Students' Disciplinary Problems in Merti and Wonji Secondary Schools: A Survey of the Views of School Administrators, Teachers and Students
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Date
2006-05
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Addis Ababa University
Abstract
The study attempted to examine the current condition of the schools to identify the types and causes of students' disciplinary problems. To this end, descriptive survey method was employed. The subjects of the study were 250 students , 100 teachers and 18 school administrators (principals, vice principals, unit leaders, and counselors). Information was solicited from the sample respondents through a questiOlU1aire consisting eleven sets of items (including bio-data) with close - ended and few open - ended questions.
Tulle of the main issues studied were the types of commonly observed students' disciplinary problems, the causes for these problems, and the methods that should be employed to prevent and/or minimize such problems in the schools. The results of 'the study revealed that though 18 types of commonly observed students' disciplinary problems: were identified, 10 of them were grouped in to two by tube respondents and ranked as the first 5 most serious ones (tardiness, truancy, cheating during examination, disturbing in the classroom, and not doing home works) and the second five most serious ones (disrespecting the school community, fighting among each other, forcing cleaver students to give them exam answers, calling teachers by their names or nick names, and disobedience to the orders of their teachers). The causes were family related factors (low income, large family size, lack of offering love to children, low attitude to education, frequent conflicts and divorce), community related factors (unemployment, low living standard, illegal video houses, camping life, undermining unskilled labor, and the ethnic group engaged in an unskilled labor), school related factors (management problems" lack of facilities, large class size, problem of teachers' personality and lack of teaching skills), peer group related factors (the influence of peer groups having low academic performances, low interest to learning, repeaters in classes and disturbing peace of the community), and students personal related factors (psychological health problems - self isolation, violence, hostile feelings , and giving up hopes). Advice and reprimand, convincing students the negative effect of misbehavior reinforcing good behavior by rewarding, offering guidance and counseling, services, increasing students' participation in co-cul1'icular activities, suspension and dismissal from the school were the means that should be employed to prevent and/or minimize students' disciplinary problems in the schools.
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Students' Disciplinary Problems