EVALUATION ON DISCIPLINE AND MEASURES ADOPTED IN PUBLIC AND PRIVATE SECONDARY SCHOOL IN AWKA SOUTH IN ANAMBRA

CHAPTER ONE INTRODUCTION Background of the Study Discipline is a fundamental component of the educational system, playing a crucial role in shaping students' behavior, academic performance, and overall school climate. According Adesina (2020), it is the readiness or ability to respect authority and observe conventional or established laws of the society or of any other organization. Damain & Clifford (2020) maintained that discipline implies self-control, restraint, respect for self and respect for others. Discipline therefore calls for sacrifice, perseverance, tolerance, and recognition of human dignity; and in the school setting students should be taught to respect the school authority, to observe the school's laws and regulation and to maintain an established standard of behavior. Notably, the approach to discipline varies between public and private secondary schools due to differences in administrative policies, teacher-student relationships, and institutional regulations. Disciplinary measures in schools refer to the structured methods, strategies, and interventions adopted by teachers and administrators to regulate student behavior, maintain order, and create an environment conducive to learning (Bear, 2010). They serve both corrective and preventive functions, aiming to discourage deviant behavior while encouraging self-control, responsibility, and respect for school authority (Okoye, 2019). In the Nigerian school context, disciplinary measures range from punitive actions such as corporal punishment, suspension, and expulsion, to constructive alternatives such as counseling, mentorship, and behavioral contracts. The choice of measures often reflects the institutional philosophy, cultural norms, and regulatory framework governing the school system (Aremu & Adebayo, 2011). Thus, disciplinary measures are not only tools for punishment but also instruments of character building and behavioral modification in students. In public schools, disciplinary measures traditionally include corporal punishment, suspension, manual labor, and expulsion, with the rationale of instilling immediate compliance and deterring misconduct in large student populations where monitoring is challenging (Egwunyenga, 2012). Private schools, on the other hand, tend to adopt more constructive methods such as counseling, peer mentorship, parental involvement, and the use of prefects in maintaining discipline, reflecting their emphasis on personalized guidance and long-term character development (Osher et al., 2010). The adoption of these methods is influenced by differences in resources, student–teacher ratios, and the accountability demands placed on school administrators. In terms of effectiveness, studies show mixed results: while punitive measures often yield short-term compliance, they have limited success in long-term behavior change (Adesina & Akinyemi, 2020). Constructive approaches, particularly counseling and mentorship, have been found to produce more sustainable improvements in student conduct. For instance, Okoye (2019) reported that schools integrating counseling services saw a 35% reduction in cases of repeated misconduct within one academic year, compared to less than 10% improvement in schools relying primarily on punitive strategies. This suggests that while both approaches contribute to maintaining order, constructive measures are more effective in fostering lasting behavioral modification among students. In Awka South, Anambra State, public schools are typically managed by the government, while private schools are owned by individuals or organizations, leading to variations in discipline enforcement. Understanding the relationship between disciplinary measures in these two school settings is essential for fostering an effective learning environment and promoting students' holistic development. Statement of the Problem Over the years, concerns have been raised regarding the effectiveness of disciplinary measures in public and private secondary schools. Research consistently documents that student violence, gross disrespect for school authority, cultism, examination malpractices, stealing, and lateness to classrooms and absenteeism reduces teaching contact hours as more time is devoted to managing misbehaviour rather than on teaching. While public schools often struggle with large student populations, inadequate supervision, and lenient disciplinary enforcement, private schools tend to implement stricter policies. However, the effectiveness of these disciplinary strategies in fostering positive student behavior and academic success remains unclear. This study will examine the relationship between discipline in public and private secondary schools in Awka South, identifying best practices and areas for improvement. Objectives of the Study The specific objectives of this study are: i. To compare the disciplinary measures adopted in public and private secondary schools in Awka South. ii. To examine the impact of discipline on students’ academic performance in both school types. iii. To assess the effectiveness of disciplinary measures in maintaining order and student behavior. iv. To determine the challenges associated with enforcing discipline in public and private secondary schools. Research Questions The research will be guided by the following questions: i. What are the common disciplinary measures adopted in public and private secondary schools in Awka South? ii. How does discipline affect students’ academic performance in public and private secondary schools? iii. How effective are the disciplinary measures in maintaining student behavior and order in both school types? iv. What challenges are encountered in enforcing discipline in public and private secondary schools? Significance of the Study This study will be significant for educators, policymakers, school administrators, and parents as it provides empirical evidence on the impact of discipline in different school settings. Findings from this study will guide school authorities in developing effective discipline policies that enhance student behavior and academic achievement. It will also contribute to educational research by bridging gaps in knowledge regarding disciplinary variations between public and private secondary schools. Scope of the Study This study focuses on public and private secondary schools in Awka South, Anambra State. It examines disciplinary practices, their effectiveness, and their impact on students’ behavior and academic performance. The study will involve students, teachers, and school administrators to provide a comprehensive analysis of discipline in these schools. Limitation of the Study This study was limited to selected public and private secondary schools in Awka South, Anambra State, which may restrict the generalizability of findings to other regions. Data were collected through self-reported questionnaires, which could be influenced by respondent bias or subjectivity. Time constraints and reliance on a cross-sectional survey also limited the ability to capture long-term changes in disciplinary practices. Operational Definitions of Key Terms Discipline: Discipline refers to the systematic process of training individuals to adhere to established rules, standards, and acceptable patterns of behavior within an institution Discipline Measures: In this study, discipline measures refer to the strategies and actions adopted by school authorities to regulate student behavior, including punishment, counseling, suspension, mentorship, and prefect-led enforcement. Public Secondary Schools: These are government-owned schools in Awka South that provide secondary education at little or no direct cost to students and generally adopt traditional approaches to discipline. Private Secondary Schools: These are non-government-owned schools in Awka South, funded through tuition fees, that emphasize alternative or constructive disciplinary approaches such as counseling and mentorship.