THE PART OF SCHOOL AUTHORITIES IN EDUCATION STUDIES

INDISCIPLINE IN SECONDARY SCHOOLS

AMUCHECHUKWU RAPHAEL
NCE/PT/HA/2627

RESEARCH PROJECT PRESENTED TO THE DIRECTORATE OF

CONTINUING EDUCATION, HOPE AND ANCHOR COLLEGE OF
EDUCATION

APRIL, 2021
 APPROVAL PAGE
This is to certify that this project is on original work carried out by
Amuchechukwu Raphael
Under my supervision and has found to meet the required rules and
regulations governing the preparation and presentation of projects in Hope
and Anchor College of Education.

Project Supervisor’s Name Signature/Date

____________________________ __________________

Director of Continuing Signature/Date

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External Examiner Signature/Date

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 DEDICATION

I dedicate this piece of work to my beloved father Mr. Gilbert Nnamani, my

beloved parent in the lord Mr and Mrs Nkem Obasi, my beloved husband
and children for their continued support, love and encouragement which has
made it possible for me this far. I would also dedicate this work to some of
my lecturer’s people like Mrs Odinaka, Mrs Halimat, Mr Richard, Mrs
Negetu and some of my classmate and friends, I would not have made this
far without your endless support.
Above all I thank God for going me sound health even during trials
and temptations and ill health period throughout the academic life and
research period.
 ACKNOWLEDGEMENT

I wish to convey my sincere appreciation to the following people without

whom this research work wound not have been successfully completed.
First, I am greatly indebted to my supervisor, mrs odinaka Vivian for
her invaluable counsel, commitment and encouragement throughout the
study. I also wish to register with utmost gratitude and sincere
acknowledgement, my apperception to my mentor, datty Rev. Nkem Obasi,
the principal of intensive “Education Mrs Lauretta Fatoyinbo Mrs Effiong
Mercy the Proprietress and Prof. Evan Victor Dibiamaka in Sabon-Wuse
Area Council who contributed immensely as respondents to the raw data that
form the basis of this study.
Further credit is due to my friends and dearest father in heaven for
their supports, understanding and invaluable help that led to the successful
completion of this study.
Lastly, let me say that without the will of God this work would never
have been accomplished for the reason may all glory and honour be given
unto this God who has made my dream come through.
 ABSTRACT
The study Investigated the part of school authorities in reducing students’
indiscipline in secondary schools.
Student discipline is critical to the attainment of position school
outcome. Lack of it makes a mockery of the stated important goals the
secondary school education is support to achieve poor performance of
secondary school student in both academic and co-curriculum activities can
largely be blamed on indiscipline. Descriptive survey was used in this study.
The sample comprised secondary schools in Sabon Wuse and Tafa local
government Area. It also includes some principles head teachers of guidance
and counseling.
This researcher collected the data through the use of questionnaires.
Frequencies and percentages were used to summarize the data. The study
identified the prevalent indiscipline problems among student as being
absenteeism, rudeness to teachers and fighting among student among others.
Poor relationship between teachers and students and parental negligence
were sited as the major cause of indiscipline. There was an emphasis on
guidance and counselling and the need for the school administration and
teaches to create a conducive environment for learning as effective ways of
dealing with indiscipline. The study finding have issues concerning the
research problem that were not known before forming a firm foundation for
tackling the indiscipline problems in secondary schools out of the measure
the schools take to reduce Indiscipline in schools the study recommended
that schools address students concern encourage parent to play their roles
and embrace guidance and counseling in dealing with student indiscipline
 TABLE OF CONTENIS
OVER PAGE
APPROVAL PAGE
DEDICATION
ACKWOWLEDGEMENT
ABSTAST
TABLE OF CONTENTS
LIST OF TABLES

CHAPER ONE

INTRODUCTION:
1.1 Back ground to the study
1.2 Statement of the problem
1.3 Research question
1.4 Research hypothesis
1.5 Purpose of the study
1.6 Significance of the study
1.7 Scope of the study
1.8 Limitation of the study
1.9 Operational definition of term
 CHAPTER TWO

LITERATURE REVIEW
2.1 Conceptual Frame work
2.2 The causes of Indiscipline acts in school
2.3 Types of indiscipline acts in school
2.4 Poor School management as the cause of student indiscipline in
school
2.5 Methods of dealing with student indiscipline’s
2.6 Challenges faced by heat teachers in dealing with indiscipline

CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Research Design
3.2 Research Population
3.3 Sample and Sampling procedure
3.4 Instrument for data collection
3.5 Validation of research instrument
3.6 Procedure for data collection
3.7 Data Analysis
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.1 Introduction
4.2 General information on respondents
4.3 Cause of discipline among the secondary school students
4.4 Method of dealing with indiscipline students by school administration
4.5 Challenges is managing to reduce indiscipline in secondary schools

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary
5.2 Conclusion
5.3 Recommendation

REFERENCE
Appendix 1
Appendix 2
Appendix 3
Appendix 4
LIST OF TABLES
Table 4.1: General information respondents
Table 4.2 Categories of schools
Table 4.3 Teaching experience for teachers, head teachers and counsellors
Tabel 4.4 Teacher Academic qualification
Table 4.5 Respondents background information
Table 4.6 Common discipline problems as reported by head teacher
Tabel 4.7 Common problem as reported by teachers
Table 4.8 Common of Indiscipline among the secondary school student
Table 5.1 Teachers view on the causes if indiscipline
Tabel 5.2 Methods of dealing with reducing indiscipline student
Table 5.3 External of involvement of teachers in the management of
reducing
indiscipline as state by the teachers
Table 5.5 Challenges in managing indiscipline by counsellors
Table 5.6 Challenges in managing indiscipline by teachers
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Over the years the misconduct of students as been a great treat to education
studies in Nigeria. Infact, all the education stated holders across the country
are concerned with the issue of discipline related problems in school because
of its visible impediment to national growth and development (Yaroson,
2004). Reducing indiscipline, derivative of the word from discipline is
according to the cambers, (2000) a mode of life in accordance with rules;
subjects to control. Also, the oxford advanced learners dictionary (2015)
defines it ass lack of control in the behaviour of a group of people. In other
words, it is the inability of a person to live in accordance with rules. Tuluhi
and bellow in Moyi Gbemi Peter (2015), assert that indiscipline is the
breaking of rules and regulations of institutions. Individuals willingly or
unwillingly violate laid down rules of an institutions, which hampers the
smooth running of the institution. Increasing discipline in school plays an
essentials roles moral development of a child and in creation of a healthy
society (Nasibi 2003). A school which is the concept of the organization. It
exists to seek certain defined objectives, the accomplishment of which is the
“raison d’etre” for its continued existence. According to the Scottish
Education department (2011) school exists among other things to;
 Development knowledge and appreciation of the social physical
environment.
 Development skills and attitudes that will enable children to take their
place in the world for work.
 Enable the children to acquire the basic skills of oracy, literacy
numeracy.
 Development power of researching and the capacity of adopting to
changing circumstances.
 Development reasonable and responsible social attitudes and
relationship.
 Encouragement and development interests that will provide personal
satisfaction in leisure time.
 Development of the attitude that education is a lifelong process.
 Provide opportunities for creative self-expression and to encouragement
effort at and development of initiate and original.
 Provide systematic guidance and help, so as to develop in the children
ability to make informed choice.
In summary, a school exists for the purpose of teaching and learning. Other
more that should happen must subserve and be seen to lead to the attainment
of the objectives of teaching and learning. The effectiveness of a school is
determined by the extend to which it achieves the operation objectives and
this in turn depends on the amount and quality of teaching and learning that
goes on in the school and determined by the level of student discipline that
exist in the school. According to organization for economic cooperation and
development, (OECD, 2011) classroom and schools with more disciplinary
problem are less conductive to learning, since teachers have to spend more
time creating an orderly environment before instruction can begin
interruptions in the classroom disrupt students’ concertation on their
engagement in their lessons. Acts of indiscipline as exhibited by secondary
students includes dishonest, lack of respect and lack of consideration for
elders an those in authority, rudeness, absenteeism and lateness to school l,
selfishness l, avarice, indolence, gambling, rape, cultism smoking, loitering,
examinations malpractice, illicit affair between teachers and students and
among students’ disloyalty and other unpatriotic acts, lack of public
spiritedness and consideration for others, dankness, indecent dressing. These
cases of indiscipline are more pronounced among secondary school students,
because at a stage most students would have started observing changes in
their body and when these biological changes signaling maturity is notice in
the course of their growth and development. They tend to misbehave by
faulting school rules and regulations (Yaroson, 2004). When principals and
the teacher discuss the subject of reducing indiscipline in the school, the
tending is for them to took beyond themselves to find scapegoat who are
invariably the students. Precisely the same mistake is made by other member
of the society, even clergymen who forget indiscipline among themselves
and talk about reducing indiscipline in school as if the schools were closed
organization, non-interactive with the wider society unmindful of the fact
that trying to reduce indiscipline in school is symptomatic of the social
malaise in the community. It is generally accepted that nothing inspires
more discipline at the bottom than discipline at the top. The logical
assumption therefore is that a disciplined society generally produces
disciplined school, while in the school situation, a disciplined principal
produces a disciplined staff which in turn produces disciplined students.
The school administrators include the principals, assistant principals, and
other professionals who help operate the school’s system. As leaders in
secondary schoos they are seen primarily responsible for achieving stated
objectives. Their effectiveness is measured by the extent to which they
influence their followers to achieve group objectives. The all-important role
of principal indiscipline and operation of the school in further stressed by
pack when he holds as follows. The ethos of a school depends very strongly
on the character of the head teachers and of the programme he/she is puts on
operating within whatever guidelines are set out by regional authority which
emphasizes the huge responsibilities of the school principals as key leader to
ensure proper discipline in the school community. In Wallace’s perspective,
five keys functions that describe effective school administrators include;
shaping a vision of academic success for all students, creating a climate,
hospitable to education, cultivating leadership in others, improving
instruction, managing people, data and processes to faster school
improvement (Wallace’s 2012) in these times of heightened concern for
student learning school leaders are being held accountable for how well
teachers teach and how much students learn. They must respond to complex
environments and serve all students well (Leithwood and Riehel,2003). The
principals should play important leadership role in establishing school
discipline through effective administration and by personal example.
Principals of well-disciplined staff and students are usually highly visible
models. The idea is further corroborated by Leithwood and Riehl (2003)
scratch the surface on an excellent school and you are likely to find an
excellent principal peer into a failing school and you will find weak
leadership. That, at least, is the conventional wisdom.
Leaders are thought to be essential for high-qualify education principals
engage in what Duke (2001) describe as management by walking around,
greeting students and teachers and informally monitoring possible problem
area. Effective principals are liked and respected, rather feared, and
communicating for students as well as willingness to impose punishment if
necessary (national association of elementary school principals,2001). Also,
good communication and shared values are important elements in this
relationship ideally, a principals should be able to create consensus Among
staff on rules and their enforcement. In practice, principals should create
consensus by recruiting like minded staff over the course of years or
arranging transfers for teachers whose views don’t fit in with goals and
plans for their school, (NAESP,2001).
In a study concluded that stable and supportive administrative leadership
was the overriding determining whether school is disciplined. Although
Tabotndip (2005) opined that the equality and effectiveness of every
education system anywhere in the world is dependent on the competence,
effectiveness, efficiencies and devotion of the teaching force. Teachers are
seen as the foundation upon which the growth and development of the
society depends. But in all, principals’ administrative competence is still
considered determinant to effective school’s discipline.

1.2 STATEMENT OF PROBLEM.

The problem of reducing indiscipline in school had persisted over the years
and it’s becoming a boil in the marrow. These acts include students’
absenteeism from schools, lackadaisical attitude to duties, persistent lateness
to schools, rioting, raping and gang raping, cultism, absenteeism from
classes without reason or permission, direct disobedience to school
regulations and so on. This trend has affected the attitude of students to
study and their perception of school as a whole (udom,2010). These acts
have militated against effective teaching and learning hence, it has
significantly affected the production of useful, acceptable and responsible
members of the society. Which is the primary responsibility of the school.
The deplorable state of schools has raised a lot of question on the role of
principals in maintaining school effectiveness. It is therefore necessary to
investigate the prevalence of indiscipline among students in secondary
schools and how school administrators have managed indiscipline among
students, hence this study.

1.3 RESEARCH QUESTIONS

The study attempted to proffer answers to the following questions based on
the purpose of study.
i. What is the prevalence of including indiscipline among secondary
school students?
ii. What are the effect of indiscipline on secondary school students in
Sabon Wuse Tafa Local Government Area?
iii. What are the school administrators attitudes to students’ indiscipline
in secondary school?

1.4 RESEARCH HYPOTHESIS

Ho1. There is no significant effect of school administrator’s role on rate of
student’s indiscipline in secondary schools.
Ho2. There is a significant effect of school administrator’s role on students’
indiscipline.

1.5 PURPOSE OF THE STUDY

The purpose of the study is as follows:
1. To investigate the prevalence of indiscipline among secondary school
students.
2. To examine the effect of indiscipline on secondary school students.
3. To identify the principal’s attitude to indiscipline in secondary
schools.

1.6 SIGNIFICANCE OF THE STUDY

The significance of this study is to identify the roles of school
administrators in curbing and reducing indiscipline among secondary school
students. These findings will go a long way in exposing principals and other
administrative staff to the major cause of indiscipline in schools. Again, as a
result of this research work, principals see their shortcomings and evolve a
more effective approach to teaching and school management.
The present study intended to investigate ways and means to enable school
administrators to be equipped with such knowledge and skills that enable the
school management, administrators and teachers to detect acts of reducing
indiscipline before they occur. It was based on the premise that most
disturbances and acts of violence in school can be prevented via this
advance knowledge.
Finally, this research is vital as it will contribute to existing body of
knowledge about the roles of school administrators in reducing and curbing
the act of indiscipline in secondary schools.
1.7 SCOPE OF THE STUDY
The study investigated the extent to which indiscipline in secondary schools
can be prevented and curbed by school administrators. The study also
confined itself to public secondary schools in Sabon Wuse Tafa and Niger.
This is mainly because it is in this education domain that most catastrophic
violence had occurred for example, a total of 250 secondary school
experienced students’ unrest in the year 2000/2001 (task force,
September,2001:7).
These ranged from minor to major destruction of school property,
indiscipline, violence and destruction to loss of human life and hence the
urgent concern.
The choice of public secondary schools was fourfold. Firstly, public
secondary schools are built and maintained by the public. Therefore, the
public demands and deserves an explanation when acts of indiscipline occur.
Secondly, private schools admit only about 12% of the students as compared
to 88% admitted to be public schools. As a result, a higher number of
students are in public schools causing most extreme maximum concern.
In addition, they stand to lose many students besides the study time when
such schools go on the frenzied action. Thirdly, most strikes occur in public
schools; finally public schools is perturbing.

1.8 LIMITATION OF THE STUDY

Although this research was carefully prepared, the researcher is apprised of
its limitation and shortcomings.
The research was conducted in the two intermediate classes which have
lasted for eight weeks. Eight weeks are not enough for the researcher to
observe all of the students' skeaking performance in their classes. It would
be better if it was done in a longer time.
Due to financial limitations, the study covered a small sample of secondary
schools in Sabon-wuse Area. therefore, the findings of the study were not
generalized to the entire country.

1.9 OPERATIONAL DEFINITION OF TERM

Students: A person who is studying at a college or university.
Discipline: Training especially of the mind and character, set of rules for
conduct method by which training may be given.
Indiscipline: Lack of control in the behavior of a group of people.
The report identifies the cause of injustice, ravishment and
indiscipline in schools.
School Administrators: those who are in charge of running the school i.e.
head teachers and their deputies.
Preventive Disciplinary Measures: Administrative actions taken by school
administrators to encourage students to follow rules and regulations of the
school.
Corrective Disciplinary Measures: Administrative actions are taken by
school administrators to discourage further infringement of rules and
regulations of the school by students.
Rewards: Refers to an intentional award serving as a symbol approval of
desirable behavior to a student by a teacher for instance praise, grades,
privileges and general approval and recognition of the self-worth of the
individual.
Self-discipline: Refers to the state of self-control establish in the learner
which prevails even in the absence of the class room to punish or reward
him.
 CHAPTER TWO

REVIEW OF RELATED LITERATURE.

This section appointment with reassessment of some narrated treatises on
the study of indiscipline among secondary school students and the role of
the school administrators in curbing it.
The reassessment was conversed on commune under the following sub-
heading;
1. Concept of indiscipline
2. Causes of indiscipline
3. Different types of indiscipline
4. Poor school management as a cause of student’s indiscipline in school
5. Role of school administration in curbing indiscipline

2.1 CONCEPTUAL FRAMEWORK

Abiyai (2012) posited that education is a critical tool for transformation of
the individual and the society. Secondly education in Nigeria therefore is
aimed at preparing the individual for useful living within the society and
preparation for higher education for the individual to be able to live a useful
life in his society and contribute maximally towards socio-economic and
political development of the nation in which he/she belongs, relevant skills,
values, attitudes, knowledge and competence that will make him to be
disciplined must be impacted.
WHAT IS INDISCIPLINE?
The term “indiscipline” is a household word in Nigeria today in fact it is a
word that is found in government offices, private sectors, in politics and in
all levels of educational institutions. The trend in secondary schools in the
present time is indiscipline of all sorts. The trouble with the term is that
every individual may know what they mean when they talk about it, but
individual meanings can still differ in a sense therefore, we will at this
juncture present some of the meaning giving to the term by scholars in the
literature.
Indiscipline according to Timothy (2008) is the direct opposite of discipline
that is lack of discipline. Indiscipline has been defined of control in the
behavior of a group of people with the result that they behave badly.
It can be summarizing that indiscipline is any form of misbehaviours which
the student(s) can display in the following ways general disobedient to
constitute authority, destruction of school property, poor attitude to learning,
abuse of seniority, immoral behaviour, drug abuse, stealing, lateness,
truancy, dirtiness, quarrelsome, use of abusive or foul languages, rudeness,
gangsterism or cultism etc. as the forms of indiscipline’s in schools are
inexhaustible.
Timothy (2008) further stated that indiscipline can be said to be the
unwillingness of students to respect the constituted, authority, observe and
obey school rules and regulations and to maintain high standard of
behaviours conductive to teaching learning process and essential objectives
with ease, In addition, indiscipline is also defined according to Nwakoby
(2001) “as an act of misconduct which not only physical act but could also
be a thing of the mind” the above definition presupposes that indiscipline is
an act of wrong doing which must not necessary be seen from a students
action but the mood of such student could be interpreted as an act of
indiscipline or misconduct. Furthermore, indiscipline as a concept could also
seen as lack of self-control and utter disregard for constituted authority. An
indiscipline person therefore is one who not fit in properly into the system in
which he finds himself and as such cannot contribute positively to the
improvement of the society Nwakoby (2001). In the context of a school
system, a student is said to be discipline if his behaviours, actions and
inactions conform to the predetermined rules and regulations of the school
concerned.
Also, when Zubaida (2009) citing Dare, Hashim, Sweinan and Ofie (2004)
who defined discipline in schools as respect for school laws and regulations
and the maintenance of an established standard of behaviour and implies
self-control, restraint, respect for oneself and others. The author therefore
maintained that “behaviour that contradicts the above mentioned becomes
indiscipline” Yaroson (2004) when siting The Chambers Twentieth Century
Dictionary (2015) maintained that indiscipline is a derivative of the word
“discipline” and which is mode of life in accordance with rules is the author
further quoted the Oxford Advanced Learners Dictionary (2015) where
indiscipline is defines as lack of control in the behaviour of a group of
people. In other words, it is the inability of a person to live in accordance
with rules. After consultations with principals and teachers, Mc Ewan and
Damer (2000), found that the inability to define a student’s behaviour and its
positive counterpart in precise behavioural pattern. They believe that it is
important to explicitly define the behavioural problems which occur in and
out of the classroom in order to be able to effectively trat with them. Owing
to the wide range of behaviours which are considered as indiscipline, several
researchers have condensed the list to the most frequent or the top ten
displayed by students have the listed the most frequent infractions in schools
as follows:
i. Leaving the school grounds
ii. Physical aggression towards others using the hands, feet and or
objects such as hitting, choking, pushing, tripping, biting, throwing
stones at someone and pinching.
iii. Disturbing others with hands, feet and objects with no real malicious
intent such as inappropriately touching other students or taking their
materials.
iv. Use of disrespectful and/or threatening language such as wearing,
name calling, demeaning comments and verbal insult.
v. Inappropriate use of school materials such as kicking or throwing
furniture, writing on the walls, breaking pencils, taking and using
materials from the teacher’s desk without permission.
vi. Talking out in class.
To this end, indiscipline can simply be seen as mode of life which is in
conformity with rules and non-subjection to control. By extension, the term
connotes the violations of school rules and regulations capable of
obstructing the smooth and orderly functioning of the school system.
To cap it all, in indiscipline can be defined as any act, habit or behaviour
exhibited by the learners or students within the school premises and outside
the school, which attract condemnation (instead of praise) by the public and
the school staff.

2.2 THE CAUSES OF INDISCIPLINE ACTS IN SCHOOLS

Indiscipline in schools is not an obscure problem or phenomenon that it
causes cannot be ascertained in fact, scholars have carried out extensive
studies on it and have been able to identify several factors that have led to its
occurrence in our institutions of learning being it locally, nationally and
internationally. For instance, Oyetubo and Olaiya (2009) presented seven
likely causes of the phenomenon in school which include:
a. The idea of democracy with its emphasis on the right and freedom of the
individuals; b. The “generation gap” in ideas, beliefs and values about nature
of mans life and society. There is a wide difference of opinion in these
matters between the two generations, the young and the old; c. The high
level of sophistication of young men and women compared with that of the
old generation; d. The influence of the media (that is the newspaper, the
radio and television) which carry regular reports about students’ power
against authority; e. The failure of the adults, both in society and at school to
set standards of good behaviours for young men and women to follow; f.
The failure of many homes to provide basic and essential moral training in
the upbringing of the children and the failure in communication in between
young men and women insisting on their right and the authorities who tend
to see the issues involved simply from the “Official” point of view.
Also, on the part of Morongwa (2010), eight factors were identified as the
causes of indiscipline among secondary school students which among other
things include:
i. Parental/home influence;
ii. Teachers / educations;
iii. Political, Social and economic factors;
iv. Learners with emotional problems;
v. Head teachers / Principals’ factors;
vi. Influence of gender and race;
vii. Public schools versus private School.
In Addition, parson (2004) talked differently when she itemized inter alia
some causes of indiscipline acts and it includes; The school, the society,
wrong ideals, illness, lack of good leadership, injustice, lack of realistic
rules, bad home training and upbringing. Timothy (2008) on his part
identified five causes for acts of indiscipline.
Home influence and parental factor;
i. The school authority and head teacher’s factors;
ii. The education and school staff factors;
iii. Mass media factors;
iv. The society
v. The student and peer group
vi. The Curriculum

2.3 TYPES OF INDISCIPLINE ACT IN SCHOOL

Several forms of indiscipline acts pervade through every corner of the
Secondary school among the student. Some occurred within the classroom,
some within the school premises while some others are carried out outside
the school premises. Morongwa (2010) observed that three type of
misbehavior which are regarded as disciplinary problems for the educator in
classroom includes; Misbehaviors that inhibit the learners own learning,
misbehaviors by one learner which is distractive to the learning of another
and misbehaviors are disrespectful, defiant or abusive to the educator. The
author added that, these misbehaviors can be committed intentionally or
unintentionally. The author further stated in a clear term some of these
behaviours which he believes can impact negatively on the moral of the
student himself and mentioned them as follows; A learner consistently
comes to class late and disrupt the flow of the class, he/she talks while the
teacher is addressing the class; he/she write graffiti on school property
another one continuously calls out in class; one is not listening and asking
questions that have already been answered; another one defies the teacher
and refuse to follow instructions; and another one moves around the class to
the point of becoming a distraction.
Also rosen (2005) identifies ten other types of disciplinary problems or
indiscipline act among the students and which may lead to suspension as a
way of punishing any learner who perpetrate such acts, among these are;
i. Defiance to school authority
ii. Class destruction
iii. Truancy
iv. Fighting
v. The use of profanity
vi. Damaging school property
vii. Violation of school dress code
viii. Theft and stealing
ix. Leaving campus without permission
x. Not reporting to after school detention or Starday School.
Donnelly (2000) also mentions other common types of indiscipline acts
experienced in American schools, as fighting, insubordination, little support
for educators, a general climate of disrespect and distrust of the
administration. Alidzuwi (2000) further stressed that some schools have
developed into battle fields, since learners carry weapons such as gun and
knives to schools. Cases have been reported of learners stabbing their
educators and principals with pangas (a large heavy knife used as a weapons
for cutting vegetation) and they fight each other using these weapons. It is
noteworthy to mention at this junction there is no country in the world where
indiscipline acts are not perpetrated by the students, the problems are almost
the same in the different schools, but the intensity with which it occurs only
may be differs from school to school.
In the strategies employed for controlling or reducing indiscipline acts
among the students Paul (2009) asserted that discipline are the practices of
care and respect for others and self. It is about safe guarding the rights of
people who are exposed to uncooperative aggressive or blocking response
by others. Its strategies therefore vary according to Deaukee (2010) along a
continuum from the extremely authoritarian in which the adults make all of
the rule’s n punish any deviation, to the very permissive in which the child
makes all of the decision (field and bosser,2002). The authoritarian methods
according to Paul (2009) can be aligned with the behaviourist philosophy
which emphasizes shaping behaviour through the use of rewards and
punishment. Paul (2009) further added that these models are based on
immediate and unquestionable obedience as the target behavior. There are
no allowances for the explanation or investigations of circumstances as a
result they are often associated with anger and sometimes result in
depression and low self-esteem. At the other end of the continuum, field and
boesser (2002) associated permissive model with maturations philosophy of
education which the absence of any type of discipline. Children are left to
learn on their own from mistakes. Deaukee (2010) believes that this model
overemphasizes freedom. Fields and boesser (2002) felt that this result in
low self-esteem and difficulty in getting along with others. But all other
models fit along the continuum somewhere between these two extremes.
Researchers such as Charles (2002) agreed that traditional forms of
discipline which involves the demand of obedience are closer to the
authoritarian end of the spectrum and are no longer reliable. Charles (2002)
stated that many of the discipline techniques we have relied on are
ineffective especially those that involve demanding, bossing. Scolding,
warning, belittling and punishing as these tactics can keep behaviour
partially under control only for a while. The author added that they can
produces detrimental side effect such as uneasiness, evasiveness,
fearfulness, avoidance, dishonesty, undesirable, attitude towards learning,
overall dislikes for school and teachers, inclination to retaliate and for many
the desire to leave school as soon as possible. These circumstance lead to
inhibited learning.
These views are not adopted by all however as some researchers sch as Paul
(2009) insist that the traditional method still hold a place in any discipline
systems. Following is a brief overview of some strategies: -
Positive Teacher Leaner Relationship: This according to Paul (2009) have
the potential of creating as conductive learning environment in the
classroom and in return brings about atmosphere that is devoid of unruly
behaviours in the entire school environment and this again will determine
whether or not a learner can benefit from teaching learning situations. Paul
(2009) further quoted (Hood and Hood, 2001) that “teachers should be
aware of the need for positive loving relationship if learning is to take place.
But, if trust in the relationship between educator and learner is lacking, the
educator is in a position of power instead of authority (oosthinzen, wolhuter
and du Toit, 2003).
When looking at how the teacher learner relationship could help in
promoting effective classroom discipline and which could also help in
keeping acts of indiscipline minimal in the entire school environment. Paul
(2009) observed that behaving consistently and being open and
approachable will ensure a healthy relationship.
Clear Guidelines and Rules: According to Deaukee (2010) one of the most
basic and common part of any traditional discipline system is the setting of
rules. Evertion, Emmer and Worsham (2000) explained that a rule identified
general expectations a clear set of expectations for what is appropriate will
be major start towards establishing a positive classroom and school
environment that would be divided of unruly behaviour from the students.
Deaukee (2010) further added that rules are the foundation for school
conduct or behaviour. It is essential that children understand exactly what
behaviours are acceptable in school and which ones are not and this is
communicated through clear guidelines and rules.
Behaviour Contracting: Deaukee (2010) the development of behaviour
contract as a strategy to control unruly behaviours of student was grounded
on the theories of operant conditioning which holds that behaviour which are
reinforces will soon disappear.
It is a written agreement between the student and the teacher which commits
the students to behave more appropriately and specifies a reward for meeting
the commitment. The resulting consequences for not holding to the contract,
rewards for meeting expectation and time frame are also specified usually a
parent in involved in the development of the contract to ensure that the
student obtains the necessary support in maintaining the terms stated.
Deaukee (2010) further emphasized the effectiveness of this method when
he stated that the contract attempts to control behaviour that are not
effectively controlled by normal classroom procedure, to sense of
commitment to appropriate classroom or school behaviours.
Non-Traditional Methods: Filed and Boesser (2002) proposed a model
which provides the ideal balance between these two extremes called the
constructivist model. Through this model student can learn from their own
experiences and make informed logical choices. Deaukee (2010) agreed that
this model works toward self-determined responsible behaviour reflecting
concern for the good of oneself and others. The constructive approach to
discipline strives to equip students with the necessary skills to think for
themselves and differentiate between desirable and undesirable behaviour.
Students also develop caring and respectful relationship with each other and
with the adults in their lives. As a result, they are encouragement to think
about the effects of their actions on others.
The model involves guidance by adults and the exploration of consequences
of negative actions while children are able to become involved in decision
making, there are also guided and taught to make intelligent and informed
decisions whenever they choose to display negative behavior, they
understand that they are choosing the negative consequences that result from
the behavior modeling behavior: this is another strategy which researchers
consider highly effective for reducing indiscipline among the students. For
instance; Davies Johnson (2000) claimed that teachers are not always
modeling positive behaviors. The author stressed that part of the role of the
teacher is to model the behaviors of positive self-concepts and respect for
others and to established importance of academic achievement. Her view is
also shared by field and fields (2006) who claims that teacher and parental
examples are productive methods of guidance and disciplined. Mendler,
curwin and mendler (2008) further stated that students learn both morals and
immoral based on what they see than what there they hear. Field and fields
(2006) also added that sometimes the cause off inappropriate behavior is that
children have learn from inappropriate role models.
Deaukee (2010) further stated that an effective discipline approach involves
a united effort by the entire school. The author therefore outlined twelve
(12) processes that form the foundation of any effective disciplined
programmers follows:
i. Let student know what you need.
ii. Provide instructions that matched student level of ability.
iii. Listen to what student are thinking and felling
iv. Use humour
v. Vary your style of presentation
vi. Offer choice you can do your assignment now or during recess”
vii. Refuse to accept excuses accepting excuses teaches the student how to
be irresponsible
viii. Legitimize behavior that you cannot stop example, if there are daily
paper airplane, buzzing past your ear consider spending 5 minutes a
 day having paper airplane contests when certain types of misbehaviors
are legitimized the fun of acting out fizzles
ix Use huge and touching pad on the back, give handshakes. One of the
biggest educational fallacies is the prohibition against using touch
because of sexual misunderstanding
x Be responsible for yourself and allow the kids to take responsibility
for themselves. You are responsible for being on time, being prepared
and making your lessons meaningful. You are not responsible for
judging students’ excuses or doing their work for them.
xi Realize and accept that you will not reach every child some students
must be allowed to choose failure
xii Start fresh every day

2.4 POOR SCHOOL MANAGEMENT AS A COURSE OF

STUDENTS’ INDISCIPLINE IN SCHOOL
According to Afrol news report (23 July, 2008) more than 300 secondary
schools went on strike in Kenya between the month of May and August
2008, resulting in the destruction of property worth millions of shillings.
The report added that the student was protesting against poor living
conditions and bad management the basic education act (2013) confers
extensive power on the cabinet secretary in charge of education through the
national education board and also by extension the country education.
Board over the management and regulation of education in Nigeria
however, the day to day running of affairs in the school falls squarely on
the shoulders of the head teacher.
The head teacher Is responsible for overall running and control of the school
and maintenance of the tone and all-round standards are knowledgeable in
educational management. based on the fact that for one to be appointed as a
head teacher he/she would have taught for several years. However, this is
not always the case. Sometimes good classroom teachers are appointed to
the position of head teacher without formal training in management and it
can lead to a lot of management problems. Among the ailing areas in
secondary school’s management include controlling student’s behavior and
in motivation them by emphasizing the rules and regulations thus resulting
to good discipline. It controls behavior, fosters motivation by clarifying
what to be done and how it is done. It expresses feelings and by so doing
provides a release for the emotional expressional and for fulfillment of
social goals (Friday and Friday, 2003) school head teachers and their
leadership styles effect everyone and everything within the school whether
directly or indirectly. Good leadership is impoverished; it depicts autocratic
or laissez faire head teacher are uncertain about the direction which the
school ought to be moving. There is ineffective supervision of teachers,
other school staff and students; poor planning leading to shortage of both
materials and human resources and unsolved student grievances which is a
potent recipe for indiscipline in the school. On the other hand, when head
teachers adopt autocratic and authoritarian leadership an autocratic climate
is develop in school Bennet’s (2000) says: Autocratic leaders usually
demands unquestionable obedience from all within an organization, the
members have no say in matters that affect their welfare. Any head teacher
who dictates to staff members is seen as an autocratic leader. Autocratic
leadership creates fear, kills initiative and creativity, high staff turnover,
resistance and breakdown of discipline poor leadership is therefore a cause
of indiscipline in schools.

2.5 METHODS OF DEALING WITH STUDENTS’ INDISCIPLINE.

Appropriate disciplinary actions are grouped into punitive, preventive and
behaviour modification (reward) methods punitive and actions are those
disciplinary methods which inflict punishment on student with an aim of
deterring the student from committing the crime. Punishment is effective if
it is commensurate with the offence perceived by the student as punishment
and delivered with support (cotton, 2003). To be effective discipline should
never appear arbitrary for if it does, it can be a cause of much resentment
and hostility (Paul, 2009).
The following are some of the frequently used punishment methods:
i. Reprimand – This is the most frequently resorted to if administered
calmly and without anger can be very effective.
ii. Detention – Staying after school for some hours as punishment.
iii. Enforced labor – The manual work should be selected appropriately
and should be useful to the school.
iv. Fines – Carelessly damaged school property should be compensated
or replaced.
v. Loss of privileges – A student may be demoted from being a prefect
or removed from class for hours.
vi. Suspension from school – don by the head teacher Hopkins (2000)
asserted that good school will apply a variety of punishment that are
useful to the community such as cutting long grass and cleaning
ditches.
The author further says that press ups and running round the athletic track
are
some of the punishments that can be administered to healthy students’
preventive actions on the other hand are method aimed at preventing the
situation which call for remedial measures such methods include
development
of an inclusive curriculum that is diversified to adequately cater for all the
academic and non-academic needs of student. Such a programme should
include such activities like games and societies which allow students full
participation in organizing the activities which go a long way to relieving
tension that could.
Like this task as parts of development of a format the set of courses, or
coursework and their content, offered at a school or university to distinguish
by numerous differences or aspects in an adequate manner for all the
academic and non-academic needs of students. These programmes usually
include such quality of being active; as, an increasing variety of human
activities which allow student full participation in organizing vigorous
action or operation which go long way to relieving tension that could break
out in undesirable incidents (Ziro, 2002).
Guidance and counseling are another preventive method that can be used to
icon or caption students’ “misconduct’ in schools Mutie (2000). Computing
in human readable instruction in a programming. Language guidance and
counseling help the youth to prepare for adult life. It helps them to gain the
right values and attitudes that will help the get or attain self-esteem, a sense
of identity, values and belief than guide their behavior and form their
character. Philosophical authority of religious studies involves the fear of
God and can be used to prevent indiscipline. Worship caters reflect upon
their creator, God spiritual nourishment is quite vital for emphasizing human
virtues and components pleasingly or appropriately combined
(Ndakwa,2000). Providing parental care to unrelated children, such moral
values are elements of self-discipline which helps control or restrains
indiscipline.
The compartmental adjustment (grant aprize) process direct to the provision
of additional troops for instance observing a spoken remark positively on
good behavior (cotton, 2003) most modern educationist in Europe and North
America advocate a disciplinary principle of behavior conduct or
governance focused on positive behavior with desirable consequences such
as praise, merit marks and house points.
This plays a central role in maintaining discipline. Schools where the head
teachers underscore punishments more than rewards, pupils progress tends
to be inhibited; the greater the number of punishments listed, the negative
are the effects. In distinguishable, wherever the number of rewards exceeded
the number of punishments, the progress was greater.

2.6 COUNTERSIGN FACED BY HEAD TEACHERS IN DEALING

WITH INDISCIPLINE
The countersign secondary school head teachers face when dealing with
student’s indiscipline comprehend the art and process of governing the
illegal obstruction of an opponent, limitation that restricts by laws, Lack of
support by supervisors, teachers being poor role models, not suitable for the
situation on disciplinary actions and drug abuse by students. Some appointed
government official interfere in the running of secondary school in their
elected officials or interest group for political reasons. The group appointed
will defend head teachers who are below performance for the mere reasons
that they are their political point men in the area.
Other people hinder or sabotage very industrieux, diligent head teachers who
may hold political opinions opposite to their own, Paul (2009) stated that
misconduct in school can be caused by appointed government official who
may want heads whom they can influence over and operate in this manner
allow failures grant entrance to keep the M.P. popular. This illegal
obstruction has a bearing on the teachers achievement or accomplishment
which also comprehend management of misconduct in their schools. Some
parents are known for issuing threats to head teachers who take out some
disciplinary actions against their children. As a consequence of some of the
parents being influential, they have used their position to dishearten the head
teachers purpose preventing them from taking appropriate disciplinary
measures against their children.
Okumbe (20021) says in this case due to threats from some influential
parents principals may suspend taking disciplinary measures like
suspensions for the fear that the influential parents may have it terminated
altogether and the student admit again unconditional in any case. This sends
the wrong signal to the other students for lack of consistency in the
application of disciplinary action defeats their aim. In Nigeria, teachers have
been criticize or ridiculed, deprived of dignity, degraded and fined in courts
of law for disciplining students.
Lastly Comprehensively, the time ahead of Nigeria as a country is at stake if
the problem of misconduct is left unsolved among secondary school students
by nipping it at bud through all required means able, Since the youths are
believe to be leaders of tomorrow.
It is in the light of this that the researchers have determined and resolved to
embark on this revise in arrangement to proposed for acceptance that might
be of help to all stakeholders of education across all level in the country.

CONCLUSION AND SUMMARY

Within the written works. It has been shown that misconduct, has many
causes and awareness of a particular fact or situation of them, prepares
schools administrators in creating the best methods of tacking misconduct in
the school. It has also been shown that misconduct manifests itself in many
forms and school administrators should be ardent on the several opinion of
misconduct. Different methods of dealing with misconduct have been
advanced and their result can go a long way in augmenting discipline in
schools. The challenges head teachers are currently facing in handling
misconduct in schools have been explored. It has been noted that a school
learning outcome depends on the quality of student discipling. This is
because discipline provides a sense of direction among learners relevant to
increasing teacher’s job satisfaction, which is a find fault or fastidious
relation consignment to school goals. Therefore, category and resources
must be sought to discourse the challenges faced by head teachers in the
administration of misconduct to guarantee accomplishment of secondary
school knowledge skill and judgement to achieve.

CHAPTER THREE
RESEARCH METHODOLOGY
This section points at the reflected details of (methodology) procedures and
rules used in the study such as location on the study, study population and
technique, representation of research or investigation agency and data
collection procedure. The chapter ends with an elaboration of the data
decomposition techniques that was used in the study.

3.1 RESEARCH DESIGN

The prescriptive view pattern is used in the revise. This investigation pattern
is seen appropriate by the researcher since it deals with studying a number of
people concern to be representatives of the entire group, and sampled them
for the study. Descriptive research design is aimed at collecting data and
describing in a systematic manner, the action about a given extension. This
exploration design is suitable for this study in that the investigator also
collected data from the selected secondary schools administrators and
teachers.

3.2 RESEARCH POPULATION

The extension of the study consists of one hundred and fifty (150) school
administrators: (principals and vice-principals), guidance and counsellors
and senior secondary teacher (of forms 1,2,3) in the senior secondary school
in Sabon Wuse Tafa local Gov. Niger State. The target population composed
of school administrations head teachers, teachers, guidance and counsellors.
Considering that the school are incommensurable and they have recorded
cases of anormale behaviours, it would be of great significance in realizing
the goal that is striven for (mariene 20212; Rudestan & newton, 2007).
Teachers participation was based on educational function and on the
experiences of students’ misconduct since they interact with students on
daily basis and they perhaps have direct, without intermediate misconduct.

3.3 SAMPLE AND SAMPLING PROCEDURE

Sabon Wuse Tafa Local Government Area has different government
secondary schools, Sabon Wuse junior and senior schools, Aso junior
secondary school, Government Girls secondary school Sabon Wuse, Diko
Government Girls secondary school, Tafa Government school. Therefore, a
random technique of obtaining a representative sample was implored by the
investigator or ricercatore to choose the schools that were used for the study.

3.4 INSTRUMENT FOR DATA COLLECTION

The instrument used for the study was questionnaire, implied (used
interrogatively) on personal data about each respondent while other sets of
items on various factors which can manipulate the respondent in relationship
to their contained set with an associative binary operation.
The questionnaires consisted of both closed and open-ended questions.
Closed ended questions for relaxation in data decomposition into
components in order to study (a complex thing, concept, theory
(orodho,2004). Where the researcher cannot predict all response or reply,
open ended questions will allow the defendant give their vision (ability).
The questionnaire was scaled on the H-point like scale of strongly Agree
(SA), Agree (A), strongly Disagree (SD) and Disagree (D) the defendants
were asked to indicate the extent of their understanding (agreement)
between entities to follow a follow a specific course of conduct with the
given items.

3.5 VALIDATION OF RESEARCH INSTRUMENT

The questionnaire objects were created according to a design with the aid of
the project supervisor who ascertained facial expression and concept.
Genuine of the instrument. Her censure and recommendations were affected
to produce the final conclusion.
3.6 PROCEDURE FOR DATA COLLECTION
The administration of the agency for achieving an effect for the study was
carried out by the researcher by taking the form containing a list of
questions; a means of gathering information for a survey on how to fill
them. Each respondent was told the aim of the exploration or investigation
which is to discover or establish the role of school admin the executor in
curbing students’ misconduct.

3.7 DATA ANALYSIS

The information cool-headed from the subject were examined carefully
using percentage score based on the 4-point scale. The responds were
presented using descriptive statistics such as frequency arrangement,
calculating amount and a result of tabulating a table displaying data in
compact form, investigating a remedy against, as against a principal debtor
before proceeding against the surety as conclusion drawn, commendation or
endorsement for the study.
 CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
4.1 INSTRUCTION
The course was led to e stablish the skills or part of the school administrator
in curbing students’ misconduct in public secondary schools in Sabon Wuse
Tafa Local Government Area.
The objectives of the study were: To figure out the widespread misconduct
problems among secondary school students’ identity the sources of
misconduct among the secondary school students; Inquiring the methods
employed by school administrator in dealing with misconduct in secondary
school. The data in this chapter has been treated under each of the
investigation objectives stated in chapter one and lastly major findings have
been discussed under important exploration questions.
The investigation findings were presented in tables and figures as
appropriate.

4.2 GENERAL INFORMATION ON RESPONDENTS

From the study, 77 out of the 80 specimen research involving questionnaires
contributing to 96.25% return rate. Table 4.1 shows the response rate for all
categories of respondent 36
RESPONDENTS TARGET ACTUAL
SAMPLE SIZE RESPONSE
HEAD 50 50
TEACHERS/ASSISTANT

HEAD TEACHER

TEACHERS 50 50
GUIDANCE AND 50 50
COUNSELLORS
STUDENT TOTAL 150 150
4.2.1 CATEGORIES OF SCHOOLS
This effort enclosed assorted categories of schools as presented in the lineup
4.2
Backgammon board 4.2 categories of schools
CATEGORY OF FREQUENCY PERCENTAGE
 SCHOOLS
GIRL BOARDING 1 10.0%
BOYS BOARDING 1 10.0%
BOYS BOARDING 5 50.0%
MIXED BOARDING 3 30.0%
TOTAL 10 100%

The swot was lift out on different categories of school as shown linkup 4.2
This insinuates that opinion by the correspondent reflected the responses
from all categories of schools so as to avoid policy line up 4.3:
Insegnamento experience for teachers, Head teachers’ guidance and
counsellors

RESPONSE ANTS 1 YEAR 2-5 6-10 11 AND TOTAL

AND YEARS ABOVE
BELOW
HEAD TEACHERS 0 0 10% 90% 100%
TEACHER 6.5% 56% 25% 12.5% 100%
GUIDANCE AND 20.5% 15% 49% 15.5% 100%
COUNSELLORS

As shown in figure 4.3, 90.0% of the head teachers had 111 years and above
years of experience as compare to other teachers who only 12.5% who and
11 and above years’ experience 15.5% of the councellors have 11 and above
experience.
This insinuate that due to experience, the head teachers were competent
enough to inform this swot on the challenges they face in the administration
of misconduct in public secondary schools.

4.2.3 TEACHERS ACADEMICA QUALIFICATION

To make an offer to pay or accept a certain price to establish the academic
qualification of both the teachers and the head teachers.

TABLE 4.4: TEACHERS ACADEMIC QUALIFICATION

QUALIFICATION TEACHERS HEAD TEACHERS
O’LEVEL 12.5% 0
DIPLOMA 25% 0
BED 25% 23.5%
BA/B.SE/PGDE 37.5% 36.5%
MASTERS 0 40%
TOTAL 100% 100%

As shown in figure 4.4 majority of head teachers, 40.0% had the above
qualification of master’s degree as compared to zero for other teachers.
Generally putting them in a good position to be able e to give information on
the challenges they face in the management of indiscipline secondary
schools.
4.2.4 RESPONDENTS BACKGROUND INFORMATION
In order to guarantee that the oracular somewhat exhibit both sexes, the
questionnaires were issued to both genders. The swot revealed that 44.7% of
the respondents were male and 55.3% female.

TABLE 4.5 RESPONDENTS BACKGROUNDS INFORMATION

RESPONDENTS PERCENTAGE
MALE 44.7%
FAMALE 55.3%
TOTAL 100%

TABLE 4.6: MUTUAL DISCIPLINE DIFFICULTY AS REPORTED

BY HEAD TEACHERS THAT HAS TO BE DEALT WITH
COMMON DISCIPLINE FREQUENCY PERCENTAGE
PROBLEMS
DISRESPECTFUL TO TEACHERS 15 10%
AND HEAD TEACHER
UNRULY BEHAVIOR EG. 15 10%
AGGRESSION, FIGHTING
LAZINESS, LATENESS 60 40
 Absenteeism
Sexual Assault 0 0
Damage to school 0 0
Property
Vulgarity 0 0
Theft 0 0
Untidiness, Rudeness and Insolence 33 22%
Drug Abuse 18%
Total 150 100%

As presented in table 4.5, head teacher that the most mutual self-control
problems were laziness, lateness and absenteeism among secondary school
students.
They however did not view profanity and sexual assault as common in
secondary schools. Similarly, damage to property and theft were not
reported as being common.

TABLE 4.7: MUTAL DISCIPLINE PROBLEMS AS REPORTED BY

TEACHERS.
COMMON PROBLEMS FREQUENCY PERCENTAGE
Use of Abusive Language 55 36.7%
Untidiness 0 0
Truancy 26 17.3%
 Sneaking 0 0
Poor Dressing Code 27 18%
Damage of Class Properties 0 0
Fighting 32 21.3%
Lack of Respect for Teachers 10 6.7%
Total 150 100%

From table 4.7: Teacher on their part cited use of abusive language by the
student lack of respect for teachers, fighting among the students, poor
dressing code, truancy and sneaking as the most common or mutual
problems exhibits by the students.

TABLE 4.8: MUTUAL DISCIPLINE PROBLEMS AS REPORTED

BY COUNSELLORS.
COMMON PROBLEMS FREQUENCY PERCENTAGE
Misbehaviours to teacher 42 20%
Fighting 58 38.7%
Use of Abusive language 15 10%
Cheating 12 8%
Rudeness 13 8.7%
Inappropriate 5 3.3%
Damage of school Properties 5 3.3%
Total 150 100%
From array or grid 4.9: the counsellors, reported the most common types of
misconduct:
Misbehavior/rudeness to teacher, reporting to class later disobeying school
rules and regulations fights among the students, use of abusive language
towards other students cheating/assisting fellow students with exams, refusal
to carry out punishment and inappropriate wearing of uniforms. These
deviant behaviours exhibited frequently and persistently in the classroom in
Nigeria as; walking out on the teacher, noise making, sleeping in class,
pinching, aggression, vandalism, paltering, lies, truancy, tardiness,
irresponsibility, cheating, immorality, alcoholism, use of drugs cultism and
examination malpractice. The three respondents from their response did
agree that the most prevalent misconduct problems were students
“absenteeism students” lack of respect for teachers and fighting among the
students.

4.3 REASON FOR MISCONDUCT ACTION AMONG

SECONDARY SCHOOL STUDENTS
CAUSES MISCONDUCT FREQUENCY PERCENTAGE
Parental Influence 34 22.7%
Social Influence 36 24%
Drug Abuse 20 13.3%
Peer Pressure 60 40%
Political Pressure 0 0
Total 150 100%

From the datum array or grid 4.9, it is clear that peer pressure is the most
common cause of misconducts according to the head teachers. However, all
the head teachers did not indicate political interference as causes of
misconduct.
This finding agrees with Okinda that misconduct in schools can be caused
by politicians who want heads whom they can control and manipulate.

TABLE 5.0 TEACHERS VIEW ON THE CAUSES OF MISCONDUCT

CAUSES OF MISCONDUCT FREQUENCY PERCENTAGE
Mixed School 6 40%
Single School 0 0%
Poor Community Support 29 19.3%
Retrogressive Cultural practices 18 12%
Poor Relationship between Teachers 28 18.7%
and students
Parental Negligence 61 40.7
Drugs Abuse 8 5.3%
Total 150 100%

From table 5.0. Teacher views on the causes of misconduct were as follows:
4% of the teachers reported that mixed schools contribute to misconduct, 19
3% cited poor community support towards education, 12% blamed
retrogressive cultural practices 18.7% singled out poor relationship between
teachers and students and 40.7% pointed at parental negligence as main
cause of misconduct among student.
CAUSES OF MISCONDUCT
Poort Teachers/Students Relationship 17 11.2%
Lack of poor relationship 13 8.7%
Pride among student 10 6.7%
Drug Abuse 7 4.7%
Tribalism 3 2%
Negative attitude Subject 9 6%
Bad Company 37 24.7%
Limited Support from parents 54 36%
TOTAL 150 100%

From table 5.2: The counsellor on their part reported as follows about the
causes of indiscipline among them; 11.2% mentioned lack of socialization
and interaction between teachers and student, 8.7% cited lack of ways of
expressing feeling towards teachers’ particularly when they are wronged,
6.7% talk about pride amongst student themselves, 4.7% singled out drugs
and substance abuse, 2% attribute it to tribalism 6% cited negative attitude
towards specific subject, 24.7% blamed bad company and 36% mentioned
limited support from parents as the main causes of misconducts. The study
finding confirms whose says that the basis of good behaviours orientation
and good adolescent attitude development is founded on positive parenting,
parents should be blamed and be made to take responsibility for the
misfortune that befalls the adolescent. The excitor (originator) recognized
some factors which make positive parenting as provision of children’s needs
good food, shelter, water, love, warmth, affection, education, mentioned
negative influence from the society.

4.4 PROCESS OF DEALING WITH MISCONDUCT OF STUDENT

BY SCHOOL ADMINISTRATORS
Table 5.2 Process of dealing with misconduct students.
Disciplinary Frequency Percentage
Preventive (Encouragement) 37 24.7%
Corrective (Disciplinary) action after 31 21.3%
infraction
Both in equal proportion 81 54%
Total 150 100%

As presented in table 5:2; some of the head teachers, that is 81.0% of them,
prefer both encouragement of students and taking disciplinary action to deal
with misconduct students. In a command to establish the ways of dealing
with misconduct, 21% of teachers still believe that canning should never
have been forbidden or banned that Ministry of Education because it was the
most effective punishment in domineering misconduct in schools “canning
of students I very effective for a student to realize his/her error (a bunder)
and be prepared to change, but some chromic cases, it is not effective at all
as the student develop some resistance” this however, in school where the
head teachers emphasize punishments more than reward students progress
tends to be restrain, the greater the number pf punishments listed the more
negative are the effects. In brightness, wherever the number of rewards
exceed the number of punishments, the progress was greater.
I Amuchechukwu declear with assurance that counseling and guidance will
help the youth to prepare for adult life. It helps them gain or secure the right
values and posture that will help them obtained or secure self esteem a
perceive of selfhood, values (ethic) and believe can guide their behaviour
and from their feature or character.

Table 5.3: Range of values of involvement of teachers in the management of

misconduct as stated by the teacher.
STATEMEN SA A D SD Total
I devote enough time to each 67.7% 29.4% 5.9% - 100%
student who needs help
There is a room set aside for 17.6% 17.6% 41.2% 23.5% 100%
counselors in school
Teachers often use punish 11.8% 88.2% - - 100%
Teachers use guidance & 20.0% 60.0% 20.0% 100%
Counseling
Time is set aside for counseling 11.8% 47.1% 23.5% 100%
 Problematic
Relationship between teachers 11.8% 82.4% - 5.8% 100%
and student is good
I meet students to explain the 82.4% 11.8% 5.8% 100%
school rules and culture
I have committee counseling 50.0% 30% 20% 100%
service

As presented in table 5.3, teachers were of the view that more than half of
them devoted enough time to students in executive of difficulty or
circumstance.
More than half of the teachers also used any how treatment as a corrective
measure. The table conforms that more than 60.0% used guidance and
counseling to manage misconduct cases and over 23.5 claimed that there
were rooms set aside for guidance and counselling. Many of the teachers-
built relationships between themselves and students.
From the swot, 50.0% of the heat teachers confirmed that their school had
standard guidance and counseling staff committed in approaching
misconduct cases among students manner of dealing with misconduct
students.
82.4% of the teachers convey that the school administration most of the time
rerated to the students dissatisfaction fast enough.
Teachers reported that occurring effective dialog in various fields, e.g. in
drugs and substance abuse, konvertit (converting) schools into full boarding
schools and involving the community to participate in education policies
were effective ways of handling misconduct. On the other hand, head
teachers indicated the following ae effective ways of handing student
misconduct students: talking to students about the offense committed, the
repercussion, then acting on the law breaker according as per the laid down
rules and legislative act and use of guidance and counseling other method
put forward by the head teachers were retribution or sanction like sweeping,
uprooting tree stamps, slashing and weeding flower beds, suspension and
use of religious leaders to talk to the students on weekly basis would
improve discipline in secondary schools according to the head teacher

4.5 CHALLENGE IN MANAGING MISCONDUCT IN

SECONDARY SCHOOLS
Table 5.4: Countersign is managing misconduct in secondary schools.
CHALLENGES FREQUENCY PERCENTAGE
Lack of parental support 31 207%
Lack of sincerity parents in managing 67 67.7%
misconduct case
Lack of sincerity by students 26 17.3%
Negligence by school officials 26 17.3%
TOTAL 150 100%
From table 5.4 the countersign faced by the school administrator in the
management of misconduct in public secondary schools was deficiency of
sincerity by both parents and student while addressing misconduct cases,
canovaccio (painting) by parents whose children are found in untrue, failure
to adhere were some of the most predominant or widespread instigation face
by the school administrators.
CHALLENGES FREQUENCY PERCENTAGE
Threat on head teacher 59 39.3%
Absenteeism 27 18%
Failure to implement school rules by 46 30.7%
teacher
Rudeness 18 12%
TOTAL 150 100%

From the above table, 39.3% of guidance and counsellors reported that head
teachers were sometimes threatened by students and some parents who made
them restrain from taking suitable or proper action against offenders it was
also reported that 30.7% of teachers failed to instrument the school rules and
regulation therefore making the head teachers incompetent or inadequate in
handing misconduct.

TABLE 5.6 COUNTERSIGN MANAGING INDISCIPLINE BY

TEACHER
CHALLENGES FREQUENCY PERCENTAGE
 Inadequate number of teachers 57 38%
Lack of residential house for teachers 33 23%
with school
Refusal of teachers to partake in 31 20.7%
misconduct
Students failure to report fellows 15 10%
student
Religions difference among students 14 93%
Total 150 100%

From the above table, 38% of teachers showed that incompetent number of
teacher did affect the schools achieving results in controlling misconduct
cases. 23% replyed that lack of residential houses for teachers within
schools and especially for the boarding masters to monitor criminal offense
as result of misconduct posed instigation in maintenance of discipline.
20.7% reported that some teacher did not want to be part of the discipline
team either out of deficiency consignment to their duties or as a way of
showing disapproval with the school administration. Other countersign
reported were that parents had a habit of going to directly to Education
Board PTA members to have their cases attended to by passing the school
administration. Discipline undertaking are relevant and crucial in garantire
that the misconduct cases are effectively handled reducing their recourse in
future.
10% reported that students failure to report fellows students involved or
entangle in bad behaviour was another countersign. 93% viewed religious
disagreement or argument among the students for example it was wrong for
a muslim student recounting or retelling about a fellow muslim to a teacher
who is Christian referred to as a “Kafir” (one who is not religious, infield,
pagan).
These countersigns agreement to the teachers made maintenance of
discipline in secondary schools in Sabon Wuse very difficult task. The
correspondent did bargain that illegal obstruction of parents in the
management of misconduct through seeking for favours from members of
the management bodies of the school when their children had sequently,
enforcement of school rules and regulation was compromised by these acts
of the parents and the teachers own enthusiasm or disinterest.
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 SUMMARY OF FINDINGS
The majors problems if indiscipline according to head teachers were
laziness, lateness and absenteeism among secondary school students.
However, the head teachers did not think that vulgarity, sexual assault,
damage to property and theft were common is secondary schools. Other
problems cited by head teachers/teachers were use of abusive language, lack
of respect for teachers, fighting among students, poor dressing codes,
absenteeism, truancy and sneaking. As for guidance and counselor,
misbehaviour/ rudeness to the teachers, reporting to class late, disobeying
school rules and regulations, fights among the students, use of abusive
language, cheating/assisting fellow students in exams and refusal to carry
out punishment were example of some of the indiscipline problems they
faced. The three respondents from their response agreed that the most
superior prevalent indiscipline problems were students “absenteeism,
students “lack of respect for teachers and fighting among the students.
Peer pressure was the most common causes of misconduct according to the
head teachers.
From my finding from the teachers, being in mixed schools, poor
community support, retrogressive cultural practices, poor leadership
between teachers and students, parental negligence and drug abuse,
ignorance of rules and regulations and other discipline problems also
contributed to misconduct. All the respondents mentioned negative
influences from the society and abuse as the cause of misconduct. Teachers
should create conductive environment for effective learning. School
administrators should to consistent in punishing the indiscipline students in
order in order to reduce the number of those who are misbehaving. Teachers
still believed that canning should never have been banned by the Ministry of
Education because it was the most effective punishment in controlling
misconduct in schools.
Guidance and counseling was to be emphasized by the school administrators
as a method of dealing with students problems. Head teacher were to have
school rules and regulations reviewed in consultation with head teachers
from other secondary schools, members of staff, guidance and counselors
and students. They are to incorporate the need of students so as to be in
tandem with the changing times

5.2 CONCLUSIONS
Conclusively the research findings that the common misconduct problems in
secondary school in Sabon Wuse Tafa Local Government Area have now
been identified. Laying strategies by school administration to deal with each
challenge/problem will now be easy. Various cause of misconduct in
secondary schools in Sabon Wuse Tafa Local Government Area have also
been listed.
Addressing these causes will help in reducing the cases of misconduct in
secondary schools in the country.
Several methods of dealing with misconduct have been advanced, among
them is the continued emphasis on the use of guidance and counseling. The
challenges that school administrator self-expression in handling misocnducts
cases in their schools have shown to be diverse.
However, the study has also revealed that majority of the school heads have
sufficient work experience in terms of years worked to deal with issues that
arise among students. This implies that the teachers and head teachers have
the necessary knowledge and training to deal with students problems. In
conclusion, the study findings brough hope that the unknown issues
concerning that the study will form a firm basis for tackling the misconduct
problems in secondary schools in Sabon Wuse Tafa Local Government
Area.

5.3 RECOMMENDATIONS
According to this study, the research made the following recommendations
to mitigate challenge faced by head teachers in the curbing of misconduct in
secondary school in Sabon Wuse Tafa Local Government Area.
i. School administration should encourage parents to play their proper
roles in parenting by ensuring that their children are discipline.
ii. The fact that there were no rooms allocated for guidance and
counselling services needs to be looked into and the situation
remedied, in addition, teachers and students should have a close
relationship that would ensure that students are free time to attend to
student.
iii. There is need to impress on leadership in the schools to appreciate the
importance of dialogue and democratic approaches in solving students
indiscipline.
iv. To effectively manage misconduct and unrests in public secondary
schools, there is a need to strengthen counseling because it can help to
increase students self-awareness, foster, emotional growth and
maturity. School should therefore established structures, specifically
for dealing with reconciliation, trauma and healing for peace building.
v. Schools admis administrators should endeav or to develop moral
values among the students. Moral values refer to the building of a
consistent set of values and ideas which can become a basis for
making personal decisions about how to behave in relation to other
people and the society.
vi. School administrators should ensure that best hebaviours and
conditions are inculcated, established and maintained for effective
learning to take place in our secondary school. The school
environment should be bus and active place in which the students and
teachers know that they are on the same side, working together to
achieve something worthwhile.

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 APPENDIX 1
This research is meant for academic purpose. It will try to find out the
challenges and role faced by school administration in curbing of misconduct
kindly, you are requested to provide answers to these questions as honestly
and precisely as possible.
Responses to these questionnaires will be treated as confidential. Please
stick ( ) where applicable or fill in the required information on the space
provided.
1a. Category of school
Boy boarding ( ) Girls boarding ( ) mixed boarding ( ) mixed day ( )
b. Teaching experience
1 year and bellow () 2-5 years ( ) 5-10 years ( ) 10 and above ( )
c. Academic qualification
Diploma ( )
BA / BSC with PGDE ( )
Masters ( )
Any other (Specify)_______________________________________
2. Which of the following statements on the purpose of discipline do you
agree with?
i. To punish and therefore reduce the number of misbehaving students
in
 School
ii. To create conducive school environment for effective learning ( )

3. There are two types of discipline, which are one

i. Preventive (encouragement ( )
ii. Corrective (disciplinary action after infraction)
iii. Both in equal proportion ( )
4. Indicate the most common cause(s) of student misconduct which are
applicable in your school.
Parental influence ( )
Societal influence ( )
Drug abuse ( )
Peer pressure ( )
Political interference ( )
5. Which e the most common discipline problem in your school?
Disrespect to teachers and head teacher ( )
Unruly behaviour e.g. aggression, fighting ( )
Laziness, lateness, absenteeism ( )
Vulgarity and sexual assault ( )
Drug abuse ( )
Damage to school property / theft ( )
Untidiness, rudeness and insolence ( )
 Any other? Specify ________________________________________
6a. Have you ever reviewed the school rules and regulations that you
found
in place in this school
Yes ( )
No ( )
b. If yes, did you consult when reviewing or coming up with the new
rules and regulations to check misconduct?
Deputy head teacher ( )
Members of staff ( )
Student ( )
All of the above( )
7. Where have you place institutions rules and regulations?
a. In every class ( )
b. On the general notice board ( )
c. In the staffroom ( )
d. In the deputy’s and head teacher’s offices ( )
8. Prior to your appointment a head teacher, had you received any pre-
service training in education administration?
Yes ( ) No ( )
9. Do you have qualified staff for guidance and counseling?
Yes ( ) No ( )
10. How would you describe the cohesion of your staff in addressing
misconduct among students?
Firm ( ) Not very frim ( ) Fail ( )

11. How often do you meet with your prefects body for consultations?
As the need arise ( ) On weekly basis ( ) Monthly
( )
12. Do you have a system put in place and known to staff members and
students for positively reinforcing well behaved students?
Yes ( ) No ( )
13. Which methods /measures do you most commonly apply in enhancing
discipline in your school?
_____________________________________________________________
_____________________________________________________________
14. In an effort to enhance student discipline in your school, identify the
major challenges that you encounter.
_____________________________________________________________
15. Do you have any external influence that interferes with your
management of misconduct cases in your school?
Yes ( ) No ( )
If your answer in 15 above is Yes, explain the type of interference.
_____________________________________________________________
 Thanks your for your coperation

APPENDIX 2
TEACHERS’ QUESTIONNAIRE
This research is meant for academic purpose. It will try to find out the
challenges and role faced by school administrators in curbing of misconduct.
Kindly, you are requested to provide answers to these questions as honestly
and precisely as possible responses to these questionnaires will be treated as
confidential. Please tick ( ) where applicable or fill in required information
on the spaces provided.
1a. Category of school
Boys boarding ( ) Girls boarding ( ) Mixed boarding ( ) Mixed day ( )
b. Gender
Male ( ) Female ( )
c. Teaching Experience
1 year and below ( ) 2-5 years ( ) 5-10 years ( ) 10 and above ( )
d. Academic qualification
Diploma ( )
BA/BSC AND PGDE ( )
 Master ( )
Any other?
Specify_________________________________________
2. How many years have you been in year current station.
_____________________________________________________________
3. What are the five main causes of misconduct in your school in the
order of gravity?
i. ________________________________________________________
ii. ________________________________________________________
iii. ________________________________________________________
4. List down the main measure advocated by the administration in
dealing with the above cases.
i. ________________________________________________________
ii. ________________________________________________________
iii. ________________________________________________________
iv. ________________________________________________________
v. ________________________________________________________
5. Which leadership style is advocated in the school?
Democratic ( ) Authoritative ( ) Laissez faire ( )
6. During the orientation week for the form one students, do teachers
meet the students and explain the school culture, rules and
regulations?
 (a) Yes ( ) (b) No ( )
7. Do you fell the school administration react to the students complaints
fast enough?
Most of the time, Yes ( ) Most of the time, No ( )

8a. Have you had an agenda in the staff meeting to discuss and identify
the well-behaved student for rewarding?
Yes ( ) No ( )
b. If your response for 8 (i) above yes, how often is the said exercise
done?
Yearly basis ( )
Termly basis ( )
When student have completed their course ( )
9. Do you have standardize approaches of dealing with misconduct
students in your school?
Yes ( ) No ( )
10. Do you agree or disagree with this statement? “Caning should never
have been abandoned by the ministry of Education because it was the
most effective punishment in controlling misconduct in this school”
a. Will agree ( ) b. Will disagree ( )
11a. Does your school have a set of school rules and regulations?
Yes ( ) No ( )
b. Where are they displayed?___________________________________
c. Are all the consequences of undesirable behaviour known to students?
_____________________________________________________________
12a. Have you ever punished a student?
Yes ( ) No ( )

b. How often do you punish students?

Always ( ) Sometimes ( ) Rarely ( ) Never ( )
c. With outlawed corporal punishment list alternative forms of
punishment you use.
_____________________________________________________________
_____________________________________________________________
13. Do you record the punishment administration in each case?
Yes ( ) No ( )
14. In your opinion, how effective is the use of punishment as a measure
to instill discipline?
_____________________________________________________________
_____________________________________________________________
15. How many student with problems have you identified and counselled
this term?
None ( ) 1 -3 ( ) 4–( ) Over 5 ( )
16. The table below contain statements designed for you to evaluate this
school by giving your opinions and feelings. Indicate whether you
strongly Agree (SA) Agree
(A) Disagree (D) or Strongly Disagree (SD) Against the statements

Below by putting tick ( ) once for each statement.

STATEMENT SA A D SA
I devote enough time to each student who needs help
There is a room set aside for guidance and counseling
in the school
Teachers often use punishment
Teachers use guidance and counseling
Time is not set aside for counseling problematic
students
Relationship between teachers and students is good

17. What support have you received from the head teachers to enable you
perform your duties.
Direction/guidance ( ) Training ( ) None ( )
18. List the discipline problems you have encountered in the process of
teaching in this school.
i. ________________________________________________________
ii. ________________________________________________________
iii. ________________________________________________________
iv. ________________________________________________________

19. Would you say the way head teacher manages student discipline is
consistent?
Yes ( ) No ( )
i. ________________________________________________________
ii. ________________________________________________________
iii. ________________________________________________________
iv. ________________________________________________________
20. Would you say the way the head teacher manages student discipline is
consistent?
Yes ( ) No ( )
 APPENDIX 3
QUESTIONNAIRE FOR GUIDANCE AND COUNSELLORS
This research is meant for academic purpose. It will try to find out the
challenges and role faced by school administrator in curbing of misconduct.
Kindly you are requested to provide answers to these questions as honestly
and precisely possible.
Reponses to these questionnaires will be treated as confidential.
Please tick ( ) where applicable or fill in the required information on the
spaces provide.
1. Gender: Male ( ) Female ( )
2ai Does your school have incidence of bad behaviour
Yes ( ) No ( )
ii. How do you rate the incidence of misconduct in your school?
Increasing ( ) Decreasing ( ) Note certain ( )
b. How often are the students referred for guidance and counseling?
Always ( ) Sometimes ( ) Not Certain Rarely ( )
3a. What is the consequences of not
i. Wearing full school uniform?
ii. Being punctual for class
b. Why must a student be in school uniform all the times?
_____________________________________________________________
_____________________________________________________________
4. The table below has statements on control of discipline in the school.
Indicate where you strongly Agree (SA), Agree (A) Disagree (D) or
strongly Disagree (SD) with the statement below by pupiting a
tick ( ) once for each statement.
STATEMENT SA A D SA
Teachers are good parents to school
Teachers often use punishment
Teachers often guide and counsel student
Rules are drawn by head teacher and teachers
Time is not set aside for counselling problematic
Relationship between teachers and students is good
There is privacy in guidance and counselling room
 APPENDIX 4

LETTER OF INTRODUCTION
DIRECTORATE OF CONTINUING EDUCATION,
HOPE AND ANCHOR COLLEGE OF EDUCATION,
SULEJA, NIGER STATE.
A FIRST CLASS, FEDERAL GOVERNMENT APPROVED,
PRIVATE COLLEGE OF EDUCATION
PMB 77, SULEJA, BAKIN-IKU, CHECHENIA KADUNA ROAD,
SULEJA, NIGER STATE.

Dear Respondent,
I am a post Graduate NCE in Education student of the above-named
institute.
The purpose of this questionnaire is to collect data for my research work
titled “The part of school Authorities in Reducing Student Misconduct or
Indiscipline in Secondary Schools”
Your sincere response to the questions will be highly appreciated and every
information will be given confidential treatment.
Thanks,

Yours faithfully,
Researcher.