ADMINISTRATIVE DEFICIENCY AS CATALYST FOR INDISCIPLINE AMONG SECONDARY SCHOOL STUDENTS IN GOMBI LGA OF ADAMAWA STATE

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ABSTRACT

Acts of indiscipline among students especially at the secondary level of education is a universal challenge that is facing every school in all parts of the world. Based on this realization, the purpose of this paper is to explore the various acts of indiscipline, its causes and how it is being managed in different school settings. The population covers all administrative staff, teaching staff and the students who were regarded as stakeholders of the school system. The sample size of ninety (90) respondents was randomly selected across the groups of administrators, teachers and students. The data collected by structured questionnaires were analyzed using descriptive statistics. The findings of this study revealed that various acts of indiscipline were prevalent among secondary school students. It was also gathered that several factors like the schools, students and the society at large contributed greatly to the acts of indiscipline among the students. It was also found that reduction strategies employed by various schools are not effective and as a result, the study recommended among other things that a wholesome approach to manage students’ discipline should be adopted by the administrators and other stakeholders of the schools.

CHAPTER ONE

1.0     INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Discipline is essential for smooth functioning of schools and society. It is an important component of human behaviour which not only helps to regulate people’s reactions to various situations but also their relations with others. Thus the effectiveness of any organization is largely affected by the level of discipline of its members. According to Jones (1989) sound discipline allows an organization to function as a harmonious and humane community. Osighembe (1974) and Docking (1989) observe that in school, discipline is central to providing an environment, which is conducive to serious learning. Docking (1989) views discipline as being significant in establishing an orderly system that creates conditions conducive for learning. Osighembe (1974) shares this view when he points out that discipline has a direct relation to academic standards with both moving in sympathy, discipline taking the lead. Cohen and Manoin (1986) state that discipline is essentially based on conformity to norms or rules of conduct that govern the behaviour of members of a group. They further point out that norms lay down the agreed forms of behaviour within a particular.