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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. 2 . A well structured questionnaire will be designed to carry out this research.
they are bound to also 3 .0 1. Teachers are vested with responsibility of imparting knowledge to the students. Students growing into adolescents crave for freedom and they find rules and regulations of the school too strict. indiscipline can simply be seen as mode of life not in conformity with rules and non-subjection to control. These scholars and administrators attributed indiscipline among secondary school students to their state of development. The problem of indiscipline is more apparent among secondary school student. To this end. 1985). In the course of discharging this duty. 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. (Mukharjee. In other words.CHAPTER ONE 1.1 INTRODUCTION BACKGROUND The Oxford Advanced learners‟ Dictionary. 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. they tend to misbehave by faulting school rules and regulations. it is the inability of a person to live in accordance with rules. Tuluhi and Bello (991980) assert that indiscipline is the breaking of rules and regulations of institutions. functioning of the school system Adeyemo (1985). By extension. Indiscipline among them has attracted serious attention of scholars and administrators. They opine that when students notice certain biological changes signalling maturity in the course of their growth and development. the term connotes the violations of school rules and regulations capable of obstructing the smooth and orderly. defines indiscipline as lack of control in the behaviour of a group of people.
there is bound to be variation in the perception of the teachers and students towards the causes of indiscipline.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. 1. 3. Indiscipline among students is as a result of teacher‟s failure to understand their students.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. The study also hopes to offer suggestions and recommendations that are considered necessary to reinforce discipline in schools. 1. 1. Student‟s indiscipline is as a result of management style of school administrators. 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. Students indiscipline could be traced to home bringing of the students 2. A situation where teachers would spend more time on teaching rather than wasting time on complaining and punishing students and also an atmosphere 4 .ensure their students not only excel in their academic but also exhibit good moral conduct. Giving the foregoing..
The five schools would be chosen randomly from senior secondary schools in Lagos State. Findings of this study would shed light on the causes of breakdown of law and order in school.7 SCOPE AND THE LIMITATION OF THE STUDY This research would be conducted in Lagos State. Are school administrators responsible for indiscipline in schools? 1.8 DEFINITION OF TERMS Indiscipline: indiscipline is the breaking of rules and regulations of institutions.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 home influence could constitute indiscipline of students in schools? 3. school policy makers. The time constraint for this research and the cost implications has necessitated the limiting of this study to only five schools. 5 . 1. teachers. school administrators. It would also give hints on the best possible way principals can maintain law and order in schools. What is indiscipline? 2.where students would learn without interruption. school owners. 1. students and parents. The suggestions and recommendations of this research would be useful for all stakeholders in the educational system: the government. 1. Senior secondary schools only would be the focus and for this study only five schools would be sampled.
Perception: an attitude or understanding based on what is observed or thought. 6 .
psychosocial and pedagogical “meanings” and “functions” of these actions should take. The incidents that might be framed in the second and third levels.. Concerning the displays. an issue of concern for educators and we can even state that it has become a huge concern among educators. reveals that such behaviours are not always “offensive” (as general opinion does believe). Indiscipline is a multifaceted phenomenon. conferred herein. his/her social and family context. which might be taken on proportions of violence and even delinquency. as well as its “meanings” and “functions” in the social. The contextual analysis of the actions of indiscipline. we can distinguish. those related to the personality and professionalism of the teacher. in account the “level” within their displays are situated. regarding its displays and causes. are “conflicts among peers” and “conflicts within teacher-student relationship”. among others. policy-makers and the public opinion in general. 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”. owing to the outbreak of aggressiveness among peers. over time. the latter presents a minor frequency than the former (Amado. Concerning the causes.CHAPTER TWO 2. in a broader meaning.0 REVIEW OF RELATED LITERATURE School indiscipline has been. generational nature. etc. 2005). those related to student‟s idiosyncrasies. economic. and those associated with school as an organisation or the educational system as a whole. but also 7 . primarily. The social. as well. violence within teacherstudent relationship and vandalism. external influences and of social. psychosocial and pedagogical fields. cultural.
There are already many national and international scientific studies about this issue. (Mukharjee.2 EMPIRICAL FRAMEWORK The problem of indiscipline is more apparent among secondary school student. (1979). 2001). These scholars and administrators attributed indiscipline among secondary school students to their state of development. 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. This ethos or school environment (Blaya. 2002) linked to cumulative effects of a set of variables is translated into attitudes. they tend to misbehave by faulting school rules and regulations. 2001).“defensive” as a student‟s shield to protect his/her image and “dignity”. Indiscipline among them has attracted serious attention of scholars and administrators. individually and collectively is (Freire. 1985). in Portugal. or as a strategy of “maintenance” and “survival” towards physical. approaching the pedagogical dimension and considering variables attached to the classroom. Since the pioneer study of Rutter et al. The lack of clarity surrounding the defining of indiscipline perpetuates the inconsistency of response to incidents by teaching staff. 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. empirical researches considering school as whole are lacking. They opine that when students notice certain biological changes signaling maturity in the course of their growth and development. 8 . psychic and moral rhythms and constraints of school and of the classroom (Amado. values.
The greatest impact upon pupil behaviour. issues perpetuating incidents of indiscipline and violence include. rather than prevents incidents of indiscipline occurring during lessons. teaching staff had little. was the amount of quality time teaching staff spend knowing and valuing pupils as individuals. acts in a way that encourages.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. identified by Students themselves. which they feel facilitates disruptive behaviour to occur. combined with larger class sizes. hence blurring the boundaries of what individual teachers consider to be appropriate. 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. and the adoption of an adult 9 . In general. Individuality is felt to be ignored. although often appropriate. or inappropriate behaviour. rather than „prevent‟ behaviour. and television/media as the three most significant factors impacting upon the decline of pupil behaviour in schools According to teaching staff.Pupils feel that reducing class sizes. This is exacerbated further by a lack of training and continuing professional development for teaching/non teaching staff on behaviour management. lack of flexibility to address pupil needs. This. are used inconsistently by teaching staff. if any awareness of preventative measures used within schools to tackle pupil behaviour Teaching staff consider lack of parenting skills. an inappropriate curriculum. lack of appropriate support structures for young people in transition between primary and secondary school establishments. Pupils feel that punitive measures. Teaching staff therefore feel they „contain‟. dysfunctional families.
would in turn prevent many forms of disruption from occurring in the first place.version of „circle time‟ before lessons commence. 10 .
This discusses the method used in gathering necessary information. Qualifications and Years of Experience of teachers.2 POPULATION AND SAMPLE OF THE STUDY For the purpose of this study. Sex. 3. Section B consists of questions made up of ten items of information about their perception of students‟ indiscipline. Odomola Senior Secondary School 3. the population would be the entire Secondary Schools teachers in Epe. Odo Obara Senior High School 5. Five schools however would be sampled for this study.CHAPTER THREE 3. The schools are: 1.4 CONSTRUCTION OF THE INSTRUMENT The teachers‟ questionnaire will consist of background information such as Name of school. Epe Senior Grammar School. Ogunmodede Senior College 3. Epe 2. procedure for the data collection and analysis of the data collected.0 3. It is a 5 point 11 . Alaro Community Senior High School 4. 3. Age.3 RESEARCH INSTRUMENT A technical self designed documentation/instrument (questionnaire) will be used for this research work to gather necessary information about the study. research instrument.1 RESEARCH METHODOLOGY RESEARCH DESIGN The research study will examine the teachers‟ perception on the causes of indiscipline among secondary Students in Lagos State.
T-test and Questionnaire.6 PROCEDURE FOR COLLECTION OF DATA The researcher will disseminate the instrument randomly in all the involved Senior Secondary Schools 3. Agree.7 ANALYSIS OF DATA The analysis of the data will be carried out using statistical methods. 3.5 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. Disagree and Strongly Disagree. 3. 12 .scaled questionnaire ranging from Strongly Agree.
Publishers. in R. “Contextos e Formas da Violência Escolar”. Faculdade de Letras.3/S. 13 . Universidade de Coimbra. Acting and Thinking in Specific Environments. Dissertação de Mestrado. WITTROCK (Ed. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa (xeroxed text). 299-325.). Bronfenbrenner. Henriques. (1986). Ferreira. (2007). Indisciplina e Clima de escola. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. (In)disciplina em Contexto Escolar. Estudo de caso numa escola do 1º ciclo. Freire. J. Dissertação de Mestrado. (2009). Compreender paraprevenir. T. Coimbra: Almedina. & GOOD. New York: Macmillan.. E FREIRE. U. J. S. in M. J. Contextos. The Ecology of Cognitive Development: Research Models and Fugitive Findings.REFERENCES Amado. (Eds). (2005). Revista Portuguesa de História. (2007). Estudo de caso n uma escola EB2. pp. I.W. Luciano. (2001). Separata. Teacher behaviour and student achievement. Indisciplina(s) na escola. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. London: Lawrence Erlbaum Associates.H WOZNIAK & K. Um estudo de caso numa Escola de 2º e 3º ciclo. Fischer. A. Pretextos e Protagonistas da (In)disciplina na Escola. Handbook of research on teaching (3ª edição). Percursos disciplinares e contextos escolares – Dois estudosde caso. Brophy. (1993). E. Development in Context. Dissertação de Mestrado. (2007). I. Amado. Tomo XXXVII.. Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa.
(2006). C.Prata. 14 . Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. O Fenómeno da Indisciplina numa Escola do 1º Ciclo do Ensino Básico. Dissertação de Mestrado.
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