2.2 Conceptual Approach Of School Discipline
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 possess boundless urges and impulse, 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).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 violation of which are questionable and also disciplined. According to Hornby (2010) ‘discipline is the practice of training people to obey rules and orders and punishing them if they do not ‘. We can say for example that Community High School Durbar, Oyo has a high reputation for high standards of discipline. One can say Reverend Ayoola keeps good discipline in his class. Discipline is also a method of training ones mind or body in order to control one’s behaviour. There are many theories of discipline, but I will discuss briefly the one connected with education. I will discuss developmental theory of discipline. According to Ada(2000),developmental theory of discipline is the ability to train one’s mind and body to produce self control which builds someone up for adult life. In time of troubles, and disappointments that discipline becomes someone’s anchor in life and gives someone’s the direction to follow.
There are two schools of thought under developmental discipline; they are the progressive theory and the social system theory.
The progressive theory teaches that discipline is easy to maintain when learners are interested in their studies or any work around them. Consequently, in the field of child development, discipline refers to methods of modelling character and of teaching self – control and acceptable behaviour. To be disciplined is then, subject to content ;either a virtues, which ma be referred to as discipline procedure or a 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 behaviour and work ethics. The term may be applied to the punishment which is the consequence of transgression of the code of behaviour. In other words, the usage of school discipline sometimes means the management of disciplinary setback in conformity with the school rules.
2.3 Types Of Disciplinary Problems In Secondary School
Common disciplinary problems in schools are rule violation, disruptiveness, bullying, sexual harassment, refusal, defiance, fighting and vandalism (Kendziora &Osher 2009).Wilson and Lipsey(2007) reported that British schools often battled with vandalism, inattentiveness, idleness, fighting, truancy, bullying etc. Danso (2010) observed the prevalence of indiscipline such as drug abuse, abortion, rape and armed robbery in educational institutions in Ghana. Yahaya, Hashim and Ibrahim (2009)reported highly ranked disciplinary problem of student hangout, truancy, absenteeism, stealing, fighting and poor class attendance in Malaysia. In Nigerian secondary schools, students indiscipline has reached an epidemic stage (Nakpodia, 2010). The percentage of students who drop out of schools in urban and rural areas is much higher such students develop and exhibit unruly behaviour, may never fulfil their potentials and become burden to the society (Asiyai, 2012). There is a high rate of examination malpractices in the Nigerian education system at all levels. There is prevalence of organised cheating in both internal and external examinations in secondary schools generally range from examination malpractice to truancy, indecent dressing, lack of respect for teachers, cultism, teenager pregnancy, bullying, vandalism, fighting etc. Failure to deal with these behaviour problems effectively contributes to poor individual, school and community outcomes (Cononley & Goldstein, 2004).
The other common types of disciplinary problems experienced in secondary schools as mentioned by Donnelly(2000) include fights, insubordination, little support for educators, a general climate of disrespect, and distrust of the administration. Alidzulwi(2000) attested to the fact that severe disciplinary problems have been experienced in secondary schools, stressing that some schools have developed into battlefield since learners carry weapons such as guns to schools.
A survey on educators’ opinions on violence in education conducted by Frazer and Smith (2009) reveals serious cases of learner violence. These include the burning down of classrooms, learners attacking educators’ cars, and attacking taxi drivers, in order to steal their cars. Moody (2009) distinguishes the kinds of perpetrators of school violence as those making themselves guilty of ;
