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
