School indiscipline has been, overtime an issue of concern for educator and we can even state that it has become a huge concern among educators, policy makers and public opinion in general, owing to the outbreak of aggressiveness among peers, violence with teacher-student relationship and vandalism, as well as. Indiscipline behavior is a behavioral disorder that is classified as an act of delinquency just like, lying, stealing and playing tyrant or running away from home. It is often the cause of a lot of mental, emotional and also physical damage such as damage to property in homes as well as in schools.
In the recent past, there has been an increase in public attention to the problem of indiscipline in the country in general and in the school system in particular. Generally, there is the tendency to link the problem of discipline. This unrest normally arose from lack of good and adequate lodging and catering services, insufficiency of qualified staff, poor communication and lack of attention to student grievances by the school authorities.
A teacher is foreign and cannot speak good English – the pupils can use it to their advantage to purposefully misunderstand the teacher.
The teacher may be late and so the first few minutes of the lesson were spent in an environment devoid of the basic classroom rules. This bad foundation for the lesson makes pupils more prone to rebellious behavior.
Of course the standard of discipline is likely to do down even further if a length holiday awaits the end of a Friday afternoon lessons or indeed awaits the end of a school week.
Poor teaching usually a teacher who make more of an effort to connect with the pupils is more likely to gain their attention. But reading in a monotone from a textbook before telling the pupils to get on the same task in their books is just asking for the paper planes to take flight and shouting across the classroom.
Outnumbered – teaching is a tough job, though not impossibly so. However, sometimes there may be simple be too much rebellion in the class to keep control.
Amongst higher ability groups, certain pupisl may come to the conclusion that they are intellectually superior to the teacher and so taunt him/her, without feeling any incentive to do the work.
Negative relations between pupil. There may also be unwelcome incidents that could occur between pupils at any time, causing tempers to occasionally flame.
The parents of pupils may have no interest in education and so this encourages their children to assume a similar attitude provoking rebellious behaviour.
Pupils may be abused at home. It is not going to be as easy for a pupil from an unstable background to focus on school work as one from a more secure one.
Pupils may have found that being tough is the way to survive at home, so why shouldn’t they think otherwise whenever they turn up to school?
Home life for some might involve being overindulged b parents and so pupils expect the same when they come to schools.
Again in the domestic context, pupils may not ever have been set clear boundaries at home and so it is the only natural that they are going to find abiding by a whole set of new rules at school a suffocating prospect which limits their usual freedom immeasurably.
1.2 Statement of the Problem
Schools are established to achieve result that is the basic object st up by the system.
This can be obtainable where schools are administered in a good manner. This is an environment devoid of bad behaviours.
Interpersonal relationship between the school head and teachers and between teachers and students are expected to be positive. That is there should be hormonous working relationship between the schools lead and teachers and between teachers and students. This will invariably breed good atmosphere and confidence among members of school.
Teachers are expected to teach what they know. A qualified teacher is always competent. If a teacher is competent, he commands respect from students. Experiences of both teachers and students mean a lot in maintaining discipline in the school system. This is because experienced teachers and school heads are expected to process skills that could be used to manage the behaviour of students.
It is very common to observe in many secondary schools in Kaduna North Local Government Area where principal adopts autocratic leadership style which brought atmosphere of mistrust in the system, which manifests into dimension of indiscipline such as teacher’s being at logger heads with principals, disengagement of teachers in other school activities, nonchalant attitude of teachers to their work etc. It is also common to observe that teachers and students are not involved in decision making process, especially on issues that affect them. This could bring about unhealthy atmosphere where ultimately brings about a conflict that could make the realization of objectives of the school difficult.
It is also common to observe some teachers are not qualified to teach that they cannot deliver the content in the class well. This makes the students not to have respect for such teachers, which ultimately brings about lack of confidence of the teachers. This could lead to indiscipline in the system. Experience, they say, makes a good teacher. Few schools in the study area have teachers and principals that are experienced. This makes such schools to be affected by lack of skills of teachers and school heads to manage the behaviours of students.
On the basis of the above argument, the study is set to find out the state of discipline in secondary schools in Kaduna North Local Government Area.
1.3 Objectives of the Study
The study is set to achieve the following objectives:
- Find out the causes of students’ indiscipline.
- Assess the effort made so far by the schools to control indiscipline.
- Examine the leadership styles adopted by the principals.
1.4 Research Questions
The study is established to answer the following questions:
- What are the causes of students’ indiscipline?
- What efforts are made to control indiscipline in secondary schools in Kaduna North Local Government Area?
- What leadership styles are adopted by the principals in Kaduna North Local Government Area?
- What is the personal relationship between the principals and the teachers in secondary schools in Kaduna North Local Government Area?
- What is the interpersonal relationship between the students and the teachers in the study area?
- Are teachers qualified to teach?
- Are teachers and principals well experienced?
1.5 Basic Assumptions
i) The study is of the assumption that secondary schools in the study area adopt relevant leadership styles.
ii) There is harmonious working relationship between the principals and teachers in secondary schools in Kaduna North Local Government Area.
iii) Teachers are qualified to teach.
iv) Both teachers and principals are well experienced.
1.6 Significance of the Study
The significance of the study is that it hopes to bring to light the importance of discipline in secondary schools.
It also hoped to bring to highlight to school management the behaviours that are referred to indiscipline.
The study also affords the management of secondary school to assess the negative impact of indiscipline as it affects the academic performance of the students.
It is therefore expected that the conclusion and suggestion made in this study will foster better performance of the student and peaceful coexistence among the students, teachers and school management.
It is also hoped that this work will serve as a reference text for other scholars interested in the subject of this research.
1.7 Scope of the Study
The study covers secondary schools in Kaduna North Local Government Area. The study covers both private and government schools it also covers boarding and day secondary schools.