ABSTRACT
The study investigated Teacher’s
Perception of Techniques for Handling Disciplinary Problems in Ilorin
Metropolis. It also sought to compare the respondents by sex, experience,
educational qualification and location of the schools.
The instrument used in carrying out the
research work was checked by some lecturers in the National Teacher’s Institute
of which the instrument yielded 0.69. The data collected were analysed using
chi-square and Pearson Product Moment Correlation Co-efficient at 0.05 level of
significance.
The results indicated that the techniques
of handling disciplinary problems could be reinforcement; punishment and
modeling among others are very essential. It was also revealed that there were
no significant differences in the teachers’ perception of techniques for
handling disciplinary problems on the basis of sex experience. However,
significant differences were observed on the basis of educational
qualifications and school locations.
Based on the findings, it was recommended
that in addition to the methods been used to control disciplinary problems
counsellors should organized joint seminars and workshops for principals and
teachers on the negative effects of administration of the techniques. The
government should support teachers and principals by providing reinforcement
such as rewards, prizes, awards, scholarship to encourage desirable behaviour
and to minimize unacceptable ones.
TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 3
Purpose of the Study 4
Research Questions 5
Research Hypotheses 6
Significance of the Study 7
Delimitation and Scope of the Study 8
Definition of Terms 9
CHAPTER TWO: REVIEW OF RELATED
LITERATURE
Causes of Disciplinary Behaviours in
Schools 11
Effects of Prevalence of Disciplinary
Behaviours in
Schools 12
Types of Discipline Forms 13
Techniques of Handling Disciplinary
Behaviours in
Schools 17
Techniques of Handling Disciplinary
Problems
Parents’ Role in Administering
Discipline 23
Appraisal of Related Literature
Reviewed 26
CHAPTER THREE: RESEARCH METHOD
Research Design 30
Population for the Study 30
Sample and Sampling Technique 31
Instrumentation 31
Research Instrument 31
Validity of the Instrument 32
Reliability of the Instrument 32
Procedure for Data Collection 32
Method of Data Analysis 33
CHAPTER FOUR: DATA ANALYSIS AND
DISCUSSION
Results 34
Hypotheses Testing 36
Discussion of Findings 40
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary 44
Conclusion 45
Recommendations 46
References 47
Appendix 50
LIST OF TABLES
Table 1: Distribution of Respondents by Sex 34
Table
2: Distribution of Respondents by
Teaching
Experience 35
Table
3: Distribution of Respondents by
Education
Qualification 35
Table 4: Distribution of Respondents by Location 36
Table
5: Results of t-test comparing male and
female teachers’ perception 37
Table
6: Results of t-test comparing less
experience
and more experience teachers’
perception 38
Table
7: Results of t-test comparing
teachers’
responses by Educational
Qualification 39
Table
8: Results of t-test comparing
teachers’
responses by School Location 40
CHAPTER ONE
INTRODUCTION
Background to the Study
Owuamanam (2004) says behaviour
refers to activities of an organism, that is, what the organism does for
example salivation in dogs and thinking in human beings. A human being is said
to have problems in behaviour when his activities or what he does deviate from
the societies norms, values or expectations. The valuable role discipline plays
in nay given society cannot be divorced from human existence.
The
secondary education in Nigeria is populated by a student body with varied
personality. Each student has difference needs, interests, and an aspiration.
Many students in senior classes in secondary schools are there because of their
genuine desire to study, obtain certificate and further their education in
future. There are still others who are in the school to socialize, not knowing
what combinations of subjects they need, how to plan time and how to develop
study habits and skills.
Many
students may not attend classes and may not even sit for examinations but would
want to have results. For this purpose, many of them are involved in
examinations malpractices to pass. The always try as much as possible to remove
any human obstacle on their way. Many are holding the good result they cannot
defend.
In
the same vein, many students do not even know why they involve themselves in
cultism activities in secondary schools. The worrisome thing about them is
their notorious trademark, which comprises of crude and modern made daggers,
axes, gums and knives to attach innocent students and teachers.
Many
students are rude to their tutors; many are truants, rapists, armed robbers
etc. to curb these vices among the students in secondary school. Disciplinary
techniques should be a must for all educators to adopt. This study therefore
examines the various techniques of handling disciplinary problems in secondary
schools and to know what teachers’ perceptions are.
Statement of the Problem
The
high rate of disciplinary problems as already shown in Nigeria citizen educator
or parents, it is no longer news that everybody is involved. The research is basically to identify the
techniques of handling disciplinary problems in schools and see how teachers
perceive such needs or techniques in handling the students’ disciplinary
problems.
The
specific problems of the research are as follows:-
-
To
identify the techniques that is adopted in handling disciplinary problems in
secondary schools.
-
To
determine how often these techniques should be adopted in schools.
-
To
determine if there is any significant difference in the attitudes of male and female
teachers in adoption of the difference techniques in handling disciplinary
problems.
-
To
determine or identify the implication of these disciplinary techniques on the
students.
Purpose of the Study
The purpose of this study was to find
out the strategies employed by secondary schools teachers to curb disciplinary problems
in Ilorin Metropolis. The study also compares the respondent’s response by sex,
teaching experiences, educational qualification and on the basis of school location.
The study further suggested solutions to the problems based on the outcome of
the study.
Research Questions
The following research questions will
guide this study:-
1.
What
are the strategies perceived by teachers in handling disciplinary problems in
secondary schools in Ilorin Metropolis?
2.
Is
there any difference in the male and female teachers’ perceptions of strategies
in handling disciplinary problems in school in Ilorin Metropolis?
3.
Is
there any difference between the experienced and less experienced teachers’ in
their perceptions of strategies in handling disciplinary problems in schools in
Ilorin Metropolis?
4.
Is
there any difference between in the NCE and Graduate teachers’ in their
perceptions strategies in handling disciplinary problems in schools in Ilorin
Metropolis?
5.
Is
there any difference between rural and urban teachers’ in their perceptions of
techniques of handling disciplinary problems in schools in Ilorin Metropolis?
Research Hypotheses
1. There is no significant difference in the
male and female teachers’ perception of the techniques for handling
disciplinary problems in secondary school in Ilorin Metropolis.
2. There is no significant difference between
experienced and less experienced teachers in their perception of techniques for
handling disciplinary problems.
3. There is a significant difference between
NCE and graduates teachers in their perceptions of techniques for handling
disciplinary problems in secondary schools.
4. There is a significant difference between
rural and urban teachers in their perceptions of techniques for handling
disciplinary problems in secondary schools in Ilorin Metropolis.
Significance of the Study
The issue of disciplinary problems in
secondary schools is very important. This is because of its effects on the
teaching, learning process in school. The study is therefore important to
teachers, students, parents, administrators and government. To the teachers,
the outcome of the study may expose them to techniques employed by other
teachers in handling such problems. This may help them in their use of problem
solving techniques classroom.
The
study may also be beneficial to students whose counterparts involve themselves
in problems. This may help them to know the dangers inherent in such act and
thereby avoiding such deviant behaviours.
Government
could also derive benefit by filling the gaps revealed by the outcome of this
study. They may also call all those concerned to order so that suggested
solutions may be realized. Finally, the information from the study may be
useful to scholars, researchers and counsellors, individual which they use to
help people to solve such problems.
Delimitation and Scope of the Study
This
study investigates the teachers’ perceptions of strategies for handling
disciplinary problems in schools in Ilorin Metropolis. Samples who participated
in the study were the randomly selected teachers in the secondary school in
Ilorin on basis of sex, teaching experience, educational qualification and the
school locations.
It
is however, limited to the only samples who responded to the questionnaire. The
study is also limited the only strategies mentioned and responses analysed and
interpreted for this study.
Definition of Terms
The following terms are defined as
used in this study:-
Behaviours Modification: An act of correcting an abnormal
attitude among the students.
Deviant Behaviour: Behaviours which conflict with
standards or culturally acceptability.
Disciplinary: They act connected with the
punishment of students who break school rules and regulations.
Discipline: It is about helping others to learn
to control themselves. It displays creativity, commitment and time. It is about
parents, teachers, careers and community working as partners.
Maladaptive Behaviours: Inappropriate, undesirable, or
maladjusted attitude which is detrimental to the person’s existence and those
in his environment.
Modeling: An initiative, observational learning
or social learning.
Punishment: Is used to eliminate inappropriate or
undesirable behaviours.
Techniques: Methods involved in curbing
disciplinary problems in secondary schools.
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