Abstract:
This study is about students’ indiscipline in basic schools with a case study of Prempeh
Basic School in the Kwadaso Sub-Metro in Kumasi. The purpose of the study was to find
out and describe the role of the teacher in managing students’ indiscipline. To achieve this
purpose, factors relating to teachers that lead to students’ indiscipline were determined by
addressing the following research questions; (1) what are the teacher factors that can help
in managing students’ indiscipline? (2) How does the teacher’s authority or power in the
classroom help to manage students’ indiscipline? (3)What challenges do teachers face in
the classroom in managing students’ indiscipline? Descriptive case study survey research
design was used for the study. Closed-ended questionnaires were used. A sample of sixty
(60) teachers was given questionnairesto answer and data was collected and analyzed using
descriptive statistics like percentages, frequencies. The results of the findings showed that;
(1) the key teacher factor that positively affect students’ discipline include teacher being
regular at school, (2) on teacher’s authority, teachers giving non-corporal punishment
positively affect student discipline and (3) the major challenge teacher face in the
classroom in the management of students’ discipline is defiance of authority by some
students. In conclusion, teachers therefore have a significant role to play to positively affect
students’ discipline as shown in the results. It was recommended that a basic school in the
Kwadaso Sub-metro should be selected to pilot the application of these findings over a
period of one year and the discipline of students monitored to observe the improvement
within the period.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Science, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018