DEALING WITH INDISCIPLINE AMONG JUNIOR HIGH SCHOOLS IN AGONA SWEDRU, AGONA WEST MUNICIPALITY, GHANA

Authors

  • Mark Gyapong Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Winneba, Ghana
  • Michael Subbey PhD, Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejes.v8i5.3733

Keywords:

discipline, indiscipline, involvement, challenges

Abstract

The purpose of the study was to investigate measures that are in place to deal with indiscipline among Junior High Schools in Agona Swedru in the Agona West Municipality. The study was a quantitative study underpinned by the positivist paradigm and adopted the descriptive survey design. The study was undertaken in the Agona Swedru township in the Agona West Municipality of Ghana. Selected Junior High school students formed the sample of the study. Purposive sampling and simple random sampling were used to sample 120 students for the study. The questionnaire was employed for data gathering. Data were analyzed descriptively using frequencies and percentages. It emerged from the study that predominant forms of indiscipline behaviours were related to the following; leaving the school grounds, physical aggression, disturbing others, inappropriate use of school material, out-of-seat behaviour such as moving, noncompliance with teacher’s directives. The study revealed that the causes of indiscipline behaviour were school size, home factors, individual factors, family factors, gender and ethnicity, school factors, societal factors, and peer group pressure. The study showed that indiscipline behaviours result in low academic performance, breeds undesirable student behaviour, and dropping-out of school. The study therefore recommends that the Agona educational directorate, the Agona District assembly, the authorities of the selected schools and the various administrative staff should collaborate with the guidance and counselling coordinators to organise programmes focused on the forms of indiscipline exhibited by the students to effectively equip them to deal with the everyday indiscipline behaviours in the school.

 

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Author Biographies

  • Mark Gyapong, Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Winneba, Ghana
    Dr. Michael Subbey, a lecturer with the Department of Early Childhood Education, University of Education, Winneba, is an inclusionist with over seventeen years of teaching experience at the tertiary level of education. He had his First Degree certificate in Educational Foundations with the University of Cape Coast in the year, 2000. This was followed by the Masters (M.Phil.) and Doctorate (Ph.D.) Programmes both in Special Education, with the University of Education, Winneba, in 2008 and 2015 respectively. His Thesis works for the second and third degrees explored teacher attitudes, knowledge and beliefs about inclusive education. Presently, Dr. Michael Subbey is a member/consultant for the NGO - Holistic Development Programme for Visually Impaired Children (HODVIC) funded by Visio International (Holland); an associate editor for International Journal of Basic Education Research and Policy (IJOBERP); Member of the Editorial Board for the Journal on Issues in Conflict, Human Rights & Peace (ICHRAP); and then, the Chief Examiner in Early Childhood Programmes run by the Jackson College of Education, Ghana. His interest areas comprise; Inclusive Education, Intellectual Difficulty/disability, and then, Child and Adolescent Development and Learning.
  • Michael Subbey, PhD, Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Winneba, Ghana
    Mr. Mark Gyapong is a lecturer in the Department of Early Childhood Education, University of Education, Winneba. He had his First Degree certificate in Early Childhood Education with the University of Education, Winneba in the year, 2011. This was followed by the Masters (M.Phil.) in Early Childhood Education, with the University of Education, Winneba, in 2018. His Thesis works for the second degree explored children’s problem behaviour and classroom management in selected schools in the Effutu Municipality. His interest areas include; Language and Literacy, Speaking and Listening, and then, Pre-writing Activitivies for Early Grade.

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Published

2021-05-11

Issue

Vol. 8 No. 5 (2021)

Section

Articles

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