TOPIC 8: DISCIPLINE IN EDUCATIONAL INSTITUTIONS

Introduction
The term discipline means the practice of making people obey rules of behaviour; and applying
corrective measures to people when they do not obey rules. Further, the concept of discipline can
be explained as the action taken by management to enforce conformity to organizational
standards, or the guidelines/policies established to ensure conformity to organizational standards.
Fayol (1985) defines discipline as “a means of controlling people to achieve a desirable
behaviour”.
In order to successfully achieve the objectives of an educational institution, its members are
required to strictly adhere to the various behaviour patterns necessary for maximum performance
(Okumbe, 1998). It is necessary that educational managers use appropriate disciplinary action to
maintain the required organizational standards. Hence, managers need to establish policies and
guidelines that need to be followed by all the members of the organization.
Importance of Discipline
i. Discipline is an indispensable and integral component of the instructional programme in
educational organizations.
ii. It is important in maintaining order and control among the teaching, non-teaching staff
and students.
iii. Schools, like many organizations, operate within a framework of policies, rules,
regulations and procedures that must be followed.
iv. Rules are there to ensure that the objectives of an education organization are attained.
v. Discipline is the force that makes staff and students observe standards of behaviour as
expected.
vi. Discipline also demands that those who do not conform to the laid down rules and
regulations be punished in order to prevent the recurrence of the act in future.
vii. Discipline makes people use their freedom wisely and distinguish between safe and
unsafe practices.
Types of Discipline
Two types of discipline procedures as identified by Okumbe (1998) are discussed below.
Preventive Discipline
This refers to the administrative action taken by an educational manager in order to encourage
employees and students to follow the school rules, regulations and standards. The educational
managers should endeavour to instill self-discipline among all the members of the institution by
providing an enabling organizational climate in which expected standards are well stated.
Corrective Discipline
This refers to a punitive administrative action which aims at discouraging further infringement of
a rule. The action taken is known as a disciplinary action. Educational managers should try to
apply progressive discipline, which follows a defined procedure . Progressive discipline proceeds
from an oral warning, followed by a written warning, a suspension, and finally to dismissal.
The purpose of this type of discipline is to give an individual an opportunity for self-correction
before more serious penalties are meted on him or her.
Techniques of Discipline
There are several techniques that can be employed to ensure that discipline is instilled to
members in institutions of learning. We are going to discuss the following three:
Authoritarian technique
The following are characteristics of the authoritarian technique:
i. Strict rules and regulations
ii. No freedom of action, thought or movement
iii. Too much emphasis on perfection
iv. Making too many decisions for the students/staff
v. Constant criticism of wrong doings and nagging
vi. Lack of respect for individual rights
vii. Expecting unattainable standards
viii. Little or no recognition when one meets the standards
ix. No relaxation or control of corporal punishment
x. Deprive the student/child to learn to control his own behaviour.
Authoritarian mode of discipline may make the student/staff conform but the apparent
transformation conceals a resentment which may break out sooner or later.
In such situations, the student might:
 Assert their independence by doing many wrong things which they would
not otherwise do
  Behave and feel that the world is hostile and thus become hostile too.
 Show rebellion/revolt
 Become resentful and disobedient
 Be hypercritical toward authority and too critical
 Fear punishment more than other things
 Become sullen/obstinate/negativist
 Learn to be sly, secretive and dishonest so as to avoid punishment.
Permissive/ laissez faire technique
This technique employs little or no discipline:
 There are no limits or boundaries for the student to act within
 The student may make his or her own decisions and act on them in any way he/she
feels or pleases
 There is too much leniency.
Under this technique the students might:
 Get confused and insecure
 Have little to no concept of right/wrong
 Exercise excessive aggressiveness
 Be resentful – feel that adults care little
 Be unmanageable in school/neighbourhood.
Democratic technique
Democratic disciplinary technique is synonymous with guidance and counseling. It emphasizes
growth, self-discipline, and self-control.
The main characteristics include:
 Explanation, discussion, and reasoning to help the student/pupil/member of staff
understand why he/she is expected to behave in a certain manner.
 Punishment only at appropriate times when he/she refuses act according to the set
standards
 No unnecessary harsh punishment.
 Appropriate motivation to live up to expectations.
Students/staff brought up with democratic discipline technique will:
 Achieve desirable personal and social adjustments
  Develop independence in thinking
 Develop initiative in action
 Be active and outgoing
 Be spontaneous in behaviour
 Achieve healthy and positive self-concept
 Have better self-control
 Deal with obstacles in a positive manner.
Causes of Indiscipline
Indiscipline refers to an individual’s undesirable behaviour that is not in conformity to the set
organizational rules, regulations, customs, values, and standards. In a school situation,
symptoms of indiscipline include: fighting, sexual abuse, truancy, drug abuse, and destruction of
property among others.
Indiscipline in schools is caused by the following:
 Lack of environmental stimuli leading to boredom and mal-adjustment behaviour
 Imitating heroes/role models
 Frustrations due to social or psychological factors
 Drug abuse/alcoholism
 Adolescent rebellion against control by adults
 Lack of proper guidance and counseling
 Peer pressure
 Poor management/leadership
 Poor parenting
 Modern technology
 Poor communication.
The School Manager should:
i. Be primarily responsible for establishing the concept of positive behaviour within the
school set-up.
ii. Ensure that all personnel, parents, and learners are aware of the policies regarding
positive learner behaviour.
iii. Ensure that a policy regarding disciplinary measures is implemented.
iv. Ensure that learner behaviour and learner issues are discussed regularly.
 v. Ensure that a record of learner behaviour is kept.
vi. Organize staff development sessions regarding the management of learners’ behaviour.
vii. Organize interviews with parents about the progress and behaviour of learners.
viii. Ensure that the school has a good orientation programme for new learners.
ix. Ensure that learners are dealt with fairly and consistently.
Other techniques that the principals can use to maintain discipline in schools include:
i. Use of Dialogue: Although there are various leadership styles (autocratic, democratic,
laissez faire, bureaucratic, contingency, consultative) the head teacher has to employ
dialogue in dealing with pertinent issues affecting both students and teachers. Most of the
students and teachers attribute indiscipline to lack of dialogue between the administrators
and students. Most heads adopt a master/servant, superior/inferior attitude in dealing with
students. They rarely listen to students’ grievances because they believe that they have
nothing to offer. Opportunities should be provided where teachers, students and
administrators can sit down and discuss issues affecting their school freely without
inhibition, intimidation, and victimization.
ii. Offering guidance and counseling services to all students. This is key to discipline.
iii. S/he has to communicate the importance of school values to students, teaching and non-
teaching staff.
iv. Ensure that discipline is exercised fairly, with no favouritism or excessive penalties.
v. Involve religious organizations, e.g. churches/mosques in instilling discipline leading to
character formation.
vi. Encourage the creation of a family concept among teachers and students.
vii. Ensure time is allocated to creative activities through which excess energy is vented out
e.g. drama, music, dance, play, soccer, sporting, scouting, etc.
viii. Initiate peace clubs in school to curb riots.
ix. Lead by example. The principal should not break the rules of the school. One must set an
example by obeying the school rules himself/herself.