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THE EFFECT
OF TEACHERS’ LEADERSHIP ROLE ON STUDENTS’ DISCIPLINE IN SECONDARY SCHOOLS
ABSTRACT
The study
intended to investigate the effects of teachers “leadership roles on students‟
discipline in Wakiso secondary schools. The objectives of the study included;
to establish the effect of teachers” in and outside class pedagogical aspects
to students‟ discipline, to establish the effects of teachers‟ supervisory
roles on student’s discipline and to establish the effect of teachers‟ planning
roles on students‟ discipline.
The research
was conducted in Wakiso district and employed a cross-sectional survey design.
Questionnaires were mainly used to collect data in addition to interview guides
and documentary analysis. Twenty-seven secondary schools were randomly selected
to represent private and government, day and boarding from both a rural setting
and urban setting. Data collected was analyzed using descriptive frequency
tables.
The study
established that teachers play a very crucial role in enhancing the discipline
of students in secondary schools. Teachers participate in supervision of
students using well-organized records. Thirdly teachers plan their teaching and
learning activities by the use of library information.
The study
concluded that teachers should be well facilitated by the stakeholders (School
administration, Ministry of Education and Sports) in order to successfully
accomplish their roles of planning, supervision and as trainers of students.
The study
recommends that teachers should select teaching methods that cater to all
categories of learners in their classes.
Teachers
should also be presentable in terms of dressing and conduct since they are
students‟ role models.
The study
also recommends that teachers should take keen interest in supervising students
and also keep up to date records for proper monitoring of students.
The study
finally emphasizes that school administration and the Ministry of Education and
Sports should equip school libraries in order to enable teachers carry out
effective planning.
CHAPTER ONE
1.0
INTRODUCTION
Teachers
play a significant role in inculcating students’ discipline in secondary
schools. Unfortunately many reports indicated that some teachers do not
adequately play this role especially in their in and outside class pedagogical
aspects, their supervisory roles and planning roles. As a result cases of
students’ indiscipline on the increase in most Wakiso district secondary
schools.
1.1
Background to the study
Both
Ssekamwa (1997) and Mamdani (1990) noted that the constrained status of the
teachers led to a constrained teachers‟ leadership role. Different reports by
school inspectors in Wakiso district (20007 – 2008) all indicated that
students‟ discipline as well as that of teachers is suspect. Some scholars such
as Akankwasa (1997) and Kagoda (1997) attribute the decline in students‟
discipline to teachers whose commitment seems dysfunctional. That is why a
study was conducted in order to examine the effects of teachers‟ leadership
role on secondary school students‟ discipline in the context of the many
indisciplined cases in Wakiso district.
According to
Ssekamwa (1997) formal education in Uganda has its origin in the activities of
the early Christian missionaries in 1877 Anglicans and 1879 the Roman Catholics
respectively. The introduction of formal schooling and the implied formal
teaching profession also has its origin from the work of the early Christian
missionaries (Akankwasa and Kagoda, 1997). At its inception teaching or the
teacher was viewed with respect and honour (Munaku Kama Nsereko, 1997). The
1972 economic war and Amin’s regime and the resultant political and economic
decline greatly affected the teaching profession (Mamdani, 1990). Though
teachers were supposed to be role models, their significant roles as guides
declined and many of them, their responsibilities as leaders began being viewed
with suspicion (Akankwasa, 1997).
1.1.2
Conceptualization of the study variables
In this
study, a student is conceptualized as a person engaged in a study, one enrolled
in class or course in a school, college or university (Webster, 1993). A
student is therefore a social term given to anyone who enrolls in an education
institution. Discipline on the other hand as defined by Hornby (1984), is the
training especially of the mind and character to produce self control and
obedience.
In this
study, students‟ discipline refers to the regular pattern of behavior exhibited
by students in secondary schools towards classroom activities. These include
lesson attendance, general cleanliness, performance in assignments and then
school requirements operationalised as obedience to school rules, time
management, plus adherence to school programme. Negative discipline such as
truancy, “French leave” and maladjustment will be highly emphasized. In this
study, students‟ discipline was mapped as classroom discipline, students‟ dress
code, class attendance, respect to authority and attendance to school activities.
This is in conformity with Okumbe (1998) who defines discipline as adherence to
the various behaviors patterns necessary for maximum performance.
On the other
hand, a teacher as defined by Webster (1993) is someone who teaches or
instructs especially one whose occupation is to instruct. While leadership is
the state or position of being a leader, whereby a leader is a person who
guides a group of people especially the head of an organization or country.
Hornby (1948) defined roles as the functions or position that somebody has or
is expected to have in an organization. In this study therefore, teachers
conceptualized as leaders their leadership roles will comprise of
administrative activities operationalised as teachers‟ supervisory role, teachers‟
planning role and teachers‟ in and outside class pedagogical aspects and how
they impact on students‟ discipline.
Pedagogy as
defined by Hornby (1948) is the study of teaching methods. In this study
therefore in-class pedagogy reflected on the methods employed by the teachers
during the teaching and learning sessions.
Where as the
outside class pedagogical aspects focused on the way teachers present
themselves in terms of dressing and interaction with the learners. Generally
the emphasis was on the teachers as role models.
Planning on
the other hand refers to the organizing, arranging and putting in order the
items or program for better performance (Musaazi, 1982) in his study teachers‟
planning roles reflected on the ability to create a conducive teaching and
learning environment in terms of class room setting.
The theory
adopted for this study is Bandura’s (1997) social learning theory which
stipulates that people learn from one another via observation, imitation and
modeling‟ (Okumbe, 1948). This means that students often learn a lot from
observing their teachers‟ conduct and performance at work. Teachers are
students‟ role models therefore students are likely to copy teachers‟ practices
that they admire. Bandura‟s (1997) social learning theory closely relates to
the advantages of class interactions in improving the conduct of students. This
theory is a bridge between behaviorists and environmental influences. This
implies that the way students behave is determined by the people they interact
with. Therefore the more students observe and relate with teachers and their
fellow learners, the more they are likely to be molded into well behaved
members of the society.
1.2 The
study context
The study
took place in Wakiso district where students‟ discipline had been presented as
a challenge to school administrators by the earlier researchers (Babita, 2007
& Nyirahabimana, 2004). Students on several occasions had exhibited signs
of defiance (what scholars termed as disrespect of authority) whereby students
refused to perform the assigned tasks in class for example home work or
examination, or sometimes directly insulted teachers and student leaders
(prefects) plus other people in authority as Nakiganda (2006, June 14th ) noted
about students of Kasenyi S.S. of Wakiso district.
Students on
several occasions left school without permission or even did not reach school
especially for day scholars; they practiced what is commonly known as „French
leave‟ for boarding schools and truancy for day schools. Strikes had also been
sighted out among some schools in Wakiso district as Nabusoba and Waiswa (2007,
October 30th) commented on students discipline during examination time; “Uganda
National Examination Board Examinations arouses excitement in many schools
leading to violent behavior and chaos in form of vandalism of school property,
bullying and writing offensive comments around the school, among others.” It is
upon this background that a study was undertaken on Wakiso district to
establish the effect of teachers‟ leadership roles on students‟ discipline.
None of the past researchers like Ssenkoobe (1991), Tumutoreine (2003), Byanga
(2004) researched on the effect of teachers‟ leadership roles on students
discipline in Wakiso district secondary schools, it therefore became necessary
for a study be taken in that region.
1.3 Problem
statement
There was
both private and public out cry as evidenced in the different newspaper
articles Nakiganda (2006), Nabusoba and Waiswa (2007) plus other past
researchers Ikube (2004), Kato (2007) and Tumutoreine (2003) that students‟
discipline had greatly deteriorated. School inspector annual reports (2007)
indicated that for the last five years although teachers had to play a
significant role in enhancing students‟ discipline, they seemed to have
relaxed. That is they did not perform as expected. The study therefore examined
teachers‟ leadership role in enhancing or constraining students‟ discipline.
1.4 Purpose
of the study
The study
was carried out to investigate the effect of teachers‟ leadership roles on
students‟ discipline in Wakiso district secondary schools.
1.5
Objectives of the study
The study
aimed at establishing the following specific objectives:
1. To find
out the effect of teachers‟ in and outside class pedagogical aspects on
students‟ discipline in Wakiso secondary schools.
2. To find
out the effect of teachers‟ supervisory roles on the discipline of students.
3. To find
out the effect of teachers‟ planning roles on the discipline of students.
1.6 Research
questions
This
research sought answers to the following questions:
1. How do
teachers‟ in and outside class pedagogical aspects affect students‟ discipline
in Wakiso district secondary schools?
2. What are
the effects of teachers‟ supervisory role on the discipline of students in
Wakiso secondary schools?
3. What are
the effects of teachers‟ planning roles on the discipline of students in Wakiso
secondary schools?
1.7 Scope of
the study
The study
was conducted in secondary schools in Wakiso district. The areas were chosen
for study because it has an urban, peri-urban and rural setup. According to
2007, 2008 and 2009 MOES reports, this district has some of the best and worst
academic performing schools in Uganda. It has also had schools experiencing
violent strikes and students burning schools.
The study
specifically examined teachers‟ leadership roles in line with pedagogical
aspects, supervision and planning activities of teachers and how they affect
the discipline of students.
1.8
Significance of the study
It is hoped
that the study will provide useful information to secondary school education
stakeholders in Wakiso district in particular and Uganda in general. These
include: teachers, head teachers, parents, district education officers and
Ministry of Education and Sports officials.
To the
teachers, the study is likely to provide useful information on their role as
supervisors and planners of the teaching and learning activities at the same
time teachers will acknowledge their special importance in school as students‟
role models.
On the other
hand parents will likewise appreciate their role as co-educators and therefore
work hand in hand with the teachers to foster students‟ discipline. To the
headteachers the study will give them an insight on the importance of timely
facilitation of teachers in relation to their performance and guidance of
students.
While the
Ministry of Education and Sports plus district education officials may benefit
by getting to know the status in Wakiso district secondary schools and devise
means of effectively facilitate the teachers for better performance.
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