1

STRATEGIES FOR MANAGING DISCIPLINARY PROBLEMS

AMONG SECONDARY SCHOOLS IN IZZI LOCAL
GOVERNMENT AREA

CHAPTER ONE
INTRODUCTION
Background of the Study
The development of a country entirely depends on its
citizens and this responsibility particularly rests on its younger
generation. As a result, a country needs to have a well
developed generation in order to build the nation effectively in
various spheres of development (Bahru, 2014). Well-developed
citizens in intellectual, social and psychomotor domains
necessitate concerted effort from several parties. It goes
without saying that parents, schools, and the community
play paramount role in cultivating the all rounded personality
of its younger generation. Specifically, schools could exert a
tremendous effort in the process of socializing students and

thereby they could minimize behavioral problems of students

(Bahru, 2014).
The invaluable roles and contributions of education in the
development of an individual and the society cannot be
overemphasized.

Many

countries including

Nigeria,

take

education as an instrument for the promotion of national

development as well as effecting desirable social change (NPE,
2004). This perhaps, might be responsible for the continuous
growing concern of all stakeholders in education industry on
changes that are likely to affect it as well as the implications
such changes will have on the management and administration
of education (Udey, Ebuara, Ekpoh, and Edet, 2009).
Schools

are

the

fundamental

socio-instructional

institutions where the teaching-learning endeavor is executed

in a formally organized manner. The primary purpose of
schooling in one way or another is to serve its clients so that
they could get the necessary atmosphere to manifest the
desired behavioral changes in their entire personalities so as to
bring such indispensable intentions to an end successfully
(Bahru, 2014). Cooper (1993), states that effective classroom
management

is

a prerequisite

to

effective

classroom

instruction. To this effect, teachers in most secondary schools

of the country are being evaluated by their deduction both to
create and maintain conducive learning environment in their
classrooms by identifying, explaining and managing the
various type students behavior in the class room.
The

behavior

of

student

in

the

classroom

is

of paramount importance. Behavior becomes a problem when

it deviates so much from normal behavior for the students age
bracket (Padilla, 2006). The schools are in a strategic position
to influence directly how students think, feel and behave
concerning what is right and wrong. In view of this, the need to
instill discipline in the classroom should be the goal of every
teacher. Discipline is the key component to effective school or
classroom

management.

The

word

discipline

has

wider

significance and has been used more often in the field of

education. Rosen (2005), defines discipline as a branch of
knowledge or learning, a training that develops self-control,
character, orderliness or efficiency. It is a strict control to
enforce obedience and it is a treatment that controls or
punishes and a system of rules. Discipline is a complex process
that involves both internal and external factors. It is the system

of rule and process that involves both internal and external

factors, developing self-control, enforcing obedience for the
purpose of gaining more effective dependable action. This
definition indicates the impact of external factors which are
from the environment in which the child lives, grows and
learns. The internal factors from within the child could be the
cause for the childs disciplinary problems making discipline a
complex process (Tirunesh, 2015).
Students misbehavior reduces the effectiveness and
pleasure in the teaching and learning process. One of the
various obstacles facing the education system in recent times
is disciplinary problem particularly at secondary school level.
Students are expected to show adjusted behavior in schools to
facilitate effective teaching and learning process in the
classroom. School training concerns handling the pupil and
should also be offered for both teachers and administrators.
Teachers and School Administrators should be properly trained
about the impact in the manifestation of conduct disorder in
school situation (Tirunesh, 2015).
Several

factors

have

been

adduced

to

disciplinary

problems in secondary schools. Olaitan, Mohamed and Ajbola

(2013) indicate, the decline of indiscipline in most schools as

originating from the communities stressing that parents show a
lack of tolerance and respect towards government authorities
as well as towards educators and some have a laissez-faire
approach towards their children. There are some factors
related to the lack of parental involvement that influence
disciplinary problems. Single parent homes, a lack of parental
control

at

home,

the

negative

influence

of

television,

neighborhood and community problems that influence the

home and value differences between the home and the school
are some of the disciplinary causes listed by Olaitan, etal
(2013). The main school associated causes of students
disciplinary problems according to Olaitan et al were, unclear
or inconsistently perceived school rules by the stakeholders. In
such a case, students do not believe in the outlined rules. In
the same manner teachers and school administrators do not
recognize what the rules imply or complain about the
necessary responses to be given to student misconduct.
Teacher-administration smooth relationship failed for needed
and common result and also teachers attitude need to be
changed

positively

towards

the

issue

(Olaitan,

2013).

According to Olaitan, etal (2013),

the absence of adequate

resources and the school size were also among the causes for
students disciplinary problems.
Rosen

(1997)

distinguishes

the

following

types

of

disciplinary problems in secondary schools, namely; defiance

of school authority; class disruption; truancy; fighting; the use
of profanity; damaging school property; dress code violations;
theft;

and

common

leaving

types

of

school

without permission. The

disciplinary problems

other

experienced

in

secondary schools as mentioned by Donnelly (2000) include

fights, insubordination,
general climate

of

little

support

disrespect,

and

for

educators,

distrust

of

a
the

administration. Also, McManus (1995) lists several types of

misbehaviours which make the work of educators difficult.
These include; repeatedly asking to go to the toilet, missing
lessons, absconding, smoking in the toilets, pushing pass the
educator, playing with ma tches in class, making rude remarks
to the educator, talking when the learner is supposed to be
writing, being abusive to the educator, fighting in class,
chasing

one another

around

the

classroom,

taking

the

educators property, wearing bizarre clothing and make-up,

etc.
Misbehavior disrupts, it may be hurtful, and it may
disinherit others. There are some effects of disciplinary
problems on teachers jobs. One is that, teachers feel insecure.
According to Nakpodia (2010), teachers claim that schools are
no longer places of safety and order. He stressed that unless
parents

and

guardians

go

back

to

the roots

of

child

socialization, teaching would become a dangerous vocation,

because when it is time for a teacher to go to class, he is
always thinking of his safety. Nakpodia (2010) further stated
that some teachers suspect that

[learners] carry guns and

because of that, one needs to talk to them with some respect,

not real respect as such, but out of fear because students carry
dangerous
teachers

weapons

to

the

classroom,

thereby

making

not be free to teach students. Another effect of

student disciplinary problems on teaching learning process is

poor performance (Matsimoto, 2000). Because much time is
spent on discipline cases, less time on teaching, and this
means that the syllabus is not completed hence students
inadequate preparation for the examinations and learning.

Due to the negative impacts disciplinary problems in

secondary schools have on the job of the school teacher, it is
necessary that corrective measures are put in place in order to
check

disciplinary

problems

in

these

schools.

The

administration of punishment cannot be ruled out in the control

and discipline of students. The right and authority of a teacher
to inflict punishment on students for offences, who breach
school rules and regulations, is enhanced by section 34, sub
section (1) of the Constitution of the Federal Republic of Nigeria
(1999) which specifies peoples right to personal liberty;
and instances in which a person who has not attained the
age of eighteen may be deprived of his right to personal liberty
specifically, for educative and welfare purposes. However,
punishment must be reasonable and properly meted out to the
student on account of the offence committed, it should be
moderate and commensurate with the offence committed
(Nakpodia, 2010).

Although, it has been emphasized that

school authorities have the right to punish students for breach

of school

regulations,

that entails

physical

the

administration

chastisement

needs

of
to

punishment
be

done

with caution. Corporal punishment must not be inflicted in such

a way or with such force as may be considered sadistic, cruel

or excessive (Nakpodia, 2010).
Also, corrective measures can be put in place in order to
check disciplinary problems in these schools through the
Parents Teachers Association (PTA) in various schools. Mabeba
and Prinsloo (2000) argue that parents through Parents
Teachers Association (PTA) have a very important role to play
in supporting teachers to maintain discipline in secondary
schools. Parents Teachers Association can assess the school
rules and values to make sure they are clearly stated and can
be understood by the students. They could also ensure all
students are treated fairly and without personal preferences or
prejudice. Students could be encouraged by PTA to ask
questions and are counseled when they have problems or
when they make mistakes. Abdulkareem and Oduwaiye (2011)
reiterate that in the modern educational setting, it may be a
great omission if parents leave the responsibility of managing
schools to teachers alone. Parents must be at the forefront of
ensuring that there is efficiency and effectiveness in the
management of the schools where their children are schooling.
Abdullah, (1996) affirms that parents are the first teachers of

10

students and they must play a major role in ensuring that their
childrens schools are properly managed. He further indicated
that schools are situated in communities with parents hence
the need to give them an opportunity to shape the destiny of
these institutions.
Also,

the

role

of

guidance

counselors

in

curbing

disciplinary problems in schools is important. In any learning

institution,

counselors

form

an

essential

part

of

the

organization since they serve as key persons to whom students

can

turn

to

for

help

on

matters

related

to

general

challenges facing a teenager both in school and out of school.

With

the

too

system characterized

academic
with

exam

oriented
cheating

education
and

results

irregularities, students are likely to find themselves faced with

difficult decisions to make concerning career choices. Students
are also faced with other adolescent challenges such as
relationships,

rapid

growth

and

physical

changes,

peer

pressure, addiction to drugs and alcohol, and the need for

identity

or

to

belong

(Maiyo

and

Owiye,

2009). The

school being a social place receives children both from

developed

and

developing

communities

with

11

varied characteristics

and

counseling

play

teachers

behavior.
crucial

The
roles

guidance
in

and

shaping the

psychological, emotional, moral, and spiritual and education

development of students. They look after the welfare of the
students

by

assisting

them

to

make

decisions

from

wide range of choices available. School counselors play roles

as a professional and specialist in counselling of students. They
engage in a specialist session on one-to-one counselling
process where the ultimate goals are self-understanding selfrealization

and

self-actualization

of

the

student.

School

counselors are employed to use their skills to resolve their

everyday problems or conflict (Tambawal, 2010).
School prefects are not also left out in the solving
disciplinary problems in schools. Prefects have numerous roles
that they execute at schools, such as acting as a bridge
between school authorities and students. Prefects are also
tasked with the responsibility of organizing activities in
collaboration with teachers and maintain order in the school.
This goes a long way in helping to create a better learning
environment at school. Prefects other roles include keeping
vigilance on other students when they are in and out of school.

12

For instance, a prefect who sees a student entering a bar

should report such to the authorities so that appropriate action
can be taken (Timothy, 2015). Mathenge (2007) found out that
to

some

extent,

governance through

prefects

are

participation

in

involved

in

school

time

keeping

and

maintenance of school discipline and hence they have an

influence on school governance. Their influence could be found
in their

involvement in

supervision

of day-to-day school

activities and ensuring that school rules and regulations were

followed by the students (Mathenge, 2007).
School institutions remain a preparatory ground to
empower and certify the requirement for development of
human

for

the

efficient

functioning

of

the

school.

School managements reserve power to control the conduct

of students through reasonable rules and regulations. Once
these rules and regulations are made, they must be enforced
on the problems (Olaitan, Mohammed, and Ajibola, 2013).
In recent times, schools at all levels of education are
deeply concerned about their students disciplinary problem. It
is also becoming the primary concern of parents, teachers,

13

instructional leaders and other concerned bodies in the

education system (Bahru, 2014). If the behavior of students
failed to be clearly understood, defined and the necessary
intervention prepared and implemented, the overall teachinglearning process is considered as futile exercise. Students
shout in the school compound, they arrive late, wander in the
school compound during the mid-class, bring mobile phones
with them, surf Internet in the class while the teachers are
teaching, dress indecently and exhibit carelessness, show
disobedience,

bring

clothes

and

other

accessories

to

immediately change after school (Tirunesh, 2015).

Students misconduct has been linked with their learning
outcomes and may reduce class participation or eagerness to
learn.

One

of

the

problems

associated

with

students

misconduct in the teaching-learning process does not only

disturb the process of acquiring knowledge or skills but
also take the lion shares of teachers time in the process of
managing students behavior with the expense of content
delivery (Bahru, 2014). It is on the basis of the above that
there is need for a study on managing students disciplinary
problems.

14

Statement of the Problem

A close observation of the behaviour of our secondary
school students revealed that among other things that
students absent themselves from class, school, come to class
or school late, dress indecently, fight indiscriminately as well
as make away with other students and school properties at will.
Above all, some students form clandestine group terrorise their
fellow students and other people in the school thereby creating
tension and unease to the school management. These have
posed a lot of administrative challenges to secondary school
administrators. It is on this premise that the problem of this
study is posed in the question form, thus what are the
strategies

for

managing

disciplinary

problems

among

secondary school students in Izzi Local Government Area of

Ebonyi State?
Purpose of the Study
The general purpose of this study is to carry out an
assessment of strategies for managing disciplinary problems
among secondary schools in Izzi Local Government Area of
Ebonyi State. Specifically, the study intends:

15

i.

To identify how the use of Guidance Counsellors could

serve as strategy in Curbing Disciplinary Problems

ii.

To identify how the use of Parents Teachers Association

(PTA) could serve as a strategy in managing disciplinary
problems of secondary school students

iii.

To

find

committee

out how
could

the

serve

as

use
a

of

school

strategy

in

disciplinary
managing

disciplinary problems of secondary schools.

iv.

To

find

functionaries

out

ways

could

in

serve

which

the

as

strategy

use

of
in

school
curbing

disciplinary problem of secondary schools.

Significance of the Study

The findings of this study will benefit many people in
various ways. These include: students, teachers, government,
school authority, parents and the society at large.
For students, the study would help them to understand
the shortcomings of disciplinary problems in schools. Also they
would know that it pays to be well disciplined.
The society would also benefit from this research in the
sense that the study will provide the government with the idea

16

of forming action groups for the curbing of disciplinary

problems and also for inculcating acceptable code of conducts
in the youth generally.
Teachers and principals will be well equipped on how best
to handle disciplinary problems among students in order to
carry them along to achieve a better standard of academic
excellence. Again, the school authority will be able to introduce
some additional rules and regulations that will improve the
governance of school. Parents will be better informed on their
roles as primary assignment which is to grow and train their
children to be able to conform to rules and regulations
wherever they find themselves.

Scope of the Study

The study was carried out in Izzi Local Government Area
of Ebonyi State. It covers the strategies for curbing disciplinary
problems among students in secondary schools in the area.
Research Questions
i.

how does Guidance Counsellors serve as strategy in

Curbing Disciplinary Problems?

17

ii.

how does the use of Parents Teachers Association (PTA)

serve as a strategy in managing disciplinary problems of
secondary school students?

iii. how does the use of school disciplinary committee serve as

a strategy in managing disciplinary problems of secondary
schools?
iv. in what ways in which the use of school functionaries serve
as a strategy in curbing disciplinary problem of secondary
schools?

18

CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter deals with the review of related literature.
Related literature in this study was reviewed under the
following sub-headings:
Conceptual framework
The Concept of Discipline
Theoretical Framework
The Role of Guidance Counsellors in Curbing Disciplinary
Problems
The Role of Parents Teachers Association in Ensuring
Discipline in Schools.
The Role of School Management in Managing Disciplinary
Problems in Secondary Schools
Review of Empirical Studies.
Summary of Reviewed Related Literature
Conceptual framework
The Concept of Discipline
Discipline is the key component to effective school or
classroom

management.

The

word

discipline,

has

wider

19

significance and has been used more often in the field of

education. The definition of the term suggests that discipline
can have quite a lot of different implications for schools. The
component of the definition that relates to teaching seems
much more positive than the components that include negative
expressions such as, punishment and strict control.
Rosen (2005), defines discipline as a branch of knowledge
or learning, a training that develops self-control, character,
orderliness or efficiency, it is a strict control to enforce
obedience and it is a treatment that controls or punishes, a
system of rules. Discipline a complex process that involves
both internal and external factors. It is the system of rule and
process that involves both internal and external factors,
developing self-control, enforcing obedience for the purpose of
gaining more effective dependable action. This definition
indicates the impact of external factors which are from the
environment in which the child lives, grows and learns. The
internal factors from within the child could be the cause for the
childs disciplinary problems making discipline a complex
processes. Students misbehavior reduces the effectiveness
and pleasure in the teaching and learning process needs to be

20

redirected. One of the various obstacles facing the education

system nowadays, is disciplinary problem particularly at
secondary school level. Students are expected to show
adjusted behavior in schools to facilitate effective teaching and
learning process in the classroom. School training concerns
handling the pupil and should also be offered for both teachers
and administrators. Teachers and School Administrators should
be properly trained about the impact in the manifestation of
conduct disorder in school situation. Discipline is one of the
major concerns in education. Teachers, students, parents and
public who directly or indirectly participate in the education
process, place discipline as one of their major concerns.
However, many researchers have describes the definition and
importance of discipline in their own perspectives. Without
good discipline there is no success. To dig out and get the
cause of students disciplinary problems, it is recommendable
to study the theoretical nature and development of students
behavior problems. (Abraham 2009:p4).
Theoretical Framework
This

work

managing

disciplinary

problems

among

secondary school students employs the Choice Theory of

21

William Glasser (2009). According to William Glasser (2009),

behavior is a choice made by an individual, based on his or her
feelings and needs, and is therefore not determined or
controlled by external circumstances. In other words, the
power lies within each person to determine how he or she will
respond

to

the

demands

of

the

social

and

physical

environment. Humans thus should not be perceived as victims

or slaves of circumstances, but as self-determining beings who
take responsibility for the consequences of their choices.
Choice Theory suggests that teachers cannot directly control
the behaviors of students, since students choose how to react
to their feelings. Teachers can help students identify the
circumstances that trigger their behaviors, which in turn
empowers them to change their reactions to those feelings. As
they do so, their behaviors will change.
This approach to managing disciplinary problems in the
classroom creates a safe space to learn, as mainly it is their
space, their classroom, they own it. When this sense of
ownership is established, they will come to class willingly and
with enthusiasm because they want to be challenged. A key
component of choice theory is that the basic need of personal

22

competence is an inner drive that is self-initiating and is

unrelated to the need for extrinsic rewards of praise or grades.
Glasser (2009) suggests that when dealing with discipline
problems, teachers should have two goals: first, to stop the
unwanted

or

challenging

behaviour;

second

and

more

importantly, to teach students how to control their own

behaviour. There is a distinct difference between Teaching
Student

Responsible

improvement

Behaviour

programs

offered

and
by

the

other

behaviour

organisations

(Glasser, 2009b).
Only by understanding what drives an action or behaviour
can educators be able to deal or manage the behaviour
effectively. In choice theory, people or learners behave base on
what they want, compared to what they see and know. Choice
Theory clarifies reasons for human behaviour and also seems
to explain from a biblical perspective how and why people
behave as they do.
Forms of Students Disciplinary Problems
There are many types of disciplinary problems which
could be exhibited in the school. Different authors identified
different

disciplinary

problems.

Ayalew

Shibeshi

(1996),

23

reported 15 types of disciplinary problems in junior and senior

secondary school which include: Not doing homework, cheating
in examination, tardiness or late coming, truancy or absence,
jumping over the fence , lack of interest in education, poor
classroom participation, Property damage or vandalism, telling
lies, fraud, fighting among students, bad habits e.g. smoking,
getting drunk, Insulting/attacking, teachers, profanity and
theft. Rosen (1997), also distinguishes the following ten types
of disciplinary problems which may lead to a learners
suspension,

namely:

defiance

of

school

authority,

class

disruption, truancy, fighting, the use of profanity, damaging

school property, dress code violations, theft and leaving
campus without permission.
Disciplinary problems are almost the same in different
schools although the intensity may differ from school to school.
This is the reason why authors in many parts of the world keep
on mentioning the same types of disciplinary problems.
Morongwa (2010:p25) adds three distinguishing overlapping
types of misbehavior which are regarded as disciplinary
problems

for

misbehavior

the
that

educator
inhibits

in
the

the

classroom,

learners

own

namely:
learning,

24

misbehavior by one learner which is destructive to the learning

of another and misbehavior which is disrespectful and defiant
to the educator. To him, misbehavior could be committed
intentionally

or

unintentionally.

He

further

outlines

the

situations where the learners behavior could become real

disciplinary problems for the educator and could impact
negatively on his/her moral. A learner consistently coming to
class late and disrupting the flow of the class, He/she talks
while the teacher is addressing the class, .she/he write graffiti
on school property, student continuously calling out in class,
while others are listening and asking questions that have
already been answered, one defies the teacher and refuses to
follow instructions, one moves around in the class to the point
of becoming destructive.
Moreover, Selamawit Ayalew (2012), enumerated typical
classroom or school offenses or misbehaviors of students which
are commonly observed in classrooms, in school compounds
and outside school compounds, and on the way home to school
and coming frin school to home. These are: whispering while
the teacher is explaining, showing off, eating during the school
period chewing-gum, throwing anything, talking back, passing

25

notes to friends frequently, tardiness, irritating other children,

obscenity,

inattentiveness,

destruction

of

school

giggling,

cheating,

deliberate

property(vandalism),

defiance,

carelessness in work, imprudence, crowding and pushing,

lying, forgetful violation of regulation, impertinence, truancy,
rudeness, discourtesy, profanity etc.
Alemayehu Tegenu (2012) uncovers a multitude of
disciplinary problems and the causative factors to students
misbehavior. He identified around 18 types of commonly
observed students disciplinary problems in his findings, of
which the first 5 are most serious, which include tardiness,
truancy,

cheating

during

examination,

disturbing

in

the

classroom and not doing homework. The next ranked problems

include disrespecting teachers, fighting among each other,
extortion/coercion and calling teachers by their names or nick
names, and disobedience to the orders of their teachers.
Olaitan (2013), also lists several types of misbehavior
which make the work of educators difficult. These include;
repeatedly asking to go to the toilet, missing lessons,
absconding, smoking in the toilets, pushing past the educators,
playing with matches in class, making rude remarks to the

26

educators, talking when the learner is supposed to be writing,

being abusive to the educator, fighting in class, chasing one
another around the classroom, taking the educators property,
wearing bizarre clothing or make-up, cheating the educator
and leaving class early.
Causes of Disciplinary Problems in Secondary Schools
Ajibola,

Lukman

and

Hamadi

(2014),

analytically

discussed the disciplinary measures used in senior secondary

schools in Nigeria with the emphasis on the problems
encountered with a view to proffering far reaching solutions to
the challenges. Ajibola, Lukman and Hamadi (2014) posited
that the causes and kinds of disciplinary problems experienced
are determinant of disciplinary measures to be taken. To this
end,

truancy,

absenteeism,

fighting,

stealing

and

drug

addiction among others are typical examples of disciplinary

problems experienced in Nigerian secondary schools. While
parental/home,

political,

social

and

economic,

school

environment, school curriculum and peer group influence

among others are the causes of disciplinary problems. They
asserted that discipline is not necessarily punishment but
punishment is one of the disciplinary measures in school. They

27

recommended that moral punishment and well spelt out code

of conduct for all students to follow.
Factors in School

In secondary schools, the disciplinary problems are worse than

in primary schools because the learners are adolescents. They
become aware of their rights, privacy, and freedom of religion,
belief, opinion and freedom of expressing their opinion.
Factors which may determine the types of problems in
schools are the size of the school, the managerial skill of the
principal and the socio-economic backgrounds of the learners.
Goldstein, Harrotunnian and Conoley (1994) maintain that, the
nature of leadership and governance in a school could have a
significant influence on the lack of discipline on those schools.
They also, express their opinion that, the size of the school can
determine the extent of the disciplinary problems, because
bigger schools are more at risk than smaller school
Hernandez and Seem (2004) believe that, school violence
is a reflection of the school climate. Factors such as higher
expectation among school staff, learners and parents learner
achievement, orderly school and classroom environment and
high educator moral may lead to the positive treatment of

28

learners. In order for a satisfactory climate to exist within a

school, a certain level of discipline must exist. In schools where
discipline is a serious problem, for instance, where students
bully others, parents can transfer their children to better
schools, because the well behaved usually perform well.
Troublesome students can sometimes make teachers
react emotionally to the extent of using punishment. The
school can contribute to the development of behavior problems
in several rather specific ways. Teachers may be insensitive to
student's individuality and may require a mindless conformity
to rules and routines. Teachers may hold too high or too low
expectations for the students achievement, conduct and
communicate

to

expectations

that

the

student

he/she

is

who

disappoints

inadequate

or

these

undesirable

(Kauffman, 1988. in Fekadu Wakjira 2000)

In

survey

in

New

York,

educators

mentioned

that

managing disruptive children was the most stressful problem of

their professional lives and it was rated as the highest stress
factor among educators regardless of age, type of school,
district, sex, marital status or grade level (Seemon 2000).

29

The other cause of students disciplinary problem is class size

which concerns educators for various reasons. Learning can
only occur positively when lessons are under appropriate
conditions for both students and teachers. The class size has
its own facilitating or hindering activities of teaching and
learning. As the number of students in classroom increase, the
complexity of the students personality also demands serious
attention (Desta Abera 2001).
Moreover, Morongwa (2010:p42), agrees and indicates
that some educators do not know how to control poor learner
behaviors. Such educators handle disciplinary problems in an
unpleasant manner. For example, they might lose their selfcontrol and scream at the learners. Thus, some educators'
frustration with their students' unacceptable behavior leads to
stronger- than -desired responses. This may lead to greater
disciplinary problems and lower educator morale. to Morangua
a well-planned lesson does not prevent disciplinary problems
while a disorganized, unprepared educator, instead of having
problems, has chaos. Many educators become frustrated
because they spend many hours developing what they believe
are

exciting,

relevant

lesson;

only

to

have

learners

30

misbehavior destroys the experience for everybody. According

to him educators at one school in the Western Cape reported
high level of absenteeism, truancy, laziness, substance abuse
and supervision of assessments of achievements by learners.
Consequently, many teachers are leaving the profession.
Therefore,

from

the

above

researchers

view

one

can

triangulate that, the types of disciplinary problems are almost

similar but the extent of disciplinary problems differs from one
school to another.
The term school climate describes the extent to which a
school community creates and maintains a safe school
campus; a supportive academic, disciplinary, and physical
environment; and respectful, trusting, and caring relationships
throughout the school community. The school factor or school
climate influences the extent of disciplinary problems in school
situation which in turn has an impact on educator morale (U.S.
Edu.De.2014:p5).

31

The Relevance of the Curriculum

Curriculum is the totality of experiences that students

obtain from the various activities that are carried out in the
school situations and in various non-formal relationships
between teachers and students. As a result curriculum is
considered as a tool in the hands of the teacher to shape his
students in accordance with his materials. This shows that it is
an aid in the process of adjusting the learners to the situation
in which they function and it reflects day to day activities of
students in schools (Aggrawal 1995 cited in Selamawit Ayalew,
2012). Desirable curriculum organization and the ways in which
it is applied in the classroom is determined by the competency
and qualities of the teachers in many cases in African schools.
Morongwa (2010) depicted, deviant behavior is always
experienced if the curriculum that is offered to learners is
irrelevant to their interests and the needs of their communities.
He also emphasized the importance of linking the curriculum to
the philosophy and customs of a particular society.
The more the curriculum is not related to the actual life of
the society and needs, the more it would affect the feeling and
hope of the learner towards learning. In the research done by

32

Olaitan (2013), it was ascertained that learners engage in

several forms of deviant behavior if the curriculum is not able
to offer them opportunities for self-development and a sense of
personal worth, and do not address the aims of that which are
promoted by society. He further maintains that learners resort
to take matters into their own hands if they believe that the
curriculum is irrelevant and boring. When the school curriculum
is irrelevant to the needs and desires of the student, their
motivation is very low. Therefore, the curriculum should
centralize more to the societal aspiration.
Peer Group Related Factors
The peer group influences what the child values, what the
child knows, what the child wears, what the child eats and
learns. Therefore, the extent of this influences however
depends on other situational constraints such as the age and
personality of children and the nature of the group. There is no
doubt that, considerable evidence supports the statement that
peer relationships influence the growth of problem behavior in
youth. The peer group can demand blind obedience to a group
norm, which can result in socially alienated gangs with
pathological outlooks. Students who are bullied by their peers

33

are also prone to discipline issues in the school or in the class

room. Although many students who are bullied became
withdrawn in the classroom to prevent calling attention to
themselves, others act out. Often students who are bully are
abused

at

home,

leading

them

to

lash

out

at

their

classmates.in rare case students lash out at their classmates in

class or even at their teacher ( http//www.eho.com/info).
Moreover Kupers Midst and Curie (1990:13- 15).stated
that, good peer relations are necessary for normal social
development. Social isolation or inability to link up to social
network is linked with many problems and disorders ranging
from delinquency and problem of drinking to depression. Poor
relations in childhood are associated with a tendency to drop
out of school and delinquent behavior in adolescence but
harmonious peer relations in adolescence are related to
positive mental health.
The changes which take place during adolescents, such
as the attainment of physical status of adult, the development
of mental ability, the changing and developing of new trends of
relationship with the opposite sex are all causes of behavior
problems during adolescent age or school age. Besides, the

34

desire to be recognized and to get approval by peer group is

high. Their concern for social and economic changes also
brings a change in behavior. One of the most important
functions of peer group according to the research findings is
providing a source of information and comparison about the
world outside the family (Selamawit Ayalew 20121 ).
Children receive feedback on their abilities from their
peep group. They evaluate what they do in terms of whether it
is better than, as good as or worse than what other children do.
Poor peer relationships were closely associated with social
intellectual skill deficits. When a family has been unable to fully
meet a childs needs, other adults who play a significant role in
the childs life have extraordinary potential for influencing the
child in taking charge of his or her life. It is obvious that peer
influence can lead to discipline problems and delinquent
behaviors both inside and outside of school. It is also clear that
one of the major ways that deviant youths become even more
deviant is through unrestricted interaction with deviant peers.
Criminality is socio-culturally learned

in

the

process

of

interacting with family members and peers in small intimate

groups. This process includes learning the techniques to

35

commit delinquent acts. Peer group related factors are also the
influence of peer groups having low academic performances.
Students

personal

related

factors

psychological

health

problems, self-isolation, violence and hostile feelings were

among the most important causes of misbehavior (Louis Rosen
2013).
The

Influence

of

Gender

on

Students

Disciplinary

Problems
Learner gender is another important aspect which is
worth looking in terms of how it influences the extent of
disciplinary problems. In Day-vines (2005:236-243), cited
in(Morongwa (2010:p28), urban American male adolescents
experience disproportionately higher rates of disciplinary
referrals than females, as well as suspensions and expulsion,
which have been attributed to numerous ecological factors
which include cultural conflicts and misunderstandings related
to the culture of origin and schools. There is a difference in the
way boys and girls challenge the school in matters pertaining
to discipline. She points out that boys challenge overtly by
conflict and confrontation while girls use their maturity to

36

confront educators by wearing earrings, makeup and ignoring

the dress code.
Subsequently,

Morris

(2005:48)

states

that,

school

officials tend to view the behavior of boys as more threatening

than that of girls but in most cases boys are the ones receiving
strict, punitive discipline. According to the indication of this
author the reason why boys are more violent than girls is, boys
are

biologically

more

prepared

to

learn

dominance,

competitiveness and aggression. Girls are socialized into being

more inhibited than boys.
Out of School Factors
Parental or Home Related Factors

The most important influence on a child's social behavior and

attitude is likely to be the child-rearing practice at home.
Family background is one of the important factor which helps
to know the students behavior problems.
Olaitan et al (2013) indicated that, the main underlying cause
among the majority of causes is the lack of basic stable and
secure family relationship. Hence, the pattern of family life is,
however, the most important factor.

37

Factors outside the school also play a great role.

According to walker, Colvin and Ramsey (1995), antisocial and
aggressive learners generally come from home environment
where their daily needs are not met or attended. Krik (1993) in
Fekadu Wakjira (2000) implies that, since it is at home where a
child starts learning and continues his learning in to school, it is
essential to discuss the life situation of the student at home
with regard to his behavior. Being that, the students' behavior
is the reflection of the home. Some families bring up their
children with appropriate, behavior while others do so with
aggressive attitudes. Those families who raise their children in
an acceptable behavior show a harmonious relationship within
the family, approve their children with their activities, give
constant and supportive action to the demand of their children
and the standard of behavior and procedures at home and are
open to discussion. On the other hand, there are several
families whose rearing practices in general are aggressive and
excessive. Therefore the role of the family has its own
importance in shaping the students behavior. Family factors
which must be taken in to consideration are related to
parenting, maltreatment, family violence, divorce, parental

38

familial

antisocial

behaviors,

teenage

parenthood,

family

structure, and large family size. Peer-factors associate with

deviant peers and peer rejection.
Furthermore, Alemaehu Wakjira (2012) lists, different
causes of students disciplinary problems. These are low
income, large family size, lack of offering love to children, little
value to education and frequent conflicts and divorce were
factors identified

on

the part of the parents.

Besides,

community related factors which include unemployment, low

living standard, illegal video house, camping life, undermining
unskilled labor and the ethnic group engaged in unskilled labor
have identified to be the causes of student misbehavior.

39

Social and Economic Factors

The community in which the child grows is also the

immediate social environment which has a great influence on a
behavioral formation of children. Children acquires various
beliefs, attitudes, values, knowledge, cultures and other
feelings from the community in which they live. All the beliefs,
which have been acquired by children, are also reflected in
school. Children and their families are embodied in a culture
that influences their behavior. Values and behavioral standards
are communicated to children through a variety of cultural
conditions, demands and models. Several specific cultural
influences leap to mind, the level of violence in the media
(specially television and motion pictures), the use of terror as a
means of coercion, the availability of recreation drugs and the
level of drug abuse, changing standards of sexual conduct,
religion demands and restrictions on behavior, and the threat
of nuclear accidents or war (Kirk and Gallapher, 1993) in
(Fekadu, Wakjira 2000).
Moreover, Olaitan (2013), describes that, educators are
uncertain, confused and afraid of infringing upon learners
rights and of being accused of misconduct. Saying that the

40

over-emphasis placed on learners rights may cause a dont

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 to influence their classmates negatively to
exhibit the same lack of discipline. Children who experience
social alienation from others are often misbehaved. This
situation arises within most families where children feel
rejected.
Emotional disconnection from family, friends and peers
results in feelings of isolation for the child. According to
Butchart,

(1998),

in

Olaitan,

(2013),

These

feelings

experienced by the child may ultimately develop into what is

referred to as psychological pains, which may cause problems
such as physical assault, gang violence, substance abuse and
many others. The political situation in Nigeria is also blamed
for childrens misbehavior. The involvement of the youth in the
political stability and national elections in 1999 caused them to
develop arrogance towards adults, that is, both educators and
parents. According to this idea political situations could be the
causes of violence in schools.
Strategies for Curbing Disciplinary Problems

41

Disciplinary problems which is common in most schools is

gradually assuming an alarming rate, hence the need for
various approaches in tackling the problem. There are various
strategies in curbing disciplinary problems in secondary
schools. These are explained below.
The Role of Guidance
Disciplinary Problems

Counsellors

in

Curbing

In any learning institution, guidance counselors form an

essential part of the organization since they serve as key
persons to whom students can turn to for help on matters
related to general challenges facing a teenager both in school
and out of school. With the too academic oriented education
system characterized

with

exam

cheating

and

results

irregularities, students are likely to find themselves faced with

difficult decisions to make concerning career choices. Students
are also faced with other adolescent challenges such as
relationships,

rapid

growth

and

physical

changes,

peer

pressure, addiction to drugs and alcohol, and the need for

identity

or

to

belong

(Maiyo

and

Owiye,

2009). The

school being a social place receives children both from

developed

and

developing

communities

with

42

varied characteristics

and

counseling

play

teachers

behavior.
crucial

The
roles

guidance
in

and

shaping the

psychological, emotional, moral, and spiritual and education

development of students. They look after the welfare of the
students

by

assisting

them

to

make

decisions

from

wide range of choices available.

Guidance and counseling services are essential elements
in discipline management of people in all societies even the
most primitive societies grew out of the necessity of guiding
individuals behaviour patterns in the interests of the group
(Ajowi and Enose, 2010). Society itself could not function
without

the

exercise

of

discipline.

Using guidance

and

counseling to promote discipline must continually be practiced

if people are to work harmoniously for the achievement of
common purpose.
The role of guidance and counseling in the administration and
management of student discipline in secondary schools has
been recognized by various governments.
In the year 2001, the Kenyan government introduced the
Peer Education Programme to address issues relating to
juvenile

delinquency,

unplanned

preganancy

etc

(Kenya

43

Institute of Education, 2004). The peer education concept in

Kenyan schools, though a recent phenomenon, is rapidly
gaining

momentum.

In

schools

where

peer

education

programmes have been established and peer educations

equipped with relevant knowledge and skills, there has been
significant degree of success in positive behviour (Kenya
Institute of Education, 2004). To empower the youth for a
healthy lifestyle, the ministry of Gender, Sports and Youth
Affairs

in

Kenya,

trained

young

people

in

life

skills

management, and peer counseling. Young people are required

to

respond

positively

to

acute

problems

like

juvenile

delinquency, unplanned pregnancies, sexually transmitted

diseases, threats of HIV infections and psychological problems
which young people face (Marangu, Bururia and Njonge, 2012)
The Ministry of Education in Kenya also introduced
guidelines on safety in schools. The need to curb students
disciplinary problems in schools together with the escalating
destructive tendencies is what Stoops, Raffer and Johnson
(1981) maintained that, many student disciplinary problems
that occur in secondary schools might not exist if guidance
and counseling

services

were

correctly

offered.

All

44

these incidents make it necessary to strengthen guidance

and counseling

services

in

the

management

of

student discipline in schools.

In the late 1970s the government of Nigeria recognized
the importance of guidance and counseling in the educational,
economic and social life of the nation (Authority, 2015). This
was echoed in the National Policy on Education (1977) that in
view of the personality maladjustment among school children,
careers officers and counselors would be appointed in postprimary institutions. Since qualified personnel in this category
are scarce, government would continue to make provisions for
the training of interested teachers in guidance and counseling
(Authority, 2015).
According to Egbochuku (2008), the aims of school
guidance and counseling services include the provision of the
following to the students; opportunities to develop knowledge
and appreciation of themselves and others, opportunities to
develop relationship skills, ethical standard and a sense of
responsibility, opportunity to acquire skills and attitudes
necessary to develop educational goals which are suited to
their needs, intents and abilities, information that would enable

45

them to make decision about life and career opportunities.

Malumfashi (2004) mention the following as the major purpose
of any counselling service, which include self exploration,
behaviour change, decision making, problems resolution,
positive mental health and personal effectiveness. Based on
the above fact, it is clear that counselling play significant roles
in

shaping

and

re-structuring

individuals

behavior

from

negative to positive, so as to behave in very good and

desirable manners in the home, school and larger society.
The following are regarded as some of the roles of school
counsellors in curbing disciplinary problems among secondary
school students.
School counselors play roles as a professional and
specialist in counselling of students. They engage in a
specialist session on one-to-one counselling process where the
ultimate goals are self-understanding self-realization and selfactualization of the student. School counselors are employed to
use their skills to resolve their everyday problems or conflict
(Tambawal, 2010).
The school counselor plays the role of a consultant. In this
regard, the school counselor provides technical assistance to

46

teachers, parents, administration to identify problems that limit

the school effectiveness, indiscipline inclusive. He therefore
uses his skill and techniques in counseling his students on the
danger of indiscipline in schools. Tambawal (2012) summarized
the following as the roles of counselors in Nigeria schools to
include, quasi administration who act in the absence of
principals, generalist who have specific function but have
priority placed on orientation, specialist who gave counselling
priority

over

all

other

activities,

change

agent

and

psychological educator.
In a school set up, the student cannot be considered in
isolation; they interact with others and face different situations
in life which may be easy to tackle or sometime requiring
tough choices to be made. If not well guided, this could easily
lead to problems of adjustments which cause unrest in the
child who may find it difficult to cope (Maiyo and Owiye, 2009).
The situation is made worse by the fact that parents no longer
play their role. Onyando (2008) notes that, parents simply
bundle their children off to school and pray that the principals
magic wand will do the trick. Many want the children
disciplined but are never willing to make tough choices, the

47

task

is

presumed

to

be

the

teachers.

The

school

must therefore look for ways of equipping the child with

problem-solving

skills

without

interfering

with academic

performance. In the same set up, there are children from

disadvantaged sections of the society with varied experiences
that may make it difficult for them to cope with peers, teachers
and

the

environment. This

may

range

from

poor

communication, low class participation, withdrawal, depression

and lack of interest in co-curricular activities. If not helped,
such factors can affect a childs performance not only
academically, but the total wellbeing and development of the
child. Guidance and counseling is needed for such students to
enable them utilize the available opportunities and realize their
full potential.
The Role of Parents Teachers
Ensuring Discipline in Schools

Association

in

School is not a place where the children come to get

knowledge only; rather it is a community within a larger
community and it is the mirror of the feelings, attitudes, values
and modes of behaviors of the community (Smith, 2006).
According to Marchant, Sharon, and Rothlisberg (2010), parents

48

are the primary agents of socialization in the society. They

observe that it is within the family relationships that children
learn their first lesson in social living and social behavior.
Parents are crucial agents of socialization in the society. This
understanding is grounded in the observation that parents
train the child on the roles of behavior and thus set the childs
basic

personality

pattern

from

early

childhood

to

the

adolescence (Nasibi, 2003).

School is charged by the society to properly perform this
duty in the best interest of the community. Education is not an
isolated activity. It is closely related to life and community. To
make the society worth living, schools and the communities
should work together. They are naturally dependent on each
other. If this contact is removed, both the process and
purpose of

education

would

remain

ineffective

and

meaningless (Dash, 2004). Many benefits are associated with

the practice of school community collaborations. For example
community members through Parents Teachers Associations
(PTA) can guide the children. This will inculcate a positive
thinking in their children when they see their parents (PTA
members) participating in the school matters. The children will

49

own

the

school

and

work

hard.

Jointly,

schools

and communities can work for the welfare of the child

by making

the

Parent

Teacher

Associations

really

effective (Anees, 2000).

Mabeba and Prinsloo (2000) argue that parents through
Parents Teachers Association (PTA) have a very important role
to play in supporting teachers to maintain discipline in
secondary schools. Parents Teachers Association can assess
the school rules and values to make sure they are clearly
stated and can be understood by the students. They could also
ensure all students are treated fairly and without personal
preferences or prejudice. Students could be encouraged by PTA
to ask questions and are counseled when they have problems
or when they make mistakes. Abdulkareem and Oduwaiye
(2011) reiterate that in the modern educational setting, it may
be a great omission if parents leave the responsibility of
managing schools to teachers alone. Parents must be at the
forefront of ensuring that there is efficiency and effectiveness
in the management of the schools where their children are
schooling. Abdullah, (1996) affirms that parents are the first
teachers of students and they must play a major role in

50

ensuring that their childrens schools are properly managed.

He further indicated that schools are situated in communities
with parents hence the need to give them an opportunity to
shape the destiny of these institutions.
School
miniature

PTA

relationship

communities

transforms

where

the

schools into

children

the

learn through

interactions. When schools and PTA are actively involved in the

learning process of the child, the child will learn self-discipline,
cooperation and leadership (Ahmad, Said and Khan, 2013).
Forging school PTA relations may provide opportunities to the
children to come in contact with the immediate environment
and the community life around them. For this aim, school
curriculum can be organized in such a way that the children
are able to link and relate the information and knowledge
gained at schools to their daily life experiences (Adam, 2005).
The most successful schools are those which have close
relations with the communities through PTA in aspects like
joint formulation

of

aims,

determination

of

goals

and

values, selection of teachers and sharing of responsibilities

(Katz, 2000). Successful parent teacher association can play a
crucial

role

in

promoting

successful community

school

51

relationship. In this regard teachers and school administrators

may develop strategies to encourage interaction with the
community and the parents (Rose, 2003). School community
relationship should start from the very beginning of the school
session. This can bring two benefits both for the teachers
and the parents. First, when teacher parent relationship
is formed early, the teacher gets more time to understand the
strength and weaknesses of the child and the parents get to
know more about the teacher and the child has a better
chance of being helped both by the teacher and the school
(Romi, 2000).
Taylor and Adelman (2000) have suggested that school,
family, and community resources could help reduce behavioral
problem

and

improve

learning

in

school,

and

most

interventions to improve student behavior have focused on

what educators need to do in school to ensure a safe
environment.

There is some evidence that families and

community partners can help schools become safer and more

focused

on

student

learning.

In

1998,

the

United

States Department of Education distributed guidelines to

schools for ensuring school safety that include encouraging

52

educators to collaborate with parents to prevent and help deal

with extreme acts of violence (Dwyer, Osher, & Warger, 1998).
Also, a study of elementary school students discovered
that school social workers who helped families and schools
communicate (Parents Teachers Association) with one another
improved students behavior and academic skills (Bowen,
1999). Other

studies

implementation

of

also

have

shown

family involvement

that

schools

activities

(e.g.,

attending workshops, volunteering at the school, helping with

learning at home, and being involved with school policy
reviews and revisions) is associated with better behavior of
middle and high school students (Simon, 2000).
Research

further

suggests

that

school-community

collaborations may help improve student behavior and school

safety (Learning First Alliance, 2001). In a study of three urban
schools, Sanders (2001) found that school safety was increased
when

community

members

were

involved

with

after-

school programs, community patrols to make sure students

arrived to school safely, and mentoring at-risk students.
According to the council of PTAs in Atlanta, Georgia,
dubbed Georgia PTA (2013), Parents Teachers Association

53

promotes the welfare of children and youth not only in schools

but also at home, in the community and places of worship. The
PTA is also charged with the responsibility of raising the
standards of life for young people and to secure adequate laws
for their care and protection. This will bring into closer relation
the home and the school so that parents and teachers may
cooperate intelligently in the education of students. Parental
involvement through PTA, and with the school, is vital and can
produce greater achievements and rewards to all concerned.
Mbiti (2007) argues that the parent body of any school has a
rich fund of skills and expertise, knowledge and experience
that goes beyond the capacities of their teachers. This
resource could be harnessed to support and improve the
education of the young people holistically. Christenson and
Sheridan (2010) stated that when parents are fully involved in
their childrens education, the children earn higher grades,
they are well behaved and stay in school till they finish form
four. When both parents and teachers (PTA) work together,
communicate and build a family and school partnership,
everyone reaps the benefits.

54

Mahmood, Majoka, Basharat and Syed (2012) argue that

education for child development is a process that involves
three players, the school, teachers and parents. Each of the
three players has a significant role to play in order to make the
process complete. It is therefore evident that the place of the
Parents Teachers Association is very vital in schools since it is
part of the three sides of the education process. Without these
three parties coming together to cooperate in almost all the
activities they undertake, the education process is likely to
have serious challenges. The quality of education cannot be
enhanced

without

full

participation

of

the

community.

Education is a triangular process of school, teachers and

parents for child development. Parents Teachers Association
(PTA) is considered the essential component of any institution.
The Role of School Prefects in Ensuring Discipline
in Schools
School prefects have important roles that they play in
schools, and especially secondary schools. At most schools,
prefects are recommended by teachers, and open interviews
are conducted so that prefects can be selected on merit
(Timothy, 2015). In most cases, prefects are chosen by

55

teachers on the basis of their leadership skills. Prefects are

required to show respect towards teachers and pupils because
as leaders, this is very important in their duties.
Besides, prefects have a bigger role to play in the
maintenance of a friendly atmosphere, cooperation, peace,
discipline and unity in the school. Schools need prefects who
are willing to take up extra responsibilities and at the same
time work independently by completing tasks without or with
minimum supervision. Prefects have advantages over teachers
in maintaining discipline among pupils in that learners look up
to them, and as such enforcing the rules is a much easier job
for prefects than teachers. Prefects not just mete out
punishment to offenders, but also give counsel and guidance to
fellow students (Timothy, 2015). According to Kubutha and
Naituli (2011) leadership positions given to school prefects
empowers them to become positive role-models and change
makers and motivates them to make a positive contribution in
their schools, communities and society at large. They observed
that provision of role models helps school prefects to unearth
their inherent assumptions, and their deeply held biases,

56

beliefs and stereotypes, and learn how to utilize them

positively.
Prefects have numerous roles that they execute at
schools, such as acting as a bridge between school authorities
and students. Prefects are also tasked with the responsibility of
organizing

activities

in

collaboration

with

teachers

and

maintain order in the school. This goes a long way in helping to

create a better learning environment at school. Prefects other
roles include keeping vigilance on other students when they
are in and out of school. For instance, a prefect who sees a
student entering a bar should report such to the authorities so
that appropriate action can be taken (Timothy, 2015).
The prefects system is very important in the maintenance
of student discipline in the school. Prefects are divided into
several categories who are also in-charge of time keeping. The
role of the school prefect for example in enabling punctuality is
well

established

and

in

addition

to

the

public

duties

mentioned above school prefects have an essential role in the

day to day running of the school. Although they are perhaps
most visible in the school compound, in the classrooms, their
other duties, particularly in the general school environment

57

are also very important. They must be able to command the

respect of pupils, including their peers and to exercise their
authority in a responsible manner (Magadla, 2007). Prefects
are expected to ensure order and harmony among students
and that school activities are running smoothly according to
approved

routine.

Principally,

prefects

must

therefore

be prepared to defend and enforce school guidelines and

regulations.

They

must therefore

know

the

regulations

themselves first and be prepared to observe them. All attempts

should be the prefects to make school the pride of the nation;
the symbol of success; the model of excellence.
Mathenge (2007) found out that to some extent, prefects
are involved in school governance through participation in time
keeping and maintenance of school discipline and hence they
have an influence on school governance. Their influence could
be found in their involvement in supervision of day-to-day
school activities and ensuring that school rules and regulations
were

followed

by

the

students

(Mathenge,

2007). Prefects According to Poster (2002), have special roles

in the school governance. For example they are delegated

58

responsibility

of

leading

other

students

in

for

example maintenance of cleanliness in the schools.

Arekenya (2012) observe that prefects work with and for
the school community to ensure smooth running of the school
and should be able to: command respect of the fellow
students, exercise authority in a responsible manner and
should be proactive considering themselves prefects always,
not just on their designated duty slots. Hence, they must be:
reliable, conscientious, authoritative, polite, approachable and
able to relate well with staff and students. Arekenya (2012)
maintain that prefects monitor queues during meals, the
behavior of other students in the library, halls of residence and
classrooms, assist in recovering or collection of lost items,
conduct tours in the schools for prospective parents and
guardians and assist at school functions. Berger (2002) notes
that prefects maintain order in the school corridors at all times.
Prefects play a very important role in schools because of
the functions they perform like giving directions to other
students who they lead and setting pace of activities for them
(Mutua, 2010). Prefects achieve their objectives by setting
goals and proposing what should be done in order to achieve

59

the set goals. This can be done by encouraging other students

to

perform

duties

without

necessarily

being

pushed

or

supervised (Maina, 1999). Otieno (2008) observe that prefects

represent other students in their prefecture like the class
monitor will take responsibility of what happens in the
classroom at all times.
Moe (1987) states that prefects are allowed prefects to
punish other students for the minor offences within the school
and at all times assist the teaching staff in the general
discipline of the school and in addition they may have special
responsibilities in particular parts of the school. Otieno (2008)
notes that prefects help in ensuring that the physical facilities
are well maintained and utilized by the students without waste
and that they act as role models to other students and act as a
bridge between the students and the school administration
ensuring that the grievances of the students are well
communicated to the office in time and ensure that selfdiscipline is promoted among students at all times.
Muli (2011) observed that prefects are charged with
supervisory roles over students in and outside classroom: in
classes they control noise making during private study and

60

maintain general hygiene while outside classroom, they

organize and control co-curricular activities. Muli (2011) further
noted that prefects oversee the organization and life of
students in the dormitories and ensure that meals are well
served and on time. Griffin (1996) notes that prefects are
managers in practice not by name, they are so efficient that
the teachers work is limited to teaching and carrying out other
academic duties. The role of the prefects include supervising of
students as they carry out their duties, maintaining order and
discipline in schools and assisting the running of day-to-day
activities of the school (Njenga, 2005).
Prefects ensure that daily routines are adhered to, order is
maintained in the halls of residence, dining hall and in the field
during co-curricular activities (Kirera, 2015). Gorton and Alstan
(2009) assert that prefects play a key role in resolving conflicts
among learners and promote cohesion among students for a
peaceful learning environment. Kirera (2015) sobserves that
prefects should be entrusted with organizing and running of cocurricular activities. Moe (2000) maintains that prefects could
be used to detect any bullying alongside other small crimes.
Prefects help in making the voice of students and opinion be

61

heard in school management and promote general welfare of

the students at the school level. Kibe (2005) in the study role
of prefects in management of secondary schools notes that
prefects are very important in a school since they are the ones
who interact more with students and know their needs best.
The prefects are close to the students and therefore deal
with discipline cases at the grassroots level. Prefects can
thwart even planned strikes. According to Otieno (2001)
prefects are responsible for the discipline in the classroom
whenever there is no teacher.
For prefects to maintain discipline in schools they are expected
to be role models to their fellow students. They are supposed
to lead by example in many ways. One of such ways is that
they should be dressed appropriately at all times, observe
school rules and maintain an excellent attendance record at
school. Prefects are equally expected to be punctual for lessons
and

duties.

cooperative,

Additionally,
helpful,

prefects

well-

are

mannered,

supposed

to

trustworthy

be
and

responsible for them to be respected by fellow students.

Baker

(2007)

states

that

prefects

involvement

in

decision-making in schools, helps to develop their leadership

62

skills and ability to plan. In the long run, such students can
come up with ideas that might help the smooth running of the
school. Sergiovanni (2005) also states that involving students
in decision-making creates a sense of ownership to the
students, since the students will feel that the school is part of
them and therefore do everything possible to boost and
maintain the reputation of the school.
The Role of School Management in Managing
Disciplinary Problems of Secondary Schools
It is agreed among education managers that the purpose
of school discipline is to establish and maintain a conducive
learning environment. It should also help to develop selfdiscipline among students while in school and after school.
Schools therefore should focus on strategies or disciplinary
actions aimed at stopping misbehaviour and bring about
compliance to the rules and regulations (Mokaya, Thinguri, and
Mosiori, 2015). It is anticipated that once this is achieved, it will
facilitate the development of selfdiscipline among students.
Schools are expected to institute disciplinary measures to
inculcate self-discipline and maintain discipline in schools.
Disciplinary measures can be punitive, preventive or those that

63

modify behaviour. Punitive measures are those disciplinary

strategies which inflict pain on students with the intent to deter
the student from committing the offence or a similar offence.
Punitive

measures are

also

referred

to

as

punishments.

According to Okumbe (1998), punishments are effective if

they are commensurate with the offence as perceived by the
student. Discipline should never appear to be arbitrary for if it
does, it may be a cause of much resentment and hostility.
Some of the punishment used by teachers includes; reprimand,
forced

labour,

manual

work, fines

to

replace

damaged

property, loss of privileges and suspension (Mokaya, Thinguri,

and Mosiori, 2015). Griffin (1994) says that a good school will
apply a variety of punishments that are useful to the
community such as cutting grass and clearing bushes. He
further says that the physical exercise can be administered as
punishment for healthy students.
School authorities could initiate preventive strategies
aimed at preventing indiscipline from occurring. They include
the development of an inclusive curriculum that is diversified
to sufficiently cater for the academic and emotional needs of
the students. Most educationist across the world advocate for a

64

disciplinary policy that focuses on positive reinforcement with

praise, merit mark and house points. This plays a central role
in maintaining discipline. Duke & Canady (1991) argue that in
schools where the Principals emphasize punishment more than
rewards, student progress is subdued. In contrast, where
rewards exceed punishments the progress is greater.
Bear (2008) in support of authoritative style of discipline
argues that authoritative principals could offer guidance to
students as a way of preventing misbehaviour. They could also
see disciplinary interactions as opportunities to instill desired
behaviour and not just to offer punishment. Authoritative
Principals ought to be supportive and caring in preventing
lasting harm to the teacher-student relationships, but at the
same time be firm and maintain clear communications on
the expectations

of

appropriate

behaviour.

In

addition,

authoritative teachers should use prevention strategies such

as;

inculcating

problem-solving

and

decision-making

competences among students; creating and sustaining a twoway communication with parents or guardians; providing
motivating academic activities; creating a conducive learning
environment;

instituting

predictable

school routines;

and

65

regularly monitor student behaviour as well as promptly

respond to signs of misconduct (Bear, 2010).
The schools function of maintaining safety and correction
of behaviour is critical in developing self-discipline among
students. Self-discipline is defined as control of ones behaviour
without anticipation of external rewards such as fear of
punishments.

Strategies

for

developing

self-discipline are

useful for character formation and as well as social and

emotional learning. Some of the strategies suggested by
research include: implementation of curriculum activities that
teach moral, emotional and behavioural skills with an aim of
including lessons and activities for instilling self-discipline
among the students; providing fo r responsible behaviour
through

social

and

moral problem-solving

activities

and

opportunities for students to apply skills and competences

learned (Mokaya, Thinguri, and Mosiori, 2015).
Review of Related Empirical Studies
Enose (2012) carried a study to investigate infractions
and methods used by headteachers in the management of
student

discipline

in

secondary

schools

in

Bungoma

County. The study population consisted of 125 headteachers,

66

125 Deputy Headteachers, 1,575 teachers, 2,075 prefects

managing

20,107

students

in

125

secondary

schools.

Questionnaires, interview schedules and document analysis

guide

were

used

to

collect

data.

The

data

collected

was analyzed using descriptive statistics. The findings of the

study revealed that many infraction were experienced in
secondary schools and headteachers used a wide range of
methods managing student discipline in schools. This included
expulsion, suspension, caning, physical punishment, detention,
reprimanding, kneeling, guidance and counselling, fining,
rewards, wearing school uniform at all times, self-commitment
in writing to maintain good conduct, pinching, slapping and
smacking.
Based on the findings of the study, recommendations were
made which include that; verbal reprimand, light manual
labour, detention, guidance and counseling, self commitment
in writing to maintain good conduct, fining and wearing of
school uniform at all times should be used in secondary
schools without exception.
The study is relevant to the present study because it
discussed various methods used to managing students

67

discipline in secondary schools, which can be useful in

determining the strategies for managing disciplinary problems
among secondary school students. The study reviewed how
guidance and counseling, self-commitment maintain good
conduct, fining of students for misconduct and wearing of
school uniform serve as strategies for managing disciplinary
problems among secondary school students. The study sought
out how physical punishment and rewards serves as strategies
in managing disciplinary problems among students, which the
present study used.
Mwenda, H. K. (2015) did a study to investigate the
challenges faced by prefects as they manage students
discipline in secondary schools of Buuri Sub-County, Meru
County,

Kenya.

Descriptive

survey

research

design

was

adopted and data was collected using questionnaires. The

target population was 650 subjects from 25 secondary schools
comprising of principals, guidance and counseling teachers and
prefects. A sample of 248 respondents was drawn for the study.
The study revealed that prefects face threats from fellow
students, school administration do not train prefects and that
prefects loose command especially when they do not perform

68

well

academically,

prefects

also

have

personal

based

challenges. The study recommends induction courses for

prefects after they are democratically elected by other
students. The school administration should also work closely
with prefects to enable them overcome their challenges.
This study is relevant because the present study sought
to find out how school prefect serve as a strategy in managing
disciplinary problems among secondary school students. The
study also used descriptive survey research design and data
collection using questionnaires. The study found out how
guidance and counseling serve as strategies for managing
disciplinary problems among secondary school students, which
the present study used.
Summary of Reviewed Literature
In this work, several related works were reviewed. The
concept of discipline was appraised in the literature.
In the literature it was stated that discipline is a branch of
knowledge or learning, a training that develops self-control,
character, orderliness or efficiency; it is a strict control to
enforce obedience and it is a treatment that controls or
punishes, a system of rules. Also reviewed in the literature are

69

the forms in which students disciplinary problems take such

as; whispering while the teacher is explaining, showing off,
eating during the school period, chewing-gum, throwing
anything, talking back, passing notes to friends frequently,
tardiness, irritating other children, obscenity, inattentiveness,
giggling,

cheating,

property(vandalism),

deliberate

destruction

defiance,

carelessness

of
in

school
work,

imprudence, crowding and pushing, lying, forgetful violation of

regulation,

impertinence,

truancy,

rudeness,

discourtesy,

profanity etc.
In the literature, various causes of disciplinary problems
in secondary schools were explored. These include factors in
school, the relevance of the curriculum, peer group related
factors, the influence of gender, parental or home related
factors, social and economic factors. The role of various groups
in curbing disciplinary problems were also explored in the
literature. These include guidance counselors, parents teachers
associations, school prefects and school management.

70

CHAPTER THREE
METHODOLOGY
This chapter presents the methodology adopted by the
researcher in carrying out the study. This was discussed under
the following: Research design, area of the study, population of
the study, sample and sampling techniques, instrument for
data collection, validation and reliability of the instrument,
methods of data collection and method of data analysis.
Research Design
This study adopted descriptive survey research design
which aimed at finding out strategies for managing disciplinary
problems among secondary schools in Izzi Local Government
Area of Ebonyi State. According to Maduabum (1999) survey
design is a design in which data are collected from a relatively
large

number

of

people

or

items

considered

to

be

representative of the whole population or group. This design

was used in this study because it tends to investigate the
conditions that are in existence without manipulation.

71

Area of the Study

The study was carried out in Izzi Local Government Area
of Ebonyi State. Izzi Local Government Area is bounded by
Cross River State to the East, Ebonyi Local Government to the
West,

Benue

State

to

the

north

and

Abakaliki

Local

Government Area to the south respectively. Some of the

autonomous communities that make up the entire Izzi Local
Government Area are: Agbaja, Ndiechi Ezza-Inyimegu, Ndiebor
Ezza-Inyimegu,

Igbeagu,

Mgbalukwu,Ndieze

Echi,

Ndieze

Enyimegu and Igbeagu.

Population of the Study
The population of the study covered a total of five
thousand, six hundred (5,600) students from eighteen
(18) public secondary schools in Izzi Local Government
Area of Ebonyi State.
Sample and Sampling Techniques
A simple random sampling technique was adopted to
draw ten (10) schools from the study area (See Appendix III).
Also, the same method was used to select (37) students from
the ten (10) schools chosen for the study. This gave a total of

72

three hundred and seventy (370) respondents as the sample

size.
The researcher used the Yaro Yamene formula to arrive at the
sample size to arrive at the sample of 370 respondents. This is
shown below:

n=

N
1 N ( e) 2

Where n = desired sample size

N = Total population
e = Acceptable error limit (0.05)
Applying the above formula:
n=

N
1 N ( e) 2

N = 5600
e = (0.05) 2 or (0.0025)
5600

n = 1 5600 (0.05) 2

n =
=

5600
1 5600 (0.0025)

5600
1 14

73

=
n

5600
373.33
15

370

Instrument for Data Collection

The instrument that was used for data collection in the
study was a structured questionnaire tagged Questionnaire on
Strategies

for

Managing

Disciplinary

Problems

among

Secondary Schools in Izzi Local Government Area. The

questionnaire was used because it enabled the researcher to
gather accurate information from a large number of people in a
short time. The instrument was divided into two (2) sections;
sections A and B. Section A was designed to collect information
on personal data, while Section B contained the questions for
the study based on the research questions. It was used to
answer the research question. The response option that will be
adopted will be a modified Likert scale on a four point scale
with assigned values as followings:
Strongly Agree

(SA) 4 points

Agree

(A)

3 points

Disagree

(D)

2 points

Strongly Disagree

(SD) 1 point

74

Validation of the Instrument

To validate the instrument, the researcher submitted the
questionnaire to the supervisor, two experts in the Department
of Educational Foundations and the other from the Department
of Science Education for validation. The experts restructured
the items which help to ensure that the items measure exactly
the expected constructs.
Reliability of the Instrument
To establish the reliability of the instrument, test-retest
approach was used. Reliability is the consistency with which a
measuring
repeated

instrument
measurement

produces
of

the

the
same

same

results

results

from

from
the

respondent copies of the questionnaires were administered to

the respondents out of the study area. After two weeks, the
questionnaires were re-administered to the same group again.
Then the researcher collected the result for comparison. The
reliability was then established using the Pearson Product
Moment Correlation coefficient which gave an index of 0.08,
this was high enough for the instrument to be considered
suitable for the study.

75

Method of Data Collection

The researcher personally administered 373 copies of the
questionnaire to the respondents in the study area. The copies
of the questionnaire was collected immediately after the
respondents responded to the item questions. This ensured a
high percentage return rate.
Method of Data Analysis
The data collected was organized and analyzed based on
simple mean. This was used to analyze the respondents
response to the items on the questionnaire. A four (4) point
rating scale was used.
Strongly Agree

SA = 4 points

Agreed

A = 3 points

Disagreed
Strongly Disagreed

D = 2 points
SD = 1 point

A mean score of 2.5 and above was regarded as accepted

indicating agreement with the statement, while any mean
score below 2.5 was regarded as not accepted and shows
disagreement of the statement.

76

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter is concerned with the presentation and
analysis of data. The data gathered in the course of this study
are presented and analyzed to answer the research questions
which enhanced the successful completion of this project.
Research Question 1: How does Guidance Counselors help in curbing
disciplinary problems among secondary school students?
Table 1: Mean responses on how Guidance Counselors help in curbing
disciplinary problems among secondary school students
S/N

ITEMS STATEMENTS
Guidance counselors help in
reducing disciplinary problems
through individual counselors,
where he meets the client oneone to solve their problems
Guidance
counselors
help
students
to
develop
good
relationship skills, that could help
to curb disciplinary problems
among
secondary
schools
students
Guidance counselors encourage
students
to
attain
ethnical
standard which could help to
reduce
disciplinary
problems
among
secondary
school
students
Guidance counselors service such
as
information,
orientation,
referral, placement, and followup services provided by Guidance
counselors enable students make
decision
about
career
opportunities which could help to
curb disciplinary problems
Grand Mean

DECISION
RULE

SA

SD

FX

11
2

12
2

75

61

37
0

1025

2.6

Accept

11
5

93

91

71

37
0

992

2.5

Accept

11
9

13
7

53

61

37
0

1054

2.6

Accept

12
8

11
2

79

51

37
0

1057

2.6

Accept

2.6

77

The table 1 above presents the mean responses of

respondents, on how guidance counselors could help in curbing
disciplinary problems among secondary school students. The
respondents accepted item question 1 with mean value of 2.6
that

guidance

counselors

help

in

reducing

disciplinary

problems through individual counselors, where he meets the

client one-one to solve their problems. Also item question 2
with mean value of 2.5 was accepted indicating that guidance
counselors help students to develop good relationship skills,
that could help to curb disciplinary problems among secondary
schools students. Further, item question 3 with mean value of
2.6 was accepted by respondents that guidance counselors
encourage students to attain ethnical standard which could
help to reduce disciplinary problems among secondary school
students. Item question 4 with mean value of 2.6 was also
accepted, signifying that guidance counselors service such as
information, orientation, referral, placement, and follow-up
services provided by guidance counselors enable students
make decision about career opportunities which could help to
curb disciplinary problems. The table has a grand mean of 2.6,
which goes to support the research question that Guidance
Counselors help in curbing disciplinary problems among

78

secondary school students in Izzi Local Government Area of

Ebonyi State.
Research Question 2: How does Parents Teachers Association (P.T.A)
help in managing disciplinary problems of secondary school
students?
Table 2: Mean responses on how PTA help in managing disciplinary
problems of secondary school students
S/N
ITEMS STATEMENTS
x DECISION
SA
A
D
SD
N
FX
5
The P.T.A encourage the school
15
11
37
37
61
1104 2.8 Accept
by providing funds for fencing 3
9
0
for security purposes
6
P.T.A encourage the school to
17
12
37
44
34
1169 2.9 Accept
punish students for exam 1
1
0
malpractice
7
P.T.A encourage the school to
13
10
37
64
64
1051 2.6 Accept
fine students for damaged 3
9
0
school property
8
P.T.A encourage the school to 14 12 49 54 37 1095 2.7
Accept
2
5
0
suspend students for bullying
Grand Mean
2.8

The

table

above

presents

the

mean

responses

of

respondents, on how Parents Teachers Association (P.T.A) help

in

managing

disciplinary

problems

of

secondary

school

students. The respondents accepted item question 5 with

mean value of 2.8 that P.T.A encourage the school by providing
funds for fencing for security purposes. Also item question 6
with mean value of 2.9 was accepted and this signifies that
P.T.A encourage the school to punish students for exam
malpractice. Further, item question 7 with mean value of 2.6
was accepted by respondents that P.T.A encourage the school

79

to fine students for damaged school property. Item question 8

with mean value of 2.7 was accepted, indicating that P.T.A
encourage the school to suspend students for bullying. The
grand mean of 2.8 from table 2 shows that the respondents
hold up the view that Parents Teachers Association (P.T.A) help
in

managing

disciplinary

problems

of

secondary

school

students in Izzi Local Government Area of Ebonyi State

Research Question 3: How does school disciplinary committee help
in managing disciplinary problems of secondary school
students?
Table 3: Mean responses on how school disciplinary committee could
help in managing disciplinary problems among secondary
school students
S/N
ITEMS STATEMENTS
x DECISION
SA
A
D
SD
N
FX
9
School disciplinary committee
ensures that all students have 13 98 73 66 37 1038 2.6
Accept
0
a copy of school rules and 3
regulations
10
Schools disciplinary committee
maintains that students get 12 12 65 58 37 1053 2.6
Accept
3
0
permission before leaving the 4
school
11
School disciplinary committee
maintains that students enter 10 12 79 54 37 1032 2.6
Accept
8
0
classes on time for their 9
studies
12
School disciplinary committee
ensures that students are 13 12 71 45 37 1080 2.7
Accept
3
0
punished for the wrong actions 1
in the school
2.6
Grand Mean

Table 3 above shows the response of the respondents in items

9-12. Item 9 with the mean of 2.6 reveals that school

80

disciplinary committee ensures that all students have a copy of

school rules and regulations. Item 10 with a mean of 2.6 shows
that school disciplinary committee maintains that students get
permission before leaving the school. Item 11 with a mean of
2.6 revealed that respondents agree that school disciplinary
committee maintains that students enter classes on time for
their studies. Item 12 with a mean of 2.7 shows that the
response of the respondents agrees that school disciplinary
committee ensures that students are punished for the wrong
actions in the school. The grand mean of 2.6 in table 3 signify
that respondents accept the fact that disciplinary problems of
secondary

school

students

can

be

managed

by

school

disciplinary committee in Izzi Local Government Area.

Research Question 4: In what ways can school functionaries help in
curbing disciplinary problem of secondary schools students?
Table 4: Mean responses on ways school functionaries help in curbing
disciplinary problems of secondary schools students
S/N
ITEMS STATEMENTS
x DECISION
SA
A
D
SD
N
FX
13
School prefects check late
11
12
37
72
61
1030 2.6 Accept
coming in the school and 4
3
0
punish the victim
14
School prefects help to check
11
37
97
87
70
999
2.5 Accept
the neatness of the students 6
0
and the school environment
15
School
prefects
help
in 11 97 97 64 37 997 2.5 Accept
2
0
enhancing discipline in schools
by making sure students
adhere to school rules and
regulations like no loitering of
students during schools hours,

81

16

no sleeping in the classroom

etc.
School
prefects
help
to
enhance discipline in schools
by serving as role models that
is being neat, coming to
school early, not loitering
during
teaching-learning
process
Grand Mean

12
7

12
0

76

47

37
0

1067

2.7

Accept

2.6

Table 4 above shows the response of the respondents in

items 13-16. Item 13 with the mean of 2.6 reveals that school
prefects check late coming in the school and punish the victim
Item 14 with a mean of 2.5 shows that school prefects help to
check

the

neatness

of

the

students

and

the

school

environment. Item 15 with a mean of 2.5 revealed that school

prefects help in enhancing discipline in schools by making sure
students adhere to school rules and regulations like no loitering
of students during schools hours, no sleeping in the classroom
etc. Item 16 with a mean of 2.7 shows that school prefects help
to enhance discipline in schools by serving as role models that
is being neat, coming to school early, not loitering during
teaching-learning process.
The table has a grand mean of 2.6, which goes to support
the research question that school functionaries help in curbing

82

disciplinary problems among secondary school students in Izzi

Local Government Area of Ebonyi State.
Summary of Findings
The analysis of the data collated for the study shows among
other things that:
1.

Guidance Counselors could help in curbing disciplinary

problems among secondary school student, such as helping
students to develop good relationship skills, that could help
to curb disciplinary problems among secondary schools
students.

2.

Parents Teachers Association (P.T.A) help in managing

disciplinary problems of secondary school students, such as
encouraging the school to punish students who engage in
examination malpractice.

3.

School

disciplinary

committee

help

in

managing

disciplinary problems of secondary school students, such as

ensuring that all students have a copy of school rules and
regulations.
4.

School functionaries help in curbing disciplinary problem

of secondary schools students, such as making sure
students adhere to school rules and regulations like no
loitering of students during schools hours, no sleeping in the
classroom etc.

83

CHAPTER FIVE
DISCUSSION OF THE FINDINGS, SUMMARY OF THE STUDY,
EDUCATIONAL IMPLICATION OF THE STUDY, CONCLUSION,
RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER
RESEARCH

This chapter presents the discussion of findings, summary

of findings, educational implication of the study, conclusion,
recommendations and suggestions for further research.
Discussion of the Findings

This research work was carried out based on four research

questions. These are stated below:
Table 1 dealt with research question one which is stated
as follows; how does Guidance Counsellors serve as strategy in
Curbing Disciplinary Problems? The responses given by the
respondents on table 1 showed that guidance counselors help
in curbing disciplinary problems among secondary school
students,

such

as;

helping

students

to

develop

good

relationship skills, that could help to curb disciplinary problems

among secondary schools students with a mean of 2.5;
encouraging students to attain ethnical standard which could
help to reduce disciplinary problems among secondary school
students with a mean of 2.6; providing services such as

84

information, orientation, referral, placement, and follow-up

services, which enable students make decision about career
opportunities which could help to curb disciplinary problems
with a mean of 2.6. In line with this, Tambawal (2010) stated
that school counselors play roles as a professional and
specialist in counselling of students. They engage in a
specialist session on one-to-one counselling process where the
ultimate goals are self-understanding, self-realization and selfactualization of the student. School counselors are employed to
use their skills to resolve their everyday problems or conflict.
Also table 2 dealt with research question two, which is
addressed in the table two. It states thus; how does the use of
Parents Teachers Association (PTA) serve as a strategy in
managing disciplinary problems of secondary school students?
With regards to research question 2, respondents gave their
responses with regard to how Parents Teachers Association
(P.T.A) help in managing disciplinary problems of secondary
school students. The results from table 2 showed that; P.T.A
encourage the school by providing funds for fencing for
security purposes with a mean score of 2.8; P.T.A encourage
the school to punish students for exam malpractice with a

85

mean score of 2.9; P.T.A encourage the school to fine students

for damaged school property and P.T.A encourage the school to
suspend students for bullying with a mean score of 2.7. In line
with this, Mabeba and Prinsloo (2000) state that Parents
Teachers Association (PTA) have a very important role to play
in supporting teachers to maintain discipline in secondary
schools. According to them, Parents Teachers Association can
assess the school rules and values to make sure they are
clearly stated and can be understood by the students. They
could also ensure all students are treated fairly and without
personal

preferences

or

prejudice.

Students

could

be

encouraged by PTA to ask questions and are counseled when

they have problems or when they make mistakes.
Further, table 3 was used to address research question
three, which stats thus; how does the use of school disciplinary
committee serve as a strategy in managing disciplinary
problems of secondary schools? Results from table 3 indicates
that

school

disciplinary

committee

help

in

managing

disciplinary problems of secondary school students by ensuring

that; all students have a copy of school rules and regulations
with a mean score of 2.6; students are punished for the wrong

86

actions in the school with a mean score of 2.7; that students

enter classes on time for their studies and students get
permission before leaving the school, with a mean score of 2.6.
Corroborating this, Mokaya, Thinguri, and Mosiori (2015)
suggested that school disciplinary committee could help in
managing

disciplinary

curriculum

activities

problems
that

by

implementation

teach moral,

emotional

of
and

behavioural skills with an aim of including lessons and

activities

for

providing

for

instilling self-discipline
responsible

among

behaviour

the

through

students;

social

and

moral problem-solving activities and opportunities for students

to apply skills and competences learned.
Finally, table 4 was used to address research question
four, and the research question is stated as follows; in what
ways in which the use of school functionaries serve as a
strategy in curbing disciplinary problem of secondary schools?
results from responses from table 4 shows that school
functionaries help in curbing disciplinary problem of secondary
schools students. From the findings, school prefects check late
coming in the school and punish the victim, with a mean score
of 2.6; school prefects help to check the neatness of the

87

students and the school environment, with a mean score of

2.5; school prefects help in enhancing discipline in schools by
making sure students adhere to school rules and regulations
like no loitering of students during schools hours, no sleeping
in the classroom etc., with a mean score of 2.5 and school
prefects help to enhance discipline in schools by serving as role
models, that is being neat, coming to school early, not loitering
during teaching-learning process, with a mean score of 2.7. In
support of this, Timothy (2015) affirmed that prefects have
numerous roles that they execute at schools, such as acting as
a bridge between school authorities and students. He further
stated that prefects are also tasked with the responsibility of
organizing

activities

in

collaboration

with

teachers

and

maintain order in the school. This according to him goes a long

way in helping to create a better learning environment at
school. To him, prefects other roles include keeping vigilance
on other students when they are in and out of school. For
instance, a prefect who sees a student entering a bar should
report such to the authorities so that appropriate action can be
taken.

88

Summary of the Study

The study looked into the Strategies for Managing

Disciplinary Problems among Secondary Schools in Izzi Local
Government Area. The study looked closely at measures what
could be taken to curb disciplinary problems among secondary
school students in the study area. The concerted efforts by
stakeholders (school management, school prefects, guidance
counselors and Parents Teachers Association) in curtailing
disciplinary problems has some amount of impact on instilling
positive behaviour among secondary school students in the
study area.
Four purposes of the study were formulated to guide the
study. Four research questions were also formulated to guide
the study. The study adopted the descriptive survey research
design. Population for the study consisted of five thousand, six
hundred (5,600) students from eighteen (18) public secondary
schools in Izzi Local Government Area of Ebonyi State.. The
following were the findings of the study:
1.

Guidance Counselors could help in curbing disciplinary

problems among secondary school student, such as helping
students to develop good relationship skills, that could help

89

to curb disciplinary problems among secondary schools

students.
2.

Parents Teachers Association (P.T.A) help in managing

disciplinary problems of secondary school students, such as
encouraging the school to punish students who engage in
examination malpractice.

3.

School

disciplinary

committee

help

in

managing

disciplinary problems of secondary school students, such as

ensuring that all students have a copy of school rules and
regulations.
4.

School functionaries help in curbing disciplinary problem

of secondary schools students, such as making sure
students adhere to school rules and regulations like no
loitering of students during schools hours, no sleeping in the
classroom etc.

Educational Implications of the Study

A consideration of factors leading to disciplinary problems
among students is very important in teaching and learning.
This is because this study has shown that the nature of some
factors within and outside the school can influence the child's
behaviour. A negative influence on a child's emotions and

90

psychology will consequently affect his or her academic

achievement. A focus on ameliorating the factors leading to
disciplinary problems among students is essential because of
certain risk factors for childrens academic stability, which
could affect their academic performance in school.
The school is the second home of the child, therefore the
social climate for learning in the school could be made
conducive so that the students can do better in their
academics.
Conclusion
This work has reviewed various approaches in which
disciplinary problems could be handled among secondary
students. In the study, different stakeholders were found to
help in controlling disciplinary problems in secondary schools;
these

include

guidance

counselors,

Parents

Teachers

Association (PTA), school prefects and school disciplinary

committee. The efforts of these stakeholders have helped in
curtailing disciplinary problems in secondary schools in various
respects such as; ensuring that all students have a copy of
school rules and regulations, by making sure students adhere
to school rules and regulations like no loitering of students

91

during schools hours, no sleeping in the classroom ensuring

that students get permission before leaving the school, helping
students

to

develop

good

relationship

skills,

encourage

students to attain ethnical standard, suspension of erring

students who bully others, asking students to pay fines for
damaging school properties. Most strategies taken to curb
disciplinary problems in the secondary schools has had
significant effect on the behavioural change of secondary
students in the study area.
Recommendations
In light of the findings, the following recommendations are
forwarded:
1.

Schools should have strict rules and regulations and

should incorporate in its rules what is forbidden and give
awareness to the students early and should implement the
rules strictly and consistently.

2.

Schools should have strong relationships with parents

through Parents Teachers Association (PTA) and should work
in coordination with them concerning the disciplinary
problems or issues.

92

3.

Parents and the society should understand that their

contribution to students disciplinary problem is great and
should participate thoroughly and follow up on the day-today activities of their children by having close relationships
with their teachers.

4.

Parents should work cooperatively with the school and

must not be ignorant of their childs behavior in order to
shape them in a desirable manner and to create conducive
atmosphere by having integrated relationships with their
school.

5.

School principals and teachers should update themselves

by

having

training

concerning

the

current

students

disciplinary issues.
6.

Since discipline policy have good strategies in eliminating

students disciplinary problems, it should be implemented
properly. The curriculum should be revised and the schools
should participate in the revision process.

93

Suggestions for Further Research

The following are suggested for further research:
1. Teachers disciplinary approaches to students discipline
problems in secondary schools in Izzi Local Government
Area of Ebonyi State.
2. A study of decision making processes with regard to
discipline in senior secondary schools in Izzi Local
Government Area of Ebonyi State.
3. Impact of disciplinary problems on educator morale in
secondary schools and implications for management
discipline in senior secondary schools in Izzi Local
Government Area of Ebonyi State.

94

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