Management of Student's Disciplinary Problems

MANAGEMENT OF STUDENT’S DISCIPLINARY PROBLEMS PRACTICEAND CHALLENGE IN SECONDARY SCHOOLS OF GUBA KORICHA WOREDA WEST HARARGHE ZONE.

MA THESIS

YARED ASFAW

UNIVERSITY OF GONDER, GONDAR

Management of Student’s Disciplinary problems Practice and Challenge in Secondary Schools ofGubakorichWoreda West Hararghe Zone.

A Thesis Submitted to the Department of Educational Planning and Management,

UNIVERSITY OF GONDAR

In Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN SCHOOL LEADERSHIP

BY: YARED ASFAW

SEPTEMBER,2020 GONDAR

UNIVERSITY OF GONDAR

As thesis research advisor, I hereby certify that I have read this thesis prepared under our guidance, prepared byYaredAsfaw.Entitle:Students’ Disciplinary Problems Practice and Challenge in Secondary Schools of GubaKorichaWoredaWestHararghe Zone and recommended that it be accepted as fulfilling the thesis requirement.

GetenatAlene (PhD Candidate) ______Name of Major Advisor Signature Date

Muluken ( ) ______Name of Co-advisor Signature Date As members of the Board of Examiners of the MA in school leadership thesis open defense examination, we certify that we have read and evaluated this thesis prepared by YaredAsfawand examined the candidate. We recommended that this thesis be accepted as fulfilling the thesis requirement for the degree of Master of Art in School Leadership. ______Chairperson Signature Date ______Internal Examiner Signature Date ______External Examiner Signature Date DEDICATION I dedicate thesis manuscript to my family, for nursing me with affection, love and for their dedicated partnership in the success of my life.

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STATEMENT OF THE AUTHOR First, I declare that this thesis is my original work and that all sources of materials use for this thesis have been duly acknowledged, this thesis has been submitted in partial fulfillment of the requirements for MA in School leaderships as the University of Gondar and is deposited of the university library to be made available to borrowers under the rules of the library. The researcher declares that this thesis is not submitted to any other institution anywhere for the award of any academic degree, diploma or certificate. Brief quotations from this thesis are without special permission provided that accurate acknowledgements of the source is made requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the Head of the School or Department or the Director of Postgraduate Program Directorate when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however permission must be obtained from the author of the thesis.

Name: YaredAsfaw Signature: ______Date: september, 2020

Department: Educational Planning and Management

BIOGRAPHICAL SKETCH The author was born in Oromia regional state, West Hararghe, OdaBultumWoreda on November, 07, 1981. He attended his primary education (Grade 1-8) at Bedessa elementary school and secondary education (Grade 9-10) at BedessaSecondary high School and completed his general secondary education in 1997. After completion of secondary school, he joined Adama Teacher Training Center (TTC) and received hisDiploma by Natural Science in education in 2000. Then, after one years of work experience in teaching, he joined HaramayaUniversity, and graduated in the field of Chemistry in 2006.Again, after four years, he joined at University Of Gondar to pursue further studies in School Leadership.

ACKNOWLEDGEMENTS I would like to express his sincere appreciation and heartfelt gratitude to my thesis advisor GetenetAlene (PhD Candidate) and Muleken ( ) for their valuable professional guidance and technical assistance throughout the work of thesis, next to GOD , he wish to say thank you for University Of Gondar Graduate Library Staff Members for helping him to use the necessary information . Further, also extends his appreciation to DrMisganawAlene, and Dr George kumrawho in various ways rendered their useful help. Moreover, it is with great pleasure to acknowledge my wife W/roMeskeremBeranu for her constant help and sympathetic encouragement towards the completion of my study. Finally, my thanks also go to all GubaKorichaWoreda Secondary School principals, vice principals, supervisors, teachers, Department head,PTSA and School Board were for their cooperation in filling out the questionnaire and conducting the interview

ABBREVIATIONS AND ACRONYMS EBS Effective Behavioral Support

ETP Education and Training Policy

MOE Ministry of Education

PBS Positive Behavioral Support

PSDP Packaged School Discipline Program

PTSA Parent Institution Teacher Student Association

SD Standard Devotion

SDM Social Development Model

SGC School Guidance Counseling

SIP School Improvement Program

SPSS Statistical Package for Social Sciences

SS Secondary School

TTI Teachers Training Center TTC Teacher Training Center WHZ West Hararghe Zone

USA United States of America

UNESCOUnited Nations Educational, Scientific and Cultural Organization SPSS Stastical Package for Social Students

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Table of Contents

ACKNOWLEDGEMENTS ...... VI ABBREVIATIONS AND ACRONYMS ...... VII LIST OF TABLES ...... XI ABSTRACT ...... XII 1. INTRODUCTION ...... 1 1.1. Background of the Study...... 1 1.2. Statement of the Problems...... 2 1.3. Research Questions ...... 4 1.4 Objectives of the Study ...... 4 1.4.1. General objective...... 4 1.4.2. Specific objectives...... 4 1.5. Significance of the Study...... 4 1.6. Delimitations of the Study ...... 5 1.7. Limitations of the Study...... 5 1.8. Definition of Terms...... 5 1.9.Organization of the Study ...... 6 1.9.1. Summary ...... 6 CHAPTER TWO ...... 8 2.1. REVIEW OF RELATED LITRETURE ...... 8 2.1.1. The meanings and concepts of discipline ...... 8 2.1.2. Sign of disciplinary problems in a School ...... 12 2.1.3Management of Students Discipline problem practices and challenges...... 12 2.1.4.Conceptual Approach of School Discipline ...... 13 2.2. The Origin of Students Disciplinary Problem ...... 15 2.3.Types of Students Disciplinary Problems ...... 16 2.3.1. Types of Disciplinary Problems in Secondary School ...... 18 .2.3.2. Analyzing Disciplinary Problems ...... 19 2.4. Causes of Disciplinary Problems ...... 20 2.4.1. Parental/home influence ...... 20

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2.4.2. The role of educators ...... 21 2.4.3. Political, social and economic factors ...... 22 2.4.4. Curriculum ...... 23 2.4.5. School environment...... 23 2.4.6. Peer group influence...... 24 2.5. Theoretical Frame work to Manage Disciplinary Problems ...... 24 2.5.1. Ineffective disciplinary practices ...... 26 2.5.2. Effective behavioral support ...... 26 2.6. Consequences of Students’ Disciplinary Problems ...... 26 2.6.1. Poor outcomes /Low students’ performance ...... 26 2.6.2. Deprivation /lack of educational opportunities...... 27 2.7. Strategies to Minimize Students’ Misbehavior ...... 27 2.7.1. Build a strong classroom community ...... 27 2.7.2. Empowering misbehaving students ...... 27 2.7.3 Communicate with parents and colleagues ...... 27 2.7.4. Participatory decision-making...... 28 2.8.Summary ...... 28 UNIT THREE ...... 29 3.1. RESEARCH DESIGN AND METHODOLOGY ...... 29 3.1.1. Introduction ...... 29 3.2. Description of the Study Area ...... 29 3.3. Research Design...... 29 3.4. Sources of the Data ...... 30 3.4.1. Primary sources ...... 30 3.4.2. Population, Sample and Sampling Techniques ...... 30 3.4.2.1. Target population of the study...... 30 3.4.2.2. sampling techniques or sampling strategies ...... 30 3.5. Data Collection Tools ...... 31 3.5.1. Questionnaire ...... 31 3.5.2. Interview guide ...... 33 3.6. Proceduresof Data Collection...... 33

3.7. Methods of Data Analysis for Quantitative Data...... 34 3.7.1. Method of Data Analysis For qualitative ...... 35 3.7.2. Measures to ensures trustworthiness ...... 35 3.8. Ethical Considerations ...... 35 3.9. SUMMARY ...... 36 4.1. RESULTS AND DISCUSSION ...... 37 4.1.1. INTRODUCTION ...... 37 4.2. Characteristics of the Respondents ...... 38 4.3.Results of the quantitative and qualitative Analysis of five questions ...... 40 4.3.1, what were the practices and challenges ofstudents disciplinary problems in secondary schools of GubaKorichaWoreda?...... 40 4.3.2. What were the teachers and school leader’s views on the role of a school community for the causes ofstudents disciplinary Problems in secondary schools? ...... 49 4.3.3.What were The majors challenges that hinder the school practices efforts to manage student’s disciplinary Problems? ...... 56 4..3.4. What where important Strategies that used to Minimize Student’s disciplinary problem in secondary Schools? ...... 61 CHAPTER FIVE ...... 66 5.1. CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS ...... 66 5.1.1. INTRODUCTION ...... 66 5.2. Summary ...... 66 5.3. Conclusion on majors finding...... 71 5.4. Recommendations ...... 71 5.4.1. To manage students disciplinary problems...... 71 5.4.2. Recommendations for further research ...... 73 5.5. LIMITATIONS OF THE STUDY...... 73 5.6. THE CONTRIBUTION OF THE STUDY...... 73 REFERENCE ...... 75

LIST OF TABLES 1.SAMPLING………………………………………………………………………………………..35

2 Summery of population, sample and sampling techniques ……………………………………….36

3. Reliability test results with cronbach's alpha…………………………………………………… 38

4. Characteristics of the respondents ………………………………………………………………43 5A. RESPONSE ON VIEWS OFTEACHERSAND LEADERSONSTUDENTSDISCIPLINARY PROBLEMS………………………………………………………………………………………. 45

5B. RESPONSES on the perception of teachers and leaders on students ‘disciplinary…………… 48

6a .Responses on the types ‘2of disciplinary problems experienced in secondary ………………..50

6b. Responses on the types of disciplinary problems experienced in seconda……………………..53

7a. Teachers and school leaders' responses ON CAUSES...... 54

7b. Teachers and school leaders' responses on causes...... 56 7c Teachers and school leaders' responses on causes ...... 58

8a.Responses on the major challenges……………………………………………………………60

8b.Responses on the major challenges…………………………………………………………… 62 9. Responses on the strategies that used to MINIMIZE DISCIPLINARY problems in secondary ……………………………………………………………………………………………………...65

ABSTRACT This research focuses on studying on the management of Students’ Disciplinary Problems Practice and Challengein Secondary Schools of GubaKoricha woreda,WestHarargheZone.In this study, descriptive survey design was used with both quantitative and qualitative approaches. Among thethreegovernment of secondary schools in the Woreda, three (100%) were taken as a sample entire popoluation or census). Among these, 94 (100%), of teachers and 12 department headwere selected by census sampling technique. Additionally, 3 school principals, 4 vice principals, 1secondary school supervisor,15,PTSA and 15School Board Committewere selected by available sampling technique. The data collection tools were questionnaires, and semi-structured is structured interview. The quantitative data were analyzed using descriptive statistics such as frequency, percentage and t-test at 0.05level of significance on two groups (teachers and school leaders). A findings of the study revealed that the school leader and teachers had potential to play a role on majors Students’ DisciplinaryProblems hinder school practice efforts to manage disciplinary problems in Secondary Schools. But some teachers had a resistance. The school leaders were performing different tasks in school and but still did not create conducive environment to avoid students disciplinary problems. Some of the challenges which affect the school leaders in managing disciplinary problems were, weak participation of school leader and teachers in teamwork, lack of monitoring and evaluation from the woreda and zonal education bureau and lack of commitment and communication among members, lack of delegating power and lack of participant decision making, lack of making organized and participatory plan as well as creating conducive environment. Furthermore, the study clearly showed that the reduce majors students’ disciplinary problems has a significant guide to improve school bad behaviour. Finally, recommendations were put forwarded based on the major findings so as to minimize the challenges. .

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1. INTRODUCTION This section presents background of the study, statement of the problem, research question, and objective of the study, significance of the study and delimitation of the study.

1.1. Background of the Study. A school is a social institution established to fulfill social, political and economic demand by citizens. The school management has the responsibility of leadership in ensuring that all members of the school staff play a role in the daily reinforcement of appropriate social habits. The school should establish and maintain good discipline among its members. Education provides a fundamental base for all human development and its availability; And quality are central to the human resource development of any society (Alemayohu. T, 2012).According to,(MoE,1994) The main objective of education is to ‘bring up citizens who respect human rights, stand for the well-being of people, as well as for equality, justice and peace, endowed with democratic culture and discipline’ Discipline problems are frequent in schools and they may have a harmful effect on pupils’ learning outcomes. A lack of discipline and the subsequent potential increase in school disorder (e.g. bullying, substance misuse) can seriously threaten the quality of instruction that teachers provide, hamper pupils acquisition of academic skills and subsequently reduce their attachment to the education system (Gottfredson, Cook, & Na, 2012).

Being more precise, the Teaching and Learning International Survey (TALIS) revealed that teachers spend at least 20% of lesson time dealing with disruption and administrative tasks. In the United Kingdom, the Behaviour Survey 2010 states that 80% of school teachers felt their ability to teach effectively was impaired by students’ poor behaviour (Massey, 2011). On a global level, evidence suggests that 13% of teachers’ time is, on average, spent maintaining order (OECD, 2009).

Lewis (1991:3 ) confirms that many educators become frustrated because they spend many hours developing what they believe are exciting, relevant lessons, only to have learns’ misbehavior destroy the experience for everybody.As EshetuAbegaz (1984:p48) states, ―Without discipline workers knowledge, material or other institutional input have little gains. Therefore, school discipline is the governor, meaning the quality and effectiveness of teaching learning process and the progress of each pupil being achieved through self-discipline and discipline is essential

2 otherwise no successes. Student misbehavior, is a behavior that disrupts the teaching-learning process creates psychological and physical discomfort harms property and with far reaching implications towards the achievement of educational goal. Globally, the role of student's discipline in quality education has been increasingly recognized. It is a fact that the quality of teaching has a direct influence on the quality of students' behavior and vice versa. Students, teachers and administrators should agree upon school and classroom rules and policies, these should be clear and understandable. SelamawitAyalew (2012:p15) states, ―Discipline is examined as a product of factors in the culture and social structure of the school. Students disciplinary problems in the school therefore needs urgent attention. There is much work to be done since in some schools the situation has reached alarming proportions. The cause of students‘ disciplinary problems needs further research findings rather than judging the students, because the cause is rooted from manysituations. This study, therefore, concentrates on the various majors disciplinary problems contributing to the discipline problems among GubaKorichaworeda in westhararghezone,with a view to provide the possible intervention to curb the students‘ disciplinary problems.

1.2. Statement of the Problems. Educators throughout the world share the same sentiment regarding the fact that the lack of discipline in schools ‘makes it impossible to teach effectively. The majority of educators struggle to find effective solutions to the problem (Porte us, Vally&Tamar2001:1) Many researchers like EshetuAbegaz et al (1984: p2), have conducted researches in connection with this problem in the case of our country. Because, one of the valid reasons for lowering of the quality of education is the problem of classroom discipline. Maintaining good discipline in the class as well as in the school is one of the most important aspects of teaching. Because the uncontrollable behavior of students lessens the quality of education and hinders the teaching learning processes. These problems are expected to be controlled with the joint effort of the school and the community. They arrive late, wander in the school compound during the mid-class, bring mobile phones with them, Google in the class while the teachers are teaching, show disobedience and carelessness, bring clothes and other accessories and immediately change after school.Lewis (1991) too reiterates that some teachers do not know how to control poor learner behavior.Thestudy therefore aims to examine majors students disciplinary problemswhich may assist educators in curbing disciplinary problems at secondary schools. According to Asnakew(2005) indicated that,

3 the causes for problem behaviors can differ depending on the type(e.g,substance abuse, aggression, etc).s From the researcher’s point of view, the extent of disciplinary problems differs from one school to anothers. Example, malt-cultural schools are prone to experience disciplinary problems than schools with learners of the same culture and ethnic background. According to walker, Colvin and Ramsey (1995:155), antisocial, and aggressive learners generally come from home environments where their daily needs are not met. According to Stark(in:Major1990:22), there are hundreds of reasons influencing secondary school learners to misbehave at school, such as, for example, struggling with hormonal changes; seeing society as deserving critics and reshaping a shortage of wisdom to learn from experience; alack of religion; racism; poverty; and child abuse. Further Majors (1990:22) indicates reasons the educators give for learner’s misbehaviors, including learners who want attention, who see too much violence on Television. Theresearchers believes that disciplinaryproblemswas the mainissue teachers experienced in secondary school of GubaKorichaWoreda.The study adapted to look at the magnitude of disciplinary problems in Ethio-japan Hidasse secondary school, (Amogne, 2014). Discipline is among the basic ingredient that plays crucial roles in school system. Disciplinary problems occur when a student refuses to obey rules of the school and lack of it makes teaching difficult.These students‘ disciplinary problems related issues initiated the researcher to do research on it. The existence of knowledge gap that were uncovered by previous researcher who are only emphasized on causative factors and its effect of disciplinary problems in limited contexts of Ethiopia secondary schools, but not yet, to address the mechanism to manage and handling disciplinary problems of secondary schools.These students‘ disciplinary problems related issues initiated the researcher to do research on it.Specially, this thesis assessed its difficulty, prevalence, causes of disciplinary problem, and methods of managing along with its implications to the performance and antisocial behaviors among the students in secondary schools of (GubaKorichaWoreda) at all levels,there by draw recommendation. Thus, this study seeks to assess management ofstudent’sdisciplinary problems practice and challenge, identify the role of school community on the causes to disciplinary problems, and the possible interventions to curb the disciplinary problems of students.mendations for effective handle of student misbehavior.

1.3. Research Questions 1, what were student disciplinary problems practice and challenge in secondary school of Gubakorichaworeda west hararghe zone?

2. What were the role of school community on the causes of student disciplinary problems in the study area?

3. What were the majors problems to manage student’s disciplinary problems in secondaryschool ofGubakorichaWoreda west hararghe Zone?

4, what strategies were important to minimize student’s disciplinary problems in secondary schools of GubaKorichaWoreda West Hararghe zone?

1.4 Objectives of the Study

1.4.1. General objective The general purpose of this study was to recommend to managers to address the problems with discipline in secondary schools and to improve method of handling students’ behavior on the issue of disciplinary problems so as to know the practices and challenges of student disciplinary problems in secondary schools of west hararghe zone.

1.4.2. Specific objectives 1. To examine the student’s disciplinary problems practice and challenge in secondary school of Guba korichaWoreda West Hararghe Zone.

2. To identify the role of school community on the causes of disciplinary problems in secondary school ofGubaKorichWoreda West hararghe zone.

3. To identify the majors problems that hinders school practice efforts to manage student’s disciplinary problems in secondary school of Guba koricha woreda.

4. To assess the strategy to minimize student’s disciplinary problems in secondary school of Guba koricha woreda west hararghe zone.

1.5. Significance of the Study. The result of this study might contribute management of students disciplinary problems in secondary Schools under study and may also serve as a stepping stone for others to study the

problem from a wider perspective.therefore, the study should be of significant to the principals, the teachers, the students in particular and the school in general.

. 1.6. Delimitations of the Study The scope of the study limited to geographically in government Secondary Schools of GubaKoricha West Harargh Zone. This was because of geographically widening location of the area, and manageability of the study in terms of resources, time, cost, and other constraints. This study mainly focused on the student’s ‘disciplinary problems practice and challengein secondary schools of GubaKorichaWoreda. To make the study manageable, and obtain relevant and sufficient information, the study was delimited in to only 1woreda as in which 3, government secondary schools were found. There were many factors that associate the majors students ‘disciplinary problems in particular and associated factors in general including the parameters practices and challenges in secondary schools of, GubaKorichWoreda. These factors include organization of school environment, attitude of teachers, leader’s quality at different levels, and other stakeholders involved in education activities, lack of training/concept.

1.7. Limitations of the Study It was obvious that any research work could not be accomplished without some challenges. While conducting this study, some challenges were encountered. These were: shortage of time , lack of access to technology, lack of electric light which only serve small time per week, constraints of reference materials and reluctance of some sample schools to be considered as a sample and to provide necessary documents. Much has been done to at least minimize or utmost remove the drawbacks..

1.8. Definition of Terms Disciplinary: problem controlled behavior according to Levin and Nolan disciplinary problem exists when a student’s behavior interferes with the teaching processes and the ability of others in the class room, Rogers describes ‘disciplinary problems’ as forms of disruptive and anti-social behavior, which, in this case, contribute to the high stress level

Discipline: A set of procurers that focus on control the limitation of individuals or a group of people it is the practice of restraint, which may be self –imposed to lead ,control, and administrate the overall school activity .

.Management:.Regards ‘management’ as in our case process whereby the manager co-ordinates the activities of a group of planning, organizing, guiding, and supervising in order to achieved specific school activities.

ConduciveSchool environment:Plat form devoid of both physical intimidation and emotional, which allows for a free exchange of ideasor mutual respect,Stronge;2002,Wilen etal:2004).

School Vission :I is animage of the future school we seek to create

Practices :It was the act of rehearsing a behaviour over and over, or engaging in discipline again and again, habitually participate in discipline problems.

Challenges :In our cases it was difficulty of students discipline problems in education system.

School choolcommunity :It was anassemblage of the people intimately attached to school__itsteachers,administrators, students and students families.

Secondary schools are schools offering education to learners from elementary education from grade 9- 12.

1.9.Organization of the Study This study was organized in six parts. The first part holds the introduction part of the study which consists of background of the study, Statement of the problems, objectives of the study, significance of the study delimitations of the study, definition of key terms, Limitations of the study and organization of the study. Part two, dealt with the review of related literature, part three, provided the research design and methodology, instrument of data collection, population, sampling techniques and methods of data analysis. Part four, included results and discussion and in last part five summery, conclusions and re commendation were presented.

1.9.1. Summary This chapter introduced the research. The researcher justified the study, stated the research problem and explained the methodological approaches that are to be used in conducting the investigation. The main purpose of the research was to recommend managers to address the practice and challenge with discipline in secondary schools and to improve method of handling students’ behavior on the issue of disciplinary problems so as to bring desirable change at participatory of school community on disciplinary problems in secondary schools ofGubakorichaWoredawest hararghezone.

Having provided this introduction, it becomes prudent that a literature study was conducted to understand and explain the theories on majors of student disciplinary problems and particularly strategies to minimize disciplinary problems. This would be focus of chaptertwo.

CHAPTER TWO 2.1. REVIEW OF RELATED LITRETURE 2.1.1. The meanings and concepts of discipline The word discipline has wider meaning and concepts that have been used in the field of education. The oxford advanced learners’ dictionary defined that discipline is the practice of training people to obey rules and orders and punishing them if they don’t; the controlled behavior or situation that result from this training.

Semantically, discipline means the order maintained and observed among pupils, or other persons under control or command It is "a system or method for the maintenance of order; a system of rules for conduct" . It presupposes the training of students to proper action by instructing and exercising them. Thus, it is a question of mental and moral training. Within this interpretation, the teacher can be seen and the teacher was traditionally seen - as a disciplinemaster, a master in a school employed not to teach, but to keep order among the pupils (Oxford English Dictionary, 2003).Discipline has two different but related meaning. First discipline is a planned series of activities or exercises considered necessary for attainment of a certain goal. An example is the training of athlete for a race or for some other athletic contest. This meaning would include the development of regular exercise, eating, and sleeping habits as well as certain restrictions. Another example of this meaning is the college curriculum leading to a degree. In the first sense discipline also means a set of laws affecting conduct such as the discipline of church, the law, or medicine. This meaning may be called positive "discipline”. Second discipline means punishment for conduct that is considered undesirable. Failure to achieve a required standard in school, for example may result in punishment or discipline. The punishment may also be the natural result of undesirable conduct such as the morning after a binge or failure in a contest because of breaking training. This meaning may be called negative discipline. Its purpose is to prevent conduct that is undesirable. It is intended to help the individual understand what is necessary to attain the goal and to motivate him to keep the exercise and the rules that has been set up (Jones, 1963).

Student’s discipline is a prerequisite to almost everything a school has to offer students (Selfert and Vornberg, 2002). Seifert and Vornberg further link discipline with both the culture and climate of the school thus: “In order for a satisfactory climate to exist within a school, a certain level of discipline must exist”. In schools where discipline is a serious problem, for example, where students bully others, parents can transfer their children to ‘better’ schools. And because the well behaved usually perform well (Rigby, 2000), their transfer can affect the overall performance of that school. Troublesome students can sometimes make teachers react emotionally to the extent of using punishment. But punishment, instead of curbing behavior, can aggravate it (Dreikurs et al.,1998). In the words of McManus (1995): punishment does not discourage misbehavior but rather reinforces the pupils’ view of adults as treacherous”. Discipline problems are frequent in schools and they may have a harmful effect on pupils’ learning outcomes. A lack of discipline and the subsequent potential increase in school disorder (e.g. bullying, substance misuse) can seriously threaten the quality of instruction that teachers provide, hamper pupils acquisition of academic skills and subsequently reduce their attachment to the education system (Gottfredson, Cook, & Na, 2012). As such, discipline represents a serious concern for parents and teachers, demanding significant efforts and resources from schools (Kaplan, Gheen, &Midgley, 2002). The PISA 2009 report (OECD, 2010) stated that schools registering higher levels of disciplinary problems result in teachers spending less time on learning in order to deal with such issues. In its 2012 version, the PISA report asked students about school discipline. Results found that “28% of students reported that teachers had to wait a long time to quiet down every class, or almost all classes” (OECD, 2013). Being more precise, the Teaching and Learning International Survey (TALIS) revealed that teachers spend at least 20% of lesson time dealing with disruption and administrative tasks. In the United Kingdom, the Behaviour Survey 2010 states that 80% of school teachers felt their ability to teach effectively was impaired by students’ poor behaviour (Massey, 2011). On a global level, evidence suggests that 13% of teachers’ time is, on average, spent maintaining order (OECD, 2009). Schools use different procedures to manage discipline, including a range of punitive responses (e.g., loss of privileges, additional homework or detention.

Students’ indiscipline seems to be ubiquitous in the 21st century in secondary schools. Child’s discipline is a part of socialization. With recent increase in school enrolment, students discipline problems are bound to accentuate and cause more burdens on teachers and school administrators.

Students’ indiscipline has plagued schools leading to series of unrest. It is observed that students resort to unconstitutional measures in channeling their grievances; and it is not unusual that schools have been blamed for the awkward and uncivilized behavior demonstrated by the students Mbiti (2007), revealed that discipline a concept is used to mean moral capacity or disposition which is ingrained into the human personality. It becomes a powerful habit for self- control. Mwangi (2006), says that discipline is a set of procedures designed to eliminating behaviors that compete with effective learning. These definitions emphasized the role of the administrator/teacher as that of Simultaneously, dealing with learning and any behavior that conflicts learning.This is supported by (Okumbe, 1988, Mbiti, 2007). Discipline is also regarded as training that develops self-control Oothizen (1998). It must always be prospective, that is directed at developing the adult of the future. Mbiti (2008), views discipline in three major schemes each of which gives it’s justified position on how it should be managed. These schemes include – the traditional scheme of discipline, the free expression scheme of discipline, and the modern scheme of discipline. The traditional scheme of discipline is guided by the basic idea that the child was born naturally bad. In this view, all children are naturally inclined to do evil unless adults control them properly. Discipline is the act of using reasonable controls in an effort to produce desired behavior. Vernon F. (1995:260). There are many reasons given for why discipline problems frequently arise either in the school or classroom. Although some discipline problems may be caused by outside factors such as disruptive home environment, probably the majority of the discipline problems originate from difficulties within the school environment, thus teacher related problems, and student related problems and home-environment related problems. To accomplish the related problems effectively there should be discipline in the classroom, and school, otherwise whatever we do it is difficult to reach our destination. As Student(1995:8) reports in his research study stated the nature of behavioral problems as follow, late in coming to school, not doing work, not bringing books to class, inattention, using foul language / swearing rudeness to teachers, truancy, disrupting class, stealing, minor vandalism, smoking, drinking and bullying. Beside lack of punctuality the behavioral problems cited bymost students were related to lack of motivation and inattentiveness in class. Indiscipline in the family and society are growing problem and it effects are reflected in the school. Discipline is often mistakenly thought of as classroom management. But it represents a narrow reality and so cannot be used as a synonym for classroom management. However, it is highly important to understand

11 what discipline involves and how, as one aspect of classroom management, it relates to the large picture in a vital manner (Harrison, 1968). As Bear (2010:1) noted traditionally, with respect to school discipline, American educators have had two distinct aims: (a) to help create and maintain a safe, order, and positive learning environment, which often requires the use of discipline to correct misbehavior; and (b) to teach or develop self – discipline. Both aims are equally important and should always be included in the development and evaluation of school discipline practices. Whereas the first is generally viewed as an immediate aim (to stop misbehaver and bring about complicate), the second is viewed as long term (to develop autonomy and responsible self-discipline school help prevent the future occurrence of behavior problems.

Generally, the notions of discipline include both discipline as a body of knowledge and discipline as a means of control (Marshall, 1989: 109). Pedagogically, discipline relates to the schools function to socialize its members. Students but also teachers - are subjected to the schools institutional influences, which are codified in many explicit and implicit rules and regulations. Student behavior that deviates from school expectations tends to be interpreted as problematic and/or indiscipline. Behavior is viewed as desirable or avoidable within the framework of the school rules, in comparison with and in accordance to established norms (Koutseliani, 2002: 354). For example, these norms include the following of school standards: few noises in the classroom, consistency, respect for the teacher, and accepted forms of communication in the class: raising the hand, respecting other student’s right to talk etc. In this way, the school institution functions as provider of social skills and moral knowledge. They are mainly learned as socially generated patterns of thinking and acting, and they also define the issues of discipline and classroom management. As socially constituted, students usually learn to internalize them without being forced to do so. Accordingly, teachers are authorized by their professional code: the using of power regulation in classrooms, grouping of homogenous student behavior, and employing disciplinary systems of rewards and punishments (Koutselini, 2002).

In practice, the term discipline means "the required action by a teacher or school official toward a student (or group of students) after his or her (or their) behavior disrupts the ongoing educational activity or breaks a pre-established rule or law created by the teacher, the school administration, or general society" (Wolfgang et al., 1999: 3). It has two main goals: i) to ensure the safety of students and staff, and ii) to create an environment that can contribute to purposeful

12 learning. School discipline seeks to encourage responsible student behavior and to provide all students with satisfying school experience. Roughly, it is business of enforcing classroom rules that facilitate classroom management and student learning and minimizing disruption. But, simultaneously, it is actions and attitudes that are expected to produce a certain character and/or pattern of desired student behavior.

2.1.2. Sign of disciplinary problems in a School Disruptive is not merely a naughty behavior of student but it goes beyond the normal the routine disturbance in the classroom. Sometimes a single child disturbs the whole classroom so much that neither the child who creates disruption not the other children sitting beside him/her can learn. Disruptive behavior directly put teachers, children and parents in embarrassing situations. Therefore it becomes a matter of great concern for the educators. They put their heads down and think an effective treatment that how a teacher may cope with such behavior and how the child and the other children can be protected. It is natural for a purple to resist his teacher. It is healthy and it can be invigorating for them both. The best works of art are created in different media ; it is harder to shape marble than wax yet when the resistance is never broken down but hardens in to hostility and when the teacher finds the same hostility or at best a sniggering indifference year after year there is something, very far wrong. Sometimes the purples are wrong; sometimes the teacher is wrong; sometimes there is a deep seated dislocation in the community to which they both belong and their hostility reflects it (Hight, 1950)

2.1.3Management of Students Discipline problem practices and challenges. According to Levin and Nolan (1996) a disciplinary problem existed when a student’s behavior interfered with the teaching process and the ability of others in class room to learn .it was also exists when behavior psychologically or physically unsafe, and when a student destroys property (Levin & Nolan, 1996). Students typically receive exclusionary punishments for aggressive behaviors, such as fighting, profane language, or disrespect of authority, and for passive behaviors, such as truancy or lack of interaction. Wilcox et al (1998) described aggressive students as living “in a word in which interactions are based on hostile intent” (p. 18). They would rather force someone to comply to their will than maintain a positive relationship. Discipline has become such an issue in secondary schools today that it is to blame for a large segment of lost instructional time (Cotton, 2001).As the literature points out, these safe, orderly

and efficient schools did not occur by accident. They were a result of intensive, structured and comprehensive school level disciplinary practices. A number of factors offer confirmation of the need for school-wide prevention and support strategies including traditional disciplinary practice that were in effective and educational grouping that are poorly conceptualized and supported.Mole (1990) indicated that student misbehavior interferes with effective teaching and learning, and lowers the teacher’s satisfaction. It can lead to helplessness and anger (Split &Koomen 2009)Lumsden (1998) also indicated that in the United States of America and in some other countries educators identified learners as the primary and central factor with an impact on teachers’ professional enthusiasm. Joseph (2000) echoed the same sentiments where he indicated that student behavior is one of the major factors which contributes to stress, demoralization, and the drop-out of educators and lecturers from education. Wilson, Malcolm, Edward and Davidson (2007) found, by means of a study conducted in England, that learners’ truancy lowered educator morale. The passion for teaching is also significantly influenced by learner behavior (Carbonneau, Vallerand, Fernet&Guay, 2008).An authoritarian approach, Pretorius, as cited by Louw (in: Mtsweni 2008), links the authoritarian style of leadership to autocratic communication, the excessive control of learners, and domination, as well as to pedagogic and compulsive exercising of power that undermine the learners’ feelings of freedom and security. McKay and Romm (in: Mtsweni 2008:39) agree when they indicate that an authoritarian style of leadership causes learners to resort to violence, because they are frustrated by not having a say in what concerns their well-fare and well-being at school. An educative, corrective approach The Department of Education (2000) 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 exercise self-control, to respect others, and to accept the consequences of their actions. In its guide for educators on how to deal with discipline, the Department of Education (2000) advises educators to adopt alternatives to corporal punishment for effective discipline, such as: present possible alternatives that focus on positive behavior; focus on rewarding learners for their effort, as well as for good behavior; discuss rules with learners and reach an agreement on these rules -- learners will attempt to keep these rules because they have been consulted in their design;

2.1.4.Conceptual Approach of School Discipline Discipline defined as the limitations of an individual or a group of people. It was the practice of restraint, which might be self- imposed. The study of psychology revealed that a person

14 possessed boundless urges and impulses, which were constantly seeking expression. These included need for security, exploration and success. On the other hand, the society stipulates laws and traditions, which did not permitted free expression of these inner forces without following the appropriate procedure acceptable by balance bet wean his inner tendencies and the eternal 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 expect do 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 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 society.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 was then, subjected to content, either a virtue, which might be referred to as discipline procedure or euphemism for punishment, which can 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 be standards of clothing, timekeeping, social behavior and work ethics.

Charles (1996) defined disruptive behavior that is deliberate, intentional, and inappropriate during a particular time or a particular event. He further explains that students exhibit five types of misbehaviors; Aggressiveness, including physical or verbal assaults on school personnel or anther peers, immorality, which includes acts as stealing, lying or cheating, defiance of authority figures, general classroom disruption, including yelling, talking without permission, making unnecessary noises, clowning around throwing objects or other acts, day dreaming and refusing to complete assignments. Teachers detest having to contend with aggression defiance, verbal abuse and other disruptive behaviors that distract them from teaching. A teacher worked and lived in an age of instructional accountability and the task dealing with in appropriate behaviors wastes an enormous of academic learning time and negatively affects learning.

The currently used and most traditional approach to school discipline consists of providing statement about school expectations and violation and administrating strict sanction for rule violation in order to inhibit recurrences of problem behavior ,(Sugai,G and Horner R,1999) A review of literature showed that this approach was in effective for reducing problem

15 behavior (Maag,2001;Tayer,1995:Skiba&Peterson,1999:Townsend,2000). When confronted today by community and school challenges, such as meeting strict academic standards, reaching wide range of diverse learning, avoiding violence in schools, including special needs students in the regular classroom, and an rarer of other accountability issues. Long –established methodology for managing challenging behavior are frequently reactive, and sometimes punitive (Cotton, 2001: Jones, 1996). By experiencing these reactive consequences, it is assumed that students will ‘learn’’ and begin conforming to the norm. Unfortunately, many children were not motivated to comply with the rules of the school simply to avoid reactive or punitive measures.

2.2. The Origin of Students Disciplinary Problem In fact, the school has its own significant role in the development of students‘ behavioral problems. Even though parents do not perceive the unacceptable behavior of their children, the research finding shows the root cause of the students‘ disciplinary problem is the Child‘s home.

Olaitan.et al (2013: p10) indicates, the decline of indiscipline in most schools are 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. There are some factors related to the lack of parental involvement that influence indiscipline. Single parent homes, a lack of parental control at home, the negative influence of television, neighborhood and community problems that influence the home and value differences between the home and the school are some of the disciplinary causes listed by the researchers. The main school associated causes of students disciplinary problems according to Olitan et al were, unclear or inconsistently perceived school rules by the stakeholders, in such a case students do not believe in the outlined rules. In the same manner teachers and school administrators do not recognize what the rules imply or complain about the necessary responses to be given to student misconduct. Teacher- administration smooth relationship failed for needed and common result and also teachers attitude need to be changed positively towards the issue. Moreover the absence of adequate resources and the school size were also among the causes for student‘s disciplinary problems. Morongwa ( 2010:p38) further stated, ―When relationships are already difficult, the additional stress caused by poor housing conditions, poverty and unemployment can lead to increasingly fraught and hostile parental interchanges which inevitably affect the children and destabilize the whole atmosphere

16 of the family. A variety of problems related to family background have been found to accelerate the risk of the children having emotional and behavioral difficulties at home or at school‖. The more stable and consistent the parents, the more stable and accommodating the children. Moreover, AlemayehuTegenu (2012:p18-19), indicates, the causative factors to the problem of discipline as follows: From teachers‘ side, lack of advice, poor follow-up and failure to take corrective measures timely and not to cooperatively work with the student and school community are among the causes. From the family side, parents‘ failure to properly follow up and family problems like divorce; income etc contributes to student‘s misbehavior. As to the school related problems, factors such as absence of good administration as well as failure to design and implement appropriate disciplinary strategies to engage difficult students as a prevention effort. The absence of strict Rules and Regulations were found to cause misbehavior among students in secondary school. In addition, poor support to the school from the society and government were also identified as causative factors.Children with conduct disorders generally come from disrupted, disorganized families characterized by absence of the parents, especially the father, by divorced or separated parents, by lack of affection within the family, by poor or inconsistence management (Olaitan et al 2013).Therefore, the leading causes of the students‘ disciplinary problems are poor follow up of the family, spoor support from the society and the government, poor handling of students disciplinary problems from the school administration‘s side, were the frequently identified causes of the students‘ disciplinary problems in the literature review. Therefore, the origin of students‘ disciplinary problem stem from family back grounds to school and to the classroom situations. In the next session, the types of disciplinary problems‘ shall be discussed.

2.3.Types of Students Disciplinary Problems There are many types of disciplinary problems which could be exhibited in the school. Different authors identified different disciplinary problems. AyalewShibeshi (1996: 209), reported 15 types of disciplinary problems in junior and senior secondary schools based on the results of his study entitled ―School Discipline and Corporal Punishment in Ethiopian schools‖. They are listed below according to the rank order of their seriousness from high to low.

Not doing homework ,cheating in examination ,tardiness or late coming, truancy or absence, jumping over the fence , lack of interest in education ,poor classroom participation, Property

17 damage or vandalism, telling lies, fraud, fighting among students, bad habits e.g. smoking, getting drunk, Insulting/attacking, teachers, profanity and theft.

Rosen (1997:51-52), an American author also, distinguishes the following ten types of disciplinary problems which may lead to a learner‘s suspension, namely: defiance of school authority, not reporting to after school detention or Saturday school, class disruption, truancy, fighting, the use of profanity, damaging school property, dress code violations, theft and leaving campus without permission.The other common types of disciplinary problems experienced in American schools mentioned by Donnelly (2000:1-3), include fights, insubordination, little support for educators, a general climate of disrespect and distrust of the administration. Disciplinary problems are almost the same in different schools although the intensity may differ from school to school. This is the reason why authorsinmany parts of the world keep on mentioning the same types of disciplinary problems. Misbehavior in number of schools in Namibia inhibits optimal teaching and learning. Recurrent disciplinary problems in that country include disrespect, disobedience, fighting and class disruption, leaving books at home and failing to do homework.Morongwa(2010:p25) adds three distinguishes overlapping types of misbehavior which are regarded as disciplinary problems for the educator in the classroom, namely: misbehavior that inhibits the learners own learning, misbehavior by one learner which is destructive to the learning of another and misbehavior which is disrespectful and defiant to the educator. To him, misbehavior could be committed intentionally or unintentionally. He further outlines the situations where the learners‘ behavior could become real disciplinary problems for the educator and could impact negatively on his/her moral. He identifies six problems of educators.. A learner consistently coming to class late and disrupting the flow of the class, He/she talks while the teacher is addressing the class, .she/he write graffiti on school property, student continuously calling out in class, while others are listening and asking questions that have already been answered, one defies the teacher and refuses to follow instructions. One moves around in the class to the point of becoming destructive.

Moreover, SelamawitAyalew (2012:23), enumerated typical classroom or school offenses or misbehaviors of students which are commonly observed in classrooms, in school compounds and outside school compounds, and on the way home to school and coming school to home. These are: whispering while the teacher is explaining, showing off ,eating during the school period

chewing-gum, throwing anything, talking back, passing notes to friends frequently tardiness, irritating other children, obscenity, inattentiveness, giggling, cheating, deliberate destruction of school property(vandalism), defiance, carelessness in work, imprudence, crowding and pushing, lying, forgetful violation of regulation, impertinence, truancy, rudeness, discourtesy, profanity and etc. AlemayehuTegenu (2012:p18) uncovers a multitude of disciplinary problems and the causative factors to students misbehavior. He identified around 18 types of commonly observed student‘s disciplinary problems in his findings. Of which the first 5 are most serious, which include tardiness, truancy, cheating during examination, disturbing in the classroom and not doing homework. The next ranked problems include disrespecting teachers, fighting among each other, extortion/coercion and calling teachers by their names or nick names, and disobedience to the orders of their teachers. School related factors are management problems, lack of facilities, large class size and problem of teacher‘s personality and lack of teaching skills. According to the researcher‘s own daily observation, the types of disciplinary problems listed above are mostly caused by particular learners and they have impacted negatively on educators moral.Olaitan et.al. (2013:p8), also lists several types of misbehavior which make the work of educators difficult. These include:- repeatedly asking to go to the toilet, missing lessons, absconding, smoking in the toilets, pushing past the educators, playing with matches in class, making rude remarks to the educators, talking when the learner is supposed to be writing, being abusive to the educator, fighting in class, chasing one another around the classroom, taking the educator‘s property, wearing bizarre clothing or make-up, cheating the educator, leaving class early and commenting on the work

2.3.1. Types of Disciplinary Problems in Secondary School 2.3.1.1. Common disciplinary problems

Lewis (1991) distinguishes three overlapping types of misbehavior which were regarded as disciplinary problems for the educator in the classroom, namely misbehavior that inhibits the learner’s own learning, misbehavior by one learner which is destructive to the learning of another, and misbehavior which is disrespectful, defiant or abusive to the educator. According to Lewis (1991),the misbehavior can be committed intentionally or unintentionally.

Rosen (1997) distinguishes the following ten types of disciplinary problems which may lead to a learner’s suspension, namely; defiance of school authority, class disruption, truancy, fighting, the use of profanity, damaging school property, dress code violations, and theft and leaving campus without permission. The

19 other common types of disciplinary problems experienced in secondary schools, as mentioned by Donnelly (2000) include fights, insubordination, and little support for educators, a general climate of disrespect, and distrust of the administration. Those types of disciplinary problems mentioned above are similar to the ones being experienced in today secondary schools. McManus (1995) lists several types of misbehavior which make the work of educators difficult. These include missing lessons, absconding, smoking in the toilets, pushing past the educator, making rude remarks to the educator, talking when the learner is supposed to be writing, being abusive to the educator, fighting in class, chasing one another around the classroom; packing up early, as if to leave, taking the educator’s property, wearing bizarre clothing and make-up, threatening the educator leaving class early and commenting on the work.

2.3.1.2. Severe types of disciplinary problems

Alidzulwi(2000),attested to the fact that sever disciplinary problems have been experienced in secondary schools, stressing that some schools have developed in to battlefields, since learners carry weapons such as guns to schools. Incidences have been reported of learners stabbing their educators and principals with pang as and they also fight each other. A survey on educators’ opinions and violence in education conducted by Frezer and others (smith, 1999), reveals serious cases of learner violence. These include the burning down of classrooms, learners attacking educators and principals, learners setting fire to educators ‘cars and attacking taxi drivers, in order to steal their cars. Moodji (Smith 1999), distinguishes the kinds of perpetrators of school violence as those making themselves guilty of verbal violence. Moreserious behavior, plannedviolence and sexual harassmentofgirl.TheSowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’

.2.3.2. Analyzing Disciplinary Problems McManus (1995) indicates the following as some of the common types of disciplinary problems that learners exhibited in schools today namely, arriving late at school, missing lessons, smoking, making rude remarks towards teachers, talking when the educators are talking, and damaging classroom fittings.

As we seen the extent of disciplinary problems differs from one school to another. For example, multi- cultural schools were more prone to experienced disciplinary problems than schools with learners of the same culture and ethnic background. Other factors which might determine the types of problems in schools are, for example, the size of the school, the managerial skills of the principal, and the socio- economic backgrounds of learners, to name but a few. Goldstein, Harrotunian and Conoley (1994) maintain that the nature of leadership and governance in a school could have a significant influence on the lack of discipline in those schools. They are of the opinion that the size of the school can determine the extent of the disciplinary problems. They argued that bigger schools were more at risk than smaller

20 schools, as aggressive behavior occurred more frequently in the more crowded school locations, like the stairways, hallways, and cafeterias, but less frequently in the classrooms. The intensity of the problems were likewise not the same from school to school. This is something that this research has to investigate.

Educators throughout the world share the same sentiment regarding the fact that the lack of discipline in schools made it impossible to teach effectively. The majority of educators struggle to find effective solutions to the problem (Porteus, Vally& Tamar 2001). It is for this reason that a study concentrating on this aspect is important. A factor outside the school also played a role. According to Walker, Colvin and Ramsey (1995), antisocial, and aggressive learners generally come from home environments where their daily needs were not met or attended to. This includes not being served meals, not having an indicated time for going to bed, and a lack of parental control.

According to Stark ( Major 1990), there were hundreds of reasons influencing secondary school learners to misbehave at school, such as, for instance, struggling with hormonal changes, seeing society as deserving criticism and reshaping a shortage of wisdom to learn from experience, a lack of religion, racism; poverty and child abuse. In addition, Major (1990) indicates reasons the educators give for learners’ misbehavior, including learners who want attention, who see too much concepts, have no supervision at home, are bored, and do not know of any better. The researcher believes that disciplinary problems may be the main reason for the low educator morale. Hence, in this study the focus will be on the impact of disciplinary problems on educator morale.

The researcher agreed with Lewis (1991) where he says that most educators have been raised in more autocratic times, and therefore has fewer management skills suited to today’s more democratic society. It is therefore very important that educators should learn to equip themselves with management strategies which will assist them in dealing with today’s youth. This simply means that the question of school and classroom management should be investigated to make sure that the situation in the classrooms and the schools are conducive to effective teaching and learning. The study therefore aims to identify management strategies which may assist educators in curbing disciplinary problems at secondary schools. The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools.

2.4. Causes of Disciplinary Problems 2.4.1. Parental/home influence Alidzulwi (2000) like most authors, regards parents as of the greatest importance in creating a conducive teaching and learning atmosphere. It seems that the lack of parental involvement is the

21 major cause of disciplinary problems in secondary schools. Alidzulwi (2000) points out that many parents in Venda are not involved in the education of their children, causing poor results, high drop-out 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. A psychologist is quoted by Louw and Barnes (2003), claiming that he has 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. In the researcher’s opinion the statements made by several authors indicate the extent to which parents are being blamed for the disciplinary problems in schools.

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. He (2003) indicates that parents show a lack of tolerance and respect towards government authorities as well as towards educators, and some have a laissez-faireapproach towards their children.

Some other factors related to the lack of parental involvement in schools that influence discipline were identified by a study in the San Francisco Bay area (Short et al. 1994), namely; single parent homes, a lack of parental control at home, the negative influence of television, neighborhood and community problems that influence the home and values differences between the home and the school.

2.4.2. The role of educators Educators played a significant role in the management of school discipline, as indicated in a study by Mtsweni (2008K8) in Mpumalanga. If the entire school is involved in supporting positive learner behavior, not only is their behavior affected favorably, but also their academic achievement (Luisseli, Putman, and Handler & Feinberg 2005). The educators’ attitudes also influenced discipline at school. Lordon (Short.1994) categorizes the detrimental attitudes of an educator that may lead to learners’ misbehavior as follows: the Tardiness Syndrome, or the educator, who is always late for class and in starting the lesson and the “He is not my child” Syndrome, or the educator who ignores learners who misbehave in class.

2.4.3. Political, social and economic factors Rossouw (2003), also indicates the over-emphasis placed on children’ rights as one of the factors confusing principals, educators, and learners in matters relating to the disciplineof learners at school. He further indicated that some principals were under pressure to recognize learners’ rights, and did not know to which point they should make allowance for their learners’ voices. He mentions (2003) that educators have reported that they are uncertain, confused and afraid of infringing upon learners’ rights, and of being accused of misconduct. He furthermore points out 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 tried to influence their classmates negatively to exhibit the same lack of discipline.

Children who experienced 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 (1998) where he indicates that emotional disconnection from family, friends, and peers results in feelings of isolation and alienation for the child. According to him (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.In his analysis of the social aspects of truancy and absenteeism, Reid ( Varma, 1993) identifies the following social and economic elements as being present in the homes of children who are often absent from school: Families at the lower end of the social scale; fathers typically in semi-skilled or unskilled work, families in which parental (both paternal and maternal) unemployment is a norm, families on low incomes, families living in overcrowded conditions, families living in poor standard housing, poor material conditions within the home and families where the children are being abused.The political situation in South Africa is also blamed for children’s misbehavior by Moloi( Rossouw, 2003) where she states that the involvement of the youth in the liberation struggle which ended in 1994 caused them to develop “…arrogance towards adults, that was, both educators and parents”. Accordingly, Maree (Rossouw, 2003) also blames the political situation of the nineties in South Africa where the causes of violence in schools were politically motivated. Gang activities, the lack of transformation, learners carrying guns and smoking dagga, like1966 Ethiopia student’s

23 revolution a lack of counseling services, the intolerance of school management towards some groups, and parental apathy.

2.4.4. Curriculum The relevancy of the curriculum to learners’ needs also influenced discipline at school. In research done by Raven ( Besag 1991), it was ascertained that learners engage in several forms of deviant behavior 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 behavior is always experienced if the curriculum that is offered to learners is irrelevant to their interests and the needs of their communities. He (1991) emphasizes the importance of linking the curriculum to the philosophy and customs of a particular society.

2.4.5. School environment. Every school manager were committed to ensure that school provides a safe school environment in which teaching and learning process take place each day.Bazemore(1997) points that safe and supportive school environment depends up on students, staff and parents demonstrating mutual respect. In other words, all members of the school community students, staff and parents must know and understood the standards of behavior which all students were expected to live up to and consequences if the standards were 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 of education for all students and to guarantee the care and safety of the school community. However, a lawless school environment promotes disciplinary challenges to school manager and teachers. Students in such school disrespect their followers, teachers and community members.

2.4.6. Peer group influence As a child grows physically and mentally and enters school, a new social environment is experienced by them to nurture. Gradually, they feel attachment with their class-mates and people in the surroundings and start sharing their emotions and happy moments with them. The peer group influences what the child values, knows, wears, eats and learns. There is no doubts that considerable evidence supports the statement that peer relationship influence the growth of problem behavior in youth The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’(1993) indicated that poor peer relationship were closely associated with social cognitive skill deficits.According to Seita,Mitchell and Tobin (1996)’when the family has been un able to the Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in Southk2 African Schools’needs, other adults who the Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools ‘role in the child’s life have extraordinary potential for influencing the child in taking the charge of his or her life ‘’.it is worth noting that peer influence can lead to discipline problems and delinquent behaviors 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 peer.

2.5. Theoretical Frame work to Manage Disciplinary Problems The study focused on managing disciplinary problems among secondary school students in West Hararghezone .Geiger (2000) regarded a lack of discipline as chronic problem in the class room and the manner in which it was being handled as determining the amount of learning that was taking place in the school was difficult. While Fuentes (2003) indicated that every year more than three million students are suspended and nearly 100,000more expelled from primary up to university in the United States of America .many learners face police action for disciplinary problems that cannot be handled by the schools. According to Rigby (2000) student’s indiscipline has plagued schools leading to series of unrest activities particularly in secondary schools. Furthermore, there was a feeling that secondary school discipline practices are generally informed by theory from psychologists and educators.

Bell (1995) identified the following theories to form a discipline strategy for an entire school.Positive approach; this approach is grounded in teachers’ respect for pupils. it in stills in

25 pupils a sense of responsibility by using youth/adult partnership to develop and share clear rules ,provide daily opportunities for success.Teachers effectiveness training; this method differentiates between teacher-owned and pupil owned problems and progress different strategies for dealing.Appropriate School leaving; theory and educational philosophy; it is strategy for preventing violence and promoting order and discipline in schools.Detention; this requires the pupils to remain school at a given time of the school day even to attend school on non-school day.

Suspension or temporary exclusion; this mandatory leaves assigned to a student’s a form of punishment that can last anywhere from one day to several weeks, during which time the pupils cannot attend regular lessons. The students’ parents guardians are notified of the reason for and duration of the out of-school suspension. Petlit(1997)the Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’ that sometimes pupils have to complete work during their suspensions for which they receive no credit.The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’. This is the last resort, when all other methods have failed. Deprivation of privilege; it is useful and efficient form of punishment Dodge(1993) affirmed that loss of position, prohibition from playing any game in the school compound for certain period and could go a long way in improving the wrong doer. The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’

Self –government; it means the organization of community has responsibility for managing the school and running activities are shared with the pupils, which enables them to learn principles of citizenship, ,co-operate living and democratic organization. Praise and blame; the teacher must be very careful in his allocation of praise and blame. Tongue is said to be a power full weapon in teacher’s armory

Rewards; there is a belief that reward is not only right and desirable but also indispensable rewards can be given for attendance, conduct, progress, games and certificates may be given as rewards. Group rewards might be given for pupils in order to develop socio-centric than egocentric. Teamwork can foster secured school spirit.

Punishment; it has necessary place in the school community, but it must be based on certain principles, if it is not to be ‘hit or miss affaire .Seita (1996) identified the following guide lines,

26 punishment should fit the ‘crime ‘as well as the ‘criminal ‘this is because of individual difference. Punishment should help the offender to improve and this condition is satisfied only when he or she realize his or her mistakes.

2.5.1. Ineffective disciplinary practices School discipline had two primary goals, to guarantee the safety of students and staff; to establish The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools over 600 secondary schools The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’, she established that the following school characteristics were connected to discipline problems. Such as rules were unclear, students did not believe in the rules, teachers and administrators did not know the rules, poor co-operation of teachers and administration and teachers tended to have punitive attitudes.

2.5.2. Effective behavioral support One PBS model, perhaps EBS effective behavioral support is widely researched by Sugai (1996), emphasizes school wide system that defines teachers and encourages appropriate behavior of students this model developed from the studies conducted at the university Oregon, this rooted in the fact that about 85% of students have the social skills to be successful when they are placed in an environment supported by universal intervention at the school .The Sowetan (2006) had the following headline ‘Battlegrounds: two more learners die in South African Schools’ classroom level. This model provides these major perspectives; school- wide support, specific setting, classroom support, and individual student support

2.6. Consequences of Students’ Disciplinary Problems

2.6.1. Poor outcomes /Low students’ performance Disciplinary problem had negative effects on student outcomes and the learning climate. When students misbehave the school might took a kind of measure to reduce undesirable behavior and probably may suspend students. Studies have found school suspension to be moderately associated with higher dropout rates. In some cases, suspension may be used to rid the school of perceived troublemakers. Yet, counter intuitively, purging the school of such students does not

27 appear to improve school climate. Schools with higher rates of school suspension tend to have lower academic quality, pay significantly less attention to school climate, and receive lower ratings on quality of school governance measures (American Psychological Association, 2006). Most important, emerging data indicate that schools with higher misbehavior have lower outcomes on standardized achievement tests, regardless of Economic level or student demographics (Davis & Jordan, 1994; Skiba& Rausch, 2006).

2.6.2. Deprivation /lack of educational opportunities. Keeping students out of the school inevitably takes instruction away from them. Suspension has been reported as a moderate to strong predicator of student drop out of school. According to the Harvard Civil Rights Project Report (2000), “more than 30% of sophomores who drop out have been suspended and that high school dropouts are more likely to be incarcerated. In addition, students shut out from the school are more likely to do harm to their families and communities (Skiba, 2000).

2.7. Strategies to Minimize Students’ Misbehavior R. Marzano, J. Marzano and Pickering (2003) meta-analysis show positive effects of different types of management strategies in decreasing students’ misbehavior in the classroom (e.g. positive reinforce teacher approval, tangible recognition and mild forms of punishment, instructional leader of his or her schools.

2.7.1. Build a strong classroom community Encourage healthy classroom relationships: Ruth Charney’s (2002), Teaching Children to Care which emphasizes turning “respectful, friendly, academically rigorous classrooms.

2.7.2. Empowering misbehaving students Lewis,T.J.andsugai,G. 1999a. Effective Behavioral Support effective school wide discipline plan must consistently support learning and instruction.

2.7.3 Communicate with parents and colleagues A safe school did not require many out-of school suspensions. Instead, a healthy relationship of trust must be cultivated in the classroom and among staff, expectations must be clear, and communication with parents should be ongoing and strong (Tschannen-Moran, 2004).

2.7.4. Participatory decision-making. In his approach to the handling of discipline in schools, Kohn (1996), an American researcher, has the same outlook as the Department of Education here in South Africa. He believes that the implementation of a new classroom management system that incorporates students in the decision-making processes will exert a positive impact on the students to eliminate behavioral problems. Kohn (1996) indicates five ways for a classroom management system that incorporates students in the decision-making processes which will exert a positive impact on creating a democratic community within the classroom

2.8.Summary This chapter presented on overview of Students Discipline , Conceptual Approach of School Discipline, The management of school discipline,Types of Disciplinary Problems in Secondary School, Analyzing Disciplinary Problems, Causes of Disciplinary Problems,Theoretical Framework of Management of Disciplinary Problems, Consequences of Students’ Disciplinary Problems, Strategies to Minimize Students’ Misbehaviors, as well as the role of institutional leadership and management . In the next chapterthree, the research design will be explained. The focused would be on sampling technique and method of data collection.

UNIT THREE 3.1. RESEARCH DESIGN AND METHODOLOGY 3.1.1. Introduction This chapter deals with the description of the study area, research design, sources of data, population, sample size and sampling techniques, instruments of data collection, procedures of data collection, methods of data analysis and ethical consideration.

3.2. Description of the Study Area The study was conducted in three secondary schools of GubakorichaWoreda West Haraghe Zone of Oromia Regional State that located in the Eastern part of Ethiopia. It bounded:In the West by GumbiWoreda, in the North byMiessoWoreda, in the East by Chiroworedaand in the South by HabroWoreda. The capital city of the Zone is Chiro and located about 326 km from Addis Ababa to its Eastern direction. GubakorichaWoreda is one of the 17 Woredaof West Hararghe Zone,Woredawith recently founded. Based on the 2007 censes conducted by the CAS, the total population of the Woreda is 137,542, within an estimated area of 2387.23 square kilometers. This Woreda is divided in to 24 kebele and 2 towns. Coffee and Chat is the backbone of farmers’ income as cash crops with significant agricultural and pastoral areas supporting of lively hood of the majority of the population. The current Woreda education office statistics shows that there are 3 secondary schools with total student population an enrollment of 2635 male and 790 female total 3425 students. Also the Woreda has 53 primary schools with total enrollment of 21,791 male 16,644female total 38435. There are also one governments owned TVET and one KG Phrivate institutions are found.

3.3. Research Design In this study a descriptive survey method was employed. According to Dabali (2010), such a design is used to generate views and opinions of respondents, and indicate a clear picture of the situation, practices, and experiences. In addition Siyoum and Ayalew, (1989) stated that this method is appropriate to get an exact description of current status as well as it is a fact finding study with adequate and accurate interpretation of the findings both qualitative and

30 quantitativeinformation also would be used to get insight and detail information will be assessed. The data will be gathered through open ended , closed ended questionnaire, and interview.

3.4. Sources of the Data Primary sources were used for this study.

3.4.1. Primary sources Primary data were obtained from Supervisors, principals ,vice principals of the schools including unit leaders’ (discipline committee PTSA and School Board Committe, students’ councilCommitte), and Teachers.

3.4.2. Population, Sample and Sampling Techniques 3.4.2.1. Target population of the study. Bluma (2012) defined a population as all the members of a real or hypothetical set of people, events, or objects to which researchers wish to generalize the results of their research. Therefore the population of this study were all secondary school of Guba KorichaWoreda with the sampled representatives, to conduct the study the researcher took all 3 secondary schools are selected as a sample representative, these are considered as target population of researcher.

3.4.2.2. sampling techniques or sampling strategies 3.4.2.2.1 A Census Strategies

One approach is to use the entire population as the sample. Although cost considerations make this impossible for large populations, a census is attractive for small population N<100 Gay(1996:125). A census eliminates sampling error and provides data on all the individuals in the population.

This study was conducted in allsecondary schools of GubaKorichaWoreda. The Woreda has about 24 kebeles and two towns’ administration and 3 secondary schools as population. Toconduct the study the researcher took all 3 secondary schools in the woredas

Discipline Comitte

School Name Supervisor Principal PTSA Student Dep/Head Teachers Total 31 and Vice andSchool council principal Board Committe Pop Samp Pop Samp Pop Samp Pop Samp Pop Samp Pop Samp Pop Samp Kemona 1 1 3 3 10 1o 5 5 4 4 45 45 68 68

Bube 2 2 10 10 5 5 4 4 27 27 48 48

Hardim 2 2 10 10 5 5 4 4 22 22 43 43

Total 1 1 7 7 30 30 15 15 12 12 94 94 159 159

Method Acensus In the sample 3 secondary schools among which 3, secondary schoolsare selected as sample using a census, these wereKemona, Bube,andHardimeach principals, supervisors , PTSA committe, and student councilcommitte. are available sample. The researcher will used 1 supervisor,12,Dep head, 7, school principals and vice principals,15,student councilscommittee , 30 PTSA and School Board committee as a sample leaders and 94, sample teachers among 94 by census. There fore from the total population of 159the selected sample would be 159. Table2 Summary of Population, Sample and Sampling technique

Roll Populations Total Sample Percent Technique No Population size employed 1 School Supervisor 1 1 100 Census 2 Principal and Vice principal 7 7 100 Census 3 PTSA and schhol board 30 30 100 Census 4 Student Councilcommitte 15 15 100 Census 5 Dep /Head 12 12 100 Census 6 Teachers 94 94 100 Census Total 159 159 100 Census

3.5. Data Collection Tools The researcher used the following tools in order to conduct the research. These are questionnaire, Interview . 3.5.1. Questionnaire Questionnaire was prepared in order to collect data from teachers and school Vice principal, and principals. Student council committe, PTSA committe and school board and supervisor. The items were prepared in five point liker scale. The questionnaire was prepared having two main parts. Part one of the questionnaire focused on respondents' personal information. Part two focused on questions related to the research topic including on the status on the management of students disciplinary problem practices and challenges . The questionnaire contained both close

32 and open ended questions to obtain adequate information as much as possible. Questionnaire will be prepared in English language for leaders, student’s council commmittee and teachers respondents. For PTSA and school Board respondents the questionnaire will be translated into Afan Oromo. A total of 159copies of questionnaires with items 42 closed, and 7, open ended were distributed to the subject of the study from this, Out of 94 teachers , 64(68.08%) of them gave response and out of 20 school leaders 20( 100%) school leaders completed and returned the responses and totally 81.1% could responsed.

Once the questionnaires were prepared pilot testing of the instruments was made at Bube secondary schools to test the questionnaire before they were administered to the final participants of the study. The pilot test was conducted on 20 respondents (14 teachers, 6 leaders,) 2, department heads, 1,sup ,2.discipline committee, 1,principal,). The pre-test was done with the objectives to check whether or not the items contained in the instruments could enable the researcher to gather relevant information. Based on the feedbacks from the respondents valuable improvements were made and irrelevant items were rejected. Then, the Cronbach Alpha reliably was calculated for the questionnaire is (0.82). Thus, according to George and Mallery (cited in Joseph and Rosemary, 2003) provide the following rules: “>0.9=Excellent, >0.8=Good, >0.7=Acceptable, >0.6=Questionable, >0.5=Poor, and <0.5=Unacceptable. Accordingly, the reliability test reveals that the questionnaire which was tried out by pilot test has good reliability. In general, the pilot test researcher to avoid errors related to ideas and contents. After the necessary correction was made, the final copies were distributed to be filled in by the respondents.

As explained by Dross (2004), if the result of Cronbach’s alpha coefficient is 0.7 and above considered to be satisfactory, indicating questions in each construct were measuring a similar concept.

Table3 Reliability test results with Cronbach’s alpha

Table3

Roll Variable Number Cronbach No of item alpha 1 What were the practices and challenges of student’s disciplinary 16 0.820 problems in secondary school? 2 What were the role of school community on the causes of student 11 0.868 disciplinary problemsin secondary schools? 3 What were the major challenges that hinder the school practice 8 0.840 efforts to manage students’disciplinary problems? 4 What were important strategies to minimize Student’s disciplinary 7 0.860 problems in secondary schools? Result 42 0.829

3.5.2. Interview guide Quantitative form of questionnaire is insufficient to provide necessary information about misbehavior of secondary school students. As a result the researcher would use unstructured interview. Interview can be conducted verbally through face to face interaction between the researcher and the respondents. Interview permits more in-depth examination in which interview capture views, opinions, and experience of interviewees (Moser, 2007). The interview contains similar idea with the content of the questionnaires. For this reason interview will be prepared for discipline committee: 15, school board and15 PTSA’. 15 students council Interview with participants will be recorded, translated to English and analyzed.

3.6. Proceduresof Data Collection. The researcher conducted school leaders of the samples schools in order to create conducive school environmentfor the successful accomplishment.

Next to this school leader, teachers and student’s representative or students council were informed about the purpose of the study in detail. Also respondents were informed to read the instruction carefully to answer all questions and to give their authentic responses.Convincing the aim of the research work interview was made by the researcher with respondents and were analyzed by the researcher at office.

Pilot test was conducted to check the reliability then questionnaire were distributed to sampled respondent in cluding-sample school.

3.7. Methods of Data Analysis for Quantitative Data. After collecting appropriate data, proper tools and techniques should be used for classification and analysis of data. The tools classify data are frequency, mean, percentage and, standard deviation these classification tools served as data presentation techniques for clear interpretation. Researcher prefers descriptive research method depending up on the nature of the problems.To examine the association among the responses of teachers and leaders. This method enabled him to determine the states of existing phenomenon and significant relationship among phenomenon. Both qualitative and quantitative data analysis method should be used.

Quantitative data was determine by applying various scale of measurement for the purpose of estimation or comparison with similar data /making inference about sample population it belongs. Depending on the nature of basic questions and data collected the following statistical techniques will be employed. In order to know the practice and challenges of managing student’s misbehavior in secondary schools, the mean and standard deviation could use.

In addition percentage will be used to identify the respondent’s response with the expected outcome of know whether there is significant difference between students disciplinary problems in secondary schools respondent, t-test would be used to see the difference among the responses of respondents (teachers’ and school leaders’).This techniques will be applied using the Statistical Package for Social Science /SPSS/ for windows version 20. Frequencies, percentage, mean differences other out comes in order to identify the data distribution and the nature of the data for comparing the value of the variables by employing the before mentioned techniques of analyzing data using tables.

The level of significance has been chosen for study is 0.05. This level of probability is chosen in accordance with the norm in educational researches. Each of the items will be designed in the form of five liker scales. These are strongly disagreeing, disagree, undecided (medium), agree and strongly agree, The values given were, 1, 2, 3, 4, and 5 respectively. The average value will be obtained by dividing the sum of ratio scales (1+2+3+4+5=15) by number of rating scales that is 5. Thus, the average value is 3.0. In the interpretation, effort will be put to show that the mean score indicates. The result obtained from the score will be interpreted as following. If 1.0 ≤mean

35 score≤1.5, it will be interpreted as strongly disagree, 1.5 < mean score ≤ 2.5, it will be interpreted as disagree, if 2.5

3.7.1. Method of Data Analysis For qualitative The qualitative data were collected through open ended questionnaires; interview will be directly stated or verbally presented, narrated described and the results will be classified and computed to draw conclusion. Multiple instruments or triangulation approach procedure will be followed to collect data that possibly depending on the nature of the instrument deployed. One can be more confident with the result if different methods lead to the same result. The aim of triangulation was to cross check the data through questionnaire, interview and finally, the result of the analysis and interpretation of data obtained will be discussed.

3.7.2. Measures to ensures trustworthiness The essence of validity was different in quantitative and qualitative data. In qualitative research trust worthiness refers to honesty, richness, authenticity, depth, Subjectivity, and strength of feeling (Cohen, et al, 2007). The most practical way of achieving greater validity was minimise bias (Cohen, et al, 2007:150). To ensure trust worthiness in this qualitative phase, the following methods were used.

Feedback from others: after having completed the interviews and interpreted the data, the researcher could obtain the views of others in the field to determine whether they agreed or disagreed that the researcher had made the appropriate interpretations and had drawn valid conclusions from the data (Leedy&Ormrod, 2001:106). External coder: One way of to enhance trust worthiness was to have the analysis of the interview transcripts checked by an external coder. The researcher’s promoter was the external coder.

3.8. Ethical Considerations Ethical permission obtained from the respected University of Gondar; a formal letter submitted to all the concerned bodies to obtain their co-operation. The interviewers, who educated, got informed written consent from the study subjects prior to the study. Moreover, all the study participants informed verbally about the purpose and benefit of the study along with their right to refuse. Furthermore, the study participants reassured of confidentiality by explaining to them,

36 their name and other identifier of their status would not be documented in the questionnaires and the information was kept confidential that no one had opportunity to see the response except the researcher and the information they provided not be used for anything other than research purpose.

3.9. SUMMARY This chapter focused on the research design used in the study. The research design method, Description of the Study area sources of the data,Population, Sample and Sampling Techniques, Interview guide,Ethical Considerations, procedure of research, analysis of research method were indicated and explained. In the next chapter, chapter4, the results of the empirical investigation would be presented and discussioned.

CHAPTER FOUR

4.1. RESULTS AND DISCUSSION 4.1.1. INTRODUCTION In this research study the main research question was: management of student’s disciplinary problems practice and challenge in secondary ofGubaKorichaWoreda West Hararghe Zone?

From this, the following sub-questions were formulated:

1. What were the practices and challenges of students disciplinary problems in secondary school of GubaKorichaWoreda?

2.What were the role of the school community on the causes of students disciplinary problems in secondary school of GubaKorichaWoreda?

3. What were majors challenges that hinder the school practice efforts to manage students disciplinary problems in secondary school of GubaKorichaWoreda?

4.What were important strategies to minimized student’s disciplinary problems in secondary school ofGubaKorichaworeda?

This section deals with analysis of data and interpretation of findings. The points included in this part covers: characteristics of respondents, status of teachers and school leaders towards majors students’ disciplinary problems in secondary schools. The cases of disciplinary problems in the school context and major problems that faced teachers and school leaders with managing disciplinary problems.The overall objective of this study was to assess the management students disciplinary problems practice and challenge, to suggest the possible mechanism in which proper practice and method of teachers and school leaders in managing student’s disciplinary problems in secondary schools of GubaKorichaWoredaWestHarargheZone.The data were presented in tables and analyzed using appropriate statistical tools such as percentages, frequency and t-test. Moreover, the most essential points were discussed descriptive statements. A total of 114copies of questionnaires were distributed to the subject of the study From this, Out of 94 teachers , 64(68.08%) of them gave response and out of 20 school leaders 20 ( 100%) school leaders completed and returned the responses. Further, 45 interviewees of discipline committee, such as 30 PTSA and School Board, and 15 students counsel took part in the interview.

Finally, the data obtained from the open ended items of the questionnaire, interview were presented and analyzed qualitatively to substantiate the data collected through the questionnaires. This chapter presents the analysis and interpretation of data.

4.2. Characteristics of the Respondents Under this sub topic the sex, age, experience and educational backgrounds of the respondent were presented. The following table shows the distribution of respondents’ characteristics by their sex, age, work experience and educational backgrounds.

Respondent Table4Roll Variable Teachers School Leaders No F % F % M 66 70.2 16 80 1 Sex F 28 29.78 4 20 20-25 38 40.4 2 10 26-30 33 35.1 5 25 2 Age 31-35 12 20 11 55 36-40 11 6.7 2 10 Above 40 - - 1-5 33 35.1 1 5 6-10 35 37.2 2 10 3 Experience 11-15 22 23.4 17 85 16-20 2 2.1 Above20 2 2.1 Diploma 4 4.2 - - Educational 4 BA/BSC/Bed 90 95.8 20 20 Level MA/MSC/Med

Own survey, 2020M=Male, F=Female, f=frequency, %=percent

From table 4 item 1, most of the teachers 66(70.1 %) were males and the remaining 28(29.9 %) were females and out of 20 school leaders, 16(80%) were males and 4(20%) were females. From this data, it is possible to say that, the majority of respondent were males, female employees were fewer. This shows that, such a low female participation in both cases. So it’s important to encourage females to the position of leaders as well as in teaching and learning in West Hararghe Zone.

Item 2 of table 3 revealed that the age of participants particularly, teachers and school leaders ranges between20-25 can be put as 38(40.4%) and 2(10%) respectively. The medium group which covered 33(35.1%) contained teachers whose age ranges between 26-30 years of age. On

39 the contrary, the school leaders covered 2(10%) with same range of ages. With 31-35 years of age there were 12(20%) and 9(55%) of teachers and school leaders group respectively .Hence, this might indicate that at this age level, both teachers and school leaders might have sufficient experience to prepare instructional plan.

When we see item 3, table 3, the work experience of the respondents, 1-5 years of experience the frequency of respondents as a secondary school teacher as well as the school leaders were found to be 33 (35.1%) and 1 (5%). Similarly, teachers who have 6-10 years of experience would cover the frequency of 35(37.1%) and school leaders having the same years of experience laid on the frequency of 2 (10%).Teachers that have 11-15 years of experience covered 22 (23.4%) and the school leaders also had a frequency of 17(85%). Teachers that have 16-20 years of experience covered 2 (3.3%) and the school leaders also had a frequency of 3(7.1%). The smallest frequency seen was teachers’ and school leaders’ years of experience ranging above 20 which respectively covered 2 (2.2%) . Therefore, at this level of experience, teachers are expected to be well induced and would have enough experience to be responsible for their job. But it shows a small present in school.

According to item 4 of table 3, 90(95.7%) teachers and 20 (100%) school leaders were first degree holders and 4(4.3%) of teachers were diploma. From this analysis, it can be concluded that the secondary school teachers school leaders to regulate and monitor quality of education for students in general and offering important information for this study in particular

4.3.Results of the quantitative and qualitative Analysis of five questions Table 5

Frequency of Response Mean STD

Roll NO Basic question Teachers School leaders School School Teachers Teachers Agree Disagree Agree Disagree leaders leaders

What were the practices and challenges of 359 105 190 99 1 students disciplinary 3.66 3.19 1.06 1.18 problems in secondary (70.1%) (20.5%) (59.5%) (30.9%) school?(Item1__16)

What were the role of school community on the causes of students 490 134 60 2 137 3.59 1.04 1.16 disciplinary problems in (69.6%) (61.1%) (27.3%) 3.35 secondary (19.5%) school?(Item1__11)

What were major challenges that hinder the school practice efforts to 286 137 92 41 3 manage students 3.34 3.41 1.22 1.2 disciplinary problems in (55.9%) (26.8%) (57.7%) (25.9%) secondary school .(Item1__8)

What were important strategy to minimized 267 75 84 38 4 student’s disciplinary 3.44 3.4 1.11 1.14 problems in secondary (59.6%) (16.7%) (59.9%) (26.9%) school (Item1__7)

4.3.1, what were the practices and challenges ofstudents disciplinary problems in secondary schools of GubaKorichaWoreda? Table6aThe responses on the practices and challenges of students disciplinary problems in secondary schools. Five likert scale were used: Agree and Disagree, =Agree (A), undecided=undecided (UD), strongly disagree and Disagree=Disagree (DA) Note that 5= strongly agree 4 =agree 3= undecide 2= disagree 1= strongly disagree

Roll Teachers School leaders Calculated Calculated Item Scale NO F % Mean1 SD1 F % Mean2 SD2 T-Value P-Value

SA 14 21.9 6 30

A 36 56.2 9 45 Not bringing text 1 UD 9 14 3.34 1 4 20 3.3 1.1 0.004 0.99* books in the class DA 5 7.8 1 5

SA 19 18.7 8 40

A 32 50 6 30

2 Missing lessons UD 9 14 3.48 1.2 4 45 3.2 0.8 0.986 0.326*

DA 4 6.25 2 10

SA 4 6 1 5

A 30 46.8 6 30 Scorn/Fraught 3 students faced UD 10 15.6 2.2 1.2 7 35 1.45 1.1 0.93 0.35* teachers DA 12 18.7 3 15

SD 8 12.5

SA 23 35.9 9 45

A 35 54.6 4 20 Frequentlybarney 4 teachers faced UD 2 3.1 4.39 0.8 3 15 3.05 1.5 4.206 0.38* with students DA 2 3.1 3 15

SD 2 3.1 1 5

SA 18 28 2 10

A 10 15.6 3 15

Frequently 5 UD 28 2.03 1.4 7 35 1.1 1.18 0.87 0.000* Accussate faced 43.8 teachers DA 4 6.25 7 35

SD 4 6.25 8 40

1 ¯=indicate the mean of teachers. 2=indicate the mean of leaders. SD1= standard deviation of teachers, SD2= standard deviation of school leaders, t = t-value at α=0.05 level of significance, f= Frequency, A = Agree (4-5), UD= Undecided (3), DA = Disagree (1-2), %=percent. To analysis researcher use only three scale, strongly as can be seen from item 1 of table 6a above, item1 the majority,50 (78.1%) of teachers, and 15(75%) of the school leaders rated their responses as agreed not bringing text books in the class room respectively and their mean score is 3.34 and 3.3 respectively .Additionally, the calculated t-value (0.004) was less than the critical value (1.96) ) at α=0.05 and similarly at P-value 0.99 > 0.05 of which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item .)Zimba(1996:186_214) indicates that leaving books at home in Namibia inhabits optimal teaching and learning.

In item 2 of table 6a above, the majority. 51 (79.7%) of teachers and 14 (70%) of the school leaders agreed missing lessons and their mean score is 3.48 (agree) and 3.2 respectively. Additionally, the calculated t-value (0.98) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.326> 0.05 of which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item..Olaitan et.al. (2013:p8), also lists several types of misbehavior which make the work of educators difficult. These include:- repeatedly asking to go to the toilet, missing lessons, absconding, smoking in the toilets, pushing past the educators, playing with matches in class, making rude remarks to the educators, talking when the learner is supposed to be writing, being abusive to the educator, fighting in class, chasing one another around the classroom, taking the educator‘s property, wearing bizarre clothing or make-up, cheating the educator, leaving class early and commenting on the work.

In reaction to item 3, of table 6a above, the majority, 34 (50%) of teachers agreed that scorn/fraught students challenges teachers and their mean score is 2.2 (agree) which showed the challenges of teachers. But for the same item, 7 (35%) of the school leaders agreed that scorn/fraught students and their mean score is 2.2and 1.45 which indicated that scorn/fraught students challengesof teachers were present but did not high. Additionally, the calculated t-value (0.94) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.35>0.05 of which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. Insulting/ attacking, fighting, profanity in the school community were bad habits AyelowShibeshi (1996:2009). As can be noticed in item 4 of table 6a above, the majority, 58 (90.6%) of teachers and 13(65 %) of school leaders agreed that teacher frequently barney teachers with students were challengedand their mean score is 4.39 and 3.05 respectively. Additionally, the calculated t-value (4.20) which was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.38>0.05 of which shows that there is nosignificant difference between the opinions of

teachers and school leaders in rating the item. McManus (1995:68) threatening the educators by learners was misbehaviours which make the work of educators difficult. In reaction to item 5 of table 6a above, the majority,28(43.8%) of teachers agreed and7(35%) of school leaders disagreed that frequently accusation of teachers by students and their mean score is 2.03 and 1.1respectively. Additionally, the calculated t-value ( .87) was less than the critical value (1.96) at α=0.05. and similarly at P-value 0.000<00.05 of which shows that there was significant difference between the opinions of teachers and school leaders in rating the item. It is indicates that the problem is did not large.McManus (1995:68) threatening the educators by learners was misbehaviours which make the work of educators difficult.

Table6b. Teachers and School leaders’ response on the practices and challenges of students disciplinary problems in secondary schools of GubaKorichaWoreda?

Rol Calculated Calculate Scal Teachers School leaders l Items T-Value d P-Value e No F % Mean1 SD1 F % Mean2 SD2

SA 12 18.7 6 30

A 36 56 7 35 Defience or 6 UD 8 12.5 3.2 0.9 4 20 2.9 1.3 1.021 0.31* swearing DA 7 10.9 2 10

SD 1 1.5 1 5

SA 28 43.8 1 5

A 20 31.3 6 30 Damage school 7 UD 7 10.9 3.44 1 1.45 1.2 2.53 0.000* property DA 5 7.8 8 40

SD 4 6.25 5 25

SA 30 46.9 8 40

A 17 26.6 10 50 Playing with 8 matches in UD 10 15.6 3.4 1.1 4 1.2 3.878 0.36* class DA 11 17 2 10

SD 3 4.6

Table6b, Teachers and School leaders' responses on the views of teachers experiencedon students’ discipline problem practices and challenges..

As can be observed in item 6 of table 6b above, the majority, 48 (75%) of teachers and 13(65%) of school leaders agreed that defianced or sweared at the teachers was challenge and their mean score is 3.2 and 2.9 respectively. Additionally, the calculated t-value (1.02) which was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.31 ≥ 0.05 of which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.). More and more high school teachers experience violence and aggressive behavior such as intimidation, verbal threats, bullying, assault, theft and gang activities(Espelage, Anderman,Brown, Jones, Lane, McMahon, Reddy,Reynolds,2013). In reaction to item 7, of table 6b above, the majority, 48(75%) of teachers agreed that Damage school school property was presentand their mean score is 3.44 (agree) showed damage of school property. But for the same item, 13(65 %) of the school leaders disagreed. and their mean score was1.45(disagree) which indicated that more students did notdamage school property.additionally, the calculated t-value (3.91) was greater than the critical value (1.96) at α=0.05Additionally, the calculated t-value (2.53) which was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.00 ˂ 0.05 which shows that there wassignificant difference between the opinions of teachers and school leaders in rating the item. Rosen(1997:51_52) Damage school property lead learners to suspention and make teachers work difficult. In reaction to item 8, of table 6b above, the majority, 47 (73.4%) of teachers agreed that playing with matches in a class and their mean score is 3.4 (agree) which showed as there was high challenges of teachers. Then for the same item, 18 (90%) of the school leaders agreed with 4 mean students play with matches.McManus(1995:68) indicates the following as some of the common types of disciplinary problems that learners exhibit in schools today, namely arriving late schools; missing lessons; smoking in the toilets; playing with matches in class room; making rude remarks towards teachers; throwing pencils and pens across ,agreed that playing with matches in a class and their mean score is 3.8 (agreed) which showed that there is playing with matches in a class.Additionally, the calculated t-value (3.87) which was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.00 ˂ 0.05 which shows that there is significant difference between the opinions of teachers and school leaders in rating the item. The results on item 1,2,3,4,5,6,7 and 8 show that the educators in the sample felt that disciplinary problems in their schools were make difficut. Some educators werechalengeg by the following disciplinary problems:frequently Barney,defianceor swearing.Thus, their work was becoming more difficult. If it is properly managed it can even create new ideas and bring about a change in an organization.

Table6, Table 6c. Teachers and School leaders’ response on the practices and challenges of students disciplinary problems in secondary schools of GubaKorichaWoreda

Teachers School leaders T- P- No Item Scale F % Mean1 SD1 F % Mean2 SD2 Value value SA 26 40.6 6 30 Entering in the A 18 28 5 25 9 class room with UD 6 9.3 3.16 1.3 2 10 2.5 1.1 2.52 0.013* screaming sound DA 8 12.5 7 35 SD 6 9.3

SA 29 45 8 40 Learners in my A 30 31 7 35 school are often 10 UD 5 7.8 4.14 1.1 2 10 3.4 1.5 2.38 0.019* late for DA 1 5 classroom SD 2 10

SA 18 28.1 5 25 Writing-call A 16 25 names of 0.151 11 UD 5 7.8 2.6 1.3 8 40 1.25 1.6 1.44 teachers on * DA 22 34.4 7 35 school property SD

SA 20 31.25 6 30 Learners refuse A 30 46.8 10 50 12 to follow UD 4 6 3.44 1.2 2 10 3.5 1.1 0.93 0.35* instruction DA 10 15.6 2 10 SD

SA 17 26.5 9 45 A 31 48 6 30 Cheating in 13 UD 4 6 3.27 1.1 1 5 3.45 1.2 0.72 0.47* examination DA 8 12.5 2 10 SD 4 6 2 10 SA 22 34.4 7 35 High A 26 40.6 8 40 14 absenteeism or UD 8 12.5 3.35 0.9 2 10 3.35 1.3 1.021 0.31* truancy DA 7 10.9 3 15 SD 1 1.5

As can be observed in Table 6c item 9 above, the majority 44 (68.8%) of teachers agree and , 11 (55%) of the school leadersagreed entering in the class room with screaming sound their mean score for this item is 3.16 (agree) and 2.5 (agree that entering in the class room with screaming sound. Additionally, the calculated t-value (2.53) which was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.013<0.05 which shows that there was significant difference between the opinions of teachers and school leaders in rating the item. It is indicated that

Screaming sound was challenge of school discipline problems. Donnelly (2000)Entering in the class room with screaming sound,mentioned these as common types of disciplinary problems experienced in secondary schools.

With regard to item 10 of table 6c above, the majority, 59 (92.2%) of teachers and 15( 75%) of school leaders agreed that Learners in my school were often late for school their mean score is 4.14 (agree) and 3.4 respectively . which showed Learners were often late for school can acquire appropriate teaching method. Additionally, the calculated t-value (2.3) was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.019 ˂ 0.05, whichshows that there is significant difference between the opinions of teachers and school leaders in rating the item. Lewis (1991:39) a learner consistently comes to class late and disrupts the flow of the class.

In reaction to item 11, of table 6c above, the majority, 34(53%) of teachers agreed and 5 (25%) of the school leaders disagreed that Writing- call names /basement of teachers on school property and their mean score is 2.6 and 1.25 show disagree) respectively which showed writing- call names was not a serious problem of selected school Additionally, the calculated t-value (1.44) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.15>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. In the line of thisMoodji(in:Smith1999:211) distinguishes verbal violence(name_calling faced teachers by their learners.

As can be noticed in item 12 of table 6c above, the majority, 50 (78.1%) of teachers and 16(80%) of school leaders agreed that Learners refuse to follow instructions and their mean score was 3.44 and 3.5 respectively. Additionally, the calculated t-value (0.94.) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.35>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. Lewis (1991:39) another one defeats the teachers and refuse to follow instruction.

In reaction to item 13of table 6c above, the majority, 48 (75 %) of teachers and 15(75%) of school leaders agreed that cheating in examination was challenge problem in a school and their mean score is 3.27 and 3.45 respectively. Additionally, the calculated t-value (0.72) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.47>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.

SelamawitAyelaw(2012:23) identify cheating was disciplinary problems to day teachers experienced. As can be observed in item 14 of table 6c above, the majority, 48(75 %) of teachers and 15(75%) of school leaders agreed that high absenteeism or truancy of students were serious challenge in a school for teachersand their mean score is 3.35 and 3.35 respectively. Additionally, the calculated t-value (1.02) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.31_>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. The ten type of disciplinary problems which may lead to learner’s suspention: defiance ofschool authority, class disruption , truancy or absenteeism, fighting ,the use of profanity, damaging school property, leaving class early, unacceptable dressing,and code violations are the common type of disciplinary problems experienced in secondary school as mentioned by Donnely( 2000).Table 6d, Teachers and School leaders’ response on the practices and challenges of students disciplinary problems in secondary schools of GubaKorichaWoreda.

Calculated Calculated Teachers School leader T-Value P- Value No Item Scale Mean F % SD1 F % Mean2 SD2 1

SA 32 18.8 11 55

Student talk A 17 10.9 4 20 without 15 3.83 1.88 3.55 1.14 -0.41 0.68* teachers’ UD 7

permission. DA 8 25 3 15

SD 45 2 10

SA 22 34 8 40

Some learners A 31 48 8 40 neglect to do 16 UD 4 6 3.66 1.03 2 10 3.6 0.95 1.43 0.15 * their home work DA 5 7.8 2 10

SD 2 3

In reaction to item 15, of table 7d above, the majority, 49(76.6%) of teachers and 15(75%) of the school leaders agreed that students talk without teachers permissions and their mean score was3.83 (agree) and3.55 (agree) respectively which showed students talk without teachers

permissions was the serious for their school disciplinary problems.Additionally, the calculated t-value (0.41) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.68 >0.05 of which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.McManus(1995:68) indicates talking when the learners is supposed to be writing is make the work of education difficult .Lack of discipline and lack of respect has related to teachers job-dissatisfaction (Parker, Martin, Colmar,Lim,2012).

In reaction to item 16, of table 6d above, the majority, 53 (82.8%) of teachers and 16(80%) of the school leaders agreed that majority learners neglect to do their homework and their mean score is 3.66 (agree) and3.6 (agree) respectively which showed most misbehavior students did not do their homework . Additionally, the calculated t-value (1.43) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.15>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. With regard to the same item, According to Ayelewshibeshi(1996:209) not doing home work was the serious problems. The results on item 1, 2,3.4,5,6… and 16 show that the educators in the sample felt that disciplinary problems in their schools were make difficut. Some educators werechalengeg by the following disciplinary problems: learners often late for school, force quail to teachers, learners neglect to do their home work,learners refuse to follow instructions and cheat examination were major problems in secondary school experienced.

INTERVIEW RESPONSE FROM PTSA: There were many of disciplinary problems which teachers hate in their teaching profession and they provide at discipline committee or PTSA.The most frequent disciplinary problems hate were able to list as follow: Writing call names or basement on school property, late coming, noisy class, disobedient students, Scorn or fraught, barney or fray, accusation or complaint, force quail refuse teacher instruction, cheating examination, neglect class work, neglect homework and group work, talking with teachers equally, leave from the school over the school fence, talking with other in the class, not taking note in class, damage school property, refuse to give learning material like books and other equipment chewing chat in the school, wearing double trousers and carrying school uniform on their shoulder and ties on their waist or flank, playing with teacher in staff, ask mark without working , listening mobile music in the class, playing with girls in the school compound at lessons period and etc.

INTERVIEWRESPONSES FROM STUDENTS COUNCIL:disciplinary problems : teacher abuse, noisy class, frequently barney or fray teachers, frequently accusation or complaint, force quail teachers, high stress, verbal violence or name calling, creating disorder, bullying, theft, using weapon on the school compound, late from school, abuse teachers, writing call names on school property, students refuse to follow instruction, leaving from school without permission student neglect to do their homework, talk in

the class without permission, sleep in the class, shift from one chair to another, entering in the class with screaming sound not bringing books in the class generally lack of discipline is a chronic problems in our school.

4.3.2. What were the teachers and school leader’s views on the role of a school community for the causes ofstudents disciplinary Problems in secondary schools? The following were indicators of the role of school community for a causes of the students disciplinary problems teachers experienced in secondary school, please; evaluate your agreement on each of the following statements according to your school.

Table7a Teachers and school leaders’ responses on the role of schoolcommunity for a causes of disciplinary problems in secondary schools.

Teachers School Leaders Calculated t- Calculated No Item Scale F % Mean1 SD1 F % Mean1 SD2 Value p-Value SA 18 28 6 30 parents are not A 31 48 8 40 involved in their 1 UD 8 12.5 3.34 1 6 30 3.1 1.3 1.07 0.28* children’s DA 11 17 education SD 5 7.8

SA 24 37.5 9 45 A 31 48.4 7 35 teachers division to 2 UD 8 12.5 3.83 1 4 20 3.65 1.2 1.24 0.22* mob/squid DA 4 6.25

SD 1 .01

SA 24 37.5 5 20 problem parents A 8 12.5

3 have problematic UD 18 28.1 2.38 1 4 20 1.25 0.9 0.08 0.92* children than others DA 5 7.8 6 30 SD 9 14.06 6 30 teachers who are SA 28 43.8 13 65 well prepared for A 21 32.8 3 15 UD 8 12.5 3.5 1.4 4 their lessons have 3.85 1.18 0.87 0.38* DA 7 35 less disciplinary problem than others SD 7 10.9 6 30 As can be observed in Table 7a item 1 above, the majority 49 (76.6%) of teachers and 14 (70 %) of the school leaders agreed thatParents are not involved in their children’s education and their mean score is 3.34 (fairly agree) and3.1 respectively which showed low involvement of parents to word their children’s education. Additionally, the calculated t-value (1.07) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.28>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.Alidzulwi (2000) like most authors, regards parents as of the greatest importance in creating

50 a conducive teaching and learning atmosphere. It seems that the lack of parental involvement is the major cause of disciplinary problems in secondary schools

With regard to item 2 of table 7a above, the majority, 55 (85.9%) of teachers and16 (80%) of the school leaders agreed that teachers division to mob/squid and their mean score is 3.83(agree ) and 3.65 respectively which showed teachers division to mob/squid. Additionally, the calculated t-value (1.24) was less than the critical and similarly at P-value 0.22>0.05, value (1.96) at α=0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. Tings observation (1997:315) cooperative and supportive colleagues contribute to higher levels of work success.

In reaction to item 3, of table 7a above, the majority, 32 (50%) of teachers and 5 (25%) of the school leadersagreed that Problem parents have problematic children than others and their mean score is 2.38( agree) and 1.25 respectively. which showed that problematic parents are not a cause for their children disciplinary problemsinselected schools. Additionally, the calculated t- value (0.089) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.9 >0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. Regarding this idea literature revealed that Limpopo Province. Bowman (2004) is author who also blames poor parenting as the cause of poor learner discipline.

As can be noticed in item 4 of table 7a above, the majority, 49(76.6%) of teachers and 16(80%) of school leaders agreed that Teachers who are well prepared for their lessons have less disciplinary problems than less prepared educators and their mean score was 3.5 and3.85respectively. which showed that well prepared teachers have less disciplinary problems than less prepared teachers on their lessons. Additionally, the calculated t-value (0.87) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.38>0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item,In this line of this, Mabeba and Prinsloo (1999) indicated that educators who do not prepare their lessons thoroughly promote a negative self-esteem in learners.

The results on item 1,2,3, and 4 show that the educators in the sample felt that disciplinary problems in their schools were make difficut. Some educators werechalengeg by the following disciplinary problems:teachers divisions to mob or squidand lack of parental involvements were major challenges teachers experienced.

Table7bTeachers and School Leaders’ responses on the role of the school community on the causes of students disciplinaryproblems in secondary schools.

Teachers School Leaders Calculated Calculated No Item Scale F % Mean1 SD1 F % Mean2 SD2 t-Value p-Value

SA 21 32.8 8 40

Less committed A 29 45 9 45 educators have high 5 UD 3 4.7 3.45 1 2 10 3.8 1.3 0.53 0.59* disciplinary problems than others DA 5 7.8 1 5

SD 6 9.3

SA 27 42.2 8 40

A 15 23.4 4 20 Unmotivated teachers 6 not desire to teach UD 6 9.4 3.05 1 3 15 2.8 1.2 1.9 0.06* others DA 8 12.5 3 15

SD 8 12.5 2 10

SA 30 46.9 10 50

A 17 26.6 3 15 Environmental 7 influence on UD 3.4 1.1 3.1 1.1 0.115 0.90* disciplinary problems DA 17 26.6 6 30

SD 7 35

SA 19 29.6 7 25

A 30 46.9 6 30 Instability of national 8 security role on UD 3.36 1 2.95 1.2 1.16 0.25* teachers respect DA 8 12.5 7 35

SD 7 10.9 7 35

In reaction to item 5of table 7b above, the majority, 50 (78.1%) of teachers and 17 ( 85%) of school leaders agreed that Less committed educators have high causes for disciplinary problems than others and their mean score is 3.45 and 3.8 respectively. which showed less committed teachers are a cause for disciplinary problems in schools . Additionally, the calculated t-value (0.53) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.59>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders

52 in rating the item.Severalauthors(in:Tukani1998) agree that motivation is very important in the success of educational interaction between educators and learners.Day(2005:563__577) also found that the educators commitment tends to decrease disciplinary problems progressively.

As can be observed in item 6 of table 7b above, , the majority, 42(65.6%) of teachersagreed that un motivated teachers or not desire to teach others are a cause of disciplinary problems and their mean score is 3.05 (agree) which showed that un motivated teachers was a cause for students ‘disciplinary problems. While the same item, 12(60%) of the school leaders agreed that un motivated teachers or not desire to teach others are a cause and their mean score is 2.8 which indicated a causes of discipline. It is indicateAdditionally, the calculated t-value(1.92) was less than the critical value(1.96) at α=0.05 and similarly at P-value 0.06 > 0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.

Several authors(in:Tukani1998) agree that motivation is very important in the success of educational interaction between educators and learners

In reaction to item 7, of table 7b above, the majority, 47(73.3%) of teachers and 13 (65%) of the school leaders disagreed that environmental influence and their mean score is 3.4 (agreed) and 2.95 respectively which showed environmental influence is not contribute for the causes of students disciplinary problems in the study area.. Additionally, the calculated t-value (0.115) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.9>0.0, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. With regard to this item, thereare no doubts that considerable evidence supports the statement that environmental influence on the causes of student’s disciplinary problems. The attitudes of adults with whom pupils come into contact, either by direct experience or through communication media condition that attitude of pupils to all influence on their lives (Turner, 1973).

In reaction to item 8, of table 8b above, the majority, 41 (52.2%) of teachers and 13(65%) of the school leaders agreed that instability of national securityand their mean score is 3.36(dagree) and 2.95 respectively which showed instability of national security was not cause for disciplinary problems. Additionally, the calculated t-value (1.16) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.25>0.05 of which shows that there is no significant difference

53 between the opinions of teachers and school leaders in rating the item. Accordingly, Maree (in: Rossouw2003) blames the political situation of the nineties in Nigeria where the causes of violence in schools were politically motivated.

Table7c Teachers and School leaders’ response on the role of the school community on the causes of students disciplinary problems in secondary schools.

SA 20 31 8 40

an overemphasis A 28 43.7 8 40 on children rights 9 promote UD 4 6 3.31 1.1 - 3.6 1.3 0.57 0.56* disciplinary problems DA 8 12.5 3 15 SD 4 6 1 5

SD 10 15.6 10 50

A 40 62.5 5 25 Lack of principal 10 commitment to UD 6 9.3 3.28 1 5 25 3.5 1.2 1.68 0.o9* lead team work. DA 4 6

SD 4 6

SA 14 21.9 5 25

A 13 10.9 2 10 Harsh punitive 11 UD 18 1.9 0.8 1.65 1.1 1.35 0.18* measures DA 12 43.7 7 35

SD 7 31 6 30

As indicated in table 7c .item 9 above, 48 (75%) of teachers and 16 (80%) of the school leaders agreed and that an overemphasis on children’s rights promote disciplinary problems their mean score is 3.31(agree) and3.6 respectively which showed an overemphasis on children’s rights promote disciplinary problems. Additionally, the calculated t-value (0.58) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.56>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item Regarding this idea, Rossouw (2003) also indicates the over-emphasis placed on children’ rights

as one of the factors confusing principals, educators and learners in matters relating to the discipline of learners at school.

In reaction to item 10 of Table 7c above, the majority, 50 (78.1%) of teachers and 15 (75%) of the school leaders agreed that lack of Principal commitment to lead teamwork and their mean score was 3.28 (agree) and 3.5 respectively which showed that lack of Principal commitment can be a cause of disciplinary problems in schools . Additionally, the calculated t-value (1.69) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.09>0.05. Which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. Adams (1992) stated that principals were the keys to improving the support team working and self-esteem of teachers.

In reaction to item 11 of Table 7c above, the majority, 27(42.2%) of teachers and 7(35%) of the school leaders disagreed that Harsh punitive Measures causes disciplinary problems and their mean score was 1.9(agree) and 1.65respectively which showed Harsh punitive Measureswas not of causes disciplinary problems . Additionally, the calculated t-value (1.36) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.180>0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.

Everyone has the right not to be treated or punished in a cruel, inhuman or degrading way’’. Several reasons for banning corporal punishment in all schools in South Africa were brought forward (in Department of Education 2000), indicating that corporal punishment does not build a culture of human rights, tolerance and respect does not nurture self-discipline in children; instead it evokes feelings of aggression or revenge and leads to anti-social behavior.

The results on item1,2,3,4, 5,6,7,8,9,10, and11 show that the the role of school community for the causes of disciplinary problems in their schools majors were: less committed educators,overemphasisstudents rights, and harh punitive measures

INTERVIEWRESPONSESFROM PTSA.

RESPONSES:On the aspect of school leader there are many causes for disciplinary problems for instance: lack of principal motivate teachers teachers, lack of school leaders commitments, lack of upgrade teachers, lack of create staff brother’s sprit, lack of team work, lack of influence external political racism, lack of principal train, lack of principals personal discipline, lack of change school environment,

55 biased discipline management, lack of awareness of school rule and regulation, lack of awareness of right and obligation, lack of well trained school leaders, lack of planning and management of school activity principal, lack of time management in the school, lack of modeling teachers, lack of modeling school leaders lack of communication skills of school leadrs, lack of give feedback for school community on student disciplinary problems and others. .

RESPONSES: On the regard of parents for the cause’s disciplinary problems was heavy. It seems that the lack of parental involvement is the major cause of disciplinary problems in secondary schools: learners who behave badly at school do not receive proper discipline at home, inability of parents to take care of their children on all socio-economic levels and in all racial groups, parents show a lack of tolerance and respect towards government authorities as well as towards educators, and some have a laissez-faire approach toward discipline, single parent homes, a lack of parental control at home.

RESPONSES:On the regard of educators, major role of educators for the cause’s disciplinary problems in our school

If the entire school is not involved in supporting positive learner behavior, attitudes of an educator that may lead to learners’ misbehavior as follows: the Tardiness Syndrome, or the educator, who is always late for class and in starting the lesson and the “He is not my child” Syndrome, or the educator who ignores learners who misbehave in class, not well_ disciplined educators, lack of commitment for solve disciplinary problems,lack of time management,and over jok in the class.

INTERVIEW RESPONSES FROM STUDENTS COUNCIL:

Responses: on the regard of school leaders, what are the most role of school leaders for the cause’s disciplinary problems in your school.

Response: there are different causes these were: teachers division to mob/squid, , weak preparation of teachers, less committed teachers, unmotivated teachers, dislike of teaching, lack teachers respect among each others, lack of well-trained teachers, lack educators confidence, and extra.

On the regard of parents, what were the majors role of parents for the cause’s disciplinary problems in your school?

Responses: lack of follow up students, lack of experience of teaching child, lack of meet with teachers and school leaders, lack of advice rather than irritate, lack of give feedback for their children, and lack of of information about their children.

On the regard of educators, what were the major role of educators for the cause’s disciplinary problems in your school?

Responses: lack of preparation, lack of skills, lack of communication, lack of time managements, lack of discipline, lack of teaching methodology, lack of respect with other teachers , walking problems , wearing style, play with students in the class , explore exam secret for small group of students, un

Not correct sameitem exam for different students similiarly, lose confidence, see activity answer from guide infront of students

4.3.3.What were The majors challenges that hinder the school practices efforts to manage student’s disciplinary Problems? Table9a, teachers and school leaders’ responses on the main problems to reduce student’s disciplinary problems. Table8

Teachers School Leaders Calculated Calculated No Items Scale F % Mean1 SD1 F % Mean2 SD2 t-Value P-value Lack of well-train SA 22 34 8 40 principal in the A 30 46 10 50 1 school to reduce UD 12 18.8 3.59 1.16 2 10 4.0 1.27 1.18 0.24* DA discipline and leading team work SD -

SA 21 32.8 12 60 Teachers’ negative A 13 20.3 5 25 2 perception on UD 11 17 2.45 1.14 4 1.1 -3.73 0.000*

disciplinary problems DA 8 12.5 8 40 SD 7 10.9 7 35 SA 22 34.4 8 40 The lack of leading A 28 43.7 9 45 school Social and 3 UD 6 9.3 3.47 1.2 2 10 3.8 1.18 0.81 0.42* Cultural diversity of DA 10 15.6 2 10 principals SD 6 9.3

SA 14 21.8 5 25 The role of school A 14 21.8 6 30 leaders to carry 4 UD 14 21.8 1.97 1 5 25 2.45 1.3 -2.58 0.011 responsibility was not DA 16 25 3 15 unequal. SD 6 9.4 1 5

1 =indicate the mean of teachers. 2=indicate the mean of leaders. SD1= standard deviation of teachers, SD2= standard deviation of school leaders, T= t-value at α=0.05 level of significance, F= Frequency, A = Agree, UD= Undecided, DA = Disagree, %=percent

In reaction to item 1 of table 8a above, the majority, 52 (81.2%) of teachers and 18 (90%) of school leaders agreed that Lack of well_train principal in the school to reduce discipline and leading teamwork was major challenges that hinder the practices school efforts to reduce disciplinary problems, and their mean score iwas3.59 and 4respectively. Additionally, the calculated t- value (1.18) was less than the critical value (1.96) at α=0.05 and similarly at P- value 0.24 > 0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. With regard to the same item, therefore, as the result revealed, secondary school leaders of study area were not sufficiently committed to teachers and this may affect the teaching learning process. Supporting this idea, (Vivian, 2010) explained that effective school leaders provide motivation and encouragement that lead to success and they manage effectively in a changing educational environment.

As can be observed from item 2 of table 8a above, 34 (53.1%) of teachers agreed that Teachers’ negative perception on disciplinary problems and their mean score was 2.45agree) which showed teachers perceived positively. But for the same item, 17 (75%) of the school leaders agreed that. Teachers’ negative perception on disciplinary problems and their mean score was 4 (agree) which indicated teachers’ negative perception it was not study area cause of disciplinary problems. ‘Additionally, the calculated t-value (3.73) was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.00 ˂ 0.05, which shows that there is significant difference between the opinions of teachers and school leaders in rating the item.Lordan(in: Shortet al1994:12) the educators who ignores learners who misbehave in class by attitude of not my child. In reaction to item 3 of table 8a, the majority, 50 (78.1%) of teachers and 17 (85 %) of school leaders agreed that the lack of leading school social and cultural diversity in the school influence the implementation and their mean score was 3.47 and 3.8respectively. Additionally, the calculated t- Value (0.81) was less than the critical value (1.96) at α=0.05 and at P-value 0.43 >0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.

As can be observed from item 4 of table 8a above, 28 (43.8%) of teachers disagreed that the role of head teachers to carry responsibility is not equal and their mean score was 1.97 (agree) which showed the role of head teachers to carry responsibility iswasequal, so it was not study area problems. But for the same item, 11 (55%) of the school leaders agreed that. The role of head teachers to carry responsibility is not equal and their mean score was 2.45 (agree) which indicated the role of head teachers to carry responsibility is not equal.Additionally, the calculated t-value (2.58) was greater than the critical value (1.96) at α=0.05 and similarly at P-value 0.011 ˂ 0.05, which shows that there is significant difference between the opinions of teachers and school leaders in rating the item. It is necessary to assign responsibility to named individuals for monitoring the critical factors that measure success and for managing the process needed to take corrective action in case of short fall (Everared, 2004).

Te results on item 1,2,3, and 4 were show the major challenger hinder school efforts to reduce disciplinary problems were: lackof well_ train school principal to leading team work and lack of school principal to social and cultural diversity.

Table8b, Teachers and School leaders’ responses on the majors challenges that hinder the school practice efforts to manage student’s disciplinary problems in selected in secondary schools.

Teachers School Leaders Calculated Calculated NO Item Scale F % Mean1 SD1 F % Mean2 SD2 T-Value P-Value

SA 18 18.7 6 30

Lack of well- A 30 46.9 8 40 disciplined educators 5 UD 12 18.7 3.28 1.15 3 15 3.1 1.3 1.554 0.123* was major’s challenge. DA 4 20

SD 4 6 3 15

SA 23 35.9 8 40

Lack of common A 28 43.7 7 35 team spirit among 6 school community on UD 7 10.9 3.55 2 4 20 3.9 1.3 0.059 0.95* students discipline problems DA 3 4.7 1 5 SD 6 9.3

SA 9 14 4 20

A 20 31.3 2 10 Absence discipline 7 UD 7 10.9 1.95 1 1.4 1 0.142 0.818* guideline DA 18 46.9 5 25

SD 10 15.6 9 45

SA 24 35.5 9 45

A 29 45 6 30 Lack of monitoring 8 and evaluation from UD 11 17 3.69 1.09 7 35 3.45 1.15 0.231 0.58* upper body DA 4 6 2 10

SD 4 6

Table 9 Table 9b.Teachers and School leaders' responses on the major challenges ReactionIn to item 5 of table 8b, the majority, 48(75%) of teachers and 14(70 %) of school leaders agreed that If educators are well-disciplined learners would also be disciplined and their mean score was 3.28 and 3.1 respectively. Additionally, the calculated t-value (1.55) was less than the critical value (1.96) at α=0.05 and at P- value 0.123 >0.05, which shows there is no significant difference between the ideological expression of teachers and leaders in rating the item.Lordon (in: shortetal (1994:12) educators who always late for class and in starting the lessons, may lead learner’smisbehaviors.

In reaction to item 6 of table 8b, the majority, 51 (79.7%) of teachers and 15(75 %) of school leaders agreed that lack of common team spirit among school community and their mean score was 3.55 and 3.9 respectively. Aditionally, the calculated t-value (0.59) was less than the critical value (1.96) at α=0.05 and at P-value 0.95>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item.Thisimpliesthat both groupsagreed on community’s lack of cooperation. With this line (Mtsweni 2008). Tukani (1998) indicated that educators who work together, share duties and results of disciplinary actions, learn from one another’s mistakes, have a great potential for motivating one another, and thus for improving discipline

In reaction to item 7 of table 8b, the majority, 29 (45%) of teachers and 6 (30%) of school leadersdisagreed that Absence of discipline guide line was not a major challenge that hinder the school efforts to manage disciplinary problems and their mean score was1.95 and 1.4 respectively. Additionally, the calculated t-value (0.14) was less than the critical value (1.96) at α=0.05 and at P-value 0.818 >0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. From the above information, one can understand that backward and vague policies are seen as the source of guide line for disciplinary problem regarding the assignment of leaders at all levels,

In reaction to item 8 of table 8b, the majority, 53(70 %) of teachers and 15(75%) of school leaders agreed that lack of monitoring and evaluation from upper body was major challenge to implement and their mean score is 3.69 and 3.45respectively. Additionally, the calculated t-value (0.23) was less than the critical value (1.96) at α=0.05 and at P-value 0.58>0.05 which shows

that there is no significant difference between the opinions of teachers and school leaders in rating the item. It is necessary to assign responsibility to named individuals for monitoring the critical factors that measure success and for managing the process needed to take corrective action in case of short fall (Everared, 2004).

Generally, according to the respondents, the average or combine mean of teachers and school leaders on item 2, 4, and 6 are found on medium from the major challenges with the average mean of 2.8. and 3.3 respectively ,because the average mean of these items found between 2.5- 3.5.consequatively the average mean of items 1,3,5 ,7, and 8 are items of which teachers and school leader respondents were agree with average mean3.48 -3.66 respectively up on it ,as if it is main problems to reduce disciplinary problem in secondary schools. The item from5,6,7,and 8 show that main problems to reduce disciplinary probems were: lack of well disciplined educators, lack of common team spirit among school community on students disciplinary problems and lack of mpnitoring and evaluation from upper body.

INTERVIEWRESPONSES FROM PTSA: 5.what were the main problem to reduce disciplinary problems in your school?

RESPONSE: There are many main problems to reduce disciplinary problems in my schools: lack of teachers commitment, lack of school principal commitment, lack of embraced diversity,lack of disciplined teachers,lack of disciplined principal, lack of common team spiritual, lack of monitoring and evaluation, political racism, environmental stereotype, lack PTSA commitment, lack of delegation in the school, lack of school board commitment, negative influence by higher education management,lack of family involvement on student disciplinary problems, lack of teachers decision-making participation,lack of communication of school vision, lack of well trained teachers, lack of well-trained principal.

INTERVIEWRESPONSESFROM STUDENTS COUNCIL: . What were the main problems to reduce disciplinary problems in your school?

Response, there were major problems to hinder reduction of disciplinary problems in my school: lack of leading team work, lack of committed principal ,lack of leading diversity, lack of carried responsibility, lack of disciplined educators, lack of disciplined school leaders, lack of team spiritual, absence of discipline guide lines, lack of support from school supervisors, national political instability, lack of ability to solve aggrieve, disorganization of school structure, lack of record and continuous following , lack of time management in the school and extra

4..3.4. What where important Strategies that used to Minimize Student’s disciplinary problem in secondary Schools? table19Teachers and school leaders’ responses on the strategies that used to minimize disciplinary problems in secondary schools. Table 9

Teachers School leaders Calculated Calculated No Item’ Scale F % Mean1 SD1 F Mean2 SD2 T-Value P-Value

Building organized SA 23 35.9 8 40 classroom A 29 45 9 45 community and 1 UD 12 18.7 3.6 1.11 3 15 3.8 1.05 0.55 0.57* participatory plan DA 10 15.6 for implementing SD 4 6 school activity SA 21 32.8 11 55 Delegating A 28 43.7 2 10 responsibility for 2 UD 12 18.7 3.39 1.12 1 5 3.15 1.5 0.71 0.20* misbehavior DA 10 15.6 4 20 students SD 4 6 3 15 Giving feedback SA 36 56.3 8 40 on the progress of A 24 37.5 10 50 3 prompt UD 4.3 1.2 2 10 4 1.3 1.27 0.8*

disciplinary DA 4 6.25

activity SD

SA 26 40.6 10 50 Communicate A 18 28.1 5 25 school vision with 4 UD 7 10.9 3.15 1.13 3 15 3.5 1.13 0.17 0.75* parents and DA 8 12.5 2 10 Colleagues SD 5 7.8

SA 32 50 7 35 Encourage A 17 26.6 9 45 participatory 5 UD 11 17 3.56 1.12 2 10 3.55 0.95 0.307 0.77* decision-making DA 4 6.25 2 10 for teachers SD -

Developing SA 22 34.4 11 55 experience sharing A 24 37.5 6 30 6 schedule with UD 16 25 3.22 1 2 10 3.95 1 0.28 0.53* model teachers and DA 2 3.13 1 5 students SD

SA 31 48 7 35 Create conducive A 14 21.9 8 40 7 school UD 8 12.5 3.3 1.07 4 20 3.35 1.04 0.62 0.105* environment DA 7 10.9 1 5 SD 4 6.2

In reaction to item 1 of table 9, the majority, 52(81.1%) of teachers and 17( 85%) of school leaders agreed that Building organized classroom community and participatory plan for implementing school activity was strategy to minimize the problems and their mean score was3.6 and 3.8 respectively. Which showed Building organized classroom community and participatory plan is used to minimize disciplinary problems.Additionally the calculated t-value (0.55) was less than the critical value (1.96) at α=0.05, additionally at P-value 0.057>0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item in

AlemayehuTegenu(2012:p18_19) cooperatively work with student and school community was good strategies to minimize disciplinary problems.

In case of item 2, table 9, the majority, 49 (81.2%) of teachers and 13( 65 %) of school leaders agreed that with delegating responsibility for team members was a mechanism to minimize the problems and, their mean score was 3.39 and 3.15 respectively. Which showed Delegating a power and responsibility for team members so as to involve actively on issue will minimize the problems .Additionally, the calculated t-value (0.712) was less than the critical value (1.96) at α=0.05 and similarly at P-value 0.637>0.05 which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item .Kohn(1996) he believes that incorporates students in decision-making processes will exert appositive impact on the students to eliminate behavioral problems.

People who feel empowered tend to have a high morale. People are more personally involved in their work within an organization when they have a voice in what happens to them; and their work has meaning and significance in contributing to a higher purpose or goal.

In reaction to item 3 of table 9, the majority, 60(93.8%) of teachers and 18(90%) of school leaders agreed that Giving feedback on positive progress of disciplinary problems was an opportunity to minimize disciplinary problems and their mean score was 4.3 and 4 respectively. Additionally, the calculated t-value (1.28) was less than the critical value (1.96) at α=0.05similarly at P-value 0.387>0.05 which shows that there is no significant difference between the opinions of teachers and leaders in rating the item.

In reaction to item 4 of, table 9, the majority, 44(68.8%) of teachers and 15 (75%) of school leaders agreed that communicate school the vision with parents and colleagues was a strategies to

minimize disciplinary problems and their mean score was 3.15 and 3.5 respectively. Additionally, the calculated t-value (0.17) was less than the critical value (1.96) at α=0.05similarly at P-value 0.052>0.05which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. As Tondeur (2008) states, communication is the very means of teamwork and also Vander, Mescht and Tyala,(2008) state that, regular structured meetings amongst the team members contribute to team’s success. Staff members in a school feel empowered; they co-operate and collaborate through consultation. According to Nair (2004) the importance of communication as it is best when it is not one directional but multi-directional following up, down and across in the organization. So, providing timely information and proper communication would facilitate desirable change.

As can be seen to item 5 of table 9, the majority, 49 (76.6%) of teachers and 16(80%) of school leaders agreed that encourage participatory decision-making wasopportunity to minimize disciplinary problems and their mean score was 3.56 and 3.55 respectively. Additionally, the calculated t-value (0.307) was less than the critical value (1.96) at α=0.05 similarly at P-value 0.105>0.05, which shows that there is no significant difference between the opinions of teachers and school leaders in rating the item. Therefore, it is possible to say that the lack of participatory decision is the source of disciplinary problems This is consistent with the problems observed at the beginning the grievances on the part of teachers due to the full day work are results of lack of participative decisions.

Stevens et al. (2001) indicate that learner participation promotes responsible learner development and maturity, enabling them to be part of the solution rather than of the problem. it was possible to conclude that decision making had been left for school administrations without active participation of teachers and nonteaching personals. This should be revealed that sound decisions was not exercised in sample schools in group and there was no common understanding among school societies on problems need participatory decision making to solve disciplinary problems

As can be seen to item 6 of table 9, the majority, 46(71.9%) of teachers and 17 ( 85%) of school leaders agreed that developing experience sharing schedule with model teachers and students in the school community was a strategies to minimize disciplinary problems and their mean score was 3.22 and 3.95 respectively. Additionally, the calculated t-value (0.28) was less than the critical value (1.96) at α=0.05 similarly at P-value 0.105>0.05 which shows that there is no

64 significant difference between the opinions of teachers and school leaders in rating the item. As Tondeur (2008) states, communication is the very means of teamwork and also Vander, Mescht and Tyala,(2008) state that, regular structured meetings amongst the team members contribute to team’s success. Staff members in a school feel empowered; they co-operate and collaborate through consultation.

(Mtsweni,2008),Tukani (1998) indicated that educators who work together, share duties and results of disciplinary actions, learn from one another’s mistakes, have a great potential for motivating one another, and thus for improving discipline. Krishnaveni and Anitha (2007) indicate that the teacher should afford the learners his/her time and space by being available. This will enhance the learner-teacher relationship. Cooperative teacher-learner relationships develop a sense of responsibility and self-discipline in learners. Such learners are then able to interact freely and effectively in groups, and also feel a sense of fair treatment and of being treated with care and respect.

As can be seen to item 7 of table 9, the majority, 45 (70.3%) of teachers and 15 ( 75%) of school leaders agreed that Creating conducive learning environment was an opportunity to minimize disciplinary problems in secondary schools and their mean score was 3.3 and 3.35 respectively. Additionally, the calculated t-value (0.629) was less than the critical value (1.96) at α=0.05 similarly at P-value 0.105>0.05 of which shows that there is no significant difference between the opinions of teachers and s leaders in rating the item.Alidzulwi (2000) like most authors, regards parents as of the greatest importance in creating a conducive teaching and learning atmosphere

To generalize, items 1, 2, 3,4, 5, 6and 7 those found under Table 9, indicate that teacher and school leader respondents were asked to rate the item and for these items they responded as if it was the major opportunities that should used to minimize disciplinary problems and create conducive learning environment in secondary school, with the average mean of 3.46 and 3.34 respectively of which found above the average mean of 3. The results on the item1, 2, 3,4 , 5, 6 and 7show good strategies to minimize disciplinary problems were:developing experience sharing, communicate school visions with school community, delegating responsibility for misbehaviors students, encourage participatory decision _making,and create conducive school environments.

INTERVIEWRESPONSES FROM PTSA:. What strategies were used to minimize disciplinary problems to enhance teacher’s job satisfaction?

RESPONSE: Promote continues counseling service misbehaved students, create close relation with school community and discuss every problems happen in the schools, coordinate all staff members to follow up students’ problems, create smooth relation with all students and understand their problems, teachers need to be good models to their students from the first day of the class, use positive reinforcement and reward for those students who behaved properly

INTERVIEW RESPONSES FROMSTUDENT COUNCIL: What strategies to minimize disciplinary problems to enhance teachers job satisfaction?

Response: building organized class community, plan participatory plan, delegating responsible team members, communicate school vision, giving feedback, encourage participatory decision making for teachers, develop harmony school condition, develop experience share among teachers, reward best disciplined educators and students, and exrta.

CHAPTER FIVE 5.1. CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS 5.1.1. INTRODUCTION This section deals with the major findings, conclusions and recommendation based on the results obtained from the data analyzed and interpreted in section four. The primary objective of this

section was to summarize the overall findings and draw conclusions based on the finding and put the way forward based on the conclusion.

5.2. Summary The aim of this study was to identify the practices and challenges of disciplinary problems existing in schools, their causes, and what were the major challenges hinder school efforts to reduce disciplinary problems. The researcher made use of a descriptive approach where by questionnaires were completed by educators from three (3) secondary schools were selected as a census sample from 3 secondary schools that found inGubaKorichaWoreda West Hararghe Zone. They were from both genders, with various years of teaching experience, and generally well-qualified. The study made recommendations for managers on how to improve the situation, and for further study.

The results indicated that there indeed existed disciplinary problems in these schools. These were caused by factors related to the learners, their parents, the educators, and the school principals.. In this study from these three secondary schools, school leaders and 94teachers were selected using available or census. To collect the relevant information from the sample population, the questionnaires were distributed for school leaders and teachers. Out these the interview questions was prepared for 15 PTSA and15 School Board Committe and 15 students’ council of these sampled secondary schools. Both quantitative and qualitative data were gathered through close ended and open-ended questionnaire, which is relevant to answer the research questions

.1, what were the practices and challenges of student’s disciplinary problems insecondary school of GubakorichaWoreda?

2 What were the role of school community on the causes of the disciplinary problems in secondary school of GubaKorichWoreda?

3. What were the major challenges that hinder the school practice efforts to manage students disciplinary problems in secondary school of GubaKorichWoreda?

4. What were important strategies to minimize student’s disciplinary problem in secondary schools of GubaKorichWoreda?

Finally, after questioners distributed and data collected 20 school leaders out of 20and 64 teachers out of 94 and 15 PTSA and 15 School Board out of15 and 15 and 15students’ council out of 15, gave response respectively for the above questions. The data obtained from the respondents were sorted, coded, tabulated, generalized, analyzed and interpreted using descriptive statistics such as percentage, mean and standard deviation. The t-test was also used to check the significance difference between the response of the two groups (Teachers and School Leaders). Open-ended questions and interviews were analyzed by the researcher in narrative way.

Accordingly, the analysis and interpretation made so far, the following major findings of the study were set out.

Finding related to the Background Characteristics of the respondents

With regard to gender, experience and qualification of respondent, the participation of female teachers was 29.8 % and a female leader was 20% in sampled secondary schools. It was very small;

When we see item 3, table 3, the work experience of the respondents, 1-5 years of experience the frequency of respondents as a secondary school teacher as well as the school leaders were found to be 22 (36.7%) and 12 (28.6%). Similarly, teachers who have 6-10 years of experience would cover the frequency of 24(37.5%) and school leaders having the same years of experience laid on the frequency of 20 (47.6%).Teachers that have 11-15 years of experience covered 14 (21.8%) and the school leaders also had a frequency of 6(14.2%). Teachers that have 16-20 years of experience covered 2 (3.3%) and the school leaders also had a frequency of 3(7.1%). The smallest frequency seen was teachers’ and school leaders’ years of experience ranging above 20 which respectively covered 2 (3.1%) and 1 (2.4%). Therefore, at this level of experience, teachers are expected to be well induced and would have enough experience to be responsible for their job. But it shows a small participation.

According to item 4 of table 3, 58(90.6%) teachers and 40 (95.2%) school leaders were first degree holders and 4(6.2%) of teachers and 2(4.8%) of school leaders MA in various field of

study. From this analysis, it can be concluded that the secondary school teachers school leaders to regulate and monitor quality education for students in general and offering important information for this study in particular. .

The findings revealed that. As assessed the views of teachers and leaders on disciplinary Problems The results on item 1,2,3,4,5,6,7 and 8 show that.

1. Findings related with what were the practices and challenges of student’s disciplinary problems in secondary school ofGubakorichaWoreda?

Findings related with the majors students disciplinary problems?

Majorities of teachers respondent responded as agreed with score 3.5 mean which was above the average mean and leaders respondents were also agreed with score 3.mean Mean was above the average mean. As assessed the views of teachers and leaders on disciplinary Problems. The results on item 1,2,3,4,5,6,7,8 ,9,10,11,12,13,14,15, and 16 show that the educators in the sample felt that experienced practices and challenges of students disciplinary problems in their schools:

Students defiance, or swearing was confirmed by majority of respondents48 (75%) of teachers and 13 (65%) of school leaders.

 Frequently barney by learners to the teacherswas confirmed by majority of respondents 58 (90.6%) of teachers and 13( 65 %)of school leaders  Learners refuse to follow educators instruction was confirmed by majority of respondents 50 (78.1% )and 16 (80 %)of school leaders  Cheating examinations was major challenge teachers experienced.  Learners were oftened late for schools was confirmed by majority of respondents49 (76.5 %) of teachers and 15 (75%) of school leaders.  High absenteeism was confirmedby majority of respondents48 (75%) of teachers and 15 (75%) of school leaders.  Learners neglect to do their home work was confirmed by majority of respondents53 (82.8%) of teachers and 16 (80%) of schoolleaders.  Not bring text book in the class room was confirmed by majority of respondents50 (78.1 %)of teachers and 15 (75 %) of school leaders.  Playing with matches was confirmed by majority of respondents 48 ( 75%) and 18 (90%) school leaders.

 Miss the lesson was confirmed by majority of respondents 51 (79.6%) of teachers and 14 (70 %)of school leaders.  Defance or swear to teachers was confirmed by majority respondents 48 75 and and 13 ( 65%)

 Entering in the class room with screaming sound was confirmed by major respondents of teachers44 (68.8%) and school leaders11 (55%)  Students talk with out teachers permissions was confirmed by major respondents of teachers 53 (82.8%) and school leaders 15 (75%)

Thus, their work was becoming more difficult. 2. Findings related with the role of the school community on the causes of students disciplinary problems in secondary school of GubaKorichaWoreda.

Majorities of school leader respondent responded as agreed with score 3.4 mean which was above the average mean and teacher respondents were agreed with score 3.54 mean was also above the average mean. The above view was confirmed by the majority of the respondents, where they generally agreed with the following statements: .

 Teachers divisions to mob or squid was confirmed by the majority of respondents of 55 (85.9%) teachers and16 (80%) of school leaders.  Lack of parental involvement in their children education was confirmed by the majority of respondents49 (76.6 %)of teachers and 14 (70 %)of school leaders.  Lack ofeducators commitment was confirmed by the majority of respondents 50 (78.1%) of teachers and 17( 85%) of school leaders.  Lack of principal commitment was confirmed by majority of respondents 50 (78.1%) of teachers and 15 (75%) of school leaders Well prepared teachers less disciplinary problems than others teachers was confirmed by majority o teachers 49 (76.6%) and school leaders 16 ( 80%)  An over emphasis on children rights promote disciplinary problemswas confirmed by majority of respondents48( 75%) of teachers and 16( 80%) of school leaders.  Environmental influence was confirmed by majority respondents of teachers 47( 73.4%) and school leaders13 (65%)  Instability of national security was confirmed by majority of respondents 49 (76.6%) and school leaders 13 (65%)  The causes of disciplinary problem’s came from all angles. Their origin was from family backgrounds, up to the school, and the classroom situation. The parents contributed towards disciplinary problems in the schools as noted, the parents did not pay attention to their children, and the parents did not participate in their

children’s education, lack of team-work;• being unprepared teacher for lessons a lack of commitment; and being undisciplined themselves.

Generally of causes of disciplinary problems ranged from poor parenting at home to bad educator practices, and the poor management of schools. The principal also influenced discipline finding indicated that there was a resistance among teacher to accept and participate in teamwork. Teachers who were well committed for their work have less disciplinary problems than others educators. 3. Finding related to the majors challenges that hinder the school practice efforts to manage disciplinary problems. Majorities of school leader respondent responded as agreed with score 3.44 mean which was above the average mean and teacher respondents were agreed with score 3.54 mean was also above the average mean and 75% of teachers and 70% of school leaders agreed on the following s challenge in the secondary schools:.  Lack of common team spirit among a school community on students disciplinary problems was confirmed by majority of respondents51 (79.7%) of teachers and15 (75%) of school leaders.  Lack of monitoring and evaluation from upper body was confirmed by majority of respondents53( 82.8%) of teachers and 15 (75%) of school leaders.  Lack of well _disciplined educators was confirmed by majority of respondents48 (75%) of teachers and 14 (70%) of school leaders. Generally the major challenge that hinderschool efforts to manage disciplinary probems were unity, disciplined it self and monitory from hierarchically.  Lack of well_train school principal to lead team work was confirmed by majority of respondents52( 81.2 %)of teachers and 18( 90%) of school leaders.  Lack of leading school social and cultural diversity of principal was confirmed by majority of respondents50 (78.1%) of teachers and 17 (85 %)school leaders 4.The finding related with the Strategies that used to minimize disciplinary problems in secondary school Majorities of teachers respondent responded as agreed with score 3.44 mean which was above the average mean and leaders respondents were also agreed with score 3.4mean Mean was above the average mean and the majorities of respondents, (68.8%) of teachers and (75%) of school leaders agreed on the above items respectively. To generalize, items 1, 2, 3, 4 5, 6 and 7show that the educators in the sample felt that experienced important strategies to minimize students disciplinary problems in their schools:

 Developing experience sharing schedule with model teachers and students in the school community was confirmed by majority of respondents 48 (75%) of teachers and 17 (85 %)of school leaders.  Communicate School vision with parents and colleagues was confirmed by the majoriy of respondents44 ( 68.8 %)of teachers and 15 (75% )of school leaders.  Encourage participatory decision_making was confirmed by the majority of respondents 49 (76.6%) of teachers and 16 (80%) of chool leaders.

 Delegate responsibility for misbehaviors students was confirmed by majority of respondents 49 (81.2%) and 13( 65%) of school leaders.  Building organized class room participatory plan for implementing school activity.  Giving feed back on the progress prompt disciplinary activity.  Create conducive learning environment was confirmed by majority of respondents 45 (70.3 %)of teachers and 15 (75%) of school leaders.

5.3. Conclusion on majors finding. Based on the major finding of the study, the following conclusions were drawn: 1. Difiance or swearing at teachers, learners refuse to follow instruction, cheat examinations, frequently barney educators,learnersoften late for school, high abseeintesm , neglect to do their home work and class work, Entering in the class room with screaming sound , Students talk with out teachers permissions, Not bring text book in the class room, Playing with matchesMiss the lesson ,were practicesa nd challenges teachers experienced in Gubakorichaworeda. 2. Teachers divisions to mob or squid,less commitment of educators, Environmental influence,Instability of national security overemphasis on children rights, lack of parental involvements and lack of principal commitment were the of the role of the school community for the causes of disciplinary problems in secondary school of Gubakorichaworeda. 3. Lack of school principal to lead social and cultural diversity,lack of common team spirit among school community, lack of well_train school principal,lack of well_disciplinededucators ,and lack of monitoring and evaluation from upper body were major challenges that hinder school practice efforts to manage disciplinary problems in secondary schools of GubaKorichaWoreda. 4.Developing experience sharing schedule with model teachers and students in the school community,communicate school vision with parents and colleagues,encourage participatory decision_making, delegate responsibility for misbehaviors students,building organized class room participatory plan for implementing school activity, giving feedback on the progress prompt disciplinary activity, and create school conducive environment., were important strategies to minimize students disciplinairy problems. 5.4. Recommendations 5.4.1. To manage students disciplinary problems. On the bases of findings obtained and the conclusion drawn, the following recommendations were forwarded to improving handling students’ disciplinary problems in secondary schools of GubkorichaWoreda. 1. Managers can make a significant contribution to manage the discipline. Managers need to establish whole school positive support the whole school model was designed by managers with the assistance of and in consultation with educators. This approach emphasizes the following

2. An improvement of the instructional methods of the educators. The formulations of behavioral expectations for educators, and learners:an increase in classroom activity engagements; the reinforcement of positive performance; and monitoring, follow-up and give feedback on progress through evaluation. 3. Another important recommendation which cannot be over-emphasized is that leader need to ensure that there exists team-work among the educators. Members of the staff, including the principals and deputy principals’ work together to solve disciplinary problems immediately. The causes of disciplinary problems are addressed if educators are actively involved in the teaching programmers of their school. This would result in parents more likely making school a priority for their children, and children more likely achieving better, and behaving in an acceptable manner , share duties and results of disciplinary actions, learn from one another’s mistakes, have a great potential for motivating one another, and thus for improving discipline simply. 4. Managers need to facilitate model behavior in educators). Educators should therefore, model self-discipline, so as to inculcate self-disciplinein learners. 5. An important stepping-stone towards fostering a culture of learning, mutual respect, accountability, tolerance, co-operation, and personal development within schools and the surrounding environments. 6. Managers need to ensure that educators well _ committed to their work whole by monitoring this matter. The issue of well _ committed educators is of vital importance. Learners respect educators who are well_committement, are knowledgeable about the subject they teach, and are authoritative in their instructional and teaching style. 6. 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 Guba koricha woreda secondary schools 7. Schools should have strict rules and regulations and should incorporate in its rules ―what is forbidden and give awareness to the students early and should implement the rules strictly and consistently. 8. Schools should have strong relationships with parents through School board and PTSA to coordination with them concerning the disciplinary problems or issues. 9. School principals and teachers should update themselves by having training concerning the current students‘ disciplinary issues. It is advisable if GubaKorichaWoreda in collaboration with Zonal education office in case of student’s disciplinary problems, to modify practice or review policy to cope up with the dynamics in education system.

5.4.2. Recommendations for further research The findings of this study clearly indicate the importance of continued research on the managements of student’s disciplinary problem practices and challenges in Guba koricha woreda secondary schools. Based on the findings, the following recommendations are made: This study provides the information about of students’ disciplinary problem challenges and practices.To the researchers knowledge no research has been conducted in other parts of the country using the same methodology therefore, it is recommended that this study be repeated in other parts of the country. This study focused on secondary school disciplinary problems. Similar studies could be done with primary school disciplinary problems in Ethiopia. This study showed the views of teachers, School leaders, PTSA,school board, and Students Council committee student’s disciplinary problem practices and challenges in secondary school. Future research should include the views and understanding of Students family, Students, education leaders at the zonal, Regional and or ministry levels to elaminate, at secondary and elementary school levels and relation to quality of education. Research is needed to examine the managements of student’s disciplinary problem practices and challenges and to improve disciplinary problem handling. Future research should also focuses on what have to do create conducive school environment.

5.5. LIMITATIONS OF THE STUDY This research was not without limitations. The results of this study should be interpreted with the following limitations in mind, namely: This study was conducted in three school of Gubakorichworeda west hararghe zone. Consequently, the results of this study cannot be generalized to all secondary school teachers of in the other parts of the country. The study was also limited to managements of disciplinary problems of guba koricha woreda secondary school.In primary school of students disciplinary may differ from secondary school.

The other limitation of the study was that the study only assessed the views of teachers, school leaders, PTSA, Students Council committeeon thestudents’ disciplinary problems . The views and reflections of woreda education leaders, stake holder, using either the questionnaire or interview data, were not determined. Therefore, the findings of this study are limited to the views and attitude of secondary school teachers, students, school leader at school level, PTSA and school board at school woreda level.

5.6. THE CONTRIBUTION OF THE STUDY This study addresses the managements of student’s disciplinary problem practices and challenges in secondary school of guba koricha woreda. The empirical results showed that they experienced importance of handling disciplinary problems. This was a very serious issue, considering that

74 one of the main objectives of the Ethiopian Ministry of Education is to bring quality of education to all levels of the education system. To achieve this objective, better, disciplined generation are required. The detailed findings from this study provided exact and current information to policy makers and practitioners on which areas to target to improve the handling disciplinary problem, and assess student’s disciplinary problems. These areas are, in particular, the ineffective management of student disciplinary problems; the lack of freedom the teachers have to make decisions and to develop personally; and the poor relationships teachers have with the principals and the parents, in particular. Addressing these areas is particularly crucial for young and in experienced teachers.

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Canter L, &Canter,M. 1993. Succeeding with difficult students; new strategies for reaching your most challenging students Santa Monica, CA;canter and associates. Carbonneau, N., Vallerand, R.J., Fernet, C. &Guay, F. 2008. The role of passion for teaching in intra-personal and interpersonal outcomes,Journal of Educational Psychology, 100(4):977 Chard,D,smith,& sugai,1992. Packaged discipline programs,A consumer’s guide 1992 Oregon conference monograph. Charles,C M. 1996. Building classroom discipline; From model of practice(4th edition ) New York ;longman,inc.

Colvin,G, Kameenui,E,& sugai,G,1993. Re-conceptualizing behavior Management and school wide discipline in general education. Education and treatment of children 16; 361-381 Colvin, G, sugai,G,& patching, W,1993. Pre-correction; an instructional strategy for managing predictable behavior problems;Intervention,28;143-150. Cotton ,K, &savard ,W.G.1992. Student discipline and motivation; Research synthesis Portland OR;Northwest Regional Educational laboratory. Cotton ,K.2001. School wide and class room discipline. School improvements research series. Retrieved from http//www.nwrel.org/scpd/sirs/5/cu9.html Darge wolle,2001. The predominance of different source of stress among teachers in government senior high schools of Addis Ababa: The Ethiopian journal of education. vol.xxxii,no.11-32. Day, C. 2005. Reform, standards and teacher identity: Challenges of sustaining commitment. Teacher and Teacher Education, 21 (5):256-577.Department of Education. 2000. Alternatives to corporal punishment: The learning experience. Pretoria: Government Printers. Dodge, N. (1993). Active supervision: An intervention to reduce high school tardiness. Don Reis, K.M. 2007. The influences of gangsters on the morale of educators on the Cape Flats, Western Cape Florida: Boca Raton.Donnelly, J. 2000. Two simples’ rules-discipline problems downs. Pro Principal, 16 (7):1-3.Douge,A. 1993. Beyond discipline World prosperity,Alexanderia,Va; ASCD. Doventon,E.1991,Managerial activities of the teacher. Island;Lexico publishers. Doyle, W.1989, Class room management techniques. In strategies to reduce students misbehavior, edited by Oliver, C.Moles. Washington, C, Office of Educational Research and Improvement, 31-62.

Earthman, G.I. &Lemasters, L.K. 2009. Teacher attitudes about classroom conditions. Journal of Educational Administration, 47(3):323-336. tservice.Review,26(1);1-38.Ferguson, C.J. & Johnson, L, 2010. Building supportive and friendly school environments: . Preventing school failure, 43(2);167-170. Fuentes,A. 2003. Disciplines and punishment, Nation, 277(2000);17-20 Gable, R. A.,Hendrickson,J.M.,and Smith,C.1999. Changing discipline policies and practice Geiger. B. 2000. Discipline through 8th gradeclassrooms. Education, 121(2);383. Goldstein, A.P. Harrotunian B &Conoley, JC. 1994. Student aggression. New York: Greenberg, A p.(1987). Student aggression, New York; The Guilford press

Haber man, M. 2005,Teacher’s burnout in black and white. New Educator, 1(3):153-175. Hayward, R. 2003. Educator morale in South Africa: Report on findings. Pretoria: NAPTOSA Hernandez, T.J. & Seem, S.R. 2004. A safe school climate: A systematic approach and the school counselor. Professional School Counseling, 7 (4):256. Horner, R.H.,sugai,G.,and Horner,H.F.,2000. A school wide approach to student discipline, theschool Administrator,57(2). Joseph, R. 2000. Stress- free teaching: a practical guide to tackling stress in teaching. London: Sterling. K; Putman, R.F; Handler, M.W. & Feinberg, A.B. 2005. Whole school positive behaviors support. Kohn, A. 1996, beyond disciplines World Prosperity. Alexandria, Va: ASCD. Krishnaveni, R. &Anitha, J. 2007, educators’professionals’ characteristics,Quality Assurance inEducation¸ 15(2):149-161. Lewis,T.J.andsugai,G. 1999a,Effective behavioral support; a system- approach to proactive school- wide Managements. Focus on Exceptional Children.31 (6); 1-24. Luisseli, J.: effects on student discipline problems and academic performance Educational Psychology 25(2-3):183-198. Lumsden, L. 1998. Teacher morale, Oregon: University of Oregon.

Mabeba, M.Z &Prinsloo E. 1999. Perceptions of discipline and ensuing discipline problems in secondary education. The South African Journal of Education, 20(1):34-41.

Mackenzie, N. 2007. Teacher morale: More complex than we think. The Australian Educational Researcher, 4(1):89-104

Mafora, P.M. 2004. Factors that promote the level of job satisfaction among school educators: an education management perspective. Unpublished MEd dissertation. Pretoria: University of South Africa.

Major, R.L. 1990. Discipline: the important subject we teach. London: University Press.

Mani, R.S. & Devi, N.U. 2010. Teacher morale - The magic behind the teacher. Academic Leadership, 8( 2):1-6. Marzano, R. J., Waters, T., and McNulty, B. A. 2005. School leadership that works: From research to results, Alexandria, VA: Association for Supervision and Curriculum Development; Aurora, CO: Mid-continent Research for Education and Learning.

McIntyre, N. 2010. Providing friendly and supportive environments for teachers. Childhood Education, 86(5):349-351.

McManus, M. (1995). Troublesomebehavior in theclassroom,London: Rout ledge McMillan, J.H. & Schumacher, S. 2010, Research in education, Evidence-based (7thedition.) Boston: Pearson. Mitchell, D. E., Scott, L. D., Hendrick, I. G., &Boyns, D. E. (1998). The California beginning MOE (Ministry of Education). 2007 a. School improvement program: Frame work, Amharic Document, Addis Ababa, EMPDA. MoE.1994. Education and Training Policy, Addis Ababa: ST. George Printing

Mole, O.C. 1990. Student discipline strategies. Albany: State University of New York Press Moloi, O. C. (2003). Students discipline strategies. Albany: State University of New York

Morgan, M., Ludlow, L., Kitching, K., O’Leary, M. & Clarke, A. 2010. What makes teachers tick? Sustaining events in new teachers’ lives. British Educational Research Journal, 36(2):191-128.

Mtsweni, J. 2008. The role of educators in the management of school discipline in the Nkangala Region of Mpumalanga. Unpublished MEd dissertation. Pretoria: University of South Africa. MwangiJG&Mwai, KA. 2002. Factors related to the morale of Agriculture in MachakosDistrict.Eastern Africa Social Science Research Review,18(2):31-42 Nair, T.K. 2004, School planning and Management, A Democratic- Approach. Newdelhi, Chaudhary Offset Process.

Pager, D.I. 1994. The culture of learning in Khayalitsha schools. Unpublished MA dissertation. Cape Town: University of Cape Town. Pearsall, J. 2002,the Concise Oxford Dictionary. Oxford: Oxford University Press

Perrachione, B.A., Petersen, G.J. & Rosser, V.J. 2008. Why do they stay? Elementary teachers’perceptions of job satisfaction and retention.Professional Educator,32(2)1-18. Peterson, B.E 1993, Challenges administrators to support team building and Resources University of Wisconsin Madison. Pettit, A. (1997). Why do they stay?, Elementary teachers’ perceptions of job satisfaction and retention. Professional Educator, 32(2):1-18

Rhodes, C. 2006. The impact of leadership and management on the construction of. professional identity in school learning mentors. Educational Studies32(2):157169.

Rhodes, C., Nevill, A. & Allan, J. 2004. Valuing and supporting teachers. A survey of teacher satisfaction, dissatisfaction, morale, and retention in an English local education author Rigby k (2000). Bullying in Schools and what to do about it: London; Jessica Kingsley

Roby, D.E. 2009. Teacher perceptions of levels of professional contribution to the school. College Student Journal, 43(3)

Rogers, B. 1995. Strategies for making the hard job of discipline easier. London: Longman. Rosen, L. 1997, School discipline, best practices for administrators. Thousand Oaks: Corwin . Rossouw. J.P. 2003.Learner discipline in South African public schools,Koe, 68 (4):413-435. Rowne, D. E. (2005). Teacher perceptions of levels of professional contribution to the school,College Students Journal, 43(3):852-859.

Scheuermann, B.K & Hall, J.A. 2008. Positive behavioural supports for the classroom. Upper Saddle River, New Jersey: Pearson Prentice Hall.

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Smith, P.K. 1999. The nature of school bullying. London: Routledge.

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Split, J.L. &Koomen, H.M.Y. 2009. Widening the view on teacher-child relationships: Teachers’ narratives concerning disruptive versus non-disruptive children. School Psychology Review, 38(1):86- 102.

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Steyn G.M. 2002. A theoretical analysis of educator motivation and morale. Educare. 31(31):

Steyn, S.C. &Wolhuter, C.C. 2003. An international perspective on learner discipline in school The South African Journal of Education, 23(3):225-232.

Terry, B. W. (2001). Conducting Educational Research. Florida: Harcourt Brace & Company.. Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. Sanrancisco:Jossey-Bass. Van der Westhuizen, P.C.1991, Effective management systems. Cape Town: ABC Press. Vanderslice, R. 2010. ABC’s of keeping the best: Attrition, burnout, and climate. Childhood Education, 6(5):298-30 Varma, PV. 1993. The Management of behavior in schools. New York: Longman Publishing. Wilson, J.H. 2008. Instructor attitudes toward students: job satisfaction and student outcomes. College Teaching, 56(4):225-230. Yukl, G.A 1989, Leadership in organizations. (2nd Edition). New York, NY: Prentice Hall.

APPENDIXI UNIVERSITY OF GONDAR Department of educational planning and management , Questionnaire filled by School leaders /Dept. Head, Supervisors, principal and Vice principal

Dear respondents: This questionnaire is developed to be filled by school leaders and teachers. The purpose of this questionnaire is to collect first hand information for the research study entitled Management of Students’ Disciplinary Problems and Its Relation to Teacher’s Job- Satisfaction in Secondary Schools of West Hararghe in Oromia Regional State .Because school leaders work more closely with principals than any other professional groups. Hence, the perceptions of school leaders are very important. Please, take enough time to read each statement and select the response that most appropriately describes your school situation in each item. Your cooperation in providing relevant and honest information will help the study. The researcher would like to assure you that all the responses you give will be kept confidential and used only for the research purpose. The results of the study may be used to improve school disciplinary problem management related to teachers’ job satisfaction, and In order to have conducive school environment Thank you in advance for your genuine opinion. General Direction: Please answer all questions as much as possible. For items which have options put a tick mark (√ ) in the space provided. No need to write your name. Part I. Biographical / Personal information Region ______Zone ______Woreda ______School name ______Sex: A. Male B. Female Age range: A. 20-25 B, 26-30 C, 31-35 D. 36-40 E≥.E, 41> Qualification: A. Diploma B. Degree C. MSc /MA

Work experience: A,1 -10B,11-20C,21-30 D,31> Your Current position A principal B.V/principal C Sup/r D. Unit leader

Part II. Questions related to research topics 1. What were the views of teachers and leaders toward majors students’ disciplinary problems The following indicators showthe perception of leaders and teachers on student’s disciplinary problems. Evaluate your agreement on each of the following statements according to your school. Put Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) stronglyagree(5) in space provided after each item.

No Statements (Items) 1 2 3 4 5

1 Not bringing books in the class

2 Sleeping during teaching

3 Scorn or fraught students dissatisfy teachers

4 Frequently barney or Fray teachers by student s dissatisfy.

5 Frequently accusative or complaint teachers dissatisfy

6 Defiance, or swearing at the teachers

7 Damage school property

8 Playing with matches in class

Please, if any other list down .______

1.2 What were the views of teachers and leaders toward majors students’ disciplinary problems in secondary schools.

Please explain your agreement on each of the following statements against the satisfaction level:

Put strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5)

No Statements (Items) 1 2 3 4 5

9 Entering in the class room with scream sound

10 Learners in my school are often late for school

11 Writing call names or abuse of teachers on school property.

12 Learners refuse to follow instructions

13 Cheat in examination

14 Force quail to teachers by students

15 Student talk without any teacher permission

16 Some learners neglect to do their homework

The following are types of disciplinary problems that are experienced in school. Please, rate them in order of their level according to your school context

Please, if any list down. ______

3. The causes of the disciplinary problems experienced teacher’s job-dissatisfaction in secondary school. 2.The following are indicators of the role of school community for the causes of the disciplinary problems experienced in secondary school, please; evaluate your agreement on each of the following statements. Put Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) strongly agree(5) in space provided after each item.

No Statements (Items) 1 2 3 4 5

17 Parents are not involved in their children’s education

18 Teachers division to mob or squid

19 Problem parents have problematic children than others

20 Teachers those who are not well prepared for their lessons have disciplinary problems than well prepared teachers

21 Less committed teachers have high disciplinary problems than others

22 Un motivated teacher or not desire to teach others

In terms of students

23 Environmental influence

24 Instability of national security

25 An overemphasis on children’s rights promote disciplinary problems

In terms of school related

26 Principal who can’t motivate teachers to play a role though team work

27 Harsh punitive measures causes misbehavior problems

Please, if any other list down. . ______

3. The major challenges that hinder the school effort to reduce disciplinary problem? The followings are the major challenges that affect the school efforts to reduce disciplinary problems, according to your school context and explain your agreement on each of the following statements against satisfaction level provided below Put Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) stronglyagree (5) in spaceprovided after each item.

No Statements (Items) 1 2 3 4 5

28 committed principal in the school to manage discipline

29 Teachers’ and leaders’ negative perception on disciplinary problems

30 Theleading school social and cultural diversity in the school.

31 The role of head teachers to carry responsibility is not equally practiced.

32 If teachers are undisciplined learners will also un disciplined

33 Lack of common team spirit among school community on discipline.

34 Absences of discipline guideline

35 Lack of monitoring and evaluation from the upper body

Please, if any other list down. ______

4.Mechanism used to minimize student’s disciplinary problem in secondary schools of west Hararge? The followings are the Strategies that used to minimize disciplinary problems in secondary schools. Please, evaluate your agreement on each of the following statements according to your school context. Put strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5) in the space provided after each item

No Statements (Items) 1 2 3 4 5

36 Building organized classroom community and participatory plan for implementing school activity

37 Delegating responsibility for misbehavior students.

38 Giving feedback on the progress of positive disciplinary activity.

39 Communicate School vision with parents and colleagues.

40 Encourage Participatory decision-making of teachers

41 Developing experience sharing schedule with model teachers and students in the school community

42 Creating conducive learning environment

Please, if any other list down. ______

APPENDIX II UNIVERSITY OF GONDAR Questionnaire filled by teachers

Dear respondents: This questionnaire is developed to be filled by school teachers. The purpose of this questionnaire is to collect first hand information for the research study Management of Students Disciplinary Problems and Its Relation to Teacher’s Job- Satisfaction in Secondary Schools of West Hararghe in Oromia Regional State.

Teachers work more closely with school communities than any other professional groups. Hence, the perceptions of teachers are very important. Please, take enough time to read each statement and select the response that most appropriately describes your school situation in each item. Your cooperation in providing relevant and honest information will help the study. The researcher would like to assure you that all the responses you give will be kept confidential and used only for the research purpose. The results of the study may be used to improve school disciplinary problem management related to teachers’ job satisfaction, and In order to have conducive school environment Thank you in advance for your genuine opinion. General Direction: Please answer all questions as much as possible. For items which have options put a tick mark (√ ) in the space provided. No need to write your name. Part I. Biography/ Personal information Region ______Zone ______Woreda ______School name ______Sex: A. Male B. Female Age range: A. 20-25 B. 26-30 C. 31- 40 D. >40 Qualification: A. Diploma B. Degree C. Msc /MA Work experience: A. 0-5 B. 6-10 C, 11-15 D,16-20 E. 20 and above Your Current position A principal B.V/principal C.Sup/re D. Unit leader E. Teacher

Part II. Questions related to research topics 1. What were the views of teachers and leaders to word majors students’ disciplinary problems with respect to teachers’ job-satisfaction in secondary school of West Hararge Zone? The following indicators show the views of leaders and teachers on student’s disciplinary problems. Evaluate your agreement on each of the following statements according to your school.

Put Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) stronglyagree (5) in spaceprovided after each item.

No Statements (Items) 1 2 3 4 5

1 Not bringing books in the class

2 Sleeping during teaching

3 Scorn or fraught students dissatisfy teachers

4 Frequently barney or Fray teachers by student s dissatisfy.

5 Frequently accusative or complaint teachers dissatisfy

6 Defiance, or swearing at the teachers

7 Damage school property

8 Playing with matches in class

Please, if any other list down . ______

2. The types of disciplinary problems that the educators experienced job-dissatisfaction in secondary schools.

Please explain your agreement on each of the following statements against the satisfaction level provided below:

Put strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5) The following are types of disciplinary problems that are experienced in school. Please, rate them in order of their level according to your school context

No Statements (Items) 1 2 3 4 5

9 Entering in the class room with scream sound

10 Learners in my school are often late for school

11 Writing call names or abuse of teachers on school property.

12 Learners refuse to follow instructions

13 Cheat in examination

14 Force quail to teachers by students

15 Student talk without any teacher permission

16 Some learners neglect to do their homework

Please, if any list down. ______

2. The role of school community for the causes of the disciplinary problems experienced in secondary school. The following are indicators of the causes of the disciplinary problems experienced in secondary school, please; evaluate your agreement on each of the following statements Put Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) stronglyagree (5) in spaceprovided after each item.

No Statements (Items) 1 2 3 4 5

17 Parents are not involved in their children’s education

18 Teachers division to mob or squid

19 Problem parents have problematic children than others

20 Teachers those who are not well prepared for their lessons have disciplinary problems than well prepared teachers

21 Less committed teachers have high disciplinary problems than others

22 Un motivated teacher or not desire to teach others

In terms of students

23 Environmental influence

24 Instability of national security

25 An overemphasis on children’s rights promote disciplinary problems

In terms of school related

26 Principal who can’t motivate teachers to play a role though team work

27 Harsh punitive measures causes misbehavior problems

Please, if any other list down. . ______

3. The major challenges that hinder the school effort to manage disciplinary problem? The followings are the major challenges that affect the school efforts to manage disciplinary problems according to your school context and explain your agreement on each of the following statements against satisfaction level provided below Put Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) stronglyagree (5) in spaceprovided after each item.

No Statements (Items) 1 2 3 4 5

28 Lack of committed principal in the school to manage discipline

29 Teachers negative perception on disciplinary problems

30 The ability of leading social and cultural diversity in the school

31 The role of head teachers to carry responsibility is not equally practiced.

32 If teachers are undisciplined learners will also un disciplined

33 Lack of common team spirit among school community on discipline.

34 Absences of discipline guideline

35 Lack of monitoring and evaluation from the upper body

Please, if any other list down. ______4.Strategies used to minimize student’s disciplinary problem in secondary schools of west Hararge? The followings are the Strategies that used to minimize disciplinary problems in secondary schools. Please, evaluate your agreement on each of the following statements according to your school context.

Put strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5) in the space provided after each item

No Statements (Items) 1 2 3 4 5

36 Building organized classroom community and participatory plan for implementing school activity

37 Delegating responsibility for misbehavior students.

38 Giving feedback on the progress of positive disciplinary activity.

39 Communicate school vision with parents and

colleagues.

40 Encourage Participatory decision-making

41 Developing experience sharing schedule with model teachers and students in the school community

42 Creating conducive learning environment

Please, if any other list down. ______

APPENDIX III UNIVERSITY OF GONDAR

Department of Educational Planning and Management Interview Questions for discipline committee PTSA and School Board

Dear respondents’ The aim of this interview questions is to collect first-hand information for the research study entitled Management of Students’ Disciplinary Problems and Its Relation to Teacher’s Job- Satisfaction in Secondary Schools of West Hararghe in Oromia Regional State. These interview questions are prepared to collect data from Parent Teacher Association Chairman from all selected west hararghe secondary school.Therefore, your cooperation in providing relevant and honest information will help the study. The results of the study may be used to improve school leaders’ skills on managing discipline in school. Thank you in advance for your cooperation.

General Direction:

Part I. Biography/ Personal information 1, Region ______2, Zone ______

3 Woreda ______

4 ,School name ______

5, Sex: A. Male B, Female

6,Age range: A. 20-25 B, 26-30 C. 31- 40 D. D,41> 7Grade A.9B,10 ,C,11 D,12

8School assign experienceA1-5BB, 6-10 C,11-15D,1 D,16>

II, Interview Questions

1. what are majors disciplinary problems teacher experienced in your school?

______

2.what arethe most role of school for the cause’s disciplinary problems in your school?

______

3.what were the most role of parents for the cause’s disciplinary problems in your school?

______

4. what were the most role of educators for the cause’s disciplinary problems in your school?

______

5.what were the main problems to reduce disciplinary problems?

------

6. Which strategies were used to minimize disciplinary problems in your school?

------

7..What were expected from teachers to minimize student disciplinary problems?______

______

APPENDIX IV UNIVERSITY OF GONDAR

Department of Educational Planning and Management Interview Questions for discipline committee of Student council

Dear respondents’ The aim of this interview questions is to collect firsthand information for the major Students’ Disciplinaryproblems in Secondary Schools of Gubakoricha West hararghe Zone,

Therefore, your cooperation in providing relevant and honest information will help the study. The results of the study may be used to improve school leaders’ skills on managing discipline in school. Thank you in advance for your cooperation.

I General information 1, Region………………………… 2,Zone………………………….. 3,Woreda…………………………. 4. Name of School______5, Sex: Male……… Female………………

6, Grade: Below grade 9-10…. Above grade11 above diploma 7, Assign of experience in school by counciling1---2 years------3-----4years------Above4------years.II, Interview Questions.

1. what are majors disciplinary problems teacher experienced in your school?

______

2.what are the most role of school leaders for the cause’s disciplinary problems in your school?

______

3. what were the most role of parents for the cause’s disciplinary problems in your school?

______

4. what were the most role of educators for the cause’s disciplinary problems in your school?

______

5.What were the main problems to reduce disciplinay problems in your schools?

------

6. Which strategies were used to minimize disciplinary problems in your school?

------

______

7. What were expected from teachers to minimize student disciplinary problems? ______

APPENDIX V EXTRACT OF ASAMPLE INTERVIEW FROM PTSA INTERVIEWER (ASKER) INTERVIEWEE (RESPONDENT)

1. what are majors disciplinary problems teacher experienced in your school?

RESPONSE: There were many of disciplinary problems which teachers hate in their teaching profession and they provide at discipline committee or PTSA.The most frequent disciplinary problems hate were able to list as follow: Writing call names or basement on school property, late coming, noisy class, disobedient students, Scorn or fraught, barney or fray, accusation or complaint, force quail refuse teacher instruction, cheating examination, neglect class work, neglect homework and group work, talking with teachers equally, leave from the school over the school fence, talking with other in the class, not taking note in class, damage school property, refuse to give learning material like books and other equipment chewing chat in the school, wearing double trousers and carrying school uniform on their shoulder and ties on their waist or flank, playing with teacher in staff, ask mark without working , listening mobile music in the class, playing with girls in the school compound at lessons period and etc.

2. what are the most role of school leaders for the cause’s disciplinary problems in your school.

RESPONSE:As our schools there are many causes for disciplinary problems were many for instance: lack of principal motivate teachers teachers, lack of school leaders commitments, lack of upgrade teachers, lack of create staff brother’s sprit, lack of team work, lack of influence external political racism, lack of principal train, lack of principals personal discipline, lack of change school environment,biased discipline management, lack of awareness of school rule and regulation, lack of awareness of right and obligation, lack of well trained school leaders, lack of planning and management of school activity principal, lack of time management in the school, lack of modeling teachers, lack of modeling school leaders lack of communication skills of school leadrs, lack of give feedback for school communityon student disciplinary problems and others. .

3.what were the majors role of parents for the cause’s disciplinary problems in your school?. It seems that the lack of parental involvement is the major cause of disciplinary problems in secondary schools: learners who behave badly at school do not receive proper discipline at home, inability of parents to take care of their children on all socio-economic levels and in all racial groups, parents show a lack of

98 tolerance and respect towards government authorities as well as towards educators, and some have a laissez-faire approach toward discipline, single parent homes, a lack of parental control at home.

4. what were the major role of educators for the cause’s disciplinary problems in your school

5.whatwere the main problem to reduce disciplinary problems in your school? RESPONSE:There are many main problems to reduce disciplinary problems in my schools: lack of teachers commitment, lack of school principal commitment, lack of embraced diversity,lack of disciplined teachers,lack of disciplined principal, lack of common team spiritual, lack of monitoring and evaluation, political racism, environmental stereotype, lack PTSA commitment, lack of delegation in the school, lack of school board commitment, negative influence by higher education management,lack of family involvement on student disciplinary problems, lack of teachers decision-making participation,lack of communication of school vision, lack of well trained teachers, lack of well-trained principal.

6. What strategies were used to minimize disciplinary problems to enhance teacher’s job satisfaction? RESPONSE: Promote continues counseling service misbehaved students, create close relation with school community and discuss every problems happen in the schools, coordinate all staff members to follow up students’ problems, create smooth relation with all students and understand their problems, teachers need to be good models to their students from the first day of the class, use positive reinforcement and reward for those students who behaved properly.

7.What were expected from teachers to minimize student disciplinary problems to get their teaching satisfaction?

RESPONSES: Teachers must be commitment for their profession; teachers must be well prepared for class and being role model for their school community.

APPENDIX VI EXTRACTED SAMPLE INTERVIEW OF STUDENT COUNCIL INTERVIEW BETWEEN INTERVIEWER AND INTERVIEWEE Interview Questions Student council chair man

Dear respondents’ The aim of this interview questions is to collect firsthand information for Management of Students’ Disciplinary Problems and Its Relation to Teacher’s Job- Satisfaction in Secondary Schools of West Hararghe in Oromia Therefore, your cooperation in providing relevant and honest information will help the study. The results of the study may be used to improve school leaders’ skills on managing discipline and teacher’s job satisfaction in school. Thank you in advance for your cooperation. I General information 1, Region…Oromia 2,Zone…west hararghe 3,Woreda…Bedessa 4. Name of School Badessa secondary schools 5, Sex: Male 6, Grade: 11A 7, Assign of experience in school by consoling 3years.

II, INTERVIEW QUESTIONS 1. what are majors disciplinary problems teacher experienced in your schoo?

RESPONSE: teachers who had managed the following disciplinary problems : teacher abuse, noisy class, frequently barney or fray teachers, frequently accusation or complaint, force quail teachers, high stress, verbal violence or name calling, creating disorder, bullying, theft, using weapon on the school compound, late from school, abuse teachers, writing call names on school property, students refuse to follow instruction,leaving from school without permission student neglect to do their homework, talk in the class without permission, sleep in the class, shift from one chair to another, entering in the class with screaming sound not bringing books in the class generally lack of discipline is a chronic problems in our school.

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2. what are the most role of school leaders for the cause’s disciplinary problems in your school.

3.what were the majors role of parents for the cause’s disciplinary problems in your school?

4. what were the major role of educators for the cause’s disciplinary problems in your school?

Not correct sameitem exam for different students similiarly, lose confidence, see activity answer from guide infront of students. 5. What were the main problemsto reduce disciplinary problems in your school? Response, there were major problems to hinder reduction of disciplinary problems in my school: lack of leading team work, lack of committed principal ,lack of leading diversity, lack of carried responsibility, lack of disciplined educators, lack of disciplined school leaders, lack of team spiritual, absence of discipline guide lines, lack of support from school supervisors, national political instability, lack of ability to solve aggrieve, disorganization of school structure, lack of record and continuous following , lack of time management in the school and extra. 6. What strategies to minimize disciplinary problems to enhance teachers job satisfaction?

7. What were expected from teachers to minimize student disciplinary problems to get their teaching satisfaction?

RESPONSES:Teachers can expected many things to minimize students disciplinary problems to get their teaching satisfaction; teachers must knowledgeable, disciplined, use their time effectively, minimize over- joke in class, know their students background, use different teaching methodology, work with students parents, good relation with school community and staff.