Beruflich Dokumente
Kultur Dokumente
By
SUPERVISOR:
Associate Professor Bello A. Bello
March, 2018.
1
CERTIFICATION
I declare that this dissertation titled “An Investigation on Management
Zaria Zonal Education Area” has been conducted, written and compiled by
Kano under the supervision of Dr. Bello A. Bello. The information derived from
the literature has been duly acknowledged in the text and a lot of references
_____________________ ____________________
2
APPROVAL PAGE
This dissertation titled “An Investigation on Management Strategies for
Curbing Indiscipline among Secondary School Students in Zaria Zonal
Education Area” by Sadiq Abubakar Sa’id, meets the requirements
governing the award of the degree of Master of Education in Educational
Administration and Planning Bayero University Kano and is approved for its
contribution to knowledge and literary presentation.
____________________ _____________
Supervisor Date
Associate Prof. Bello A. Bello
____________________ _____________
Internal Examiner Date
Associate Prof. Bello A. Bello
____________________ _____________
External Examiner Date
____________________ _____________
Post Graduate Coordinator Date
Dr. Isah Abubakar
____________________ _____________
Head of Department Date
Associate Prof. Bello A. Bello
____________________ _____________
Dean School of Post Graduate Studies Date
Prof. Muhammad Ibrahim Yakasai
3
DEDICATION
This work is dedicated to Almighty Allah (swt) who granted me love, mercy,
grace, guidance, wisdom, strength and everything I needed for this study and to
my late parents for their love and courage both physically and spiritually.
4
ACKNOWLEDGEMENT
I am very grateful to Allah (swt) for giving me the grace to complete this work.
and Associate Prof. Bello A. Bello for their academic guidance and motivation
Prof. D.A Maiwada for his validation of the instrument and I thank my course
mates who taught me most of the lectures I didn’t grasp well (Bello
These are my father figures in person of Alhaji Musa Garba, Engr. Jibo H.I
Talib, Alhaji Garba Usman Funtua and my mother figures Hajara Idris Talib,
Mrs. Joan David, Ummi Salma and Haj. Binta Garba Usman. May Allah (swt)
permission. I thank Allah (swt) for placing my love in your hearts. I also express
Kabir, Mallam Mahraz, Sheikh Muhammad Suru, Alhaji Idris Bahago, Sayyid
Phadlan, Sayyid Paapa Lameen, Barrister Bashir Umar and all the other
5
Shuyukhs I’m not able to mention now. Words cannot express my humble
gratitude and thanks, only Allah (swt) will reward you in multiple folds.
Lastly, I say a big thank you to my cousins Abubakar Jibo, Zainab Jibo,
Abdulhakeem Umar Bala, Engr. Tijjani Umar Bala, Engr. Ahmad Rufai, my
lovely sister Habiba Musa Garba and my brother Faruq Musa Garba. I love you
all.
6
ABSTRACT
7
TABLE OF CONTENTS PAGE
Title Page - - - - - - - - - i
Certication - - - - - - - - - ii
Approval Page - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement - - - - - - - - v
Abstract - - - - - - - - - vi
Table of Contents - - - - - - - - vii
List of Abbreviations - - - - - - - viii
Operational Definition of Terms - - - - - ix
CHAPTER ONE:INTRODUCTION
1.1 Background to the study - - - - - -
1.2 Statement of the problem - - - - - -
1.3 Objectives of the study - - - - - -
1.4 Research questions - - - - - -
1.5 Significance of the study - - - - - -
1.6 Scope and delimitation of the study - - - -
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction - - - - - - -
2.2 Conceptual Framework - - - - - -
Education area - - - - - - - - - -
8
2.4 Review of Empirical Studies - - - - - -
3.1 Introduction - - - - - - - - -
4.1 Introduction
9
4.2 Personal Data Analysis of Results - - - - - -
4.4.4 Summary - - - - - - - - -
RECOMMENDATION
5.1 Introduction - - - - - - - - -
5.2 Summary - - - - - - - - -
5.3 Conclusion - - - - - - - - -
5.4 Recommendation - - - - - - - -
10
References - - - - - - - - - -
Appendices - - - - - - - - - -
11
LIST OF ABBREVIATIONS
12
LIST OF TABLES
Table 3.3.1: List of Public Secondary Schools in Zaria Zonal Education Area
Table 4.3.1: Types of Discipline among students in Zaria Zonal Educ. Area
Table 4.3.2: Causes of Discipline among students in Zaria Zonal Educ. Area
indiscipline
13
OPERATIONAL DEFINITION OF TERMS
Investigation:
Management:
Strategies:
Curbing:
Indiscipline:
Secondary School:
Student:
14
CHAPTER ONE: INTRODUCTION
requirement for human development. The teacher is faced with the challenges
of educating, socializing, empowering and certifying students, but with the help
do not rest on his or her professional competency alone, but on the entire
educating the child and the control is a problem faced by all organizations
especially learning institution, which work with people. For the efficient
conduct of students through reasonable rules and regulations. Once these rules
and regulations are made, they must be enforced on the problems, which beset
the issues of the day in both large and small schools both in towns and villages.
Students disobey school rules and regulations with impunity. They have little
Nigeria but also across the many nations around the world. Students’
15
thought to be precursor to later school dropout and similar negative social
educators at one school in the North Central Nigeria reported high levels of
found that the lack of a supportive and friendly school environment influences
policy include assault by students on teachers and other students, verbal abuse,
offensive language against teachers and other students, sexual abuse and other
confronting teachers. The problem now is rather alarming and jeopardizing the
for curbing indiscipline in schools needs urgent attention. There is much work
16
dominant factors attributing to the discipline problems among secondary school
disciplinary problems.
1.2 Statement of the Problem
It is a known fact that education is the vehicle upon which the wheel of
students at large. To this end parents, teachers and the government need to
among secondary school students. It is for this reason that the federal
be made compulsory at the secondary school level with the hope that it will
and far reaching means of curbing the problem among secondary school
from secondary schools like Alhuda-huda College Zaria, Barewa College and
Science College Kufena. The rate of indiscipline has risen to a great level from
the year Two Thousand and Four (2004) till date. Indiscipline in schools is
17
1.3Objectives of the Study
study.
4. To investigate the methods used to apply strategies in curbing indiscipline
1.4Research Questions
schools?
18
indiscipline in secondary schools has resulted in undesirable events. Those
negative events have far reaching effects in learning and the administration of
the Ministry of Education regarding the factors responsible for the disciplinary
problems in secondary schools and would help to enable them formulate better
the existing knowledge about factors responsible for bad behavior among
administrators, teachers, parents and students in other states who have similar
problems of indiscipline in their schools. The study will also be useful to the
their responsibility in the discipline of their children. It will open chances for
The scope of the study is Zaria Zonal Education area secondary schools. It is
19
delimited to investigate the causes responsible for indiscipline among students
in the area of study. The study also covers only public secondary schools in
schools. This is because private schools were excluded from the study as such
secondary school classes. This study is also delimited to the opinions expressed
school students.
2.1 Introduction
following:
1. Conceptual framework
3. Drug abuse
20
5. Stealing and Fighting
6. Vandalism
schools
reveals that a person possesses boundless urges and impulses, which are
activities, exploration and success. On the other hand, the society stipulates
laws and traditions, which does not permit free expression of these inner forces
accept rules and regulations laid down for guidance and the ability to act in
2010).
21
School discipline is an essential element in school administration. This is
because discipline is a mode of life in accordance with laid down rules of the
society to which all members must conform, and the violation of which are
questionable and also disciplined. The aim of discipline is therefore, to help the
(“rules”) in schools. These rules may, for example, define the expected
standards of clothing, timekeeping, social behavior and work ethics. The term
22
it is a word that is found in government offices, private sectors, in politics and
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, I will at this juncture present
any act that does not conform to the societal value and norms. He went further
to cite Otu (1995) who also define indiscipline as unruly acts and behaviors,
23
the school to achieve the educational objective with ease.
The critical tool used in the transformation of individual in particular and the
preparing the students for valuable living conditions within the society and
training for further education. In order to live a valuable life within any given
The percentage of students who drop out of school in most urban and rural
demonstrate deviant behaviors and may never fulfill their potentials. They
citizens since children are considered the future leaders of the country. As a
24
result, any attempt to curb students’ indiscipline in school would be highly
administrators.
This is one of the most dangerous and most common act of indiscipline. It
general moral decadence in this regard because many parents are also guilty of
the same misbehavior and are unable to instruct correct, advice or guide
A survey was carried out by Lynskey and Hall (2000) on the effect of
and poorer school performance. The use of cannabis was associated with the
factors within or outside the school building, peer group influence, teacher
methods of teaching or discipline are some school factors that can lead to
25
truancy. Factors outside the school may include poverty where the child might
school. The school exercise greater control over students and may lead students
such as food, water, toilet facilities which may lead to absenteeism or rebellion
of his actions. Teachers may have poor attitude to class teaching by using
inappropriate materials and contents in such a manner that may constitute them
home background and a natural tendency to steal is responsible for this among
value structure of the society, such as the get rich quick syndrome in N i g e r i a
pursue life course with appropriate hard work and consequent success. Some
26
p a r e n t s spoil their children by exhibiting highly permissive behavior. They
interpret any form of lack or poverty as hardship and frustration to the extent of
Fighting: Children fighting at the secondary school level are very low in self--
esteem. The chief impetus for fighting during the normal course of classroom
and playground life tends to lie in the child’s basic sense of inadequacy and
feelings of not being valued or worthy. In other words, the four psychological
needs of the child have not been met: the need for love, security, new
4. Vandalism in Schools
school records, damaging school property such as desks and writing on the
walls either in the classroom or the hostels. Medinus (2009) observed that the
27
2.2.2 Management and organization of secondary schools in Kaduna State
and the Commissioner may give directions of only a general character. There
are five parastatals charged with state-wide functions: the SUBEB (State
Universal Basic Education Board), the Agency for Mass Literacy, the State
Library Board, the State Scholarship Board and the State Teachers’ Service
Board. Twelve other parastatals are charged with the management of a single
state, i.e. early childhood care and development and nine years of basic
28
education per se. While SUBEB’s management of primary schools has been in
The 13 science, technical and business schools under the supervision of the
SMoST (State Ministry of Science and Technology) are run through the State
receives its budget directly from the Government, independently form the
have each their own management board through which administration and
finance is run.
i. Teacher recruitment
The general picture is that there are very few vacancies and no shortages of
29
qualified candidates. The exception is for Mathematics and Science teachers
who are very scarce. In view of the depressed job market in Kaduna, every
700 million in 2006) must be devoted to teacher development (15%). But there
are no clear indications from the UBEC reports that the budget is being used
In Kaduna State there are at least four separate inspectorate services: the SMoE
are approximately 25 inspectors per division who are then responsible for some
30
30 secondary schools and 300 primary schools. In theory each school is
inadequate funding such that inspectors’ claims and expenses often remain
unpaid for a long time and inadequate vehicles required for monitoring.
The QSDS (Quantitative Service Delivery Survey) study reports that from the
percent reporting that an inspector had visited their classroom at least once in
and helpful feedback. The average number of inspectors’ visits in the past 12
The new World Bank supported State Education Sector Project (SESP)
Schools
At this juncture, there is every reason to know the causes of these ugly actions
and reactions in our institute of learning. In Nigeria for instance, the ills and
vices that go on in the society have their effects in schools. Students, teachers
and even school managers are involved in one form of indiscipline or the other.
31
Generally speaking, some of the causes are;
1. Parental/Home Factor
conducive teaching and learning atmosphere. It seems that the lack of parental
Alidzulwi (2000), points out that many parents are not involved in the education
of their children, causing poor results, high dropout rates, and the absence of
disciplinary problems in schools. Louw and Barnes (2003) affirmed that they
have never seen a problem child, only problem parents. In his study, Varma
(1993) also points out that those learners who behave badly at school do not
When analyzing the inability of parents to take care of their children on all
socio-economic levels and in all racial groups, Rossouw (2003) regards the
than from schools. Stressing that parents show a lack of tolerance and respect
Some other factors related to the lack of parental involvement in schools that
32
influence discipline are, single parent homes; a lack of parental control at home;
that influence the home; and values differences between the home and the
school.
Rossouw (2003) claims that educators have reported that they are uncertain,
confused and afraid of infringing upon learners’ rights, and of being accused of
misconduct. Saying that the over-emphasis placed on learners’ rights may cause
a “don’t-care attitude” and a lack of regard for the educators’ role in the
classroom. This may cause some learners not to strive to excel. Instead, they try
Children who experience social alienation from others are often misbehaved.
According to Lewis (1991), this situation arises within most families where
that emotional disconnection from family, friends, and peers results in feelings
of isolation and alienation for the child. According to Butchart (1998), “These
feelings experienced by the child may ultimately develop into what is referred
33
3. School Environment
Every school manager is committed to ensuring that school provides a safe and
orderly environment in which teaching and learning take place each day.
Bazemore (1997) posits that safe and supportive school environments depend
on students, staff and parents demonstrating mutual respect. In other words, all
members of the school community students, staff and parents must know and
understand the standards of behaviour which all students are expected to live up
Every student has the right to a learning environment free from bullying and
intimidation and to feel safe and happy at school. They have a right to be treated
fairly and with dignity (Terry, 2001). In addition, every community has rules.
The school community is no exception. A school makes reasonable rules for the
good order of the school and the discipline of students. Schools have the power
According to Rowne (2005), “The school priorities are designed to ensure that
all students are provided with a harmonious environment where they can learn
school is able to provide quality education for all students and to guarantee the
potential”.
34
However, a lawless community raises unproductive members for the society. In
to the school manager and teachers. Students in such school disrespect their
fellow students, teachers and community members and engage in protest which
4. The Curriculum
school. In research done by Raven (in: Besag 1991), it was ascertained that
worth, and do not address the aims that are promoted by society. Besag (1991)
further maintains that learners resort to taking matters into their own hands if
they believe that the curriculum is irrelevant and boring. Accordingly Doveton
that is offered to learners is irrelevant to their interests and the needs of their
communities.
The peer group influences what the child values, knows, wears, eats and learns.
35
such as the age and personality of children and the nature of the group (Harris,
1998).
There is no doubt that considerable evidence supports the statement that peer
group can demand blind obedience to a group norm, which can result in socially
indicated that poor peer relationships were closely associated with social
According to Seita, Mitchell and Tobin (1996) “When the family has been
unable to fully meet a child’s needs, other adults who play a significant role in
the child’s life have extraordinary potential for influencing the child in taking
charge of his or her life”. It is worth noting that peer influence can lead to
discipline problems and delinquent behaviours both inside and outside school. It
is also clear that one of the major ways that deviant youths become even more
with family members and peers in small intimate groups. This process includes
36
Disciplinary measures in secondary schools being the central focus of this study,
the classroom, and the manner in which it is being handled as determining the
indicated that every year more than three million students are suspended and
nearly 100 000 more are expelled from primary up to university in the United
States of America. Many learners face police action for disciplinary measure
enrolment, discipline problems are bound to accentuate and cause more burdens
1. Historical Method
practice corporal punishment means that students are punished with the cane,
37
paddle or strap if they did something wrong. Maree (in Egwuonu 2008) added
facilitating learning, whilst at the same time teaching respect for rules and
authority.
the basis that is out of all proportion. McManus (1995) opined that when
school. Stressing the fact that the child becomes more hostile, this leads to a
argued that if education means the act of leading out, the act of unfolding, the
Concluding that it will not enable the child to adjust himself to the environment,
2. Modern Method
38
exercise self-control, to respect others, and to accept the consequences of their
actions. However, there is a feeling that school discipline practices are generally
informed by theory from psychologists and educators. Bell (1995) identified the
partnerships to develop and share clear rules, provide daily opportunities for
dealing with each. Emmer (2005) opined that effective teacher training reflects
practiced by some schools. Positive school culture and climate will to a large
iv. Detention: This requires the pupils to remain school at a given time of
the school day (such as lunch, recess or after school) or even to attend school on
a non-school day, e.g. “Saturday detention” held at some United States and
United Kingdom schools. In the United Kingdom, the Education Act 1997
39
obliges a school to give parents at least 24 hours’ notice of a detention outside
school hours. This is not common in Nigerian schools but in specialized schools
to a student as a form of punishment that can last anywhere from one day to
several weeks, during which time the pupils cannot attend regular lessons. The
student’s parents/guardians are notified of the reason for and duration of the out-
complete work during their suspensions for which they receive no credit.
Stressing that students only report in school but serve punishment like cutting
removal of a pupil permanently from the school. This is the ultimate last resort,
situations, it may also be used for a single offense. In Nigerian schools, school
head can only suspend a pupil while exclusion or expulsion of pupil from
school is the right of the Ministry of Education based on the school report.
since the school can merely terminate its contract with the parents.
Dodge (1993) affirmed that loss of position, prohibition from playing any game
40
in the school compound for a certain period could go a long way in improving
private degrading from positions etc. is sometimes resorted to. Widman (1987)
contended that great care and discernment are needed before such form of
doer.
school in such a manner that responsibility for managing the school and running
it in certain activities is shared with the pupils. It therefore, enables the pupils to
democratic organization.
x. Praise and Blame: The teacher must be very careful in his allocation of
praise and blame. Tongue is said to be most powerful weapon in the teacher’s
armory and its use may vary from a mild reproof to the bitter sarcasm and
teacher and the student easily. Stressing that sarcasm lower the self-respect of
the pupil, tampers with his or her ego and permanently alienate him from the
xi. Rewards: There is a belief that reward is not only right and desirable but
41
games, badges and certificates may be given as rewards. Group rewards might
be given, for pupils will become socio-centric not egocentric. Teamwork can be
xii. Punishment: It has a necessary place in the school economy but it must
because individuals differ from one another in the basic temperamental patterns
which they inherit, and in those which they subsequently develop. For example,
some children are extremely self-assertive, others unduly submissive. Some are
very easily provoked to anger, others relatively placid and others patient while
some are by nature very sociable and others solitary in their outlook. Therefore,
one needs to exercise care in making any general statement regarding the
almost fatal.
satisfied only when he realizes his mistake, feels regret or shame for his conduct
and makes up his mind not to commit the offence again. When the offender
42
٠ Punishment should be inflicted to the barest possible minimum.
In a nutshell, all the above-mentioned measures except blame and sarcasm are
proper guidance of youthful zeal has both negative and positive aspects. Scult
(2009) opined that children are dynamic, effervescent and therefore, heedless.
They need checks to prevent excesses, restrictions to keep them within the
In lieu of this, Rogers (1995) came up with a school discipline policy which
provides a framework that corresponds with what a school will seek to practice.
respect the rights and feelings of others, such as their fellow students and
teachers; set out the school’s expectations and rights, and to enhance positive
behaviour; and establish a set of preferred practices and due processes, whereby
For the school system to achieve its desired goals, disciplinary measures must
43
be properly enforced. Again, if discipline is to be effective, it should;
1. Mutual respect between the teacher and the students should be maintained.
is first identified.
others, the students are likely to become defensive and less open.
- Review the facts and state the problem in terms of desired performance and
actual performance.
- Give the student a chance to explain or ask why the problem is occurring.
- Explain the rational for the policy or rule that was violated.
- Clearly communicate the changes that needed to be made and the time frame
44
to making them.
positive note.
Effectiveness is the ability to plan, organize and coordinate many and often-
cited in Besong (2001). It implies that, it is the right and duties attached to an
school.
Ipaya (1996) cited by Besong (2001) noted in his study of effectiveness, that
when a principal maintains high morale discipline and decorum among his staff
45
and also students, he exhibits a personality of effectiveness worthy of
emulation.
climate and counseling as well as rules and regulations. The principal’s ability
to control and maintain school facilities, initiates projects and completes both
the new ones and also those abandoned by his predecessor(s) is exemplary of
effectiveness.
but when the principal is all-wise, seems more knowledgeable, there is bound to
resulting from an observer’s rating of the degree to which the teacher attempted
46
to relate the subject matter being considered to the interest and ability levels of
students.
schools
school has a positive impact on students’ academic achievement and the success
of the school (Halsey, 2004; Christie, 2005). Parental involvement boosts the
morale of teachers because of the partnership that could have been established
between the school and the community. The most crucial practice would be
their children’s learning. Parents should not only be consulted when there is a
fund raising activity, but also for activities which might not be taken as
important. There are a number of things that parents can assist in their children’s
learning.
the school purpose. The objectives of the association include promote positive
47
and is vital for the achievement of their children, parents will be more than
willing to value their children’s education. Parents raised children with the hope
of making them better citizens. One of the parents’ aspirations is to see the
because the status quo is, good results means better opportunities for more
and teachers, parents are accountable for their children’s homework, provision
P.T.A. levy and share the cost of students’ tuition. The funds are used for school
positive behavior amongst students and monitors students work. When parents
Once they own the school they share the blame for a decline in students’
48
interest in students’ achievement by conducting daily spot checks on their work.
This ultimately motivates students to be serious with their school work, hence
56 principals and 645 teachers, 48 principals and 240 teachers were sampled
analyze the data and results proved that poor home training, lack of sufficient
teaching equipment and peer group influence were discovered as the main
Aihieose (2009) also conducted a research which was based on Effective School
49
questionnaire; the target population was the entire school student at secondary
levels and the method of data analysis was ANOVA. The result of the research
outcome states that factors responsible for discipline problems are found in the
children, the home, the school and the society. She further said that punishment
is reactive and focuses on behavior infractions rather than the underlying causes
decisions that facilitate transition from school to the working environment and
Though the work is relevant but the researcher failed to indicate the level of
coverage was two wide hence covering all students. The location also was based
Kaduna State. The study was guided with three (3) research questions, four (4)
objectives were set out to be achieved and three (3) hypotheses were also
formulated to guide the study which was tested at 0.05 level. Descriptive survey
design was adopted using structured questionnaire design by the researcher for
50
400 group of respondents.
However, t-test was the main instrument used for testing the hypothesis, the
indiscipline and societal norms. The study went further to recommend that
students.
In this chapter, the researcher reviewed the literature related to the study. In
doing this, the conceptual framework for discipline and indiscipline, types of
indiscipline were listed and discussed. The review focused on drug abuse,
causes for indiscipline as well as strategies for managing them were also
reviewed.
51
in their duties.
Therefore, having scrolled from the respective scholars above, the researcher is
students in secondary schools and the effects are very devastating to students
and the society in general. Thus, the need for this study in Zaria Zonal
society.
This paper has gone to a large extent to show that Nigerian education is going
through its worse crisis. All that we have discussed in this study points to the
fact that there is a problem of quality in Nigerian education. The pitiable and
institutions. The failure rate and quality doubt hinges on the factors that
In the face of all these, students, parents, teachers, school Principals and the
government should devise a means to beat failure. No matter the efforts being
country, the issue will remain and may worsen with time.
52
53
CHAPTER THREE: METHODOLOGY
3.1 Introduction
Kaduna State. This chapter describes the procedures and methods used in the
study. These include the description of the Research design, Population of the
procedure.
respondents.
inquire, discover and ascertain the views, perceptions of the test subjects and
54
3.2 Population of the Study
Ofo (1994) says that the first step in selecting the sample for study is defining
the population. He goes further to say that population in a study is the group of
So far, Kaduna State Ministry of Education has a total number of twelve (12)
educational zonal offices, but for the sake of this research exercise, attention
will be focused on Zaria Zonal Education Area which comprises of five (5)
local government areas namely Zaria Local Government Area, Sabongari Local
Area and Soba Local Government Area. Zaria Zonal Education Area has a total
1,167 Teachers making a total of 1,211 subjects. These schools are further
55
3.3.1 List of Public Secondary Schools in Zaria Zonal Education Area
56
30. Government Junior Secondary School, Rimin Doko
31. Government Junior Secondary School, Mangi
32. Government Junior Secondary School, Kofar Jatau
33. Government Junior Secondary School, Kofar Doka
34. Government Junior Secondary School, Aba
35. Government Junior Secondary School, Kinkiba
36. Government Junior Secondary School, Awai
37. Government Junior Secondary School, Richifa
38. Government Junior Secondary School, Matari
39. Government Junior Secondary School, Chikaji
40. Government Junior Secondary School, Gimba
41. Government Junior Secondary School, Zaria
42. Government Junior Secondary School, Muchia
43. Government Junior Secondary School, Tudun Saibu
44. Government Junior Secondary School, Aminu
45. Government Junior Secondary School, Chindit
46. Government Junior Secondary School, Magajiya
47. Government Girls Junior Secondary School, Fada
48. Government Girls Junior Secondary School, Chindit
49 Government Girls Junior Secondary School, Dogon Bauchi
The Research Advisor (2006) design will be adopted. They (Research Advisor)
observed that “as the population increases the sample size increases at a
will be sampled.
57
3.3.3 Sampling Technique
responses.
Therefore, the questionnaire will be structured for response in line with the
views or opinions from the respondents on the types, causes and management
58
3.4.1 Validation of the Instrument
(B.U.K) for face, content and construct validation. The scrutiny of the
The validator will be asked to check whether the instruments are capable
instruments.
which would be randomly selected from secondary schools who are not part of
59
coefficient of the instrument from 0.05 would be considered reliable.
Bayero University, Kano. This was taken to the Zaria Zonal Inspectorate
Division Ministry of Education, Kaduna state to seek for their permission and
the study. The researcher will visit all the schools to be sampled with the
The percentage scores for all the options from the respondents for a particular
60
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction
This chapter presents data collected from the study and analyzed it, in such a
manner that the research topic would also lead to answering the research
questions.
Area, Kaduna State sampled Forty-four (44) Principals and Two Hundred and
61
Forty-Seven (247) Teachers. Their opinions form the basis of the data analysis
in this chapter. The first section presents the biodata variables distribution in
frequencies and percentages, the second section answers the research questions
Table 1: Percentage Distribution of Respondents Personal Characteristics
62
2. Educational Qualification
N.C.E 85 34.4%
First Degree 73 29.5%
Second Degree 41 16.6%
Ph. D 15 6.1%
Others 33 13.4%
Years of Service
0–5 93 37.7%
6 – 10 87 35.2%
11 – 15 46 18.6%
16 – 20 18 7.3%
21 and above 3 1.2%
Age
26 – 30 Years 52 21.1%
31 – 35 Years 77 31.2%
36 – 40 Years 55 22.2%
41 – 46 Years 47 19.0%
46 and above 16 6.5%
Detail from the above table shows the sex, qualification, years of service or
experience and age of the respondents that were administered with the
The study was guided by the search for answer to the five (5) research questions
raised in Chapter One of this study. This research questions were answered as
follows.
Keys
63
A – Agree
D - Disagree
S=247
S= 44
Total= 291
64
From the above Table, it could be noted that a lot of teachers (60%) agree that
are of the opinion that their students regularly avoid going to class, 81.8% agree
that their students repeatedly ask to go toilet. A fair number of teachers (39.7%)
uphold that truancy occurs most among male students while 25.9% of them
disagree. Likewise, 119 teachers (48.2%) disagree that strict school rules make
students truant.
Details from the table above clearly shows the rate of absenteeism among
secondary school students in Zaria Zonal Education Area, 107 teachers (43.3%)
agree that most of their students are often absent from school, 160 (64.8%)
maintain that their students are often late to school, 136 teachers (55.1%)
express that their students often leave school premises without permission;
65
(70.9%) also report that students in their school leave before closing time and
142 (57.5%) teachers agreed that their students’ attendance records are not
impressive.
In the table above on fighting as an act of indiscipline, 114 (46.2%) teachers agreed
that some students bring dangerous weapons to school (like matchets and daggers)
while 76 (30.8%) disagreed in that regard. Most teachers report that their students
fight a lot in school especially the SSS 2 and SSS 3 students because of leadership
rivalry and seniority among them, 81 (32.8%) strongly agree and 137 (55.5%) agree
on such report. However, nearly half the population of sampled teachers 122 (49.4%)
agree that the students disobey the prefects, 112 (45.3%) teachers strongly agree that
boys or male students are more troublesome than girls and this is a clear and basic
obvious fact. Thus, only few amount of teachers 108 (43.7%) record cases of fighting
66
16 Students steal one another’s property. 86 96 48 17
34.8% 38.9% 19.4% 6.9%
17 Students like to steal school properties. 99 84 39 25
40.0% 34.0% 15.9% 10.1%
18 Students like to steal teachers’ valuables 11 23 144 69
and money. 4.5% 9.3% 58.3% 27.9%
19 Students steal money from home and 80 110 45 12
bring to school to squander. 32.4% 44.5% 18.2% 4.9%
20 Many of the cases are recorded in the 69 141 28 9
schools’ book of discipline 27.9% 57.1% 11.3% 3.7%
Stealing is one of the major type of indiscipline mostly common and prevalent
of sampled teachers from the above table opined that their students steal one
teachers agree on that, 99 (40.0%) teachers strongly agree that students like to
steal school properties e.g. laboratory facilities and library books, 144 (58.3%)
disagree and 69 (27.9%) strongly disagree to the claim that their students steal
teachers’ valuables and money. On the other hand, 110 (44.5%) teachers agree
that students steal money from home and bring to school to squander and show-
off, 141 (57.1%) teachers agree that cases of stealing are recorded in books of
67
S/N Political, social and economic factors SA A D SD
cause indiscipline
1 Students learn thuggery during political 88 90 58 11
campaign act which make them to 35.6% 36.4% 23.5% 4.5%
misbehave in school
2 The desire for power which is learnt and 30 116 76 25
acquired during political campaign leads 12.1% 47.0% 30.8% 10.1%
to deviant behaviour.
3 Societal celebration of negative values 12 61 90 84
makes children to indulge in deviant 4.9% 24.7% 36.4% 34.0%
behaviour.
4 Poverty leads to poor discipline 25 92 102 28
10.1% 37.2% 41.4% 11.3%
5 Acquisition of negative value from 88 151 8 0
audio-visual materials promotes 35.6% 61.1% 3.3% 0.0%
indiscipline in school.
(36.4%) of teachers agree that students learn thuggery during political campaign act
which make them to misbehave in school, 116 (47.0%) teachers agree that desire for
power learnt during political campaign leads to deviant behavior, 90 (36.4%) teachers
deviant behavior, 102 (41.4%) of teachers also disagree that poverty leads to poor
discipline as most of the students who lack discipline are from wealthy homes because
of how their parents spoilt them to do as they like and 151 (61.1%) of teachers agree
that acquisition of negative value from audio-visual materials like movies and series
68
entire societal aspiration. 36.4% 21.1%
7 School curriculum is deficient in moral 43 117 69 18
training. 17.4% 47.4% 27.9% 7.3%
8 The curriculum is unrelated to learners’ 10 33 112 92
needs. 4.1% 13.4% 45.3% 37.2%
9 The ever-changing curriculum confuses 8 45 86 108
students. 3.3% 18.2% 34.8% 43.7%
10 Students find the curriculum boring 13 34 155 45
5.2% 13. % 62.8% 18.2%
When it comes to curriculum, most teachers disagree and the table above statistically
shows their report. From the table, 90 (36.4%) of teachers disagree that curriculum
does not take care of the entire societal aspiration, 117 (47.4%) teachers agree that the
subjects in the school syllabus, 112 (45.3%) of teachers disagree that the curriculum is
unrelated to students’ needs, 108 (43.7%) strongly disagree that the ever-changing
curriculum confuses students and 155 (62.8%) disagree that their students find the
curriculum boring.
69
15 Financial problem makes most parents 127 89 17 14
to ignore their children’s education. 51.4% 36.0% 6.9% 5.7%
In the above table, the following family or home problems could be deduced as
cause of indiscipline as 104 (42.1%) of the respondents strongly agreed that bad
behavior emanate from parenting at home, 116 (46.9%) teachers agree that
troublesome parents have problem children due to what the children witness or
copy from their parents, 137 (55.5%) teachers positively responded that
experience. However, 119 (48.2%) teachers disagree that parents hardly pay
attention if their children are absent from school while 127 (51.4%) of teachers
70
20 Classes with more boys than girls are 84 135 20 8
uncontrollable. 34.0% 54.7% 8.1% 3.2%
Based on the research findings, school environment and teacher influence can
teachers agreed that harsh teachers cause the students to dislike his or her class,
many teachers about 165 (66.8%) disagree that harsh school environment is one
of the factors that influence indiscipline, 121 (49.0%) respondents agree that
class. Although it is very impressive to find out that 118 (47.8%) of teachers
strongly agree that committed teachers have less disciplinary problems than
others while 135 (54.7%) of the respondents agree that classes with more boys
71
The above table indicates that peer group influence could be deduced as a cause
of indiscipline as 142 (57.5%) teachers agree that their students imitate the
unruly behavior of their mates, 166 (67.2%) respondents also agree that students
have many friends that do not go to school regularly. Also, 138 (55.9%) teachers
agree that students’ friends influence them to misbehave in the school, 118
push them to fight. Finally, 148 (59.9%) of teachers positively agreed that most
Teachers’ Responses
72
Concerning management strategies employed to curb indiscipline among
secondary school students in Zaria Zonal Education Area, the above table gives
experience in the teaching field, 135 (54.7%) teachers agree that team-work
among educators improves discipline in the school, 148 (59.9%) strongly agree
teachers, rewards, praise and blame improves discipline at school while 168
discipline.
Principals’ Responses
73
In the above table, 24 (54.4%) of principals strongly maintain that teamwork
educators will improve discipline in the school. More so, 22 (50.0%) principals
praise and blame will improve discipline and 23 (52.3%) among the principals
good impression that none of the principals strongly disagreed on the strategies
suggested.
Teachers’ Views
74
4 Praise and blame for good attitude and 96 134 17 0
poor performance 38.9% 54.3% 6.8% 0.0%
5 Rewards for attendance, conduct, 132 115 0 0
progress, games, badges and 53.4% 46.6% 0.0% 0.0%
certificates
indiscipline, from the table we can see that 180 (72.9%) of teachers agree that
indiscipline, 105 (42.5%) of the teachers agree and 22 (8.9%) strongly agreed
that detention and delay of students to return home after school curbs
172 (69.6%) among teachers responded and agreed that moral punishment such
method applicable, 134 (54.3%) teachers agreed that praise and blame for good
(53.4%) teachers strongly agree that rewards for attendance, conduct, progress,
Principals’ Views
75
8 Moral punishment such as apologies, 32 12 0 0
public or private demotion from 72.7% 27.3% 0.0% 0.0%
leadership positions
9 Praise and blame for good attitude and 16 22 6 0
poor performance 36.4% 50.0% 13.6% 0.0%
10 Rewards for attendance, conduct, 30 14 0 0
progress, games, badges and certificates 68.2% 31.8% 0.0% 0.0%
The above table reveals the opinion of Principals on the methods applicable to
well as 5 (11.3%) strongly agreed that detention and delay of students serves
among the principals agree that praise and blame for good attitude and poor
76
schools?
Teachers’ Responses
employed to curb indiscipline reveals that 137 (55.5%) teachers agree that
(13.8%) disagree on that, 125 (50.6%) teachers agree and 95 (38.5%) strongly
agree also that emphasis should be made on correcting the problem rather than
agree as well as 108 (43.7%) also agree that mutual respect between teachers
and students should be maintained, 77 (31.2%) strongly agree together with 143
77
confidence in the students’ ability to change or improve, 132 (53.4%) of them
Principals’ Responses
From the principals’ views, the table above reveals that 26 (59.1%) of them
(75.0%) strongly agree that mutual respect between teachers and students
78
themselves because it seems more like a polite approach while 39 (88.6%)
change or improve.
The question this study sought to answer, have been carefully answered. Thus
from the result of this study, all the questions answered could be synoptically
presented as follows.
Based on this findings and analysis, most of the respondents (Teachers) agreed
disagreed that strict rules makes the students truant. In the same vein, over 90%
relation to late coming and leaving the school before closing time while 20.7%
of the respondents disagree that their students are often absent from school.
who agree to its occurrence in their schools, but 30.8% of them disagree that
their students bring dangerous weapons to school. More so, 58.3% of teachers
also disagree that students steal teachers’ valuables and money and most of the
political, social and economic factors causes indiscipline especially the opinion
79
that poverty leads to poor discipline. However, 61.1% of the respondents agree
indiscipline at school, this clearly means that most students at the formative
stage like to copy or imitate bad attitudes from actors of movies they watch
from comedians to villains because it makes them have the feeling of being
among, they also tend to believe in getting social respect and admiration from
the community if they copied the lifestyles of major celebrities and icons like
comedian).
revealed that over 80% of the respondents agree that family or home problems
causes indiscipline, they mostly made emphasis that neglected children are
more troublesome at school maybe as a result of the trauma and pain they are
experience in their homes while some disagree that parents hardly pay attention
harsh teachers cause students to dislike their subjects or classes while 66% of
80
is not a contributing factor that motivates indiscipline. Most of the respondents
agree that peer groups, friends and bad company causes indiscipline among
their students.
From the findings and analysis, we could also conclude that almost all the
indiscipline in their school only that some teachers disagree that suspension and
will affect their academic progress and performance. All the respondents
teachers, rewards, praise and blame in the effort to curb indiscipline in their
schools.
The opinions of the Principals and Teachers in general were also positive on the
school students in Zaria Zonal Education Area. They agreed that corporal
punishment is applicable to the male students in particular and grass cutting for
the females while few of them disagree that detention and delay of students is
Finally, the statistical tables representing the findings of this research reveals
that over 95% of the respondents agree on the suggestions for effectiveness of
81
strategies employed to curb indiscipline. Suggestions like emphasis on
4.4.4 Summary
This chapter had already presented the data as collected, and the procedure
adopted in calculating the raw data. The instrument was then administered on
the selected sample of the study using stratified random sampling technique.
The size of the sample is Forty-four (44) Principals and Two Hundred and
Forty-Seven (247) Teachers drawn out from the total number of Principals and
This research also highlight the main findings of the study as obtained in the
data collected and analyzed as has been presented from the beginning to the end
of this chapter.
RECOMMENDATION
82
5.1 Introduction
This is the concluding chapter of the work, it deals with the summary,
suggestions for further studies based on the data presented and analyzed in the
previous chapter.
5.2 Summary
Education Area, Kaduna State. This is because there has been a general
outcry on the decline of discipline among secondary school students in the area
Therefore, the researcher sets out to investigate the rate of indiscipline among
In view of such motive, chapter one of the study introduced and discussed in
83
Zaria Zonal Education Area?
What are the strategies Principal and Teachers employ to curb
these schools?
Next followed the significance, scope and delimitation of the study. Secondly,
several empirical studies. Then chapter three deals with the research design and
the methodologies. The study sampling and population technique were thus
discussed including the validity of the study and proposed method of data
The instrument was administered on the samples of the study, which was drawn
from the population of the study using stratified random sampling technique.
The size of the sample is forty-four (44) Principals and two hundred and forty-
seven (247) teachers drawn from the sum total of all the Principals and Teachers
However, chapter four which was the data analysis answered five (5) research
questions. The various biodata variable discussed in this chapter were presented
and discussed. The questions that the study sought to answer were also
computed using simple percentage statistical method. Thus the data collected on
84
types, causes of indiscipline and strategies for curbing it. Methods applied to
into. The following are the major findings of this research study.
agree that truancy, absenteeism, fighting and stealing are all acts of
observed among the secondary school students under the area of study
not commonly the cause of indiscipline in the schools under study. The
schools
More commitment on the part of educators improves discipline in
the school
Moral teachers, rewards, praise and blame improves discipline.
Deprivation of privilege in the school improves disciplinary
85
management
Teachers disagree that suspension and temporary exclusion can be
and analyzed; the study shows that application of corporal punishment for
and blame for good attitude and poor performance, rewards for
Area.
86
The Principals and Teachers try as much as possible to reduce corporal
punishment and use of cane, suspension and temporary exclusion, detention and
Therefore, it is clear from the above data, that major methods and strategies
Education Area are corporal punishment like grass cutting and washing of
toilets, public or private demotion from leadership positions, praise and blame
for good attitude and poor performance, rewards for attendance, good conduct,
academic progress and games then more commitment on the part of educators to
improve discipline.
Finally, chapter five summarizes all the chapters of the study, concludes the
entire work, offered useful recommendations and presented the suggestions for
further study.
5.3 Conclusion
The main focus of this study was to find out or Investigate Management
Zonal Education Area. The data collected in this study will be of great relevance
to the needs of the government and all other groups concerned with the
87
Therefore, the researcher had without any doubt proven the fact that secondary
especially the male students and the various acts of indiscipline behavior leaves
the researcher.
The researcher would however want to end up this section with the conclusion
that based on the analysis of results in this study, the level of indiscipline could
5.4 Recommendations
in the course of this study. It is therefore hoped that the recommendations will
planners.
88
sees to every cases of acts of indiscipline of the students and which
home or at school that cause their poor behavior. This necessitates the
parents, school management, and other staffers of the school should join
models that are very effective. This will help them to become better
89
will also help them to learn a better way of applying them in the
students.
Ministry of Education should provide guidelines for teachers on
Zonal Education Area, the following are suggestions made for further studies.
educational zone but in Kaduna State at large. The effect of teachers’ attitude
towards female acts of Indiscipline and Impact of political and economic crises
in students’ discipline.
90
REFERENCES
Ali, A.A., Dada, I.T., Isiaka, G.A. & Salmon, S.A. (2014). Types, Causes and
Management of Indiscipline Acts among Secondary School Students in
Shomolu Local Government Area of Lagos State. In Journal of studies in
social sciences Vol.8 No.2 2014 pp 254-287.
Barrel, G. R. (1978). Teachers and the Law. Great Britain:Methuen and Co. Ltd.
Disciplinary Measures in Nigerian Senior Secondary Schools: Issues and
Prospects.
91
Doveton, E. (1991). Managerial activities of the teacher. Island: Lexicon
Publishers Duke, D. L. and R. L. Canady (1991). School Policy. New
York: McGraw-Hill Inc
Hussain, L.A. (2009). Examination malpractices where lies the Panacea? Paper
presented at an annual academic counselling seminar organised by
Muslim Students’ Society of Nigeria, University of Lagos branch.
Ibrahim H.A, (2012). “Impact of Social Studies Education in Curbing
Indiscipline Among Junior Secondary Schools in Zaria and Sabon-Gari
Local Government Areas, Kaduna State”. Dissertation Department of
Education Ahmadu Bello University, Zaria.
92
Inusah, S. & Agbenyega, J.S. (2012). Impact of discipline issues on school
effectiveness.: The views of some Ghanaian principles. MIER Journal of
Educational Studies, Trends and Practices, 2(1), 50-65.
93
Rameeh, D. (2008). Empowering the Teachers to Reduce Student Violence
and Delinquency www.bulherorg.cms/index
94
95