchers who may be interested in a similar study.
1.7  SCOPE OF THE STUDY
This research, while not pretending to provide all the answers to the evaluation of Disciplinary processes and its implication for secondary school administration. This research work is limited in scope to randomly selected students, teachers and parents in Ojo local education district.
1.8 DEFINITION AND CLARIFICATION OF TERMS
Evaluation:-    This means finding out or deciding the value of something.
Discipline:-    It involves training the mind and character to produce self control.
Disciplinary Process:-   This involves the cause of enforcing discipline.
Implication:-    This is a possible effect or result of an action.
School Administration:- Process through which policies related to educational objectives are executed and achieved.

Categories: EDUCATION