AN INVESTIGATION ON MANAGEMENT STRATEGIES FOR

CURBING INDISCIPLINE AMONG SECONDARY SCHOOL

STUDENTS IN ZARIA ZONAL EDUCATION AREA KADUNA
STATE

By

SADIQ ABUBAKAR SA’ID

SPS/14/MED/00024

A Dissertation for Internal Defense Submitted to The School of

Postgraduate Studies Through the Department of Education, Bayero
University, Kano, In Partial Fulfillment of the Requirements for The
Award of Master Degree in Education (Educational Administration
and Planning)

SUPERVISOR:
Associate Professor Bello A. Bello

March, 2018.

1
 CERTIFICATION
I declare that this dissertation titled “An Investigation on Management

Strategies in Curbing Indiscipline among Secondary School Students in

Zaria Zonal Education Area” has been conducted, written and compiled by

me in the Department of Education, Faculty of Education Bayero University

Kano under the supervision of Dr. Bello A. Bello. The information derived from

the literature has been duly acknowledged in the text and a lot of references

provided. No part of this dissertation was previously presented for another

degree or any other certificate at any university.

_____________________ ____________________

Sadiq Abubakar Sa’id Date

2
 APPROVAL PAGE
This dissertation titled “An Investigation on Management Strategies for
Curbing Indiscipline among Secondary School Students in Zaria Zonal
Education Area” by Sadiq Abubakar Sa’id, meets the requirements
governing the award of the degree of Master of Education in Educational
Administration and Planning Bayero University Kano and is approved for its
contribution to knowledge and literary presentation.

____________________ _____________
Supervisor Date
Associate Prof. Bello A. Bello

____________________ _____________
Internal Examiner Date
Associate Prof. Bello A. Bello

____________________ _____________
External Examiner Date

____________________ _____________
Post Graduate Coordinator Date
Dr. Isah Abubakar

____________________ _____________
Head of Department Date
Associate Prof. Bello A. Bello

____________________ _____________
Dean School of Post Graduate Studies Date
Prof. Muhammad Ibrahim Yakasai

3
 DEDICATION

This work is dedicated to Almighty Allah (swt) who granted me love, mercy,

grace, guidance, wisdom, strength and everything I needed for this study and to

my late parents for their love and courage both physically and spiritually.

4
 ACKNOWLEDGEMENT

I am very grateful to Allah (swt) for giving me the grace to complete this work.

My sincere gratitude goes to my supervisors Prof. Abdulganiyyu O. Fagbemi

and Associate Prof. Bello A. Bello for their academic guidance and motivation

in getting this dissertation ready for examination. My second gratitude goes to

Prof. D.A Maiwada for his validation of the instrument and I thank my course

mates who taught me most of the lectures I didn’t grasp well (Bello

Muhammad, Rislanu Abubakar, Kabir Tsoho and Yawale).

Secondly, I wish to express my profound gratitude to family and friends who

contributed immensely to the progress and achievement of this second degree.

These are my father figures in person of Alhaji Musa Garba, Engr. Jibo H.I

Talib, Alhaji Garba Usman Funtua and my mother figures Hajara Idris Talib,

Mrs. Joan David, Ummi Salma and Haj. Binta Garba Usman. May Allah (swt)

in His infinite mercy and grace reward you all in abundance.

Honestly, I won’t conclude without saying a loud thank you to my legendary

guardians and companions namely Princess Surayyah, Maymun and Murjanatu

who had tirelessly been there for me unconditionally by Allah’s (swt)

permission. I thank Allah (swt) for placing my love in your hearts. I also express

my heartfelt appreciation for my masters and mentors in person of Mallam

Kabir, Mallam Mahraz, Sheikh Muhammad Suru, Alhaji Idris Bahago, Sayyid

Phadlan, Sayyid Paapa Lameen, Barrister Bashir Umar and all the other

5
Shuyukhs I’m not able to mention now. Words cannot express my humble

gratitude and thanks, only Allah (swt) will reward you in multiple folds.

Lastly, I say a big thank you to my cousins Abubakar Jibo, Zainab Jibo,

Abdulhakeem Umar Bala, Engr. Tijjani Umar Bala, Engr. Ahmad Rufai, my

lovely sister Habiba Musa Garba and my brother Faruq Musa Garba. I love you

all.

6
 ABSTRACT

The purpose of this study is to investigate management strategies for curbing

indiscipline among secondary school students in Zaria Zonal Education Area,
Kaduna State. The study is guided with five (5) research objectives and five
research questions. The population of the study comprised of Principals and
Teachers of secondary schools in Zaria Zonal Education Area in Kaduna State.
There were forty-nine (49) secondary school in the study area with 49
Principals and One thousand, one hundred and sixty-seven (1,167) Teachers, a
sample of forty-four (44) Principals and Two Hundred and Forty-Seven (247)
Teachers were selected from the population using stratified random sampling
techniques in line with the table for determining sample size from a given
population by “Research Advisor 2006”. The instrument used for data
collection was self-developed questionnaire namely “An Investigation on
Management Strategies for Curbing Indiscipline among Secondary School
Students (I.M.S.C.I.Q) which was validated by the research supervisor, who
then forwarded the copy of the instrument to an evaluation specialist in the
faculty of education. Simple percentage was applied to analyze the data where
the result shows that truancy, absenteeism, fighting and stealing are types of
indiscipline while poor home training, school environment/teacher factors and
peer group were discovered as the main cause of indiscipline acts or behaviors.
The methods and strategies employed in curbing indiscipline were corporal
punishment, grass cutting/washing of toilet, advice or counsel to students,
suspension and temporary exclusion, moral teachers, rewards for good attitude
and blame for bad behavior, more commitment on the part of educators,
rewards for attendance, good conduct and progress of academic performance
among secondary school students in the area under study. It is based on these
findings that collaborated management approach to control indiscipline was
recommended among other things.

7
TABLE OF CONTENTS PAGE
Title Page - - - - - - - - - i
Certication - - - - - - - - - ii
Approval Page - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement - - - - - - - - v
Abstract - - - - - - - - - vi
Table of Contents - - - - - - - - vii
List of Abbreviations - - - - - - - viii
Operational Definition of Terms - - - - - ix
CHAPTER ONE:INTRODUCTION
1.1 Background to the study - - - - - -
1.2 Statement of the problem - - - - - -
1.3 Objectives of the study - - - - - -
1.4 Research questions - - - - - -
1.5 Significance of the study - - - - - -
1.6 Scope and delimitation of the study - - - -
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction - - - - - - -
2.2 Conceptual Framework - - - - - -

2.2.1 Types of Indiscipline among Sec. School Students in Zaria Zonal

Education area - - - - - - - - - -

2.2.2 Management and organization of Sec. Schools in Kaduna State -

2.2.3 Causes of Indiscipline in Zaria Zonal Edu. Area Sec. Schools -

2.3 Strategies for Curbing Indiscipline among Sec. School Students -

2.3.1 Criteria for an Effective Disciplinary Measures - - -

2.3.2 Key Components of an Effective Disciplinary System - -

2.3.3 Effectiveness of Management Strategies employed in Curbing Indiscipline

among Sec. School Students - - - - - - -

8
2.4 Review of Empirical Studies - - - - - -

2.4.1 Summary and Uniqueness - - - - - -

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction - - - - - - - - -

3.2 Research Design - - - - - - - -

3.3 Population of the Study - - - - - - -

3.3.1 List of Public Schools - - - - - - -

3.3.2 Sample Size - - - - - - - - -

3.3.3 Sampling Technique - - - - - - -

3.4 Instrument for Data Collection - - - - - -

3.4.1 Validation of the Instrument - - - - - -

3.4.2 Reliability of the Instrument - - - - - -

3.4.3 Data Collection Procedure - - - - - -

3.4.4 Data Analysis Procedure - - - - - - -

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Introduction

9
4.2 Personal Data Analysis of Results - - - - - -

4.3 Treating the Research Questions - - - - - -

4.3.1 Types of Indiscipline - - - - - - -

4.3.2 Causes of Indiscipline - - - - - - -

4.3.3 Strategies employed to curb Indiscipline - - - -

4.4.1 Methods applied to curb Indiscipline - - - - -

4.4.2 Effectiveness of Strategies employed to curb indiscipline - -

4.4.3 Summary of findings - - - - - - -

4.4.4 Summary - - - - - - - - -

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION

5.1 Introduction - - - - - - - - -

5.2 Summary - - - - - - - - -

5.3 Conclusion - - - - - - - - -

5.4 Recommendation - - - - - - - -

5.5 Recommendation for further studies - - - - -

10
References - - - - - - - - - -

Appendices - - - - - - - - - -

11
 LIST OF ABBREVIATIONS

SUBEB – State Universal Basic Education Board

SMoST – State Ministry of Science and Technology

SMoH – State Ministry of Health

SMoE – State Ministry of Education

UBEC – Universal Basic Education Commission

LGEA – Local Government Education Authority

QSDS – Quantitative Service Delivery Survey

SESP – State Education Sector Project

GPA – Grade Point Average

PCTA – Parents, Children and Teachers Association

ANOVA – Analysis of Variance

Z.Z.E.A – Zaria Zonal Education Area

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 LIST OF TABLES

Table 3.3.1: List of Public Secondary Schools in Zaria Zonal Education Area

Table 4.2: Percentage distribution of respondents’ personal characteristics

Table 4.3.1: Types of Discipline among students in Zaria Zonal Educ. Area

Table 4.3.2: Causes of Discipline among students in Zaria Zonal Educ. Area

Table 4.3.3: Views of Teachers/Principals on Strategies employed to curb

indiscipline

Table 4.4.1: Methods of Curbing Indiscipline

Table 4.4.2: Effectiveness of strategies employed to curb indiscipline

13
 OPERATIONAL DEFINITION OF TERMS

Investigation:

Management:

Strategies:

Curbing:

Indiscipline:

Secondary School:

Student:

14
 CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

School institutions remain a preparatory ground to empower and certify the

requirement for human development. The teacher is faced with the challenges

of educating, socializing, empowering and certifying students, but with the help

of good teaching atmosphere (Fafunwa, 2004; Arrant, 2004; Wasagu, 2009). By

implication, the task of a teacher, which includes sustaining education system,

do not rest on his or her professional competency alone, but on the entire

features of the school climate (Loukas, 2007).

The school is a type of service organization vested with primary function of

educating the child and the control is a problem faced by all organizations

especially learning institution, which work with people. For the efficient

functioning of the school, school managements reserve power to control the

conduct of students through reasonable rules and regulations. Once these rules

and regulations are made, they must be enforced on the problems, which beset

secondary schools, indiscipline comes first. Disciplinary problems dominate

the issues of the day in both large and small schools both in towns and villages.

Students disobey school rules and regulations with impunity. They have little

or no respect for their teachers and even the school administration.

Students’ misbehavior is a prevailing problem affecting schools not only in

Nigeria but also across the many nations around the world. Students’

misconduct in the classroom interferes with teaching and learning and is

15
thought to be precursor to later school dropout and similar negative social

outcomes. Students’ behavioral problems are also thought to be a leading

contributor to teachers’ stress and attrition.

In secondary school, the situation is worse because the students as adolescents,

now become aware of their rights namely; to privacy, to freedom of religion,

belief, opinion, and expression, among others. According to Pager (1994),

educators at one school in the North Central Nigeria reported high levels of

absenteeism, truancy, laziness, substance abuse, and subversion of assessments

of achievements by students. Another author (Ferguson & Johnson, 2010) also

found that the lack of a supportive and friendly school environment influences

educators’ disciplinary attempt and may cause them to remain cold.

Petersen & Rosser (2008) contend that serious breaches of school discipline

policy include assault by students on teachers and other students, verbal abuse,

offensive language against teachers and other students, sexual abuse and other

forms of harassment, threat and intimidation of teachers and other students,

possession of offensive weapons, supplying or using illegal drugs, and

intrusions into the school or classrooms by adults with the intention of

confronting teachers. The problem now is rather alarming and jeopardizing the

administration of secondary schools.

It is against this background that the investigation on management strategies

for curbing indiscipline in schools needs urgent attention. There is much work

to be done since in some schools the situation has reached alarming

proportions. This study therefore concentrates on unraveling the various

16
dominant factors attributing to the discipline problems among secondary school

students in Kaduna State with a view to providing the means of managing

disciplinary problems.
1.2 Statement of the Problem
It is a known fact that education is the vehicle upon which the wheel of

national development revolves, Fafunwa (2003). Proper education hinges on

effective classroom management through the activities of teachers, parents and

students at large. To this end parents, teachers and the government need to

show commitment to improving education by promoting good discipline

among secondary school students. It is for this reason that the federal

government has introduced the teaching of religious and civic education in

schools in order to help eliminate the high rate of indiscipline.

The national policy on education (2004) states that religious instructions should

be made compulsory at the secondary school level with the hope that it will

help to inculcate appropriate values and attitude in the students.

The investigation on management strategies for curbing indiscipline among

secondary school students aims at unraveling types of indiscipline, their causes

and far reaching means of curbing the problem among secondary school

students in Zaria Zonal Education area of Kaduna State as a result of reports

from secondary schools like Alhuda-huda College Zaria, Barewa College and

Science College Kufena. The rate of indiscipline has risen to a great level from

the year Two Thousand and Four (2004) till date. Indiscipline in schools is

certainly a matter of immediate concern to the teaching profession.

17
1.3Objectives of the Study

The study will try to achieve the following objectives

1. To identify the types of indiscipline that is prevalent among Secondary

School students in Zaria Zonal Education Area.

2. To examine the causes of indiscipline observed among Secondary School

Students in Zaria Zonal Education Area.

3. To find out Strategies Principals and Teachers of secondary schools in Zaria

Zonal Education area employ to curb indiscipline in the schools under

study.
4. To investigate the methods used to apply strategies in curbing indiscipline

among Secondary School Students in Zaria Zonal Education Area.

5. To examine effectiveness or otherwise of the strategies employed among

Secondary School Students in Zaria Zonal Education Area.

1.4Research Questions

The study is guided by the following research questions.

1. What are the types of indiscipline observed in these schools?
2. What are the causes of indiscipline among secondary school students in Zaria

Zonal Education area?

3. What are the strategies Principals and Teachers employ to curb indiscipline in

the schools to be under study?

4. What are the methods Principals and Teachers in Zaria Zonal Education Area

apply to curb indiscipline among their Secondary School Students?

5. What are the effectiveness of strategies employed to curb indiscipline in these

schools?

1.5 Significance of the study

The morality of all people involved in educating the students to curb

18
indiscipline in secondary schools has resulted in undesirable events. Those

negative events have far reaching effects in learning and the administration of

secondary school. Therefore, the study is expected to enhance management

strategies for curbing indiscipline among secondary school students in Zaria

zonal educational area in the following ways.

First and foremost, it would provide more information to the policy makers in

the Ministry of Education regarding the factors responsible for the disciplinary

problems in secondary schools and would help to enable them formulate better

policies in their effort in restoring discipline in secondary schools. It will add to

the existing knowledge about factors responsible for bad behavior among

secondary school students in Zaria Zonal Education area of Kaduna State.

The findings of the study will be useful to educational planners and

administrators, teachers, parents and students in other states who have similar

problems of indiscipline in their schools. The study will also be useful to the

school authorities in their efforts at restoring discipline in secondary schools.

Principals and teachers will be able to know the causal factors, effects and

measures of controlling students’ indiscipline.

The study will enable parents to know to what extent they have carried out

their responsibility in the discipline of their children. It will open chances for

further studies on curbing indiscipline and management strategies among

Principals in the country generally.

1.6 Scope and delimitation of the Study

The scope of the study is Zaria Zonal Education area secondary schools. It is

19
delimited to investigate the causes responsible for indiscipline among students

in the area of study. The study also covers only public secondary schools in

Zaria Zonal Education area of Kaduna State.

Basically, the limitations faced by the study are that the findings and

generalizations are only applicable to Zaria Zonal Education area secondary

schools. This is because private schools were excluded from the study as such

the findings apply to non-coeducational secondary schools with senior

secondary school classes. This study is also delimited to the opinions expressed

by Principals, teachers and as they relate to indiscipline among secondary

school students.

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter is concerned with the review of related literature on Investigation

on management strategies for curbing indiscipline among secondary school

students in Zaria Zonal education area of Kaduna State in respect of the

following:

1. Conceptual framework

2. Types of Indiscipline among Secondary School Students in Zaria

Zonal Education area

3. Drug abuse

4. Deviancy and Truancy

20
 5. Stealing and Fighting

6. Vandalism

7. Management and organization of secondary schools in Kaduna State

8. Causes of Indiscipline in Zaria zonal education area secondary

schools

9. Strategies for curbing indiscipline among secondary school students

in Zaria Zonal Education area.

10. Effectiveness of Management Strategies employed in Curbing

Indiscipline among Secondary School Students

2.2 Conceptual Framework

Discipline defines the limitations of an individual or a group of people. It is the

practice of restraint, which may be self-imposed. The study of psychology

reveals that a person possesses boundless urges and impulses, which are

constantly seeking expression. These include need for security, sexual

activities, exploration and success. On the other hand, the society stipulates

laws and traditions, which does not permit free expression of these inner forces

without following the appropriate procedure acceptable by balance between his

inner tendencies and the external restrictions. Self-discipline is a willingness to

accept rules and regulations laid down for guidance and the ability to act in

accordance with what is expected of the individual by the society (Joseph,

2010).

21
School discipline is an essential element in school administration. This is

because discipline is a mode of life in accordance with laid down rules of the

society to which all members must conform, and the violation of which are

questionable and also disciplined. The aim of discipline is therefore, to help the

individual to be well adjusted, happy and useful to his s o c i e t y. The doctrine

of school discipline according to Nolte (1980) and Barrell (1978) is based on

the concept of “loco parentis” which allows school authorities full

responsibility for children’s upbringing, the right of discipline and control.

Consequently, in the field of child development, discipline refers to methods of

modeling character and of teaching self-control and acceptable behavior. To be

disciplined is then, s u b j e c t to content, either a virtue, which may be referred

to as discipline procedure or an euphemism for punishment, which may also be

referred to as disciplinary procedure (Reyes, 2006).

School discipline refers to regulation of children and the maintenance of order

(“rules”) in schools. These rules may, for example, define the expected

standards of clothing, timekeeping, social behavior and work ethics. The term

may be applied to the punishment which is the consequence of transgression of

the code of behavior. I n o t h e r w or d s , the usage of s c h o o l discipline

sometimes means the management of disciplinary setback in conformity with

the school rules.

On the other hand, “indiscipline” is a household word in Nigeria today. In fact,

22
it is a word that is found in government offices, private sectors, in politics and

in all levels of educational institutions. The trend in secondary schools in the

present time is indiscipline of all sorts. The trouble with the term is that every

individual may know what they mean when they talk about it, but individual

meanings can still differ in a sense, therefore, I will at this juncture present

some of the meaning giving to the term by scholar in the literature.

Indiscipline according to (Timothy, 2008) is the direct opposite of discipline

i.e. lack of discipline. He further quoted Dittinuiya (1995) who defined it as

any act that does not conform to the societal value and norms. He went further

to cite Otu (1995) who also define indiscipline as unruly acts and behaviors,

acts of lawlessness and disobedience to school rules and regulation.

It can be summarized that indiscipline is any form of misbehavior which the

student(s) can display in the following ways: general disobedience to

constituted authority, destruction of school property, poor attitude to learning,

abuse of seniority, immoral behavior, drug abuse, stealing, lateness, truancy,

dirtiness, quarrelsome, use of abusive or foul languages, rudeness, cultism etc.

as the forms of indiscipline in schools are inexhaustible.

Timothy (2008) further stated that indiscipline can be said to be the

unwillingness of students to respect the constituted authority, observe and obey

school rules and regulations and to maintain high standard of behaviors

conducive to teaching and learning process essential to the smooth running of

23
the school to achieve the educational objective with ease.

2.2.1 Types of Indiscipline among Secondary School Students in Zaria

Zonal Education area

The critical tool used in the transformation of individual in particular and the

society in general. Secondary education in Zaria local government is meant at

preparing the students for valuable living conditions within the society and

training for further education. In order to live a valuable life within any given

community and contribute towards the social, economic, and political

development of the nation, the appropriate skills, values, attitudes, knowledge,

and competencies must be impacted into the individual. In developing nations,

indiscipline has been a major and continuous administrative problem among

secondary schools in developing countries. Denga (1999) in his study identified

indiscipline such as stealing, truancy, exam malpractice, drug abuse and

destruction of school properties as detrimental practices.

The percentage of students who drop out of school in most urban and rural

areas of Kaduna State is on an increase. These students cultivate and

demonstrate deviant behaviors and may never fulfill their potentials. They

become burdens to the society. There is an outcry of Kaduna State teachers,

administrators and parents about the increasing rate of indiscipline in Kaduna

State secondary schools. This observation unsettles the mind of patriotic

citizens since children are considered the future leaders of the country. As a

24
result, any attempt to curb students’ indiscipline in school would be highly

welcomed by the government, educators, parents, teachers, and school

administrators.

1. Drug abuse: An Overview

This is one of the most dangerous and most common act of indiscipline. It

means taking drugs without prescription by the appropriate person. Abused

drugs include tramadol, alcohol, tobacco and smoking of cannabis. There is a

general moral decadence in this regard because many parents are also guilty of

the same misbehavior and are unable to instruct correct, advice or guide

children along the proper paths concerning the use of drugs.

A survey was carried out by Lynskey and Hall (2000) on the effect of

adolescents’ use of cannabis on education attainment. The cross-sectional study

revealed a significant association between cannabis use and a range of

measures of education performance including lower grade point average (GPA)

and poorer school performance. The use of cannabis was associated with the

adoption of an anti-conventional lifestyle resulting in a lot of disciplinary

problems in schools (Ingenta, 2007).

2. Truancy and Absenteeism in Schools

Truancy: This is the irregular attendance in school or classes with many

factors within or outside the school building, peer group influence, teacher

methods of teaching or discipline are some school factors that can lead to

25
truancy. Factors outside the school may include poverty where the child might

need to fend for him/herself, engage in labor to raise money,

parenting/guarding methods of discipline, security among others.

Absenteeism: This may result from the type of leadership obtaining in a

school. The school exercise greater control over students and may lead students

to frustration, if there is insufficient supply of school materials and facilities

such as food, water, toilet facilities which may lead to absenteeism or rebellion

against authority. If a student has formed destructive habit, he is also likely to

consistently be absent or revolt against authority unaware of the consequences

of his actions. Teachers may have poor attitude to class teaching by using

inappropriate materials and contents in such a manner that may constitute them

into a certain source of absent on the part of students as resulting from

dissatisfaction and frustration from schoolwork.

3. Stealing and Fighting among Students

Stealing: This is the r e m o v a l of another person’s property w i t h o u t his

permission. The socio- economic environment including status of parents,

home background and a natural tendency to steal is responsible for this among

students. This conduct is mostly influenced by peer-group pr e s s u r e . The

value structure of the society, such as the get rich quick syndrome in N i g e r i a

h a s l e d m a n y young people to the false convention that there is no need to

pursue life course with appropriate hard work and consequent success. Some

26
p a r e n t s spoil their children by exhibiting highly permissive behavior. They

allow children to have everything on demand and task themselves to overdo

what they believe is their responsibility. This attitude e n c o u r a g e s children to

interpret any form of lack or poverty as hardship and frustration to the extent of

justifying their removal of other peoples’ property.

Fighting: Children fighting at the secondary school level are very low in self--

esteem. The chief impetus for fighting during the normal course of classroom

and playground life tends to lie in the child’s basic sense of inadequacy and

feelings of not being valued or worthy. In other words, the four psychological

needs of the child have not been met: the need for love, security, new

experience and need for responsibility. Home background may contribute to

frequent fighting nature of a child.

4. Vandalism in Schools

Is sometimes referred to as a malicious mischief. It involves deliberate

destruction of public property by some form of defacement or mutilation,

typical acts of vandalism include breaking windows in schools, destroying

school records, damaging school property such as desks and writing on the

walls either in the classroom or the hostels. Medinus (2009) observed that the

youths used vandalism as an expression of power over others by damaging

their properties. They show self-assertion by bringing down the school or

defacing the school building.

27
2.2.2 Management and organization of secondary schools in Kaduna State

Managing is an act of management, which could be described as the rational

process by which organizational resources are integrated, coordinated, and or

utilized to effectively and efficiently achieve the objectives for the

organization. The role of management is to plan, organize, integrate, and inter-

relate organizational activities and resources for the purpose of achieving

predetermined or identified objectives (Carlisle, 1975). Thus, if schools are the

factories for producing a nation's manpower, it is proper management that

makes them effective.

The SMoE (State Ministry of Education) is supplemented by a number of

parastatals. These are corporate bodies charged either with a state-wide

education sub-sector or sub function or with the management of a particular

institution. They enjoy a certain level of autonomy in discharging their mission

and the Commissioner may give directions of only a general character. There

are five parastatals charged with state-wide functions: the SUBEB (State

Universal Basic Education Board), the Agency for Mass Literacy, the State

Library Board, the State Scholarship Board and the State Teachers’ Service

Board. Twelve other parastatals are charged with the management of a single

establishment (for example a school or a higher education institution).

Kaduna SUBEB is responsible for the functioning of basic education in the

state, i.e. early childhood care and development and nine years of basic

28
education per se. While SUBEB’s management of primary schools has been in

operation since 2005, a process of “disarticulation” is under way whereby

junior secondary schools will be gradually placed under SUBEB management

as part of the nine-year basic education.

The 13 science, technical and business schools under the supervision of the

SMoST (State Ministry of Science and Technology) are run through the State

Science and Technical Schools Management Board. It is a parastatal that

receives its budget directly from the Government, independently form the

Ministry and that manages it autonomously. As far as the SMoH (State

Ministry of Health) is concerned, the two Mono-technics under its supervision

have each their own management board through which administration and

finance is run.

i. Teacher recruitment

At secondary schools, the recruitment process is conducted by the State

Teachers’ Service Board on request by the Commissioner and after

authorization by the Executive Governor. They then advertise the positions,

short-list the candidates and interview them. They then recommend

appointments according to strict evaluation methods, although the

recommendations are not systematically followed.

The general picture is that there are very few vacancies and no shortages of

29
qualified candidates. The exception is for Mathematics and Science teachers

who are very scarce. In view of the depressed job market in Kaduna, every

vacancy attracts hundreds of degree holding candidates, often qualified.

ii. In-service training and development

Basic education teachers are theoretically entitled to staff development

activities through the UBEC (Universal Basic Education Commission)

Intervention Fund managed by the SUBEB. A set percentage of that money (N

700 million in 2006) must be devoted to teacher development (15%). But there

are no clear indications from the UBEC reports that the budget is being used

accordingly. For senior secondary school teachers there are virtually no

opportunities for staff development.

iii. Teacher supervision

In Kaduna State there are at least four separate inspectorate services: the SMoE

Inspectorate Service, the Federal Inspectorate Service, the Inspectorate

Department of the SUBEB and the LGEA (Local Government Education

Authority) supervisors. All these services monitor and supervise primary or

secondary schools concomitantly with obvious potential conflict of interests.

The SMoE Inspectorate Service currently comprises 7 inspectors at

headquarters plus 12 inspectorates corresponding to 12 State Divisions. There

are approximately 25 inspectors per division who are then responsible for some

30
30 secondary schools and 300 primary schools. In theory each school is

supervised three or four times a term. Some of the constraints include

inadequate funding such that inspectors’ claims and expenses often remain

unpaid for a long time and inadequate vehicles required for monitoring.

The QSDS (Quantitative Service Delivery Survey) study reports that from the

teachers’ perspective, inspectors were missing in action, with only about 2

percent reporting that an inspector had visited their classroom at least once in

the past semester. Those teachers whose classrooms were visited by an

inspector reported thorough reviews, professional treatment by the inspector,

and helpful feedback. The average number of inspectors’ visits in the past 12

months to a school is much higher than individual classrooms: between 5 and 7

times per year, depending on school location.

The new World Bank supported State Education Sector Project (SESP)

includes a specific subcomponent for a Reform of the Inspectorate precisely

aiming at restructuring and streamlining the inspection services.

2.2.3 Causes of Indiscipline in Zaria Zonal Education Area Secondary

Schools

At this juncture, there is every reason to know the causes of these ugly actions

and reactions in our institute of learning. In Nigeria for instance, the ills and

vices that go on in the society have their effects in schools. Students, teachers

and even school managers are involved in one form of indiscipline or the other.

31
Generally speaking, some of the causes are;

1. Parental/Home Factor

Most authors regard parents as of the greatest importance in creating a

conducive teaching and learning atmosphere. It seems that the lack of parental

involvement is the major cause of disciplinary problems in secondary schools.

Alidzulwi (2000), points out that many parents are not involved in the education

of their children, causing poor results, high dropout rates, and the absence of

discipline in schools. Bowman (2004) is of the opinion that parents’ failure to

teach their children discipline is identified as the greatest contributing factor to

disciplinary problems in schools. Louw and Barnes (2003) affirmed that they

have never seen a problem child, only problem parents. In his study, Varma

(1993) also points out that those learners who behave badly at school do not

receive proper discipline at home.

When analyzing the inability of parents to take care of their children on all

socio-economic levels and in all racial groups, Rossouw (2003) regards the

decline in discipline in most schools as originating from the communities rather

than from schools. Stressing that parents show a lack of tolerance and respect

towards government authorities as well as towards educators, and some have a

laissez-faire approach towards their children.

Some other factors related to the lack of parental involvement in schools that

32
influence discipline are, single parent homes; a lack of parental control at home;

the negative influence of television; neighbourhood and community problems

that influence the home; and values differences between the home and the

school.

2. Political, Social and Economic Factors

Rossouw (2003) claims that educators have reported that they are uncertain,

confused and afraid of infringing upon learners’ rights, and of being accused of

misconduct. Saying that the over-emphasis placed on learners’ rights may cause

a “don’t-care attitude” and a lack of regard for the educators’ role in the

classroom. This may cause some learners not to strive to excel. Instead, they try

to influence their classmates negatively to exhibit the same lack of discipline.

Children who experience social alienation from others are often misbehaved.

According to Lewis (1991), this situation arises within most families where

children feel rejected. This finding (the significant relationship between

isolation and poor behavior) is supported by Butchart in 1998 when he indicates

that emotional disconnection from family, friends, and peers results in feelings

of isolation and alienation for the child. According to Butchart (1998), “These

feelings experienced by the child may ultimately develop into what is referred

to as ‘psychological pains’, which may cause problems such as physical assault,

gang violence, substance abuse, and many others”.

33
 3. School Environment

Every school manager is committed to ensuring that school provides a safe and

orderly environment in which teaching and learning take place each day.

Bazemore (1997) posits that safe and supportive school environments depend

on students, staff and parents demonstrating mutual respect. In other words, all

members of the school community students, staff and parents must know and

understand the standards of behaviour which all students are expected to live up

to and the consequences if these standards are not met.

Every student has the right to a learning environment free from bullying and

intimidation and to feel safe and happy at school. They have a right to be treated

fairly and with dignity (Terry, 2001). In addition, every community has rules.

The school community is no exception. A school makes reasonable rules for the

good order of the school and the discipline of students. Schools have the power

to enforce these rules by using discipline or punishment.

According to Rowne (2005), “The school priorities are designed to ensure that

all students are provided with a harmonious environment where they can learn

and thrive. Therefore, good discipline in a school is required to ensure that

school is able to provide quality education for all students and to guarantee the

care and safety of the school community. A harmonious work environment at

school increases the chance of students realizing their full educational

potential”.

34
However, a lawless community raises unproductive members for the society. In

the same vein, a lawless school environment promotes disciplinary challenges

to the school manager and teachers. Students in such school disrespect their

fellow students, teachers and community members and engage in protest which

promulgates violence, discrimination, harassment, bullying and intimidation,

using of weapons, drugs, alcohol and tobacco (Mitchell, 1996).

4. The Curriculum

The relevance of the curriculum to learners’ needs also influences discipline at

school. In research done by Raven (in: Besag 1991), it was ascertained that

learners engage in several forms of deviant behaviour if the curriculum is not

able to offer them opportunities for self-development and a sense of personal

worth, and do not address the aims that are promoted by society. Besag (1991)

further maintains that learners resort to taking matters into their own hands if

they believe that the curriculum is irrelevant and boring. Accordingly Doveton

(1991) indicates that deviant behaviour is always experienced if the curriculum

that is offered to learners is irrelevant to their interests and the needs of their

communities.

5. Peer Group Influence

The peer group influences what the child values, knows, wears, eats and learns.

The extent of this influence however depends on other situational constraints,

35
such as the age and personality of children and the nature of the group (Harris,

1998).

There is no doubt that considerable evidence supports the statement that peer

relationships influence the growth of problem behaviour in youth. The peer

group can demand blind obedience to a group norm, which can result in socially

alienated gangs with pathological outlooks (Peny, 1987). Douge (1993)

indicated that poor peer relationships were closely associated with social

cognitive skill deficits.

According to Seita, Mitchell and Tobin (1996) “When the family has been

unable to fully meet a child’s needs, other adults who play a significant role in

the child’s life have extraordinary potential for influencing the child in taking

charge of his or her life”. It is worth noting that peer influence can lead to

discipline problems and delinquent behaviours both inside and outside school. It

is also clear that one of the major ways that deviant youths become even more

deviant is through unrestricted interaction with deviant peers. Hartup (1965)

posited that criminality is socio-culturally learned in the process of interacting

with family members and peers in small intimate groups. This process includes

learning the techniques to commit delinquent acts and developing the

rationalizations to protect one’s self-concept.

2.3 Strategies for Curbing Indiscipline among Secondary School Students

in Zaria Zonal Education Area

36
Disciplinary measures in secondary schools being the central focus of this study,

it is important to note that disciplinary action must commensurate with offence

committed. Geiger (2000) regarded a lack of discipline as a chronic problem in

the classroom, and the manner in which it is being handled as determining the

amount of learning that is taking place in schools. While Fuentes (2003)

indicated that every year more than three million students are suspended and

nearly 100 000 more are expelled from primary up to university in the United

States of America. Many learners face police action for disciplinary measure

that merit offence committed.

However, students’ indiscipline seems to be ubiquitous in the 21st century in

secondary schools in Nigeria. With recent problem increase in school

enrolment, discipline problems are bound to accentuate and cause more burdens

on teachers and school administration. According to Rigby (2000) “students’

indiscipline has plagued schools leading to series of unrest particularly in

secondary school”. Consequently, disciplinary measures taken must go along

with the gravity of their offences. Disciplinary measures in the 21 st century

could be discussed under historical and contemporary methods as follows: -

1. Historical Method

Throughout the history of education, corporal punishment was regarded as a

means of maintaining discipline in the school. Vornberg (2002) contends that in

practice corporal punishment means that students are punished with the cane,

37
paddle or strap if they did something wrong. Maree (in Egwuonu 2008) added

that the proponents of corporal punishment explains its administration on

various grounds, indicating how it is capable of building character, contributing

to the rapid reduction or elimination of unwanted behavioural patterns, and

facilitating learning, whilst at the same time teaching respect for rules and

authority.

However, stakeholders in education have condemned corporal punishment on

the basis that is out of all proportion. McManus (1995) opined that when

punishment is out of all proportion to the mistake, it breeds antagonisms to the

school. Stressing the fact that the child becomes more hostile, this leads to a

large number of psychological and physiological troubles. Grunwald (1998)

argued that if education means the act of leading out, the act of unfolding, the

act of developing then corporal punishment could never be educative.

Concluding that it will not enable the child to adjust himself to the environment,

the child may become indisciplined, quarrelsome and antisocial.

2. Modern Method

The National Policy on Education (2004) urges educators to use discipline

rather than punishment proactively and constructively. It is expected that the

learners experience an educative, corrective approach where they will learn to

38
exercise self-control, to respect others, and to accept the consequences of their

actions. However, there is a feeling that school discipline practices are generally

informed by theory from psychologists and educators. Bell (1995) identified the

following theories to form a comprehensive discipline strategy for an entire

school or particular class: -

i. Positive Approach: This approach is grounded in teachers’ respect for

learners. It instills in learners a sense of responsibility by using youth/adult

partnerships to develop and share clear rules, provide daily opportunities for

success and administer in-school suspension for noncompliant pupils.

ii. Teacher Effectiveness Training: This method differentiates between

teacher-owned and pupil-owned problems, and proposes different strategies for

dealing with each. Emmer (2005) opined that effective teacher training reflects

in pupil’s knowledge through problem-solving and negotiation techniques.

iii. Appropriate School Leaving Theory and Educational Philosophy: It

is a strategy for preventing violence and promoting order and discipline in

schools, put forward by educational philosopher Greenberg (1987) and

practiced by some schools. Positive school culture and climate will to a large

extent aid reduction of indiscipline in school.

iv. Detention: This requires the pupils to remain school at a given time of

the school day (such as lunch, recess or after school) or even to attend school on

a non-school day, e.g. “Saturday detention” held at some United States and

United Kingdom schools. In the United Kingdom, the Education Act 1997

39
obliges a school to give parents at least 24 hours’ notice of a detention outside

school hours. This is not common in Nigerian schools but in specialized schools

like “Command Secondary Schools or Navy Secondary Schools” such practice

is common perhaps because of the military nature of the schools.

v. Suspension or Temporary Exclusion: This is mandatory leave assigned

to a student as a form of punishment that can last anywhere from one day to

several weeks, during which time the pupils cannot attend regular lessons. The

student’s parents/guardians are notified of the reason for and duration of the out-

of-school suspension. Pettit (1997) contends that sometimes pupils have to

complete work during their suspensions for which they receive no credit.

Stressing that students only report in school but serve punishment like cutting

grass or digging holes or uprooting a plant or work in school farm.

vi. Exclusion or Expulsion: Withdrawing or permanent exclusion is the

removal of a pupil permanently from the school. This is the ultimate last resort,

when all other methods of discipline have failed. However, in extreme

situations, it may also be used for a single offense. In Nigerian schools, school

head can only suspend a pupil while exclusion or expulsion of pupil from

school is the right of the Ministry of Education based on the school report.

However, expulsion from a private school is a more straightforward matter,

since the school can merely terminate its contract with the parents.

vii. Deprivation of Privilege: It is a useful and efficient form of punishment.

Dodge (1993) affirmed that loss of position, prohibition from playing any game

40
in the school compound for a certain period could go a long way in improving

the wrong doer.

viii. Moral Punishment: Moral punishment such as apologies, public or

private degrading from positions etc. is sometimes resorted to. Widman (1987)

contended that great care and discernment are needed before such form of

punishment is resorted to because it could never halt self-respect of the wrong

doer.

ix. Self-government: It means the organization of community life of the

school in such a manner that responsibility for managing the school and running

it in certain activities is shared with the pupils. It therefore, enables the pupils to

learn in a practical way the principles of citizenship, co-operate living and

democratic organization.

x. Praise and Blame: The teacher must be very careful in his allocation of

praise and blame. Tongue is said to be most powerful weapon in the teacher’s

armory and its use may vary from a mild reproof to the bitter sarcasm and

vulgar abuse. Wasmund (1965) described sarcasm as a weapon which is

sometimes resorted to by the teacher, which creates a conflict between the

teacher and the student easily. Stressing that sarcasm lower the self-respect of

the pupil, tampers with his or her ego and permanently alienate him from the

teacher and the school order.

xi. Rewards: There is a belief that reward is not only right and desirable but

also indispensable. Rewards can be given for attendance, conduct, progress,

41
games, badges and certificates may be given as rewards. Group rewards might

be given, for pupils will become socio-centric not egocentric. Teamwork can be

fostered and wholesome all school spirit can be secured.

xii. Punishment: It has a necessary place in the school economy but it must

be based on certain principles if it is not to be a “hit or miss” affair. Seita (1996)

identified the following guidelines for the use of punishment.

٠ Punishment should fit the “crime” as well as the “criminal”. This is

because individuals differ from one another in the basic temperamental patterns

which they inherit, and in those which they subsequently develop. For example,

some children are extremely self-assertive, others unduly submissive. Some are

very easily provoked to anger, others relatively placid and others patient while

some are by nature very sociable and others solitary in their outlook. Therefore,

one needs to exercise care in making any general statement regarding the

effectiveness or otherwise upon children of any form of correctives.

٠ There should be no uncertainty about the punishment. The element of

uncertainty in punishment renders it almost inoperative and postponement is

almost fatal.

٠ Punishment should help the offender to improve and this condition is

satisfied only when he realizes his mistake, feels regret or shame for his conduct

and makes up his mind not to commit the offence again. When the offender

realize that he deserves punishment, punishment becomes necessary.

42
٠ Punishment should be inflicted to the barest possible minimum.

Familiarity breeds not so much contempt, as indifferences in such matters.

In a nutshell, all the above-mentioned measures except blame and sarcasm are

positive disciplinary measures to secure but the instinctive and impulsive

reactions of children themselves may lead to evil, if not properly directed. So

proper guidance of youthful zeal has both negative and positive aspects. Scult

(2009) opined that children are dynamic, effervescent and therefore, heedless.

They need checks to prevent excesses, restrictions to keep them within the

speed limit of property.

In lieu of this, Rogers (1995) came up with a school discipline policy which

provides a framework that corresponds with what a school will seek to practice.

The framework aims at achieving the following; establish a stable social

learning environment; encourage students to be responsible for their own

behaviour, to develop self-discipline, and enhance their self-worth, and to

respect the rights and feelings of others, such as their fellow students and

teachers; set out the school’s expectations and rights, and to enhance positive

behaviour; and establish a set of preferred practices and due processes, whereby

the staff may address unacceptable student behaviour.

2.3.1 Criteria for an Effective Disciplinary Measures

For the school system to achieve its desired goals, disciplinary measures must

43
be properly enforced. Again, if discipline is to be effective, it should;

- Emphasize correcting the problem rather than distributing punishment.

- Maintain the students’ self-esteem and dignity.

- Provide for increasingly serious consequences if the problem is not resolved.

- Be easy for teacher to administer and evaluate.

- Result in the desired behavioral change in the student.

2.3.2 Key Components of an Effective Disciplinary System

1. Mutual respect between the teacher and the students should be maintained.

2. Maintain or enhance motivation if possible.

3. Hold a coaching/counselling meeting as soon as possible when the problem

is first identified.

4. Always hold the meeting in private. If disciplinary action is taken in front of

others, the students are likely to become defensive and less open.

5. During the disciplinary meeting;

- Review the facts and state the problem in terms of desired performance and

actual performance.

- Give the student a chance to explain or ask why the problem is occurring.

- Listen to what the student has to say.

- Explain the rational for the policy or rule that was violated.

- Ask the student for possible solutions to the problem.

- Clearly communicate the changes that needed to be made and the time frame

44
 to making them.

- Express confidence in the students’ ability to change/improve. End on a

positive note.

- Keep the discussion confidential.

- Follow-up as required and provide regular feedback.

- Take additional disciplinary action if necessary.

2.3.3 Effectiveness of Management Strategies employed in Curbing

Indiscipline among Secondary School Students

Effectiveness is the ability to plan, organize and coordinate many and often-

conflicting social energies in a single organization so adroitly (Adams 1963),

cited in Besong (2001). It implies that, it is the right and duties attached to an

individual irrespective of the gender of the incumbent. Effectiveness is

equivalent to achievement muted by incumbent administrator or principal of

secondary school. It implies that, it is an antecedent of function or role’s

achievement of the principal. It could be identified as a plan proposed in

advance and accomplished later but within a stipulated time or duration of

school.

Ipaya (1996) cited by Besong (2001) noted in his study of effectiveness, that

effectiveness is a part of function assumed by someone, a set of specific

responsibilities, assumed by a professional in a setting. The implication is that

when a principal maintains high morale discipline and decorum among his staff

45
and also students, he exhibits a personality of effectiveness worthy of

emulation.

Uche (2002) identified effectiveness in a series of his studies related to

effectiveness, that it is a symbol of good administrative style of the incumbent,

team work, morale or motivation of staff, good teaching conducive social

climate and counseling as well as rules and regulations. The principal’s ability

to control and maintain school facilities, initiates projects and completes both

the new ones and also those abandoned by his predecessor(s) is exemplary of

effectiveness.

Equally, monitoring performance of regular staff meeting, interaction,

encouraging staff participation in decision-making is an evident of effectiveness

but when the principal is all-wise, seems more knowledgeable, there is bound to

be a disparity in the school at such, the staff may not be productive.

A considerable body of research findings is available to support the contention

that in the balance, better qualifications of teachers, would lead to better

performance of students. Goodman (1959), established that there are links

between pupils’ performance and teacher effectiveness and between

performance and classroom atmosphere. Teachers’ experience was measured in

terms of the number of teachers in a district with five or more years of

employment as a classroom instructor. Classroom atmosphere was a measure

resulting from an observer’s rating of the degree to which the teacher attempted

46
to relate the subject matter being considered to the interest and ability levels of

students.

Effectiveness of home supervision on students’ discipline in secondary

schools

Literature reviewed revealed that parental involvement in the activities of the

school has a positive impact on students’ academic achievement and the success

of the school (Halsey, 2004; Christie, 2005). Parental involvement boosts the

morale of teachers because of the partnership that could have been established

between the school and the community. The most crucial practice would be

school leadership creating a climate that will attract parents to participate in

their children’s learning. Parents should not only be consulted when there is a

fund raising activity, but also for activities which might not be taken as

important. There are a number of things that parents can assist in their children’s

learning.

Recently, Botswana has established Parents, Teachers and Students Associations

(P.T.S.A) as a sign of the stakeholders’ commitment towards students achieving

the school purpose. The objectives of the association include promote positive

behavior amongst students, monitors students work and encourages cost-sharing

of students’ tuition. Parents are capable of helping students do homework,

tutoring, supervision of afternoon study periods, coaching sports and

motivational talks. As long as they know that their contribution is recognized

47
and is vital for the achievement of their children, parents will be more than

willing to value their children’s education. Parents raised children with the hope

of making them better citizens. One of the parents’ aspirations is to see the

children having succeeded in their schooling. In developing countries where

unemployment is rife parents care about their children academic performance

because the status quo is, good results means better opportunities for more

career choices and white collar jobs.

In a collaborative climate where there is a mutual relationship between parents

and teachers, parents are accountable for their children’s homework, provision

of additional funds for students’ educational trips and school attendance. In

Botswana government has endorsed parental involvement in the education and

mandated schools to form Parent Teachers Associations. In this relationship

parents have agreed to assist government in paying a small amount of money as

P.T.A. levy and share the cost of students’ tuition. The funds are used for school

development and enhance students learning. Of recent, a new system of

association has emerged in schools called Parent, Children and Teachers

Association (P.C.T.A). The main objectives of the association are to promote

positive behavior amongst students and monitors students work. When parents

see that their contribution is recognized their sense of belonging is enhanced.

Once they own the school they share the blame for a decline in students’

academic performance. In order to avoid such disappointment parent show

48
interest in students’ achievement by conducting daily spot checks on their work.

This ultimately motivates students to be serious with their school work, hence

improve their academic performance. Parents therefore have a major role in

their children’s education.

2.4 Review of Empirical Studies

research conducted by Muhammad (2009) which is “An Examination of

Management Strategies in Promoting Discipline among Female Students in

selected senior secondary schools in Kano Metropolis” to examine management

strategies in promoting discipline among principals and teachers managing

senior secondary schools in Kano Metropolis. The population comprised all

principals and teachers managing female secondary schools in Kano numbering

56 principals and 645 teachers, 48 principals and 240 teachers were sampled

using stratified random sampling technique. Simple percentage was applied to

analyze the data and results proved that poor home training, lack of sufficient

teaching equipment and peer group influence were discovered as the main

source of indiscipline behaviour. Based on the findings, the researcher

recommended use of management strategies to promote discipline among

female secondary school students in Kano metropolis.

Aihieose (2009) also conducted a research which was based on Effective School

Discipline. Counseling is a viable alternative to punishment. The design of the

research was survey. The method of data collection was unstructured

49
questionnaire; the target population was the entire school student at secondary

levels and the method of data analysis was ANOVA. The result of the research

outcome states that factors responsible for discipline problems are found in the

children, the home, the school and the society. She further said that punishment

is reactive and focuses on behavior infractions rather than the underlying causes

of behavior. And therefore, counselling measures should be adopted to amidst

students in understanding and competences that will assist the exploration of

decisions that facilitate transition from school to the working environment and

provides activities, and experiences that help to develop their competencies.

Though the work is relevant but the researcher failed to indicate the level of

significance at which the formulated hypotheses were tested. The area of

coverage was two wide hence covering all students. The location also was based

in Benin and the sample population was not indicated.

Finally, Ibrahim (2009) conducted a study on “Impact of Social Studies

Education in Curbing Indiscipline among JSS in Zaria and Sabon-Gari” to

investigate the impact of social studies education in curbing indiscipline among

junior secondary schools in Zaria and Sabon-Gari local government areas,

Kaduna State. The study was guided with three (3) research questions, four (4)

objectives were set out to be achieved and three (3) hypotheses were also

formulated to guide the study which was tested at 0.05 level. Descriptive survey

design was adopted using structured questionnaire design by the researcher for

50
400 group of respondents.

However, t-test was the main instrument used for testing the hypothesis, the

findings of the study reveals that there is direct relationship between

indiscipline and societal norms. The study went further to recommend that

teaching of social studies should be made compulsory in all classes of

secondary school in order to curb the rising wave of indiscipline among

students.

2.4.1 Summary and Uniqueness

In this chapter, the researcher reviewed the literature related to the study. In

doing this, the conceptual framework for discipline and indiscipline, types of

indiscipline in secondary schools were discussed respectively. The types of

indiscipline were listed and discussed. The review focused on drug abuse,

absenteeism, truancy, stealing, fighting and vandalism. It also looked at the

management and organization of secondary schools in Kaduna State. The

causes for indiscipline as well as strategies for managing them were also

reviewed.

Similarly, the chapter looked at a review of motivation of teachers for effective

results in developing secondary school students. It was discovered that teachers

played a major role in determining and shaping the future of prospective

students and they need to be motivated financially, psychologically and socially

51
in their duties.

Therefore, having scrolled from the respective scholars above, the researcher is

of the opinion that indiscipline is a common phenomenon prevalent among the

students in secondary schools and the effects are very devastating to students

and the society in general. Thus, the need for this study in Zaria Zonal

Education area is a way of helping to check indiscipline in our schools and

society.

This paper has gone to a large extent to show that Nigerian education is going

through its worse crisis. All that we have discussed in this study points to the

fact that there is a problem of quality in Nigerian education. The pitiable and

deprivable state of indiscipline in the society all dovetailed into school

activities and has affected the quality of education obtained in Nigerian

institutions. The failure rate and quality doubt hinges on the factors that

proliferate the problem of indiscipline.

In the face of all these, students, parents, teachers, school Principals and the

government should devise a means to beat failure. No matter the efforts being

made by Nigerian Principals to curb indiscipline, it remains a mirage unless

Principals alike decide to tackle the issue of indiscipline deliberately and

sincerely in pursuit of qualitative education and greater development of the

country, the issue will remain and may worsen with time.

52
53
 CHAPTER THREE: METHODOLOGY

3.1 Introduction

This study is about the Investigation on management strategies for curbing

indiscipline among secondary school students in Zaria Zonal education area of

Kaduna State. This chapter describes the procedures and methods used in the

study. These include the description of the Research design, Population of the

study, Sample size, Sampling technique, Data collection instruments,

Validation of the instruments, Data collection procedure and Data analysis

procedure.

3.1 Research Design

In this study, descriptive survey research design will be used, it is a design in

which information is collected without changing the environment (nothing is

manipulated). It is used to obtain information concerning the current status of

the phenomena to describe “what exists” with respect to variables or conditions

in a situation (Nageswara, 2014). It is recommended appropriate for the study

because it is based on the opinions, views and perceptions of test subjects or

respondents.

Therefore, descriptive research design is chosen to enable the researcher

inquire, discover and ascertain the views, perceptions of the test subjects and

details about the research topic.

54
3.2 Population of the Study

Ofo (1994) says that the first step in selecting the sample for study is defining

the population. He goes further to say that population in a study is the group of

people or objects the researcher is studying. The term population could be

people, schools or institution, animals, specimens or countries.

So far, Kaduna State Ministry of Education has a total number of twelve (12)

educational zonal offices, but for the sake of this research exercise, attention

will be focused on Zaria Zonal Education Area which comprises of five (5)

local government areas namely Zaria Local Government Area, Sabongari Local

Government Area, Kudan Local Government Area, Ikara Local Government

Area and Soba Local Government Area. Zaria Zonal Education Area has a total

number of 49 public secondary schools with a population of 49 Principals and

1,167 Teachers making a total of 1,211 subjects. These schools are further

categorized into three (3). They are:

a. The re-articulated public secondary schools (both junior and secondary

school levels are managed by a single principal).

b. The public senior secondary schools

c. The public junior secondary schools.

55
3.3.1 List of Public Secondary Schools in Zaria Zonal Education Area

REARTICULATED PUBLIC SECONDARY SCHOOLS IN ZARIA

ZONAL EDUCATION AREA
1. Barewa College, Zaria
2. Government Secondary School, Tudun Jukun
3. Government Secondary School, K/Bana
4. Alhuda-huda College, Zaria
5. Sheikh Ibrahim Arab Special Secondary School Karau Karau
6. Government Secondary School, Dinya
7. Government Secondary School, Dakace
8. Government Secondary School, Kugu
9. Government Secondary School, Yakasai
10. Science Secondary School, Kufena
11 Government Commercial College, Zaria
12. Government Girls Secondary School, Zaria
13. Government Secondary School, Likoro
14. Government Girls Secondary School, Kofan Gayan
15. Government Secondary School, Tukur Tukur
PUBLIC SENIOR SECONDARY SCHOOLS IN ZARIA ZONAL
EDUCATIONA AREA
16. Government Secondary School, Zaria
17. Government Secondary School, Muchia
18. Government Secondary School, Tudun Saibu
19. Government Girls Secondary School, Tudun Wada
20. Government Secondary School, Chindit
21. Government Secondary School, Magajiya
22. Government Secondary School, Aminu
23. Government Secondary School, Kaura
24. Government Girls Secondary School, Fada
25. Government Secondary School, Dogon Bauchi
26. Government Girls Secondary School, Chindit
PUBLIC JUNIOR SECONDARY SCHOOLS IN ZARIA ZONAL
EDUCATION AREA
27. Government Junior Secondary School, Tudun Wada
28. Government Junior Secondary School, Gyallesu
29. Government Junior Secondary School, Bogari

56
30. Government Junior Secondary School, Rimin Doko
31. Government Junior Secondary School, Mangi
32. Government Junior Secondary School, Kofar Jatau
33. Government Junior Secondary School, Kofar Doka
34. Government Junior Secondary School, Aba
35. Government Junior Secondary School, Kinkiba
36. Government Junior Secondary School, Awai
37. Government Junior Secondary School, Richifa
38. Government Junior Secondary School, Matari
39. Government Junior Secondary School, Chikaji
40. Government Junior Secondary School, Gimba
41. Government Junior Secondary School, Zaria
42. Government Junior Secondary School, Muchia
43. Government Junior Secondary School, Tudun Saibu
44. Government Junior Secondary School, Aminu
45. Government Junior Secondary School, Chindit
46. Government Junior Secondary School, Magajiya
47. Government Girls Junior Secondary School, Fada
48. Government Girls Junior Secondary School, Chindit
49 Government Girls Junior Secondary School, Dogon Bauchi

3.3.2 Sample Size

The Research Advisor (2006) design will be adopted. They (Research Advisor)

observed that “as the population increases the sample size increases at a

diminishing rate”. To them a population of 1,200 subjects, 291 subjects suffice

as sample. The researcher sampled his population as follows. Out of a

population of 49 Principals and 1,167 Teachers, 44 Principals and 247 Teachers

will be sampled.

57
3.3.3 Sampling Technique

Stratified random sampling is necessarily appropriate for selecting the sample

size of the study. Because the study comprises of Principals/Teachers in public

secondary schools in Zaria Zonal Education area.

3.4 Instrument for Data Collection

The major instrument to be used for this research is structured questionnaire.

This is in accordance with the recommendation of Dalen (1973) and Sclizetal

(1974) for the use of questionnaire as an instrument for measuring attitudes.

They agreed that questionnaire has administrative and psychological

advantages of assessing a large number of individuals at minimum cost and

that it has the possibility of confidentiality which encourages objective

responses.

Therefore, the questionnaire will be structured for response in line with the

objectives, research questions, hypotheses and review of related literature of

the study. It will be classified into sections. Section A will be designed to

obtain personal data of the respondents while Section B will contain

researchable items that would be used to collect information or data on the

views or opinions from the respondents on the types, causes and management

strategies for curbing indiscipline among secondary school students in Zaria

Zonal education area.

58
3.4.1 Validation of the Instrument

The instrument for data collection would be self-designed and submitted

to a specialist in the Faculty of Education Bayero University Kano

(B.U.K) for face, content and construct validation. The scrutiny of the

experts includes to ensure appropriateness of language used in constructs,

clarity of statements, suitability of words applied and adequacy of items.

The validator will be asked to check whether the instruments are capable

of answering the research questions for the study. The comments,

observations and criticisms made by the validators would be promptly

adjusted by the researcher. This was based on Kerlinger (1973) that

validation by experts is an effective method of content validity of research

instruments.

3.4.2 Reliability of the Instruments

In this study, the reliability of instruments would be determined through pilot

testing study on the Investigation on management strategies for curbing

indiscipline among secondary school students in Zaria Zonal education area.

This will be done by administering the questionnaire to Principals and teachers

which would be randomly selected from secondary schools who are not part of

the schools to be sampled.

According to Tuckman (1975) an instrument can be said to be reliable when the

reliability coefficient can be said to be approximated to 1. The reliability

59
coefficient of the instrument from 0.05 would be considered reliable.

3.4.3 Data Collection Procedure

A letter of introduction was obtained from the researcher’s department in

Bayero University, Kano. This was taken to the Zaria Zonal Inspectorate

Division Ministry of Education, Kaduna state to seek for their permission and

approval to conduct research on Public Secondary Schools. The questionnaire

will be administered by the researcher to Principals and Teachers selected for

the study. The researcher will visit all the schools to be sampled with the

introductory letter at different dates to administer the questionnaire to

Principals and Teachers of the selected schools.

3.4.4 Data Analysis Procedure

The information obtained through the questionnaire will be analyzed using

descriptive statistics. By descriptive statistics, simple percentages will be used

to present, analyze and report the respondents’ information on bio-data section.

The percentage scores for all the options from the respondents for a particular

item will be determined and further analysis is to be computed.

60
 CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter presents data collected from the study and analyzed it, in such a

manner that the research topic would also lead to answering the research

questions.

This study titled “An Investigation on Management Strategies for Curbing

Indiscipline among Secondary School Students in Zaria Zonal Education

Area, Kaduna State sampled Forty-four (44) Principals and Two Hundred and

61
Forty-Seven (247) Teachers. Their opinions form the basis of the data analysis

in this chapter. The first section presents the biodata variables distribution in

frequencies and percentages, the second section answers the research questions

while the third section presents summary of the major findings.

4.2 Personal Data Analysis of Results

Descriptive Analysis of Participants’ Bio-data

Table 1: Percentage Distribution of Respondents Personal Characteristics

S/N Personal Characteristics Frequency Percentage

Principals
1. Sex
Male 35 79.54%
Female 9 20.45%
2. Educational Qualification
N.C.E 0 0.0%
First Degree 13 29.5%
Second Degree 19 43.2%
Ph. D 12 27.3%
Others 0 0.0%
3. Years of Service
0–5 13 29.5%
6 – 10 15 34.1%
11 – 15 9 20.5%
16 – 20 5 11.4%
21 and above 2 4.5%
4. Age
26 – 30 Years 0 0.0%
31 – 35 Years 3 6.8%
36 – 40 Years 11 25%
41 – 46 Years 18 40.9%
46 and above 12 27.3%
Teachers
1. Sex
Male 160 64.8%
Female 87 35.2%

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2. Educational Qualification
N.C.E 85 34.4%
First Degree 73 29.5%
Second Degree 41 16.6%
Ph. D 15 6.1%
Others 33 13.4%
Years of Service
0–5 93 37.7%
6 – 10 87 35.2%
11 – 15 46 18.6%
16 – 20 18 7.3%
21 and above 3 1.2%
Age
26 – 30 Years 52 21.1%
31 – 35 Years 77 31.2%
36 – 40 Years 55 22.2%
41 – 46 Years 47 19.0%
46 and above 16 6.5%

Detail from the above table shows the sex, qualification, years of service or

experience and age of the respondents that were administered with the

questionnaire. There were 35 Male Principals (79.54%) and 9 Female

Principals (20.45%). Similarly, questionnaires were administered to 160

Male Teachers (64.8%) and 87 Female Teachers (35.2%).

4.3 Treating the Research Questions

The study was guided by the search for answer to the five (5) research questions

raised in Chapter One of this study. This research questions were answered as

follows.

Keys

S.A – Strongly Agree

63
A – Agree

D - Disagree

S.D – Strongly Disagree

Teachers sampled size

S=247

Principals Sampled Size

S= 44

Total= 291

Table 4.3.1: Research Question 1

Views of Teachers on the types of Indiscipline observed among secondary

school students in Zaria Zonal Education Area.

S/N Truancy as a type of Indiscipline SA A D SD

1 Truancy is the highest disciplinary 62 148 37 0
problem that happens frequently in the 25.1% 60% 14.9% 0.0%
schools
2 Students regularly avoid going to class 54 178 15 0
21.9% 72.1% 6.0% 0.0%
3 Some students repeatedly ask to go to 33 202 12 0
the toilet. 13.4% 81.8% 4.8% 0.0%
4 Truancy occurs most among male 66 98 64 19
students 26.7% 39.7% 25.9% 7.7%
5 Strict school rules make students truant 28 42 119 58
11.3% 17.0% 48.2% 23.5%

64
From the above Table, it could be noted that a lot of teachers (60%) agree that

truancy as a type of indiscipline has the highest frequency of occurrence, 72%

are of the opinion that their students regularly avoid going to class, 81.8% agree

that their students repeatedly ask to go toilet. A fair number of teachers (39.7%)

uphold that truancy occurs most among male students while 25.9% of them

disagree. Likewise, 119 teachers (48.2%) disagree that strict school rules make

students truant.

Absenteeism as an act of Indiscipline SA A D SD

6 Students in my class are often absent from 66 107 51 23
school 26.7% 43.3% 20.7% 9.3%
7 Students in my school are often late to 53 160 29 5
school 21.5% 64.8% 11.7% 2.0%
8 Students often leave the school premises 78 136 33 0
without permission 31.5% 55.1% 13.4% 0.0%
9 Students in my school often leave school 45 175 24 3
before closing time 18.2% 70.9% 9.7% 1.2%
10 Students attendance records are not 61 142 37 7
impressive 24.7% 57.5% 15.0% 2.8%

Details from the table above clearly shows the rate of absenteeism among

secondary school students in Zaria Zonal Education Area, 107 teachers (43.3%)

agree that most of their students are often absent from school, 160 (64.8%)

maintain that their students are often late to school, 136 teachers (55.1%)

express that their students often leave school premises without permission;

possibly through scaling of fence. A great number of teachers about 175

65
(70.9%) also report that students in their school leave before closing time and

142 (57.5%) teachers agreed that their students’ attendance records are not

impressive.

S/N Fighting as an act of indiscipline SA A D SD

11 Some students bring dangerous weapons 32 114 76 25
to school. 12.9% 46.2% 30.8% 10.1%
12 Students fight a lot in school. 81 137 16 13
32.8% 55.5% 6.5% 5.2%
13 The students disobey the prefects. 91 122 26 8
36.9% 49.4% 10.5% 3.2%
14 Boys are more troublesome than girls 112 104 31 0
45.3% 42.1% 12.6% 0.0%
15 Many of the cases are recorded in the 96 108 43 0
schools’ book of discipline. 38.9% 43.7% 17.4% 0.0%

In the table above on fighting as an act of indiscipline, 114 (46.2%) teachers agreed

that some students bring dangerous weapons to school (like matchets and daggers)

while 76 (30.8%) disagreed in that regard. Most teachers report that their students

fight a lot in school especially the SSS 2 and SSS 3 students because of leadership

rivalry and seniority among them, 81 (32.8%) strongly agree and 137 (55.5%) agree

on such report. However, nearly half the population of sampled teachers 122 (49.4%)

agree that the students disobey the prefects, 112 (45.3%) teachers strongly agree that

boys or male students are more troublesome than girls and this is a clear and basic

obvious fact. Thus, only few amount of teachers 108 (43.7%) record cases of fighting

in the school’s book of discipline.

S/N Stealing as an act of indiscipline SA A D SD

66
16 Students steal one another’s property. 86 96 48 17
34.8% 38.9% 19.4% 6.9%
17 Students like to steal school properties. 99 84 39 25
40.0% 34.0% 15.9% 10.1%
18 Students like to steal teachers’ valuables 11 23 144 69
and money. 4.5% 9.3% 58.3% 27.9%
19 Students steal money from home and 80 110 45 12
bring to school to squander. 32.4% 44.5% 18.2% 4.9%
20 Many of the cases are recorded in the 69 141 28 9
schools’ book of discipline 27.9% 57.1% 11.3% 3.7%

Stealing is one of the major type of indiscipline mostly common and prevalent

among secondary school students in this nation. Therefore, a significant number

of sampled teachers from the above table opined that their students steal one

another’s property in which 86 (34.8%) teachers strongly agree and 96 (38.9%)

teachers agree on that, 99 (40.0%) teachers strongly agree that students like to

steal school properties e.g. laboratory facilities and library books, 144 (58.3%)

disagree and 69 (27.9%) strongly disagree to the claim that their students steal

teachers’ valuables and money. On the other hand, 110 (44.5%) teachers agree

that students steal money from home and bring to school to squander and show-

off, 141 (57.1%) teachers agree that cases of stealing are recorded in books of

discipline as it’s a very sensitive and disgusting crime.

Table 4.3.2: Research Question 2

Teachers responses on the causes of Indiscipline among secondary school students in

Zaria Zonal Education Area

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S/N Political, social and economic factors SA A D SD
cause indiscipline
1 Students learn thuggery during political 88 90 58 11
campaign act which make them to 35.6% 36.4% 23.5% 4.5%
misbehave in school
2 The desire for power which is learnt and 30 116 76 25
acquired during political campaign leads 12.1% 47.0% 30.8% 10.1%
to deviant behaviour.
3 Societal celebration of negative values 12 61 90 84
makes children to indulge in deviant 4.9% 24.7% 36.4% 34.0%
behaviour.
4 Poverty leads to poor discipline 25 92 102 28
10.1% 37.2% 41.4% 11.3%
5 Acquisition of negative value from 88 151 8 0
audio-visual materials promotes 35.6% 61.1% 3.3% 0.0%
indiscipline in school.

With regard to causes of indiscipline, 88 (35.6%) of teachers strongly agree while 90

(36.4%) of teachers agree that students learn thuggery during political campaign act

which make them to misbehave in school, 116 (47.0%) teachers agree that desire for

power learnt during political campaign leads to deviant behavior, 90 (36.4%) teachers

disagree that societal celebration of negative values make children to indulge in

deviant behavior, 102 (41.4%) of teachers also disagree that poverty leads to poor

discipline as most of the students who lack discipline are from wealthy homes because

of how their parents spoilt them to do as they like and 151 (61.1%) of teachers agree

that acquisition of negative value from audio-visual materials like movies and series

promotes indiscipline in schools.

S/N School Curriculum causes Indiscipline SA A D SD

6 The curriculum does not take care of the 29 76 90 52
11.7% 30.8%

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 entire societal aspiration. 36.4% 21.1%
7 School curriculum is deficient in moral 43 117 69 18
training. 17.4% 47.4% 27.9% 7.3%
8 The curriculum is unrelated to learners’ 10 33 112 92
needs. 4.1% 13.4% 45.3% 37.2%
9 The ever-changing curriculum confuses 8 45 86 108
students. 3.3% 18.2% 34.8% 43.7%
10 Students find the curriculum boring 13 34 155 45
5.2% 13. % 62.8% 18.2%

When it comes to curriculum, most teachers disagree and the table above statistically

shows their report. From the table, 90 (36.4%) of teachers disagree that curriculum

does not take care of the entire societal aspiration, 117 (47.4%) teachers agree that the

school curriculum is deficient in moral training due to introduction of some modern

subjects in the school syllabus, 112 (45.3%) of teachers disagree that the curriculum is

unrelated to students’ needs, 108 (43.7%) strongly disagree that the ever-changing

curriculum confuses students and 155 (62.8%) disagree that their students find the

curriculum boring.

S/N Family/Home problems causes SA A D SD

Indiscipline
11 Most times bad behaviour emanate from 104 89 31 23
parenting at home. 42.1% 36.0% 12.6% 9.3%
12 Troublesome parents have problem 75 116 39 17
children. 30.4% 46.9% 15.8% 6.9%

13 Neglected children are troublesome at 48 137 24 38

school. 14.4% 55.5% 9.7% 15.4%
14 Parents hardly pay attention if their 16 33 119 79
children are absent from school. 6.5% 13.4% 48.2% 31.9%

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15 Financial problem makes most parents 127 89 17 14
to ignore their children’s education. 51.4% 36.0% 6.9% 5.7%

In the above table, the following family or home problems could be deduced as

cause of indiscipline as 104 (42.1%) of the respondents strongly agreed that bad

behavior emanate from parenting at home, 116 (46.9%) teachers agree that

troublesome parents have problem children due to what the children witness or

copy from their parents, 137 (55.5%) teachers positively responded that

neglected children are troublesome at school because of their traumatic

experience. However, 119 (48.2%) teachers disagree that parents hardly pay

attention if their children are absent from school while 127 (51.4%) of teachers

strongly maintain that financial problems make most parents to ignore

children’s education and this is currently obvious in our nation today.

S/N School Environment/Teacher factors SA A D SD

causes Indiscipline
16 Harsh teachers cause the students to 66 153 16 12
dislike his or her class. 26.7% 61.9% 6.5% 4.9%
17 Harsh School environment is one of the 12 27 165 43
factors that influence disciplinary 4.9% 10.9% 66.8% 17.4%
problems
18 Overcrowded classrooms makes it 89 121 20 17
difficult to teachers in handling the class 36.0% 49.0% 8.2% 6.8%
effectively
19 Committed teachers have less disciplinary 118 99 19 11
problems than others 47.8% 40.1% 7.7% 4.4%

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20 Classes with more boys than girls are 84 135 20 8
uncontrollable. 34.0% 54.7% 8.1% 3.2%

Based on the research findings, school environment and teacher influence can

be deduced as a factor of indiscipline from the table above as 153 (61.9%) of

teachers agreed that harsh teachers cause the students to dislike his or her class,

many teachers about 165 (66.8%) disagree that harsh school environment is one

of the factors that influence indiscipline, 121 (49.0%) respondents agree that

overcrowded classrooms makes it difficult for teachers to effectively handle the

class. Although it is very impressive to find out that 118 (47.8%) of teachers

strongly agree that committed teachers have less disciplinary problems than

others while 135 (54.7%) of the respondents agree that classes with more boys

than girls are uncontrollable and lack discipline.

S/N Peer Group causes Indiscipline SA A D SD

21 Some students imitate the unruly 91 142 10 4
behavior of their mates 36.8% 57.5% 4.1% 1.6%
22 The students have many friends that do 37 166 28 16
not go to school regularly. 14.9% 67.2% 11.3% 6.6%
23 The students’ friends push them to 49 138 38 22
misbehave in the school. 19.8% 55.9% 15.4% 8.9%
24 The students’ friends do push them to 27 73 118 29
fight. 10.9% 29.6% 47.8% 11.7%
25 The students always spend their time in 52 148 38 9
the company of friends. 21.1% 59.9% 15.4% 3.6%

71
The above table indicates that peer group influence could be deduced as a cause

of indiscipline as 142 (57.5%) teachers agree that their students imitate the

unruly behavior of their mates, 166 (67.2%) respondents also agree that students

have many friends that do not go to school regularly. Also, 138 (55.9%) teachers

agree that students’ friends influence them to misbehave in the school, 118

(47.8%) of teachers negatively responded on whether the students’ friends do

push them to fight. Finally, 148 (59.9%) of teachers positively agreed that most

students regularly spend their time in the company of friends.

Table 4.3.3: Research Question 3

Views of Principals and Teachers on Strategies employed to curb Indiscipline

among secondary school students in Zaria Zonal Education Area

Teachers’ Responses

Indiscipline could be dealt with through SA A D SD

S/N
1 Team-work among educators improves 93 135 12 7
discipline at school. 37.6% 54.7% 4.9% 2.8%
2 More commitment on the part of 148 99 0 0
educators improves discipline in the 59.9% 40.1% 0.0% 0.0%
school
3 Suspension/temporary exclusion improves 24 63 97 63
discipline management. 9.7% 25.5% 39.3% 25.5%
4 Moral teachers, rewards, praise and 111 135 1 0
blame improves discipline in the school 44.9% 54.7% 0.4% 0.0%
5 Deprivation of privilege in the school 79 168 0 0
improves discipline management 32.0% 68.0% 0.0% 0.0%

72
Concerning management strategies employed to curb indiscipline among

secondary school students in Zaria Zonal Education Area, the above table gives

results of teachers’ response on how to deal with indiscipline. From their

experience in the teaching field, 135 (54.7%) teachers agree that team-work

among educators improves discipline in the school, 148 (59.9%) strongly agree

on the suggestion that more commitment on the part of educators improves

discipline in schools, 97 (39.3%) of teachers objected that suspension or

temporary exclusion improves discipline because it might affect students’

academic performance. However, 135 (54.7%) of teachers agree that moral

teachers, rewards, praise and blame improves discipline at school while 168

(68.0%) of teachers still agree that deprivation of school privilege improves

discipline.

Principals’ Responses

S/N Indiscipline could be dealt with through SA A D SD

6 Team-work among educators improves 24 19 1 0
discipline at school. 54.5% 43.2% 2.3% 0.0%
7 More commitment on the part of educators 30 14 0 0
improves discipline in the school 68.2% 31.8% 0.0% 0.0%
8 Suspension/temporary exclusion improves 18 22 4 0
discipline management. 40.9% 50.0% 9.1% 0.0%
9 Moral teachers, rewards, praise and blame 16 27 1 0
improves discipline in the school 36.3% 61.4% 2.3% 0.0%
10 Deprivation of privilege in the school 21 23 0 0
improves discipline management 47.7% 52.3% 0.0% 0.0%

73
In the above table, 24 (54.4%) of principals strongly maintain that teamwork

among educators will improve students’ discipline in schools, 30 (68.2%) of the

principals also strongly maintained that more commitment on the part of

educators will improve discipline in the school. More so, 22 (50.0%) principals

stressed that suspension and temporary exclusion will improve discipline

management, 27 (61.4%) of the principals agree that moral teachers, rewards,

praise and blame will improve discipline and 23 (52.3%) among the principals

also agree that deprivation of privileges will improve discipline. It is quite a

good impression that none of the principals strongly disagreed on the strategies

suggested.

Table 4.4.1: Research Question 4

Suggestions of methods Principals and Teachers in Zaria Zonal Education Area

apply to curb indiscipline among their Secondary School Students

Teachers’ Views

S/N Methods Applied to Curb SA A D SD

Indiscipline
1 Application of Corporal punishment 48 180 16 3
like use of cane and grass cutting 19.4% 72.9% 6.5% 1.2%
2 Detention and delay of Students to 22 105 84 36
return home 8.9% 42.5% 34.0% 14.6%
3 Moral punishment such as apologies, 75 172 0
public or private demotion from 30.4% 69.6% 0.0% 0.0%
leadership positions

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4 Praise and blame for good attitude and 96 134 17 0
poor performance 38.9% 54.3% 6.8% 0.0%
5 Rewards for attendance, conduct, 132 115 0 0
progress, games, badges and 53.4% 46.6% 0.0% 0.0%
certificates

The table above indicates teachers’ responses on methods applied to curb

indiscipline, from the table we can see that 180 (72.9%) of teachers agree that

corporal punishment can be applicable as a strategical method to manage

indiscipline, 105 (42.5%) of the teachers agree and 22 (8.9%) strongly agreed

that detention and delay of students to return home after school curbs

indiscipline but 84 (34.0%) of the teachers opposed the method. Additionally,

172 (69.6%) among teachers responded and agreed that moral punishment such

as apologies, public or private demotion from leadership positions is also a

method applicable, 134 (54.3%) teachers agreed that praise and blame for good

attitude and poor performance is a good method to curb indiscipline, 132

(53.4%) teachers strongly agree that rewards for attendance, conduct, progress,

games, badges and certificates is also a method applicable to curb indiscipline.

Principals’ Views

S/N Methods Applied to Curb SA A D SD

Indiscipline
6 Application of Corporal punishment 8 17 12 7
like use of cane and grass cutting 18.2% 38.6% 27.3% 15.9%
7 Detention and delay of Students to 5 19 8 12
return home 11.3% 43.2% 18.2% 27.3%

75
8 Moral punishment such as apologies, 32 12 0 0
public or private demotion from 72.7% 27.3% 0.0% 0.0%
leadership positions
9 Praise and blame for good attitude and 16 22 6 0
poor performance 36.4% 50.0% 13.6% 0.0%
10 Rewards for attendance, conduct, 30 14 0 0
progress, games, badges and certificates 68.2% 31.8% 0.0% 0.0%

The above table reveals the opinion of Principals on the methods applicable to

curb indiscipline, 17 (38.6%) principals agree and 8 (18.2%) of them strongly

agree that corporal punishment is a good method, 19 (43.2%) principals agree as

well as 5 (11.3%) strongly agreed that detention and delay of students serves

also as a method, 32 (72.7%) principals strongly agreed that moral punishment

such as apologies, public or private demotion from leadership positions is a

method to applicable to the strategies in curbing indiscipline while 22 (50.0%)

among the principals agree that praise and blame for good attitude and poor

performance is a method for curbing indiscipline in which 16 (36.4%) principals

also strongly agreed making a total of 38 (86.4%) principals. Finally, 30

(68.2%) principals strongly agree that rewards for attendance, conduct,

progress, games, badges and certificates is a method in applying management

strategies to curb indiscipline.

Table 4.4.2: Research Question 5

What are the effectiveness of strategies employed to curb indiscipline in these

76
schools?

Teachers’ Responses

In this table above, responses of teachers on effectiveness of strategies

employed to curb indiscipline reveals that 137 (55.5%) teachers agree that

students’ self-esteem and dignity should be maintained during correction and 34

(13.8%) disagree on that, 125 (50.6%) teachers agree and 95 (38.5%) strongly

agree also that emphasis should be made on correcting the problem rather than

distributing punishment. Basically, 136 (55.1%) among the teachers strongly

agree as well as 108 (43.7%) also agree that mutual respect between teachers

and students should be maintained, 77 (31.2%) strongly agree together with 143

(57.9%) agree in asking students to suggest possible solutions to correct

themselves. Finally, 115 (46.6%) of teachers strongly agree on expressing

77
confidence in the students’ ability to change or improve, 132 (53.4%) of them

strongly agree on this and none of them objected or disagreed.

Principals’ Responses

S/N Effectiveness of Strategies Employed to SA A D SD

Curb Indiscipline
6 Maintain students’ self-esteem and dignity 26 16 2 0
in correction 59.1% 36.4% 4.5% 0.0%
7 Emphasize on correcting the problem 20 24 0 0
rather than distributing punishment 45.5% 54.5% 0.0% 0.0%
8 Mutual respect between teachers and 33 11 0 0
students should be maintained 75.0% 25.0% 0.0% 0.0%
9 Ask students to suggest possible solutions 18 25 1 0
to correct themselves 40.9% 56.8% 2.3% 0.0%
10 Express confidence in the students ability 39 5 0 0
to change or improve 88.6% 11.4% 0.0% 0.0%

From the principals’ views, the table above reveals that 26 (59.1%) of them

strongly agree to maintain students; self-esteem and dignity in correction, 16

(36.4%) similarly agree on this that students resent being disgraced or

embarrassed during correction. Thus, a large number of principals like 20

(45.5%) strongly agree and 24 (54.5%) agree to emphasize on correcting the

problem rather than distributing punishment while none of them disagreed, 33

(75.0%) strongly agree that mutual respect between teachers and students

should be maintained while none disagreed, 25 (56.8%) agree and 18 (40.9%)

strongly agree to ask students to suggest possible solutions to correct

78
themselves because it seems more like a polite approach while 39 (88.6%)

among the principals strongly agree to express confidence in students’ ability to

change or improve.

4.4.3 Summary of Findings

The question this study sought to answer, have been carefully answered. Thus

from the result of this study, all the questions answered could be synoptically

presented as follows.

Based on this findings and analysis, most of the respondents (Teachers) agreed

that truancy as a type of indiscipline occurs frequently but 48.2% of them

disagreed that strict rules makes the students truant. In the same vein, over 90%

of the respondents agree that absenteeism occurs in their schools mostly in

relation to late coming and leaving the school before closing time while 20.7%

of the respondents disagree that their students are often absent from school.

Fighting as a type of indiscipline also has an average percentage of respondents

who agree to its occurrence in their schools, but 30.8% of them disagree that

their students bring dangerous weapons to school. More so, 58.3% of teachers

also disagree that students steal teachers’ valuables and money and most of the

cases are recorded in the school’s books of discipline.

According to data collected, most of the respondents uniformly disagree that

political, social and economic factors causes indiscipline especially the opinion

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that poverty leads to poor discipline. However, 61.1% of the respondents agree

that acquisition of negative values from audio-visual materials promotes

indiscipline at school, this clearly means that most students at the formative

stage like to copy or imitate bad attitudes from actors of movies they watch

from comedians to villains because it makes them have the feeling of being

among, they also tend to believe in getting social respect and admiration from

the community if they copied the lifestyles of major celebrities and icons like

Tupac Shakur, The Godfather – Don Corleone, Ibro (hausa kannywood

comedian).

Similarly, a large percentage or population of the teachers disagree that the

school curriculum causes indiscipline in their schools. The findings also

revealed that over 80% of the respondents agree that family or home problems

causes indiscipline, they mostly made emphasis that neglected children are

more troublesome at school maybe as a result of the trauma and pain they are

experience in their homes while some disagree that parents hardly pay attention

when their children are absent in school.

Thus, many respondents made emphasis on school environment and teacher

factors as a cause of indiscipline. A significant number of teachers agree that

harsh teachers cause students to dislike their subjects or classes while 66% of

teachers disagree that harsh school environment also influence indiscipline in

students because a more disciplined school environment or excessive strictness

80
is not a contributing factor that motivates indiscipline. Most of the respondents

agree that peer groups, friends and bad company causes indiscipline among

their students.

From the findings and analysis, we could also conclude that almost all the

respondents (Principals and Teachers) agree on the strategies to curb

indiscipline in their school only that some teachers disagree that suspension and

temporary exclusion as a strategy for curbing indiscipline because it certainly

will affect their academic progress and performance. All the respondents

generally accepted suggestions like team work among educators, more

commitment on the part of educators to improve discipline, moral education

teachers, rewards, praise and blame in the effort to curb indiscipline in their

schools.

The opinions of the Principals and Teachers in general were also positive on the

methods applied to effect strategies in curbing indiscipline among secondary

school students in Zaria Zonal Education Area. They agreed that corporal

punishment is applicable to the male students in particular and grass cutting for

the females while few of them disagree that detention and delay of students is

an administrative or effective method of addressing indiscipline as it might pave

way for another act of indiscipline.

Finally, the statistical tables representing the findings of this research reveals

that over 95% of the respondents agree on the suggestions for effectiveness of

81
strategies employed to curb indiscipline. Suggestions like emphasis on

correction rather than distributing punishment, maintenance of mutual respect

between teachers and students, expression of confidence in students’ ability to

change and improve themselves.

4.4.4 Summary

This chapter had already presented the data as collected, and the procedure

adopted in calculating the raw data. The instrument was then administered on

the selected sample of the study using stratified random sampling technique.

The size of the sample is Forty-four (44) Principals and Two Hundred and

Forty-Seven (247) Teachers drawn out from the total number of Principals and

Teachers based on the suggestion made by “Research Advisor 2006”.

This research also highlight the main findings of the study as obtained in the

data collected and analyzed as has been presented from the beginning to the end

of this chapter.

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION

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5.1 Introduction

This is the concluding chapter of the work, it deals with the summary,

conclusion, contribution to knowledge, recommendations of the study and

suggestions for further studies based on the data presented and analyzed in the

previous chapter.

5.2 Summary

This segment summarizes the “Investigation on Management Strategies for

Curbing Indiscipline Among Secondary School Students in Zaria Zonal

Education Area, Kaduna State. This is because there has been a general

outcry on the decline of discipline among secondary school students in the area

of study. Perhaps the problem of indiscipline is more prevalent among boys’

secondary school than the girls.

Therefore, the researcher sets out to investigate the rate of indiscipline among

secondary school students in Zaria Zonal Education Area and management

strategies to curb it or promote discipline to provide and ensure a good and

balanced atmosphere for teaching and learning.

In view of such motive, chapter one of the study introduced and discussed in

general background, statement of the problem as well as objectives of the study.

The study was intended to test the following research questions.

 What are the types of indiscipline observed in these schools?

 What are the causes of indiscipline among secondary school students in

83
 Zaria Zonal Education Area?
 What are the strategies Principal and Teachers employ to curb

indiscipline in the schools to be under study?

 What are the methods Principals and Teachers in Zaria Zonal Education

Area apply to curb indiscipline among their secondary school students?

 What are the effectiveness of strategies employed to curb indiscipline in

these schools?

Next followed the significance, scope and delimitation of the study. Secondly,

chapter two concentrated on the general review of related literature, citing

several empirical studies. Then chapter three deals with the research design and

the methodologies. The study sampling and population technique were thus

discussed including the validity of the study and proposed method of data

analysis including the instrumentation technique used to gather data.

The instrument was administered on the samples of the study, which was drawn

from the population of the study using stratified random sampling technique.

The size of the sample is forty-four (44) Principals and two hundred and forty-

seven (247) teachers drawn from the sum total of all the Principals and Teachers

within secondary schools in Zaria Zonal Education Area, based on the

suggestion made by “Research Advisor 2006”.

However, chapter four which was the data analysis answered five (5) research

questions. The various biodata variable discussed in this chapter were presented

and discussed. The questions that the study sought to answer were also

computed using simple percentage statistical method. Thus the data collected on

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types, causes of indiscipline and strategies for curbing it. Methods applied to

curb indiscipline and effectiveness of strategies or otherwise were also looked

into. The following are the major findings of this research study.

1. The first research question which sought to identify the types of

indiscipline behaviors among secondary school students in Zaria Zonal

Education Area was answered. According to the data collected, teachers

agree that truancy, absenteeism, fighting and stealing are all acts of

indiscipline behaviors observed within the schools under study.

2. The second question which sought to examine the causes of indiscipline

observed among the secondary school students under the area of study

shows that political, social or economic factors and school curriculum is

not commonly the cause of indiscipline in the schools under study. The

teachers mostly agree that family/home problems, harsh school

environment/ teacher factors and peer groups causes indiscipline.

3. The third question sought to find out strategies Principals and Teachers of

secondary schools in Zaria Zonal Education Area employ to curb

indiscipline. Responses from both Principals and Teachers indicated that

both respondents agree that

 Team work among educators improves discipline in secondary

schools
 More commitment on the part of educators improves discipline in

the school
 Moral teachers, rewards, praise and blame improves discipline.
 Deprivation of privilege in the school improves disciplinary

85
 management
 Teachers disagree that suspension and temporary exclusion can be

used to curb indiscipline while Principals agree to that.

4. The fourth question raised by the research study, is to investigate the

methods Principals and Teachers in Zaria Zonal Education Area apply to

curb indiscipline among their students. According to the data collected

and analyzed; the study shows that application of corporal punishment for

male schools, detention and delay of students, moral punishments, praise

and blame for good attitude and poor performance, rewards for

attendance and good conduct are amongst methods adopted by Principals

and Teachers to reduce the level of indiscipline in schools.

5. While the fifth (5th) question seeks to find out the effectiveness of

strategies employed to curb indiscipline in these schools. With due

reference to the data collected by the study, the respondents comprising

both the Principals and Teachers suggested that students dignity be

maintained during correction, correction of offence rather than

distributing, mutual respect between teachers and students, students be

asked possible solutions to correct themselves, express confidence in the

students’ ability to change or improve could be of great relevance and

would go a long way in effecting management strategies to curb

indiscipline among secondary school students in Zaria Zonal Education

Area.

86
The Principals and Teachers try as much as possible to reduce corporal

punishment and use of cane, suspension and temporary exclusion, detention and

delay of students and asking students to correct themselves.

Therefore, it is clear from the above data, that major methods and strategies

applied to curb indiscipline among secondary school students in Zaria Zonal

Education Area are corporal punishment like grass cutting and washing of

toilets, public or private demotion from leadership positions, praise and blame

for good attitude and poor performance, rewards for attendance, good conduct,

academic progress and games then more commitment on the part of educators to

improve discipline.

Finally, chapter five summarizes all the chapters of the study, concludes the

entire work, offered useful recommendations and presented the suggestions for

further study.

5.3 Conclusion

The main focus of this study was to find out or Investigate Management

Strategies for Curbing Indiscipline among Secondary School Students in Zaria

Zonal Education Area. The data collected in this study will be of great relevance

to the needs of the government and all other groups concerned with the

progressive development of our education.

87
Therefore, the researcher had without any doubt proven the fact that secondary

school students in Zaria Zonal Education Area have elements of in discipline

especially the male students and the various acts of indiscipline behavior leaves

much to be desired in this area of schooling. This alone authenticates the

relevance and timely appropriateness of the study as a humble contribution from

the researcher.

The researcher would however want to end up this section with the conclusion

that based on the analysis of results in this study, the level of indiscipline could

be improved through the methods and effective management strategies to curb it

which is recently discovered and summarized in the beginning of this chapter.

5.4 Recommendations

The following recommendations were made based on the information gathered

in the course of this study. It is therefore hoped that the recommendations will

provide assistance to Teachers, Principals and educational authorities and

planners.

 The process of managing students’ acts of indiscipline in schools should

start with the identification of the type of student enrolled in schools.

Because it is only when the personal psychological makeup of the

students is known that one can device the appropriate methods of

managing them to the desirable standard.

 Each school should have a functioning disciplinary committee that

88
 sees to every cases of acts of indiscipline of the students and which

should be headed by a trained guidance counsellor.

 School management should approach the problem of discipline with

empathy for the possible problems the learners may be experiencing at

home or at school that cause their poor behavior. This necessitates the

services of a guidance and counsellor in all schools.

 Since parents have been cited as influential in the development of

disciplinary problems in learners, it is also of vital importance to look

into how parent involvement in the education of their children may be

improved. Parents have a major role to play in ensuring that proper

teaching and learning are attainable in our schools. Therefore, the

parents, school management, and other staffers of the school should join

hands in ensuring that a climate conducive to teaching and learning is

prevalent in the schools.

 Moral punishment, rewards, praise and blame create room for

reinforcement of positive performance which is the guideline for the

impulsiveness of the students.

 Government should organize workshops, conferences, and seminars for

teachers and schools’ administrators where the management of students’

indiscipline would be discussed.

 All school staffs especially the teachers and the principals should be

given more training and workshops annually on the modern discipline

models that are very effective. This will help them to become better

informed on the use of discipline approaches that work effectively. It

89
 will also help them to learn a better way of applying them in the

classroom level and in school wide level.

 Schools should also organize training for students on social skills and

self-awareness annually to help them in becoming more responsible.

Teachers also should continuously teach students core values of life by

incorporating within their curriculum lessons that will aid students

develop responsible behavior. They also should serve as a model to the

students.
 Ministry of Education should provide guidelines for teachers on

proper discipline strategies to be used in schools and also facilitate

teachers training on the use of the designed strategies to help them in

implementation of it without much trouble.

5.5 Recommendations for Further Studies

As the findings of this research centered around Investigating Management

Strategies for Curbing Indiscipline among Secondary School Students in Zaria

Zonal Education Area, the following are suggestions made for further studies.

The researcher suggests similar work to be extended not only in specific

educational zone but in Kaduna State at large. The effect of teachers’ attitude

towards female acts of Indiscipline and Impact of political and economic crises

in students’ discipline.

90
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