ABSTRACT

        The study investigated Teacher’s Perception of Techniques for Handling Disciplinary Problems in Ilorin Metropolis. It also sought to compare the respondents by sex, experience, educational qualification and location of the schools.

        The instrument used in carrying out the research work was checked by some lecturers in the National Teacher’s Institute of which the instrument yielded 0.69. The data collected were analysed using chi-square and Pearson Product Moment Correlation Co-efficient at 0.05 level of significance.

        The results indicated that the techniques of handling disciplinary problems could be reinforcement; punishment and modeling among others are very essential. It was also revealed that there were no significant differences in the teachers’ perception of techniques for handling disciplinary problems on the basis of sex experience. However, significant differences were observed on the basis of educational qualifications and school locations.

        Based on the findings, it was recommended that in addition to the methods been used to control disciplinary problems counsellors should organized joint seminars and workshops for principals and teachers on the negative effects of administration of the techniques. The government should support teachers and principals by providing reinforcement such as rewards, prizes, awards, scholarship to encourage desirable behaviour and to minimize unacceptable ones.

TABLE OF CONTENTS

TITLE PAGE                                                             i

CERTIFICATION                                                       ii

DEDICATION                                                           iii

ACKNOWLEDGEMENTS                                          iv

ABSTRACT                                                               v

TABLE OF CONTENTS                                             vi

CHAPTER ONE: INTRODUCTION

Background to the Study                                         1

Statement of the Problem                                        3

Purpose of the Study                                               4

Research Questions                                                         5

Research Hypotheses                                               6

Significance of the Study                                         7

Delimitation and Scope of the Study                               8

Definition of Terms                                                  9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Causes of Disciplinary Behaviours in Schools                 11

Effects of Prevalence of Disciplinary Behaviours in Schools              12

Types of Discipline Forms                                                13

Techniques of Handling Disciplinary Behaviours in Schools                    17

Techniques of Handling Disciplinary Problems      Parents’ Role in Administering Discipline                        23

Appraisal of Related Literature Reviewed                 26

CHAPTER THREE: RESEARCH METHOD

Research Design                                                      30

Population for the Study                                          30

Sample and Sampling Technique                            31

Instrumentation                                                       31

Research Instrument                                               31

Validity of the Instrument                                        32

Reliability of the Instrument                                    32

Procedure for Data Collection                                  32

Method of Data Analysis                                          33

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION

Results                                                                    34

Hypotheses Testing                                                  36

Discussion of Findings                                            40

CHAPTER FIVE: SUMMARY, CONCLUSION AND

   RECOMMENDATIONS

Summary                                                                         44

Conclusion                                                              45

Recommendations                                                   46

References                                                               47

Appendix                                                                         50

LIST OF TABLES

Table 1:    Distribution of Respondents by Sex         34

Table 2:    Distribution of Respondents by Teaching Experience                                               35

Table 3:    Distribution of Respondents by Education Qualification                                            35

Table 4:    Distribution of Respondents by Location 36

Table 5:    Results of t-test comparing male and

female teachers’ perception                      37

Table 6:    Results of t-test comparing less experience

and more experience teachers’ perception 38

Table 7:    Results of t-test comparing teachers’

responses by Educational Qualification   39

Table 8:    Results of t-test comparing teachers’

responses by School Location                  40

CHAPTER ONE

INTRODUCTION

Background to the Study

        Owuamanam (2004) says behaviour refers to activities of an organism, that is, what the organism does for example salivation in dogs and thinking in human beings. A human being is said to have problems in behaviour when his activities or what he does deviate from the societies norms, values or expectations. The valuable role discipline plays in nay given society cannot be divorced from human existence.

        The secondary education in Nigeria is populated by a student body with varied personality. Each student has difference needs, interests, and an aspiration. Many students in senior classes in secondary schools are there because of their genuine desire to study, obtain certificate and further their education in future. There are still others who are in the school to socialize, not knowing what combinations of subjects they need, how to plan time and how to develop study habits and skills.

        Many students may not attend classes and may not even sit for examinations but would want to have results. For this purpose, many of them are involved in examinations malpractices to pass. The always try as much as possible to remove any human obstacle on their way. Many are holding the good result they cannot defend.

        In the same vein, many students do not even know why they involve themselves in cultism activities in secondary schools. The worrisome thing about them is their notorious trademark, which comprises of crude and modern made daggers, axes, gums and knives to attach innocent students and teachers.

        Many students are rude to their tutors; many are truants, rapists, armed robbers etc. to curb these vices among the students in secondary school. Disciplinary techniques should be a must for all educators to adopt. This study therefore examines the various techniques of handling disciplinary problems in secondary schools and to know what teachers’ perceptions are.

Statement of the Problem