OBSERVATIONS OF STAKEHOLDERS ON THE SUPERVISION OF INDISCIPLINE IN SECONDARY SCHOOLS IN KATSINA STATE, NIGERIA

OBSERVATIONS OF STAKEHOLDERS ON THE SUPERVISION OF INDISCIPLINE IN SECONDARY SCHOOLS IN KATSINA STATE, NIGERIA  

ABSTRACT

This study investigated “Perceptions of Stakeholders on the Management of Indiscipline in

Public Secondary Schools in Katsina State, Nigeria”. The study has six objectives which were to; determine the management of indiscipline between parents and teachers in secondary schools, ascertain the management of indiscipline between teachers and students in secondary schools, examine the management of indiscipline among teachers in secondary schools and ascertain management of indiscipline between the school and local community in public secondary schools in Funtua and Faskari Education Zones, Katsina State, Nigeria. Related literatures of concepts in relation to the study were reviewed.  The research was conducted using the descriptive survey research design. The population of the study was 870. A total of 265 respondents were used as sample for the study. A sixty (60) item questionnaire named (PSMISSQ) using 5 Likert rating scale was used to gather the data. The instrument was validated by experts in the department and pilot tested with reliability co-efficient of 0.86. Six null hypotheses were formulated and tested using One Way Analysis of Variance (ANOVA) at 0.05 level of significance. The findings of the study revealed that; indiscipline between principals and teachers on issues like deprivation from position of authority and students expulsion from school was well managed and indiscipline among teachers were properly managed in such that, teachers cooperated among themselves and worked as a team in most schools in Public secondary schools in Funtua and Faskari Education Zones, Katsina State, Nigeria. From the findings: the study concluded that, teachers always ensured that, there is equal justice for all, respect for the rights and dignity of each student and humanitarian treatment for all, in public secondary schools in Funtua and Faskari Education Zones, Katsina State, Nigeria. It was recommended that, Parents and teachers should always work in harmony over students’ indiscipline. Also, teachers should be encouraged in managing misbehaviour in the classrooms so as to maintain good relations with the students in public secondary schools in Funtua and Faskari Education Zones, Katsina State, Nigeria.

 

 

 

Operational Definition of Terms

Perceptions: is the organization, identification, and interpretation of sensory information in

order to represent and understand the presented information, or the environment.

Management: management simply mean the planning, organizing, leading, and controlling

of human and other resources to achieve organizational goals effectively and efficiently.

Indiscipline: simply means lack of control in the behaviour of a group of people (as in this

case secondary school students).

Secondary School:  this is the type of school students attend after the primary and before

the tertiary institution. In Nigeria this level is being sub-divided into two levels known as junior secondary (JSS) and senior secondary level

(SSS)      with      period      of      three      years      in      each       level.

 

 

CHAPTER ONE  

INTRODUCTION

1.1 Background to the Study

Secondary school education occupies a very unique position in the educational system in Nigeria, because it is that level that determines the academic and professional career of students. According to Federal Government of Nigeria (2012), in the National Policy on Education, the broad aims of secondary education within the overall objectives are preparing students for useful living within the society and preparing them for higher education. Precisely, the aims of secondary education is to provide opportunity for qualitative education for primary school leavers, cater for the differences in talents of the pupils, develop Nigerian cultural heritage, produce a generation of people who respect the dignity of labour, foster Nigerian unity and to inspire its students with the desire for achievement and self-improvement both at school and in later life. It must be stated that only the provision of qualitative education can guarantee the accomplishment of the above stated goals. The extent to which the secondary school system is able to accomplish its objectives determines its effectiveness.

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, 2010; Wasagu, 2012). 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 (Loukas, 2013). 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 institutions, which work with people.

For the efficient functioning of the school, school managements reserve 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. Students‟ misbehaviour is a prevailing problem affecting schools not only in Nigeria but also across the many nations around the world. Students‟ misconduct in the classroom interferes with teaching and learning and is thought to be precursor to later school dropout and similar negative social outcomes. Students‟ behavioural problems are also thought to be a leading contributor to teachers‟ stress and attrition.

Its worthy of note that whenever the school administrator or teachers failed to maintain proper discipline in the school, this action will definitely makes students to misbehave. Misbehaviour is any behaviour that, through intent or thoughtlessness, interferes with teaching or learning, threatens or intimidates others, oversteps society‟s standards of moral, ethical, or legal behaviour. Some students have been well nurtured, and life has granted them the best. They are charming and require little guidance. Other students are more demanding and challenging, requiring strong limit setting. We also face with very difficult students who bite, hit, and attack classmates and teachers, as well as passive students who are non responsive. These diverse types of students require principal, teachers, and school administrator to maintain proper discipline, different responses and right attitude (Gable and

Haidt, 2005).

Teachers are expected to teach what they know; a qualified teacher is always competent. If a teacher is competent, he commands respect from students. Experiences of both head teachers and teachers mean a lot in maintaining discipline in the school system. This is because experienced teachers and school heads are expected to poses skills that could be used to manage the behaviour of students.

Schools are „complex formal organizations, as such they include behaviours of diverse educators, organized and interconnected by a structure of authority and  a network of relationships that allow partial and unfinished information, resources and products pass from one group to another (Bates and Murray, 2012:58). According to these authors, school is structurally grouped in two kinds – the "elementary groups" and the "interstitial groups".

The former constitutes “basic structural elements” or “social units” (for example, there should be good discipline between the principals themselves, the students within the class, the group of teachers of a certain subject or field of knowledge, the administrative sector, etc.), while the latter, formed by the representatives of the elementary groups, are “connation groups” which origin is a network of links in the system‟s structure.

Gareth and Jennifer (2013) posits that termed “management” as the planning,

organizing, leading, and controlling of human and other resources to achieve organizational goals effectively and efficiently. While Smith and Laspart (2014), defined management as the skill that is applied by an individual in an organization also in the presentation of lesson, in such a way that all the learners are actively involved in learning.

Laspart (2014) posited that, management of discipline can be defined as the process of controlling; organizing and overseeing ways in which learners‟ behaviour can be guided and corrected in a school situation. In this study, management of students discipline refers to the effort of stakeholders such as teachers, parents, students, in enforcing students‟ discipline in the school. It was characterized by punishment, suspension of students, enforcement of school rules and regulations, formation of guidance and counselling, effective communication and formation of disciplinary committee. Managing students‟ discipline is one of the major concerns of teachers all over the world.

Charles (2013) observed that, indiscipline is a major problem which school managers have to address because it is a significant factor in educators leaving the profession.

Students‟ misconduct in the classroom interferes with teaching and learning and is thought to be precursor to later school dropout and similar negative outcomes (Aziza et al 2011), further expressed that students indiscipline problems are also thought to be the leading contributor to teachers‟ stress and attrition, profound negative effects on teachers and teachers are subjects to abuse and intimidation and some reported fear for their safety, lack of sense of dignity, feeling of anger, humiliation and shame, isolation and depression and this eventually reduces their level of commitment.

This research concentrated on perceptions of stakeholders on the management of indiscipline that are experienced in public secondary schools in Katsina State, the area where the researcher was based. The aim was to be able to make recommendations to bring about an improvement of the stakeholders differences toward disciplinary problems faced by the educators, hence, to their morale in the schools.

1.2 Statement of the Problem

Schools are established to achieve result, which was the basic objective set up by the system. This can be obtained where schools are administered in a good manner; that is, an environment devoid of bad behaviours. At the time of independence in 1960, and some years after that time, teachers exhibited good discipline and were encouraged to use the cane as a method of keeping control in the classrooms Williams (2005). The teachers were also empowered to be in charge in the classroom, but in a hostile or authoritarian manner. In this way teachers were made to believe that power and authority were the bases for control and discipline. The classroom environment was formal and tended to be tense, and the learners were not given any say in disciplinary matters.

Moreover, this era witnessed boredom, resentment, and dissatisfaction which occur, between principal and teachers; teacher and his students; students and the school management as a result of lack of proper discipline. Hence, they communicate less and avoid self-disclosure. Loss of trust and betrayals also take place as the downward spiral continues, eventually ending the relationship that co-existed among teachers and between teachers and principals. Likewise, there were allegations of moral laxity and indiscipline in many educational institutions which were assumed to be the causes of disciplinary problems in secondary schools and which has affected their working together to identify, define and solve common problems in the public secondary school in Katsina State.

Management indiscipline between the school head and teachers and between teachers and students are expected to be positive. For this reason, there should be good working interpersonal relationship between the schools administrators themselves, teachers and students. This will eventually breed good atmosphere and confidence among members of school. Teachers are expected to teach what they know. A qualified teacher is always competent. If a teacher is competent, he commands respect from students. Experiences of both school heads and teachers mean a lot in maintaining discipline in the school system.

This is because experienced teachers and school administrators are expected to possess skills that could be used to manage the indiscipline in students.

Before carry out any research it is general notion that a problem exists and to find solution to the existing problem. This research was on perceptions of stakeholders on the management of indiscipline in public secondary schools in Katsina State. The existing statement problems are; management of indiscipline between parents and teachers, management of indiscipline between principals and teachers, management of indiscipline between students and teachers, management of indiscipline among teachers, management of indiscipline among students and management of indiscipline between school and local communities in public secondary schools in Katsina State.

It is against this background that school administrators should always adopt democratic leadership styles for the free  flow of school activities towards the successful management of different forms of indiscipline in school such as bullying, absenteeism, examination malpractice, drug abuse, lateness to school, fighting and cultism, etc, and also lay down a very good foundation of interpersonal relationship between the principals and teachers,  teachers and students, within the students themselves and local communities.  On the basis of the above argument, the study is set to find out the perceptions of stakeholders on the management of indiscipline in public secondary schools in Katsina State, Nigeria

1.3 Objectives of the Study

The main objective of this study was to investigate the perceptions of stakeholders on the management of indiscipline in public secondary schools in Katsina State, Nigeria. The specific objectives of this study are to:

1. determine the management of indiscipline between parents and teachers in public secondary schools in Katsina State;
2. examine the management of indiscipline between principals and teachers in public secondary schools in Katsina State;
3. ascertain the management of indiscipline between teachers and students in public secondary schools in Katsina State;
4. examine the management of indiscipline among teachers in public secondary schools in Katsina State;
5. find out the management of indiscipline among students in public secondary schools in

Katsina State; and

6. determine the management of indiscipline between the school and local community in public secondary schools in Katsina State, Nigeria.

1.4 Research Questions

This study answered the following questions:

1. what is the level of management of indiscipline between the parents and teachers in public secondary schools in Katsina State?
2. what are the management of indiscipline between the principals and teachers in public secondary schools in Katsina State?
3. What are the management of indiscipline between the teachers and students in public secondary schools in Katsina State?
4. In what ways are indiscipline manage among teachers in public secondary schools in

Katsina State?

5. In what ways are indiscipline managed among students in public secondary schools in

Katsina State?

6. What is the level of management of indiscipline between the school and local community in public secondary schools in Katsina State?

1.5 Hypotheses

The following hypotheses were formulated for the study:

H₀₁: There is no significant difference in the opinions of principals, teachers, PTA and officials of MOE on the management of indiscipline between parents and teachers in public secondary schools in Katsina State;

H₀₂: There is no significant difference in the opinions of the respondents on the management of indiscipline between principals and teachers in public secondary schools in Katsina State;

H₀₃: There is no significant difference in the opinions of the respondents on the management of indiscipline between teachers and students in public secondary schools in Katsina State;

H₀₄: There is no significant difference in the opinions of the respondents on the management of indiscipline among teachers in public secondary schools in Katsina State;

H₀₅: There is no significant difference in the opinions of the respondents on the management of indiscipline among students in public secondary schools in Katsina State; and

H₀₆: There is no significant difference in the opinions of the respondents on the management of indiscipline between schools and local community in public secondary schools in Katsina State, Nigeria.

 

1.6 Basic Assumptions

The study assumed that:

1. parents and teachers management of discipline in public secondary schools in Katsina State help to reduce the level of indiscipline in the schools;
2. principals have good relationships with the teachers on the management of indiscipline in public secondary schools in Katsina State and hence improved effective

administration of the schools;

3. teachers manage indiscipline of their students in public secondary schools in Katsina State and have enhanced effective teaching and learning;
4. there is harmonious working relationship among teachers on the management of indiscipline for effective teaching delivery in public secondary schools in Katsina State;
5. there is management of indiscipline among students for better academic performance in public secondary schools in Katsina State; and
6. there are cordial relationships between the schools and local community on the management of indiscipline in public secondary schools in Katsina State.

1.7 Significance of the Study

Indeed, a thorough examination of the aims of this study, perceptions of stakeholders on management of indiscipline in secondary schools would be useful to parents and the society, school administrators, teachers, government and policy makers in their efforts to put to an end to the problems of indiscipline in our secondary schools.

 

Specifically, the outcome will assist parents and society in monitoring the activities of their children through the result of the study

School heads could discover what negative roles they play which lead to indiscipline in schools with the view of  adjusting their administrative loopholes and forge ahead for a well disciplined school system.

Teachers are expected to know from the study how students‟ indiscipline is being carried out around them and employ means of eradicating the bond trend.

The study will affords the management of secondary schools the ability to assess the negative impacts of different forms of indiscipline as it affects the academic performance of the students.

The outcome will also assist Government and policy makers in formulating policies that will ensure a disciplined and patriotic behaviour of the students.

The overall aim of this study was the complete wiping out of indiscipline among students so that teaching and learning atmosphere were conducive and danger free. In such an environment there are better enhancement of knowledge. It is therefore expected that the conclusion and suggestions made in this study will foster better performance of the students through peaceful coexistence of students, teachers and school management. Moreover, it was also expected that this work will serve as a reference text for other scholars interested in the subject of this research.

 

 

1.8 Scope of the Study

This study focused on perceptions of stakeholders on the management of indiscipline in public secondary schools in Katsina State, Nigeria. Furthermore, the study is limited to some selected public secondary schools in Funtua and Faskari Education Zones in Katsina State, Nigeria. However, it is hoped that the result of this work will be useful to most secondary schools within the State and others State in Nigeria.

OBSERVATIONS OF STAKEHOLDERS ON THE SUPERVISION OF INDISCIPLINE IN SECONDARY SCHOOLS IN KATSINA STATE, NIGERIA  

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