Evaluation Of Disciplinary Process And Implication For Secondary School Administration

1.0 INTRODUCTION

This chapter presents the background to the study, statement of the research problem, objectives of the study, research questions, and significance of the study.

1.2 Background to the Study

Child discipline is as old as the existence of mankind. In the Garden of Eden, Adam and Eve transgressed Gods law and disciplinary action was taken against them. Thereafter discipline became an integral part of human growth and development, hence the proverb “spare the rod and spoil the child”. In fact the Bible construes the spearing of the rod as an open act of child neglect and hate, parents therefore are expected to correct or discipline their children. This means that discipline deals with good behaviour and every society wants its children to get proper socialization.

In the recent past there has been an increase in public attention to the problems of discipline in the country in general and in the secondary school system in particular. It is quite obvious that this disgraceful and unfortunate incident to happen pretty often nowadays in our secondary schools of learning for instance, a principal of a secondary school could be chased out of his own house with sticks, stones and cutlasses by his own student. This sounds pathetic as it is ridiculous. Rules and regulations are no longer obeyed in our secondary schools. It therefore follows that the students do not ant to obey their teachers and principal and consequently take laws into their hands. Discipline involves self-control, restraints respect for self and respect for others. The disciplined person is guided in his behaviour, moral and social principles and does what is right and good because he believes that such behaviour is better than actions which ban harm other people.

Effective discipline helps in the achievement of goals, expectation and expectation and responsibility in students (Dunham, 1984:66).Good discipline creates a good image of the school and prepares learners for the future. Disruptive behavior amongst learners eliminated if there is good discipline at school. The implementation of effective   discipline at school is a key for the learner in his journey to adulthood. By definition discipline refers to the ability to carry out reasonable instructions or orders to reach appropriate standards of behaviors. It is understood to be that abstract quality in a human being which is associated with and manifested by a person’s ability to do things well at the right time, in the right circumstance, without or with minimum supervision (Ngonyani, 1973:15).

Various studies have been conducted on issues pertaining to schools’ academic performance, such as those by Malekela (2000:61), Galabawa (2000:100) and Mosha (2000:4).

They have pointed out some factors that lead to varying levels of performance in schools, including availability of teachers, availability of teaching and learning materials and language communication. Omari (1995) talks   about school discipline as one among aspects that influence performance in schools. School discipline is an essential element in any educational institution if the students are to benefit from the opportunities offered to them. Omari (1995:38) argues that it is difficult to maintain order and discipline in schools where teachers have no space to sit, prepare and mark students’ work.  In other words, Omari (1995) supports the above scholars that availability of teaching and learning materials has an impact on school discipline.

Indiscipline in schools, and consequently, school strikes, destroy the teaching- learning environment. Occasionally there are protests, riots and violence and sometimes the police have to come in to intervene to protect school property. Some schools become virtual prisons as they construct huge walls and expensive fences to protect good students, teachers and property against undisciplined students. Ohsako (1997:7) argues that violence is a sensitive issue that provokes anxiety, arouses emotions and has negative impact on school performance.

Despite the rules endorsed by the   Ministry of Education and Vocational Training but they are not followed by many of the students and their teachers in some government and private schools, who misbehave wherever they are outside the school environment. As Omari(1995:25) observes, the most important thing is not so much to have written rules pinned in the office of the head teacher or discipline master as to have rules actually implemented. School rules and regulations should facilitate administrative work, should focus on the creation of a good atmosphere for teaching and learning.

For several years now there have been concerns by various people and groups regarding the deterioration of the quality of education in secondary schools. Schools vary in categories some school have maintained standard other school standard decline .It’s time to look the circumstances surrounding differential performance among them; as well as the varying levels of discipline associated with different school categories.

1.3 Statement of the Problem

This study sought to investigate the effect disciplinary procedures in Ojo secondary school administration. It is obvious that students are priceless assets and most essential elements in education. It is absolutely necessary to direct students to exhibit acceptable attitude and behaviour within and outside the school. In an attempt to achieve an organized and peaceful school environment and maintain law and order, school managements specifies rules and regulations to guide the activities of members of the educational organization. In Ojo where discipline is a serious problem, for example, where students bully others. Parents of these students, transfers their children to ‘better’ schools outside the district, and because according to Rigdy (2000) the well behaved usually perform well so their transfer can affect the overall performance of that school. Some troublesome students sometimes make teachers react emotionally to the extent of using punishment which according to McManus (1995) does not discourage misbehaviour but rather reinforces the students view of adult as treacherous”.

1.4 General Objectives of the Study 

The general objective of the study was to examine the evaluation of disciplinary process and implication for secondary school administration with reference to Ojo Local Educational District of Lagos State.

1.5Specific Objectives of the Study  

1.6 Research Questions

1.7 Significance of the Study            

It is hoped that at the end of this study the findings will: Help the secondary school administrators know on how best to administer disciplinary strategies on students. Help the students to be more committed to their academic work, happy and useful to the society. Help parents to know that a child is brought into this world so that the society may create or mould him/her accordingly to fit well into the existing way of life. Help the secondary school administrators evaluate the proposed rule necessary for the orderly and effective operation of the school. Serve as a reference material for future and today’s researchers who may be interested in a similar study.

1.8 Delimitation and Limitations of the Study

• Some respondents did not return the questionnaire in time and others did not fill them. The researcher had to make follow up until got enough data for analysis.
• Some head of school did not allow researcher to do research in their schools. They end up give promises for researcher to come next time that they are busy with other school issues. To tackle this researcher had to look for other school to do the research.
• Financial constraints and time limit. To handle this researcher had to work on time and use money wisely.