CHAPTER ONE INTRODUCTION
1.1Â Â BACKGROUND OF THE STUDY
Because discipline is a habit of excellent behavior that is usually acceptable or approved by society’s standard of norms and values, it should be exhibited by a normal human being (Ebenezer, 1992). Indiscipline, on the other hand, is the lack of excellent behavior that is not universally recognized in a culture. Indiscipline, according to Edem (1982), is the violation of school norms and regulations that might block the smooth and orderly operation of the school system. Indiscipline is defined as a student’s failure to show respect for authority figures and to follow and obey school rules and regulations. Disobedience to school officials, vandalism of school property, tardiness to school, rudeness to instructors, and bullying of teachers and other students are all examples of indiscipline displayed by students in schools. The growth of bad habits or immoral behavior that reflects and becomes a danger or harm to classmates, parents, teachers, and other educational officials, which may lead to unrest or turmoil, has been viewed as the polar opposite of discipline (Gaius, 1894). These abnormal and unacceptable attitudes have undoubtedly evolved into a cankerworm that has eaten deep into a generation that should be safeguarded and conserved for a better and brighter future. On a broad level, indiscipline has been linked to a student’s personality and how he or she interacts with others in the classroom and in society at large (Popsil, 1990). This act of indiscipline has a delinquent aspect, meaning that when a student misbehaves, he or she is not abiding by the norms and regulations of his or her school. The act of indiscipline is caused by a variety of circumstances. Peer group impact, genetics, broken families or divorced parents, school life, environmental factors, and parents’ nonchallant attitudes toward their children, to name a few, are all examples. This unpleasant and unacceptable behavior can be restricted, prevented, or eliminated if parent teacher association (P.T.A) meetings are held on a regular basis, during which parents are educated on how to properly handle their children and not rely solely on teachers for training. Laws should also be in place to assist students (Vasek, 1995). Parents should not give up until any undesirable or unacceptable behavior observed or discovered in their children is addressed. Every spouse should teach and guide their children in the way of the Lord and nourish them with His Words on a regular basis. “A disciplined child is the pride of his parents,” Pearse wrote in her children’s book. Our children must be disciplined in order for us to feel proud of them (Umez, 1897). The impacts of indiscipline on a youngster are undeniable since it has an impact on the child himself; such a child becomes strange and well-known in nature. If the class-teacher, school officials, and parents do not intervene, he will bully his colleagues in school and cause mayhem in the entire class. As a result of these heinous acts, society as a whole is thrown into disarray. Before it becomes unmanageable and impossible to contain, indiscipline must be stopped while it is still at a vulnerable stage (Jude, 1993). Teachers should intensify their efforts in dealing with their students, particularly those who show signs of misbehavior, and inform their parents about them; society as a whole must continue to mold and correct all types of nasty and defiant character so that they do not become a threat to society; and society as a whole must continue to mold and correct all types of nasty and defiant character so that they do not become a threat to society (David, 1897). In a nutshell, indiscipline is defined as a lack of discipline characterized by indecent behaviors such as truancy, bullying, lying, stealing, spreading false rumors, rudeness, and a variety of other rebellious behaviors that are part of today’s societal vices (Vincent, 1994). It has become clear that indiscipline is common among today’s students, particularly in primary and secondary institutions. Many educational stakeholders, including proprietors, proprietresses, and other stakeholders, are concerned about the rate at which students drop out of school and are not reprimanded (Lin, 1898). As a result of the foregoing, the researcher felt compelled to conduct this study.
