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Implementing An Effective Student Discipline: School Heads‘ Perspective
This study described the implementation of students‘ discipline. Qualitative phenomenological approach was employed to 13 school heads of both elementary and secondary schools in Sarangani Province Division for the School Year 2016-2017. To gather data, in depth interview and focus group discussion were conducted. The results of the interview were transcribed, translated and coded to produce themes. As regards the experiences of school heads, the following were the themes: parental participation and involvement (on one hand); parental inattention and non-engagement (on the other hand); school-wide adoption of child protection policy; diverse levels of teacher acceptance; teacher inadequacies and inconsistencies; and continued indiscipline of students. Looking upon their challenges in the student discipline implementation, the following themes were created: parental engagement and collaboration; provision of teacher guidance and support; use of ―positive discipline‖; diverse levels o...
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Trans Stellar Journals
TJPRC Publication
This research study explored collaborative strategies used by school stakeholders for managing discipline in the ILembe District. Purposive sampling was used in this study to select study participants from stakeholders in the ILembe district in KwaZulu-Natal. A qualitative research approach was used and a case study methodology design was used for indepth data collection, in the form of interviews. Data was analysed by means of a coding process to generate a description of the setting or people, as well as categories or themes for analysis. The findings of the study revealed effective collaborative strategies used by stakeholders of two schools. In implementing strategies collaboratively, it was found that two out of the four schools that formed part of this study, were able to manage discipline effectively using strategies such as assertive discipline, restorative discipline and building a good rapport with learners. The effective collaborative strategies used by stakeholders of these schools included the inclusion of learners in the decision making process, establishment of a rapport and clear lines of communication with learners, implementing the school Code of Conduct at all levels, and the assistance of all stakeholders who had a vested interest in education. The findings also indicated that restorative discipline was collaboratively implemented by all stakeholders of two out of four schools, to manage discipline effectively. It is, therefore, recommended that all stakeholders employ collaboration when implementing strategies aimed at managing discipline.
Dr. Samuel Asare Amoah , Prince Laryea
Strategies adopted for ensuring discipline has been a very challenging encounter. This study therefore explores procedures involved on how teachers carry through their respective roles in managing indiscipline and how students perceive such involvement in Effutu Municipality. A case study design using qualitative approach was adopted for the study. Thirty six (36) respondents comprising twelve (12) teachers and twenty-four (24) students from two (2) Public Junior High Schools were purposively selected. Data was gathered through interviews which was analysed thematically. The study findings revealed that, teachers used judgemental to subjective behaviours as well as evaluating the disciplinary measures to interpreting it as the appropriate measure to stop misbehaviour. Teachers start using verbal appreciation and stopped their habit of de-motivating students. Additionally, in place of punishment, they preferred to encourage those students, who were not showing interest in classroom activities. It is therefore recommended that teachers should cultivate the habit of involving students in rule setting in order to promote ownership of the rules and to encourage them to take more responsibility for their own behaviour and also employ cooperative disciplinary measures as compared to punitive and harsh disciplinary measures could be used to inspire children.
ALFRED LUTWA
Denis Thaddeus Ofoyuru
Impact of School Policies on Student Discipline in Fort Portal Municipality, Kabalore District
Turyamureeba Silaji
This cross-sectional survey investigates the attitudes, opinions, and experiences of teachers, students, and head teachers regarding school policies' influence on student discipline in Fort Portal Municipality's secondary schools, Kabalore District. The study's objective is to identify the effects of school policies, causes of student indiscipline, and the role of school administration in shaping discipline. A sample size of 210 respondents was selected using purposive and random sampling techniques. Data collection involved structured questionnaires and face-to-face interviews, employing both primary and secondary data sources. Statistical analysis using SPSS and qualitative descriptive analysis revealed intriguing insights. A comprehensive survey encompassing the distribution of respondents by sex, marital status, and age bracket was conducted, revealing intriguing demographic trends. A robust exploration was undertaken to discern the influence of school policies on student discipline, eliciting responses from diverse stakeholders including teachers, head teachers, students, PTA members, and Board of Governors. The findings underscore the significant influence of school policies, with identified factors including Universal secondary education, Compulsory Science subjects, trained teachers, games and sports, vocational subjects, and specific registration criteria for academic progression. Moreover, the research delved into the underlying causes of student indiscipline, highlighting pivotal issues such as domestic violence, heredity, peer influence, lenient disciplinary measures, dearth of positive role models, and cultural influences. These insights underline the complex interplay of societal factors impacting student conduct. Additionally, the study expounded on the effects of school administration strategies on student discipline, emphasizing the critical role played by rule-setting, guidance and counseling, supervision, parental involvement, sensitization programs, and robust administrative structures in fostering a disciplined academic environment. The comprehensive analysis of these diverse dimensions unveils the intricate landscape influencing student behavior in secondary schools, suggesting the need for nuanced policy interventions and administrative strategies to cultivate a conducive environment for positive student conduct and academic excellence.
Pedagogical Research
JOURNAL ARTICLE
Prof. Charles P . Akpan, FAPPAN, FAIPCM, MNAEAP, MCCEAM
This study sought to investigate the effectiveness in maintenance of discipline among private and public secondary school administrators. The study area was the southern senatorial District of Cross River State. Four hypotheses were formulated to guide the study. The sample consisted of 140 principals randomly selected from a population of 169 principals. Two instruments for data collection were used namely, Preferred Disciplinary Strategy Questionnaire (PDSQ) for school administrators and Principals' Effectiveness in Maintenance of Discipline Questionnaire (PEMDQ). Data were analyzed using independent t-test and percentages. The results of the study revealed that administrators in private and public secondary schools differed significantly in their effectiveness in maintaining school discipline. Administrators in private and public secondary schools differed greatly in their preferred disciplinary strategies, in the light of these findings, the implications are that the government should organize workshops and seminars regularly for administrators of both private and public schools on how to promote discipline among students. School administrators should establish and encourage home-based reinforcement as a strategy for controlling and checking student misbehaviour. Background to the study Discipline is an essential factor in school success. Students need discipline in order to appreciate what is approved and what is not approved in the immediate environment around them and in fostering in them the right attitude towards learning. Esen (1980) views discipline as the maintenance of the quality of the atmosphere necessary for achievement of the school goals. This view depicts that school administrators should strife for the provision of a school climate that would enable staff and students to work amicably towards school goal achievement. Ezeocha (1985) on the other hand argues that school discipline should recognize the inherent dignity and right of the individual, be devoted to humanitarian principles and ideals, offer self-direction and be founded on an understanding of acceptable behaviour. This means that an effective school administrator should make students know clearly the school rules and regulations, their relations to the welfare of the individual or group and the educational process. Jones (1979) in his study describes school discipline as the business of enforcing simple rules that facilitate learning and minimize disruption. While Ntukidem (1992) points out that to be disciplined means abiding by the rules and regulations or laws and orders of an organization or society. Contrary to this constitutes indiscipline. Oloko (1990) refers to indiscipline as the violation of a norm or norms of conduct institutionalized among members of a social system (e.g. the school). According to Isangedighi (1997), indisciplined behaviour is a child's inability to exercise self-control under a given condition. Going by these definitions, the paper views indiscipline as connoting the notion of disrespect to school authority, law and order and non-conformity to established norms of the society. Indisciplined behaviour among students in both private and public secondary schools manifests itself in various ways ranging from stealing, fighting loitering, bullying, truancy, impunctuaiity, absenteeism, drug abuse, dishonesty, examination malpractice, assault, disobedience, insubordination and cult activities. The preponderance of these activities and the related disciplinary problems negatively impact on the quality of secondary education. Administrators of secondary schools are therefore faced with the problem of maintaining discipline in their various institutions. Cotton (1990) discovered that disciplinary problems are
IJELS Editor , Felista tangi
The strategy to maintain student discipline in secondary school is a crucial which guide students for future self-sustainability and the right to learn since a well-disciplined student learn without any distraction. The study examined the strategies used by heads of secondary schools in managing indiscipline problems for students' academic achievement in Ilemela District in Mwanza Region, Tanzania. The study used convergent parallel mixed research design and applied assertive discipline theory. Data were collected from 113 respondents using questionnaires and interview guide. Qualitative data was analyzed thematically and quantitative data were analyzed through descriptive statistic with the help of the SPSS Version 20, IBM, USA. The study revealed that the strategies used to curb the indiscipline cases include the use of guidance and counseling, cooperation between teachers and parents, provision of positive and negative rewards, and rules and regulations have to be enacted. The study recommended that teachers should have good relationship with both parents and students, parents should play their parenting roles effectively.
INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE)
Kamonges Wahab Asad
The study investigated on the parental guidance skills and students' discipline management in secondary schools in Kapchorwa district. The purpose of this phenomenological study was to help us better understand the experiences of teacher counsellors on the guidance skills expected of parents in the management of students' discipline in secondary schools. Four informants were purposively selected from four out of the six government aided secondary schools in Kapchorwa District and data was collected via interviews and analysed based on the perspectives of the teacher counsellors on the parental guidance skills and their management of discipline of students. The following conclusions were derived; There was less teamwork between the school administrations and the parents in the management of students' discipline, the parents gave little audience to their children which made them not to express their issues freely and openly, there is a poor parent-child relationship on mat...
African Research Review
james muola
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Classroom discipline is a complex issue and a key concern for teachers, school administrators, students and parents. The issue also attracts significant attention from the public and from the ...
discipline at school. The discipline, dedication, motivation and teamwork of educators as role models for children are also significant. Moreover, the learners themselves as well as the coftperation and involvement of their parents play a vital role in maintaining discipline. Key concepts: discipline; school management; classroom management;
Participants were asked what they believed discipline in the classroom to be (Figure 1). This was to find out the meaning attached to discipline and determine the context applied in answering questions directly related to discipline. The responses suggest that discipline holds both extrinsic and intrinsic values at a proportionally equal level.
Good school discipline is one of the most important characteristics of an effective school and a vital aspect of school and classroom management (Oosthuizen, 2009). Furthermore, discipline is important for maintaining harmony in a school, and for securing a climate in which learners can learn free from disruption and chaos.
classroom discipline and to answer the research questions that sought to explore the meaning that is attached to the word "discipline" by individual educators, the challenges that educators are faced with in their classrooms, as well as the discipline strategies that they employ to establish discipline. A case study
This was complemented by observation. Findings indicated that aspects of school system (including school and classroom policy, the role of the standard tutor and of bodies such as the school governing body and the learners' representative council as well as the specific disciplinary actions used) are important in maintaining discipline at school.
plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning. The purpose of this qualitative study was to investigate common threads of effective school discipline practices as perceived by administrators, tenured teachers, and parents in 20 schools in East Tennesse e.
6. Culturally responsive positive discipline techniques that help to mitigate bias; and 7. Ongoing, job-embedded professional development to increase school staff capacity to implement effective, positive, and equitable discipline for school staff that reinforces culturally responsive positive discipline techniques and helps to mitigate bias.
principal, the teachers, as well as materials used to teach students in classroom. In the case of this study, there are still lack of studies which focus on methods and medium of discipline since those aspects the researcher believes also play important roles in improving students' discipline as proposed by (Foucault, 1995).
The purpose of this chapter is to suggest practices which might help teachers avoid or overcome a good many difficulties in this area. It is organised as follows: Part one: Basics of maintaining order - 30 key principles. Part two: Five routines, or repeating procedures, for improving discipline.
The study sought to find students' most. common behavioral problems inside the classroom, the greatest barrier that hinder discipline. implementation in class and identifies teachers'. commonly ...
School discipline is an issue of utmost importance to educational policymakers, researchers, practitioners, and stakeholders because of long-standing disparities in who receives punishment and experiences the impact of exclusionary discipline on education and long-term life outcomes. Students with disabilities, non-heterosexual youth, low-socioeconomic-status students, low-performing students ...
A qualitative case study was conducted to explore the experiences of teachers in managing learner discipline in the two high performing schools in a township setting. The focus of this study was therefore to explore how teachers maintain discipline while achieving great academic performance. Semi-structured interviews and document analysis were ...
Classroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the
The study investigated classroom disciplinary challenges currently faced by teachers. The findings of the study revealed that the sampled schools believed that the establishment of common understanding around systems of learner discipline in the classroom is vital for effective discipline management in the classroom.
Classroom Discipline: Case Studies and Viewpoints Sylvester Kohut, Jr., and Dale G. Range Washington, D.C.: National Education Association, 1979 ... Related content. ... Classroom Discipline for Effective Teaching and Learning Laurel Tanner New York: Holt, Rinehart & Winston, 1978. Show details Hide details. Leonard Kaplan and more ...
Classroom discipline: Theory and practice. In J. P. Bakken (Ed.), Classrooms: Academic content and behavior strategy instruction for students with and without disabilities 2, 31-253. Maganga, J.H. (2016). Factors affecting student's academic performance: a case study of public secondary schools in Ilala District, Dar-EsSalaam, Tanzania.
Classroom Discipline. Discipline is defined as the practice of teaching others to obey rules or norms by using punishment to correct unwanted behaviors. In a classroom, a teacher uses discipline ...
Strategies adopted for ensuring discipline has been a very challenging encounter. This study therefore explores procedures involved on how teachers carry through their respective roles in managing indiscipline and how students perceive such involvement in Effutu Municipality. A case study design using qualitative approach was adopted for the study.
Collaboration: The key to managing discipline in South African schools. Amy Sarah Padayachee and Ntombizandile Gcelu. Department of Education Management and Leadership, Faculty of Education ...
This chapter will provide an introduction to this research study, the rationale for the study and the problem statement. The background to the study, the researched school and the framework for the research will also be outlined. The study's paradigmatic perspective will be discussed. This introductory chapter sets the background for this study.
Given the case studies which follow, the i.m, to the satisfaction of his teacher-educators, will write a logical one-sentence summary of the most basic discipline problem inherent in each case, will identify at least one logical principle which relates to the case, and will provide supportive reasons for relating a specific principle to a ...
This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5-6 years. ... The findings of this qualitative case study show that the teachers were concerned ...