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TEACHERS’ PERCEPTION ON THE STRATEGIES USED BY PRINCIPALS IN MANAGING INDISCIPLINE IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study explores the perceptions of teachers regarding the strategies employed by principals in managing indiscipline among secondary school students in the Enugu Education Zone. Indiscipline among students poses a significant challenge to the overall educational environment and can negatively impact academic performance and the overall school climate. Effective management of student indiscipline requires the implementation of appropriate strategies by school principals.
This research employed a qualitative approach, utilizing semi-structured interviews as the primary data collection method. A purposive sampling technique was used to select 20 teachers from various secondary schools within the Enugu Education Zone. The interviews focused on the teachers’ experiences and perceptions regarding the strategies employed by principals to address student indiscipline.
The findings of the study revealed that teachers perceived the strategies used by principals in managing indiscipline to be of varying effectiveness. Some common strategies employed by principals included the establishment of clear disciplinary policies, effective communication with students and parents, counseling and guidance programs, and the use of positive reinforcement. However, teachers also identified challenges, such as inconsistent enforcement of disciplinary measures, limited resources, and inadequate training for teachers in managing indiscipline.
The study highlights the importance of a comprehensive and consistent approach to managing student indiscipline in secondary schools. It suggests that principals should collaborate with teachers, students, parents, and other stakeholders to develop and implement effective strategies. Furthermore, the study emphasizes the need for continuous professional development programs for teachers to enhance their skills in managing indiscipline.
The findings of this research contribute to the existing body of knowledge on the management of indiscipline in secondary schools. The study recommends further research to explore additional factors that may influence the effectiveness of disciplinary strategies and to evaluate the long-term impact of these strategies on student behavior and academic outcomes.
Keywords: Teachers’ perception, principals, indiscipline, secondary schools, strategies, Enugu Education Zone.
TEACHERS’ PERCEPTION ON THE STRATEGIES USED BY PRINCIPALS IN MANAGING INDISCIPLINE IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
