Students’ Disciplinary Problems In Secondary Schools: The Case Of Jeldu Woreda

Abstract

The purpose of this study was to assess the practice and challenges of school leaders in managing students’ disciplinary problem in secondary schools of Jeldu Woreda. The main challenges and practices of school leaders are managing and facilitating their school interaction with parents, teachers, students and other school community. Students’ misbehaviors retard the smoothness and effectiveness of teaching and also impede the learning of the students. In the study, descriptive survey research design was used. The participant of this study were 4 secondary schools, 14 school principals, 162 other school leaders, 15( supervisors, PTA chairpersons and WEO headperson) and total 191 respondents in Jeldu Woreda. The researcher collected the data through the use of questionnaires, interview and document review. Data was analyzed using descriptive and inferential statistics. Moreover, the study was identified the common types of disciplinary problem in Jeldu Woreda writing unnecessary things in different places, late coming, jumping over the fence, fighting with the school community, refusing to obey orders, cheating on tests, not worry about their education. Their for, the study focus on who school leader solve those problem in the school. The study also identified the causative factors related to home, school-teachers, school environment and administration, and also curriculum related factors. The practice of school leaders to overcome disciplinary problem includes using collaborative strategies to resolve disciplinary issues, strengthening school rule and regulation and community relationship, giving critical decision for the student and awarding them for good behavior; giving guidance and counseling survice to create a conducive environment for the student. Additionally challenges commonly faced secondary school leadership were identified a smaller amount participation of parents in decision making about their students, not as much as developing school community relationship with the students, lack of skilled man power for giving guidance and counseling service, less academic background of the student, refusing to obey order between staff worker and student, not addressing student’s need in academic area. Finally, it was recommended that the Rules and the consequences of breaking them should be clearly specified and communicated to staff, students and parents by school leaders. Give decision for the student itself to solve its disciplinary problem by displaying what the school rule approximately, and the schools should address students concerns, encourage parents to play their roles, and embrace guidance and counseling program in dealing with students indiscipline