CHAPTER ONE
INTRODUCTION
Background to the Study
Discipline is an important component of human behaviour. It
helps not only to regulate people’s reactions to various situations but also
regulating human conduct and relations with others. It is the epicenter of
success of a school and all members of a school are expected to adhere to
various standards or codes of behaviour (Mestry, 2004).
In the recent past years, there had been an increase in
public attention to the problem of discipline in Nigerian school system.
Infact, there is the tendency to think that the problem of students unrest do
happen quite often these days in our institutions of learning in Nigeria Nigeria
Discipline as explained by various
writers from different perspectives and as such cannot be given a specific
acceptable definition. But its acceptability depends on the level of usage and
popularity in the conceptual framework. According to Adesina (1990), there is
need for the school authority to ensure the school rules and regulations are
obeyed and to maintain an established standard behaviour. Discipline with
specific reference to school system could involve such characteristics as
sacrifice, diligence, cooperation, integrity, truthfulness, self-constraints as
regards to respect for self and respect for others. A disciplined person is
guided by his behaviour to do what is right and good. In this case, discipline
could be defined as the ability to respect constituted authority and to observe
established rules and regulations of the organization.
The purpose of discipline in the school system is to produce
a breed of well cultured students who will develop respect not only for
themselves and the society, but also respect for school authorities and obey
school regulations. Indiscipline among teachers will affect the development of
human resources needed for social and economic transformation of the society
(Aigboje and Gbinigie, 2005). The teachers’ behavioural problems are considered
the most dangerous ones, which face the components of the educational process
(teachers, principals, pupils/students, parents, and supervisors) .The
disorder, theft of properties, vandalism, violence against teachers and
students are matters that may threaten the educational process (Mohammad, 2011). The disciplinary
problems of teachers may lead to students’ practice of disruptive behaviour
which cause disciplinary problems in the classroom and may have negative
consequence on students in terms of low achievement and also hamper the realisation
of the school objectives.
The principal is the head of the
management of the secondary school. By virtue of the position he is occupying
in the school, he oversees the affairs of the school by guiding the teaching,
non-teaching staff and students alike in order to implement laid down
educational policies. He is accountable to the Chief Inspector of Education
(C.I.E.) since he coordinates all aspects of teaching and supervision in school
and also deal with all disciplinary issues in school.
Indiscipline could be regarded as any
act that does not conform to social values and norms. Indiscipline takes many
shapes and forms depending on how it is being carried out in its assorted
forms. It is a destructive element to progress, training or mode of life in
accordance with rules. It is misbehaviour in any form. Indiscipline refers to that
situation where students or teachers set aside school rules and regulations and
do what they like and leave undone what they are expected to do. Indiscipline
is violation of school rules and regulations that is capable of obstructing the
smooth and orderly functioning of the school system.
The issue of indiscipline among
teachers is fast becoming an issue of attention in our education system. The
problem of indiscipline among teachers may be linked to poor academic
achievement of students thereby leading to a downward slope in the standard of
our education system today. Infact, no single issue appears more controversial
and apparently subject to misinterpretation as the concept of discipline in schools.
Until recently, researchers have concentrated on students’ indiscipline in
secondary schools with little or nothing being done in the area of teachers’
discipline. The teachers teach these students and thus are acknowledged as the
most important agent of curriculum implementation.
Teachers are the most important
feature of any educational system. The system is as good as the teacher who
operates it. What it means is that the level of discipline in any school most
times is simply a reflection of the extent of discipline among teachers.
According to National Policy on Education (FRN, 2004), the objective of
secondary education is to train individual for useful and meaningful living in
the society. Such aims and aspirations cannot be realised if teachers are not
disciplined.
The increase in teachers’
indiscipline can be attributed to many factors. The most prominent among these
are social factors, poor management and implementation of government policies
(Anuna, 2004). Common indiscipline behaviour exhibited by teachers include:
absenteeism and lateness to school, non preparation of lesson notes, failure to
mark students exercise books, involvement in examination malpractices,
drunkenness, drug addiction and sexual immorality (Okeke, 2004). Indisciplinary
problems are serious acts at all levels of our educational system because
teachers are the expected professionals entrusted with the responsibility to
preserve the culture and destiny of the nation (Okeke, 2004). These
disciplinary problems have been identified in the school rules and regulations
and teachers code of conduct as explained by Teachers’ Registration Council of
Nigeria. These disciplinary problems could include: lateness to work by
teachers, examination malpractices, none completion of school records,
promotion of cultism, sexual relationship with students, non-enforcement of
school rules and teachers absenteeism from work.
Lateness to work by teachers has been
a recurring issue in secondary schools and this have often resulted in poor
management especially in organizing morning assembly and commencement of
teaching. It has equally influenced students’ lateness to school. Coupled with
this is the issue of absenteeism where teachers are outright absent from work
with or without permission while the principals are at a loss on the
appropriate measures to be taken.
Examination malpractice has been on
the front burner in Nigeria
The non completion of school records
seem to be on the increase. These include statutory records and non-statutory
records. Record keeping in school is very vital but the lukewarm attitude and
outright failure or refusal to properly keep records has been of great concern
to government. Instances of failure in effective marking of registers, writing
of lesson notes, recording of continuous assessments abound in schools.
Teachers over the years are been
alleged to promote cultism in schools and this is becoming a worrisome issue to
stakeholders of education sector and the act calls for urgent attention. Many
teachers are alleged to aid and abet cult activities in schools either through
financial assistance or by giving special recognition to such students during
school events. Some teachers have been alleged to using these cult members for
their own personal missions and to carryout illicit activities within and
outside the school environment. This unwholesome act on the part of the
teachers constitutes disciplinary problem which is capable of hampering the
academic process in schools.
The issue of sexual relationship with
students in schools has formed major research study over time. Teachers’ sexual
relationship with students has become a major disciplinary problem in secondary
schools. Students often complain of sexual harassment from their male teachers
and vice-versa. This is creating worry for the education system because the
secondary education is the bedrock of the education system and teachers have
the duty of care as in-loco-parentis and it is very appalling that teachers
should defile children placed under their care. Teachers’ non-enforcement of
school rules is another major challenge in secondary school. Many teachers shy
away from some responsibilities especially in the area of students’ discipline.
This has been observed to create serious problems for the management team in
most of the secondary schools in Edo Central Senatorial District.
The issue of principals’ perception
is central to this study. The principals are heads of schools and heads of
school management. Therefore, his perception of these disciplinary problems
should be of great concern to all stakeholders in the education industry. The
existence, prevalence and control of these disciplinary problems basically
depend on the perceptions of principals. Principal’s perception relates to the
use of the five senses of touch, sight, taste, smell and hearing to detect the
behaviour of teachers. It is the sensory experience of the principals and their
ability that will enable them to recognize disciplinary problems exhibited by
teachers. It also involves principals cognitive processes required to process
information on behaviour of the teachers. It is against this background that
this study intends to investigate principals’ perception of teachers’
disciplinary problems in secondary schools in Edo Central Senatorial District,
Nigeria.
Statement of the Problem
Achievement of education goals to a large extent
depends on teachers’ discipline. Principals play a key role in maintenance of
discipline in secondary schools. Principals in secondary schools in Nigeria
In a research carried out on
teachers’ perception of disciplinary problems among students in schools, it was
found that pupils’ indiscipline can be one of the most important factors
driving teachers out of the profession. As further observed by Okhikhu and
Onolemhenmhen (2004), students perceived the effect of indiscipline by teachers
as low. They also imitate what they see in their teachers.
In order to achieve the corporate objectives of any
organization or establishment discipline and proper conduct of staff must be
adequately enthroned. More worrisome is the allegation of the expressions of
desire by both parents and public administrators for the enthronement of discipline
in schools in order to facilitate proper learning environment. This situation
has subsequently resulted in staff discipline ranging from issuance of queries
to staff on a matter of alleged wrong doing, withholding or denial of salaries,
suspension and outright dismissal by the management. To be sure, administrators
of these institutions may have been aware of these problems and adequate steps
have sometimes been taken to reduce or eliminate disciplinary problems in
schools. Despite the efforts and their several years of administrative
experience, some school managers are still finding it difficult if not
impossible to utilise appropriate approaches to staff discipline. Aside from
the above, sometimes they are confused on the type of discipline (corrective
action to be taken against a staff for infraction of school rules or code of
ethics) (Ohiku, 2010). Many school principals may lack the knowledge, skills,
and ability to entrench discipline in schools especially among teaching staff.
It has equally been observed that male and female principals tend to differ in
their approach to disciplinary problems among staff in secondary schools.
The
worries created by these findings stimulated the need to verify these claims
and determine how principals as immediate bosses of the teachers perceive the
issue of teachers’ disciplinary problems in secondary schools in Edo Central
Senatorial District, Nigeria.
Research Questions
To resolve the foregoing problems,
the following research questions were raised to guide the researcher through
the investigation.
1) What are the disciplinary problems
among teachers as perceived by principals of public secondary schools in Edo
Central Senatorial District?
2) Do male and female principals differ
in their perception of teachers’ lateness to school?
3) Do male and female principals differ
in their perception of teachers’ involvement in examination malpractice in
secondary schools?
4) Do male and female principals differ
in their perception of teachers’ absence from schools?
5) Do male and female principals differ
in their perception of teachers’ non completion of school records in secondary
schools?
6) Do male and female principals differ
in their perception of teachers’ promotion of cultism in school?
7) Do male and female principals differ
in their perception of teachers’ sexual relationship with students in secondary
schools?
8) Do male and female teachers differ in
their perception of teachers’ enforcement of school rules in secondary schools?
Hypotheses
The following hypotheses were
formulated and tested at 0.05 of significance.
1) There is no significant difference
between male and female principals in their perception of teachers’ lateness to
school in Edo Central Senatorial District.
2) There is no significant difference
between male and female principals in their perception of teachers’ involvement
in examination malpractice in secondary schools in Edo Central Senatorial
District.
3) There is no significant difference
between male and female principals in their perception of teachers’ absence
from schools.
4) There is no significant difference
between male and female principals in their perception of teachers’ non
completion of school records in secondary schools in Edo Central Senatorial
District.
5) There is no significant difference
between male and female principals in their perception of teachers’ promotion
of cultism in secondary schools in Edo Central Senatorial District.
6) There is no significant difference
between male and female principals in their perception of teachers’ sexual
relationship with students in secondary schools in Edo Central Senatorial
District.
7) There is no significant difference
between male and female principals in their perception of teachers’ enforcement
of school rules in secondary schools in Edo Central Senatorial District
Purpose of the Study
The main purpose of this study was to
examine principals’ perception of teachers’ disciplinary problems in secondary
schools in Edo Central Senatorial District, Nigeria.
Specifically, the study investigated
the following:
1.
Disciplinary
problems associated with teachers in secondary schools.
2.
Difference
between male and female principals in their perception of teachers’ lateness to
school.
3.
Difference
between male and female principals in their perception of teachers’ involvement
in examination malpractice.
4.
Difference
between male and female principals in their perception of teachers’ absence
from school.
5.
Difference
between male and female principals in their perception of teachers’ non
completion of school records in secondary schools.
6.
Difference
between male and female principals in their perception of teachers’ promotion
of cultism in secondary schools.
7.
Difference
between male and female principals in their perception of teachers’ involvement
in sexual relationship with students in secondary schools.
8.
Difference
between male and female principals in their perception of teachers’ enforcement
of school rules in secondary schools.
Significance of the Study
This study would be of benefit to
government, ministry of education, principals, teachers, parents and students.
To the government, the research would help them to identify incidences
constituting disciplinary problems that exist in public secondary schools with
a view to helping them proffer necessary solutions towards eradicating the
menace. The study would help the ministry of education with necessary measure
to curb teachers’ disciplinary problems in public secondary schools in Edo
Central Senatorial District. The principals of schools would be better informed
of the disciplinary problems among teachers of secondary schools and the disciplinary
challenges they could pose in their effective administration. This awareness
would enable them find necessary measures in combating with the problems for
the attainment of the goals of the education system.
The teachers would be able to address
the disciplinary problems in schools by being aware of their implications and
possibly improve on their teaching-learning process in the school. This would
enable them refrain from such acts. This
is because some of the teachers are ignorant of the fact that some activities
they engage in constitute disciplinary problems. Hence, the findings of this
study would help enlighten them.
To the parents and guardians,
students and the general public, the research would enlighten them on
disciplinary problems among teachers as well as their involvement in this act,
the knowledge could help them disassociate themselves from this ignoble act.
When this is done, the issue of indiscipline among secondary school teachers
would be reduced to its barest minimum or possibly be eradicated from the
system. Further more, the research would serve as a reservoir of information
for those who are interested in carrying out research in the area of teachers’
discipline.
Scope of the Study
This study focused on public
secondary schools in Edo Central Senatorial District. The Senatorial
District comprised Esan West, Esan Central, Esan North East, Esan
South East and Igueben Local Government Areas of Edo State. Only principals were
used for this study and its focus was on perception of principals on teachers’
disciplinary problems in secondary schools. The major disciplinary problems
covered in this work included lateness, examination malpractices, absenteeism,
non completion of school records, sexual relationships with students, promoting
cultism in schools and non-enforcement of school rules.
Operational Definition of Terms
The following terms were defined
operationally as used in this study.
Disciplinary problem: This is an unacceptable behaviour put up by secondary school teachers
that is capable of truncating the realization of educational goals of the
secondary schools. It is the violation of school rules and regulations and
teachers’ code of conduct. These disciplinary problems include: lateness to
school, absenteeism from school, involvement in examination malpractices, non
completion of school records, sexual relationship with students, promotion of
cultism and non-enforcement of school rules and regulations.
Principals’ perception: This is concerned with the way principals view the
disciplinary problems among teachers in public secondary schools in Edo Central
Senatorial District of Nigeria
Lateness to school: Lateness to school as used in this study is related to teachers’ arrival
at school after official opening time i.e., after 8.00am.
Non completion of school records: This pertains to teachers who do not
complete records such as lesson notes, examination record sheets, school diary,
log book, movement book, School time-table, Corporal Punishment book among
others.
Absenteeism from school: As used in this study, it refers to
secondary school teachers who absent themselves from school without due
permission from the school authorities.
Teacher sexual relationship with students:
This is concerned with teachers sexually
abusing their students in public secondary schools in the study area;
especially female students.
Teacher promotion of cultism: This is concerned with aiding and
abetting of cultism by teachers either through financial support or
encouragement of bad relationships for selfish aims.
Non-enforcement of school rules: This has to do with the
non-compliance of teachers in enforcing school rules and regulations in schools
especially enforcing discipline among students and partaking in school daily
activities.
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