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Teachers Perception 2

Teachers Perception 2

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TEACHERS’ PERCEPTION OF THE CAUSES OF INDISCIPLINE AMONG SECONDARY SCHOOL STUDENTS IN LAGOS STATE

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2 . Data collected will be analysed using the T-test.Abstract This study will investigate the teachers’ perception of the causes of indiscipline in among secondary school Students in Lagos State. A well structured questionnaire will be designed to carry out this research.

functioning of the school system Adeyemo (1985). (Mukharjee. The problem of indiscipline is more apparent among secondary school student. 1985). they tend to misbehave by faulting school rules and regulations. These scholars and administrators attributed indiscipline among secondary school students to their state of development. To this end. Teachers are vested with responsibility of imparting knowledge to the students. they are bound to also 3 . the term connotes the violations of school rules and regulations capable of obstructing the smooth and orderly.1 INTRODUCTION BACKGROUND The Oxford Advanced learners‟ Dictionary. They opine that when students notice certain biological changes signalling maturity in the course of their growth and development. Indiscipline among them has attracted serious attention of scholars and administrators. School rules and regulations in most cases do affect students more than any other thing because they are made by the school authorities in order to guide and protect the students while in school. In other words. defines indiscipline as lack of control in the behaviour of a group of people.0 1. indiscipline can simply be seen as mode of life not in conformity with rules and non-subjection to control. it is the inability of a person to live in accordance with rules. Students growing into adolescents crave for freedom and they find rules and regulations of the school too strict. By extension.CHAPTER ONE 1. They have their opinion of the way to go about their academics and that certain attitudes and behaviours which the school frowns at has no bearing on their academic performance. Tuluhi and Bello (991980) assert that indiscipline is the breaking of rules and regulations of institutions. In the course of discharging this duty.

Student‟s indiscipline is as a result of management style of school administrators. 1. there is bound to be variation in the perception of the teachers and students towards the causes of indiscipline. Giving the foregoing.ensure their students not only excel in their academic but also exhibit good moral conduct. 1.2 PURPOSE OF THE STUDY The purpose of this study is to find teachers perception of the causes of indiscipline among secondary school students in Lagos State.4 HYPOTHESIS The following hypothesis would be raised and tested during the course of this study. Students indiscipline could be traced to home bringing of the students 2.5 SIGNIFICANCE OF THE STUDY The significance of this study is to find a means of creating a conducive atmosphere where teachers would be able to discharge their duties properly without fear of embarrassment or harassment. The study also hopes to offer suggestions and recommendations that are considered necessary to reinforce discipline in schools. 1. A situation where teachers would spend more time on teaching rather than wasting time on complaining and punishing students and also an atmosphere 4 . 3. Indiscipline among students is as a result of teacher‟s failure to understand their students. The teachers have passed the transitory stage of adolescence and their see demonstration of attitude on the part of students as constituting barriers to their academic success. 1..

8 DEFINITION OF TERMS Indiscipline: indiscipline is the breaking of rules and regulations of institutions. teachers. school owners. The suggestions and recommendations of this research would be useful for all stakeholders in the educational system: the government.7 SCOPE AND THE LIMITATION OF THE STUDY This research would be conducted in Lagos State. What home influence could constitute indiscipline of students in schools? 3. school policy makers. 5 . school administrators. Are school administrators responsible for indiscipline in schools? 1. The time constraint for this research and the cost implications has necessitated the limiting of this study to only five schools. It would also give hints on the best possible way principals can maintain law and order in schools. Senior secondary schools only would be the focus and for this study only five schools would be sampled. Findings of this study would shed light on the causes of breakdown of law and order in school. 1. 1. The five schools would be chosen randomly from senior secondary schools in Lagos State.6 RESEARCH QUESTIONS In the course of investigating the students and teachers perception of the causes of indiscipline among secondary school students in Lagos State the following questions would be treated. What is indiscipline? 2.where students would learn without interruption. students and parents. 1.

6 .Perception: an attitude or understanding based on what is observed or thought.

those related to the personality and professionalism of the teacher. psychosocial and pedagogical “meanings” and “functions” of these actions should take. 2005). the latter presents a minor frequency than the former (Amado. owing to the outbreak of aggressiveness among peers. which might be taken on proportions of violence and even delinquency. external influences and of social. reveals that such behaviours are not always “offensive” (as general opinion does believe). The incidents that might be framed in the second and third levels. etc. among others. but also 7 . Concerning the displays. as well as its “meanings” and “functions” in the social. generational nature.CHAPTER TWO 2. violence within teacherstudent relationship and vandalism. The contextual analysis of the actions of indiscipline. regarding its displays and causes. over time.0 REVIEW OF RELATED LITERATURE School indiscipline has been. economic. policy-makers and the public opinion in general. in a broader meaning. The social. cultural. those related to student‟s idiosyncrasies. Indiscipline is a multifaceted phenomenon. an issue of concern for educators and we can even state that it has become a huge concern among educators. conferred herein. Concerning the causes. his/her social and family context. in account the “level” within their displays are situated. we can distinguish. we believe that major situations are framed in what Amado and Freire (2009) points out as the “first level of indiscipline”: those incidents of “disruptive” nature whose “disturbance” affects the “good classroom functioning”. are “conflicts among peers” and “conflicts within teacher-student relationship”. primarily. and those associated with school as an organisation or the educational system as a whole. psychosocial and pedagogical fields.. as well.

in Portugal. 1985). empirical researches considering school as whole are lacking. approaching the pedagogical dimension and considering variables attached to the classroom. These scholars and administrators attributed indiscipline among secondary school students to their state of development. Since the pioneer study of Rutter et al. Indiscipline among them has attracted serious attention of scholars and administrators. (1979). individually and collectively is (Freire. 2001). This ethos or school environment (Blaya. There are already many national and international scientific studies about this issue. 8 . or as a strategy of “maintenance” and “survival” towards physical.“defensive” as a student‟s shield to protect his/her image and “dignity”. They opine that when students notice certain biological changes signaling maturity in the course of their growth and development. they tend to misbehave by faulting school rules and regulations.2 EMPIRICAL FRAMEWORK The problem of indiscipline is more apparent among secondary school student. 2002) linked to cumulative effects of a set of variables is translated into attitudes. (Mukharjee. a lot of authors have emphasised the link between the display of disciplinary problems (including violence) and the ethos which is being lived inside schools. behaviours and practices that become a distinctive mark of the school as a whole and is closely rooted in interpersonal relationships that are made between the various protagonists of a school. 2. psychic and moral rhythms and constraints of school and of the classroom (Amado. 2001). The lack of clarity surrounding the defining of indiscipline perpetuates the inconsistency of response to incidents by teaching staff. values.

In general. issues perpetuating incidents of indiscipline and violence include. This. acts in a way that encourages. are used inconsistently by teaching staff. and television/media as the three most significant factors impacting upon the decline of pupil behaviour in schools According to teaching staff. hence blurring the boundaries of what individual teachers consider to be appropriate. or inappropriate behaviour. and the adoption of an adult 9 . lack of flexibility to address pupil needs.Teachers feel that Policies deployed by schools surrounding pupil behaviour are felt by teaching staff to be insufficient in meeting both staff and pupil needs. which they feel facilitates disruptive behaviour to occur. Individuality is felt to be ignored. Pupils feel that punitive measures. if any awareness of preventative measures used within schools to tackle pupil behaviour Teaching staff consider lack of parenting skills. an inappropriate curriculum. The greatest impact upon pupil behaviour. This is exacerbated further by a lack of training and continuing professional development for teaching/non teaching staff on behaviour management. identified by Students themselves. teaching staff had little. An effective training programme for teaching/non teaching staff is paramount to providing an appropriate practical response to policies and guidelines on behaviour management Teaching staff feel they address issues of indiscipline in a reactive manner.Pupils feel that reducing class sizes. Teaching staff therefore feel they „contain‟. was the amount of quality time teaching staff spend knowing and valuing pupils as individuals. although often appropriate. lack of appropriate support structures for young people in transition between primary and secondary school establishments. dysfunctional families. rather than „prevent‟ behaviour. combined with larger class sizes. rather than prevents incidents of indiscipline occurring during lessons.

version of „circle time‟ before lessons commence. would in turn prevent many forms of disruption from occurring in the first place. 10 .

Qualifications and Years of Experience of teachers.0 3. procedure for the data collection and analysis of the data collected.3 RESEARCH INSTRUMENT A technical self designed documentation/instrument (questionnaire) will be used for this research work to gather necessary information about the study. The schools are: 1. the population would be the entire Secondary Schools teachers in Epe. Odomola Senior Secondary School 3. Epe Senior Grammar School. 3.CHAPTER THREE 3.4 CONSTRUCTION OF THE INSTRUMENT The teachers‟ questionnaire will consist of background information such as Name of school. Epe 2. Odo Obara Senior High School 5. Alaro Community Senior High School 4. 3. This discusses the method used in gathering necessary information. It is a 5 point 11 .1 RESEARCH METHODOLOGY RESEARCH DESIGN The research study will examine the teachers‟ perception on the causes of indiscipline among secondary Students in Lagos State. Sex. Ogunmodede Senior College 3. Section B consists of questions made up of ten items of information about their perception of students‟ indiscipline. research instrument. Age.2 POPULATION AND SAMPLE OF THE STUDY For the purpose of this study. Five schools however would be sampled for this study.

6 PROCEDURE FOR COLLECTION OF DATA The researcher will disseminate the instrument randomly in all the involved Senior Secondary Schools 3. T-test and Questionnaire.7 ANALYSIS OF DATA The analysis of the data will be carried out using statistical methods.5 VALIDITY AND RELIABILITY OF THE INSTRUMENT The validity and reliability of the instruments will be ensured by presenting it to experts in the field of educational psychology. 3. 12 . Disagree and Strongly Disagree. 3. Agree.scaled questionnaire ranging from Strongly Agree.

Tomo XXXVII. (2001). S.REFERENCES Amado. (2007).W. London: Lawrence Erlbaum Associates. T. Dissertação de Mestrado. Coimbra: Almedina. J. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. Indisciplina e Clima de escola. Pretextos e Protagonistas da (In)disciplina na Escola. Separata. WITTROCK (Ed. 13 . New York: Macmillan. & GOOD. Faculdade de Letras.. pp. Development in Context. 299-325. The Ecology of Cognitive Development: Research Models and Fugitive Findings. Fischer. Henriques. E FREIRE. (2007). Handbook of research on teaching (3ª edição).). Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. (2009). Brophy. “Contextos e Formas da Violência Escolar”. Revista Portuguesa de História. I. Ferreira. Estudo de caso numa escola do 1º ciclo. Indisciplina(s) na escola. (In)disciplina em Contexto Escolar. Estudo de caso n uma escola EB2. Percursos disciplinares e contextos escolares – Dois estudosde caso. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa (xeroxed text). (1986). E.3/S. (Eds). Acting and Thinking in Specific Environments. Freire. Dissertação de Mestrado. Um estudo de caso numa Escola de 2º e 3º ciclo. J. Dissertação de Mestrado. I. (2005).. Amado. (2007).H WOZNIAK & K. Compreender paraprevenir. A. Contextos. Teacher behaviour and student achievement. U. in R. (1993). Bronfenbrenner. Universidade de Coimbra. Luciano. Publishers. J. in M.

C. 14 . O Fenómeno da Indisciplina numa Escola do 1º Ciclo do Ensino Básico. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. (2006).Prata. Dissertação de Mestrado.

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