THE ROLE OF DISCIPLINE IN CHARACTER DEVELOPMENT OF STUDENTS

ABSTRACT

There has been a wave of violence strikes that had threatened to paralyze learning in many

Secondary Schools country wide. In the month of June 2007 over 300 strikes were reported. This saw students disrupt learning, besides destroying property worth millions of shilling. Indiscipline in schools had reached unmanageable levels, as teachers were unable to enforce discipline as their hands were tied by law as corporal punishment had been banned by the Government through legal notice No. 56 of 2001 in march. In light of this problem, the study aimed at identifying the discipline problems among the students and effectiveness of the methods used in enhancing student discipline in public secondary schools in Uyo, Nairobi Kenya.

 

The Study was carried out in Uyo, one of the eight Divisions found in Nairobi Province. Stratified random sampling was used to select the sample of schools, which include boys, girls and mixed schools. Three self- constructed questionnaires were used to gather data pertaining to the specific methods used in enhancing student discipline. Data analysis was done and it was found out that various types of indiscipline existed in the schools. The y included truancy, drug abuse, absenteeism, sneaking, stealing and use of foul language.

 

Methods used to deal with indiscipline included guiding and counseling, use of useful punishment (suspension) involving the ministry of education and effective communication with students. Since the study was limited to Uyo, it is recommended that a similar study be carried out in other divisions to elicit a more accurate national perception of enhancing student discipline. In depth research be carried out on effective ways of enhancing discipline. A study be carried out on the key causes of indiscipline in schools.

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

 

Discipline is essential for smooth functioning of schools and society. It is an important component of human behaviour which not only helps to regulate people's reactions to various situations but also their relations with others. Thus the effectiveness of any organization is largely affected by the level of discipline of its members.

 

According to Jones (1989) sound discipline allows an organization to function as a harmonious and humane community. Osighembe (1974) and Docking (1989) observe that in school, discipline is central to providing an environment, which is conducive to serious learning. Docking (1989) views discipline as being significant in establishing an orderly system that creates conditions conducive for learning.

 

Osighembe (1974) shares this view when he points out that discipline has a direct relation to academic standards with both moving in sympathy, discipline taking the lead. Cohen and Manoin (1986) state that discipline is essentially based on conformity to norms or rules of conduct that govern the behaviour of members of a group. They further point out that norms lay down the agreed forms of behaviour within a particular culture, society or group and this kind of prescription brings order to the social environment.

 

All social organizations have rules governing their procedures, which they serve as an overall framework that regulates behaviour declared appropriate to the ongoing purpose of an organization. The school being a social organization has norms which regulate students' behaviour as well as staff behaviour. Chamberlin (1989) suggests that school norms need to fit into the broad principles of behaviour that is valued by the society. Wilson (1971) states that as an active processing agency, the school takes the parental role of enabling the students to gain self- discipline based on generally acceptable forms of behaviour to which they arc expected to conform. Similarly Tattum (1989) notes that

overt compliance to school rules by students would mostly occur when they have expressed their unanimous agreement with those rules and have consequently valued them. This agreement reinforces their commitment to those rules. Total conformity to school rules by students may not be possible.

 

Students being humans vary greatly in terms of the talents and interests they bring to learning. Misbehaviour among students can be attributed to students whose values and interest are antithetical to those of their schools. Such differences give rise to conflicts of interest. According to Johnson (1978), interest may refer to benefit, profit, advantage, concern, right or a claim. In this background of conflicting interests among the students, school authorities encounter a great deal of challenge in maintaining student discipline at satisfactory standards.

 

Ministry of Education (1979) states that in a secondary school context, the principal has an ultimate responsibility of ensuring discipline is maintained in school. The principal is directly involved in establishing the rules of behaviour, the penalties to be applied, and the approaches to be used in enforcing discipline among the students and other school members. However, as Bell (1988) recommends that principals should work in liaison with other teachers in enforcing student discipline in schools. How teachers in schools tackle discipline problems among the students is mainly a matter of judgment and experience. Different solutions will be used by different teachers.

 

Mbiti (1981) notes that the traditional approach to discipline lays emphasis on enforcing obedience and self-control among the students through authoritarian methods. Chamberlin (1989) observes that the traditional approach required students to have an unquestioning obedience to and trust in, the directives given by the teachers. But Mbiti (1981) claims that the traditional education didn't encourage self-expression among the students. Teachers had the attitude that they knew everything and therefore students were supposed to listen, observe and work as directed by the teachers.

 

 

Chamberlin (1989) discredits this traditional approach in that it led to forced submission, which sometimes infringe on student's rights. The method would also produce timid conformers with negative attitudes towards the issues they would be directed to observe. This is a poor preparation of productive citizens.

Modern scholars such as Hargreaves (1982), Duke (1989), Montegomery (1982) and Griffins (1994) suggest flexibility in school disciplinary systems. Duke (1989) suggests that school discipline plans should not be rigidly fixed and immutable, but open to interpretation, negotiation, and modification.

 

Similarly, Rutter et al (1979) assert that school discipline outcomes tend to be better when approaches to discipline are agreed upon and supported by the staff and students acting together. In such a collectivity, a school functions as a coherent whole, with generally accepted ways of doing things which are consistent throughout the school. Participation of students in school decision-making processes has been underscored as a better method to reinforce discipline. Student participation promoted commitment and ownership of the rules. Wilson (1971), Jones (1989), and Wynne (1980) are of the opinion that teachers and students should be closely involved in the creation and review of school rules.

 

Tattum (1989) concurs with this contention when he argues that an open discussion would bring about a better understanding of the purpose of school rules and the problems they create for both parties.

Wilson (1971) observes that students need to participate in situations which demand planned, cooperative behaviour. In agreement with this argument, Jones (1989) notes that when students are involved in decision - making and the execution of the school policy, they are more likely ready to behave in a socially accepted way. This contention is further supported by Chamberlin (1989) who claims that students are people with current feelings and wants, who feel oppressed or under-valued if their own views are silenced or ignored, or their wants dismissed as unimportant or irrelevant.

 

Kozol (1979) notes that the method of involving students and other school members in the formulation of school policies is essential in moulding schools into becoming democratic social institutions. To Galloway (1990) a school's collective approach to student discipline should allow the participation of students in decision making processes, thus enabling them to control the extent to which other school members have power over them. It should allow students to express their opinions and represent their interests. Apparently students do need rigid control and school mastery absolution which have been nursed into schools by the cultural belief in difference to age, supported by the Victorian idea that children should only be seen and not to be heard, which is outdated.

 

On the other hand, discipline is not achieved if a headteacher adopts a permissive approach. Mbiti (1974) views the idea that students should do what they want without adult's direction as self- defeating. This is because, good order is produced not by students' anarchy but by mutual respect and proper guidance as to what type of behaviour is expected. And as Weldy (1979, P 58) says "Young people need limits on their behaviour. Most of them expect limits. Many will be confused and insecure if adults do not set limits for them"

 

Therefore neither of these two extreme methods is good enough as a scheme of discipline. Of course the ideal method should be an integration of the three approaches; authoritarian, democratic and laissez - faire.

A little bit of both freedom and rules is required which is essentially a democratic approach. Another approach to school discipline is democratic approach to discipline. This approach finds its justification under the Human Resource Management Theory. Mond, Sharplin and Flippo (1988) state that this theory recognizes the contribution of all members of the organization in the running of affairs of the institution.

 

According to Olorsky (1984) schools are essentially humanistic organization as compared to other industrial enterprises and thus there is need to involve all the human components of the school including students in decision making if any meaningful success is to be achieved.

Kizerbo (1990) and Hanson (1995) support same view when they argue that students should be given more freedom and greater opportunity to participate in decision making as a way of democratization of the school aspects. Kinyanjui (1975) supported the need for student participation in decision making when he said that school problems are aggravated when communication fails between the teachers and students.

 

Ngamogo (1995) states that schools which have instituted forms of participation by students in administration enjoy a relatively smooth administrative tenure with fewer students related administrative problems. Lori (1995) supports Nyamogo's views when he says that if team approach to administration is used, then students will feel more positive towards school leaders and they will be committed to school goals and objectives. Mburu (2002) asserts that the main aims of counseling is to help the client deal with emotional difficulties by controlling his feelings rationally as well as his action.

 

Through counseling a client is able to alter maladjusted behaviour and fulfill potentials as well as getting skills, awareness and knowledge to enable them to confront social inadequacy. Borland (1980) felt that counseling assist the students to appraise their potentialities and free their capabilities to learn. Kilonzo (1980) insists that guidance and counseling promotes self - understanding, development of capabilities for overcoming any personal deficits and making optimal academic progress. Gorton (1983) is off the view that guidance and counseling in our schools needs to be enhanced so as to curb the indiscipline incidences among the students. In Kenya, studies on indiscipline in schools have concentrated heavily on causes of discipline problems faced in schools but little has been done on the methodologies of enhancing students' discipline in schools.

 

This study sought to investigate the deliberate methods used in enhancing student discipline in Public Secondary schools in Uyo, Nairobi District and found out how effective or ineffective the methods had proved to be.

 

1.2 Statement of the problem

It has been observed that there has been a lot of indiscipline cases in the whole country. Researchers have been done and commissions set up to investigate the causes of unrest in schools. The worst form of indiscipline that has ever been reported in Kenya was the inhuman killings of students at S. Kizitos Mixed Secondary school in Meru on July 1991. Male students raped their fellow female students. A number of them were injured and girls died. Similarly the Sunday Nation (May 25^th 1999 P.P 1-2) reported that four prefects in Nyeri High died at the hands of students arsonists. In addition in March 1998 twenty six girls in Bombolulu were also burnt to death.

 

Further still, in the year (2001) 68 Kyanguli High School students perished in an arson attack by fellow students. The issue of indiscipline in Kenya Secondary schools is a contemporary phenomenon for further investigation. For instance, recently Daily Nation team Amanda Muchiri and Munene (June 27^th 2007) reported that: "...............Three High schools have been closed following separate riots and damage of property by students. Students at Chiga Boys High School in Nyeri South District destroyed property in a riot on Sunday night. Isunu secondary school students in Bungoma District went on rampage after a failed sports trip and smashed window panes using stones" Inline with all these occurrences, this study was purposely to come up with effective methods of enhancing students' discipline in selected public secondary schools in Uyo.

 

1.3 Purpose of the study

 

The basic purpose of this study was to determine the methods used in enhancing discipline in Uyo public secondary schools. In addition the study investigated the constrains faced by the schools in improving and maintaining student discipline. The study further sought to determine the methods that had proved to be effective in enforcing student discipline, as perceived by principals, deputy principals, teachers and head prefects in Uyo, Nairobi District public secondary schools in Uyo.

1.4 Objectives of the study

This study was guided by the following objectives:

1. To identify the types of indiscipline in schools in Uyo.
2. To determine the nature of school rules and how they are formulated
3. To determine the constraints faced by the schools in enhancing student discipline.
4. To determine the views of Principals about indiscipline in schools in Uyo.
5. To determine the views of students about indiscipline.
6. To make recommendations on the way forward.
7. To determine methods found effective in improving students discipline

 

1.5 Research questions

 

1. What types of indiscipline were found in schools in Uyo?
2. What was the nature of school rules and their formulation?
3. What constraints were faced by the schools in enhancing student discipline?
4. What were  the   views   of the   Principals   about   indiscipline   in  schools   in  Uyo?
5. What were students' views about indiscipline?
6. What were the recommendations on the way forward?

 

1.6 Significance of the study

 

The findings on specific methods used in improving student discipline in Uyo secondary schools would be useful to the head teachers of secondary schools and other education administrators. The findings of the study may be useful to teachers and education administrators in making informed decisions on effective methods of enhancing student discipline, thus enabling them to cope with problems of student misbehaviour.

 

Furthermore the comments from the respondents in this study may be of interest to curriculum developers and other interest groups like Kenya Secondary School heads

Association who may benefit from the advice given on effective methods of enhancing student discipline. Such advice may be useful to teacher training colleges by enriching school management curriculum which teacher trainees undergo during their training. The study will provide data for use by Kenya Education Staff Institute for training teachers in effective management of student discipline in schools.

 

1.7 Limitation of the study

This study was confined to the city of Nairobi, Uyo which is an urban setting and the results may be generalized to rural setting with caution.

 

1.8 Delimitations of the study

 

The study was conducted in public secondary schools in Kamkunji Division, Nairobi city. The target population for the study was Uyo public secondary schools' principals, deputy principals, teachers and head prefects only. These were the respondents relevant in the study.

 

1.9 Basic assumptions of the study

The following were the major assumptions which had been taken for the study by the researcher:

1. Schools used deliberate and discrete methods in enhancing student discipline. It is therefore assumed that the respondents readily recalled and provided them for the study.
2. The principals, deputy principals, teachers and head prefects responses to the questionnaire items was genuine indicators of the methods used in enhancing student discipline in the schools to be covered by the study.

 

1.10 Theoretical Framework

This study was based on Human Resource Management theory. The Human Resource

Management theory advances the views that all members of an organization are

important in the running the affairs of the institution. According to Olorsky (1984) schools are essentially humanistic organizations as compared to industrial enterprises and thus there is need to involve all the human components of the school if any meaningful success is to be achieved.

 

The study was also based on Behavioural Theory that states that the environment in which the client comes from also influences his behaviour. A person is what he is because of the environment where he comes from and the environment he produces. In a school setting, indiscipline students are believed to have learned their undesirable behaviour from their day-today experiences or from their environment. According to behaviourists, punishment as a technique widely used in school has limited success because it does not teach appropriate behaviour. It can only decrease the frequency of undesirable ones. Rather than simply punish a student, it is better to help him learn alternative ways to deal with frustrating situations.

 

1.11 Conceptual Framework .

 

As figure 1 shows students' discipline can be enhanced when students themselves are involved in the formulation of the school discipline plan. As Galloway (1990) contends the participation of students in school decision-making process enables them to control the extent to which other school members have power over them, facilitates their awareness and commitment towards the school policy agreed there upon. This participatory approach is further strengthened when the school discipline plan is based on reasoned argument, an ingredient, which is likely to make most of students perceive it as reasonable, fair and not needlessly infringing upon their freedom. A more open discussion will bring about better understanding of the discipline plan and the problems it could create for the parties involved.

 

To achieve consistency in the administration of the school discipline plan its contents would need to be communicated to all the members of the school community. Sometimes students are made to tumble in observing school codes of conduct by other adults in

 

school. If methods for enforcing discipline (Punitive, behavior modification, preventive) are used based on generally agreed upon and valued school discipline plan, the result is that student discipline will be enhanced.

 

1.11 Conceptual Framework –

1.12 Definition of significant terms

 

Crisis Management Approach: A method of enforcing student discipline, which in its reactive nature seeks to punish the student for his or her misbehaviour.         Discipline: Behaviour, which conforms to laid down code of conduct or rules. Indiscipline: Any behaviour or action, which is not in conformity with the accepted norms.

Interventionist Approach: A method of modifying student behaviour according to acceptable standards through the use of negative and positive reinforcement. Norm: Standard of behaviour that is regarded as average or generally acceptable in a particular society.

Preventive Approach: A method of managing student discipline which is anticipatory in nature and seeks to develop structures and processes which is geared towards reducing occurrences of student misbehaviour.

Self-discipline: This is character organization gained by student and which enables him or her to behave favourably even in the absence of a command to do so.

School  Discipline  Plan:   A  general   statement  of school  codes  of conduct,  their expectations and consequences.

Public Secondary School: A secondary school managed with funds from the public.

 

1.13 Organization of the study

The study was organized into the following chapters:

Chapter One consisted of the introduction and entailed Background to the Problem;

Statement; of the  Problem;  Purpose  of the  Study;  Research  Objectives;  Research Questions; Significance of the Study; Basic Assumptions and Definition of Significant Terms.

 

Chapter Two entailed Literature Review which included the Introduction; The Concept of

Discipline; Factors which affect the improvement and sustenance of student Discipline; A

Collective Approach to Student Discipline; The Methods of Enforcing Student Discipline; A collective Approach to student Discipline; and the Conceptual Framework.

Chapter Three was the description of Research Methodology and covered Research Design; Target Population; Sample and Sampling Procedure; Research Instruments' Validity; Instrument Reliability; Data Collection Procedure and Data Analysis Techniques.

 

Chapter Four entails data analysis and discussion of the Findings, while Chapter Five includes

Summary of the Findings; Conclusion and recommendations. Then the Appendices and Bibliography follows.

Sharing is caring!