Dissertation (MA Education)Indiscipline behaviour among teachers has been reported in both developed and developing countries. It is obvious these teachers indiscipline behaviour affects teaching and learning process and school administration. The purpose of this study was to investigate teacher‟s indiscipline behaviour, the grounds and influences in public secondary schools in Bariadi Town Council. The study was mainly a mixed approach. It was basically a phenomenology research design conducted in four public secondary schools. The data were presented using both qualitative and quantitative data analysis. A total of 80 participants were involved in this study including Education officers, teachers, parents and students. The participants were selected through purposive sampling. Data collection was done using questionnaires, interview guides and documentary review. The findings revealed that in Bariadi town council there are different kinds of teacher‟s indiscipline behaviour were observed to teachers. Among the indiscipline behaviour were truancy, lateness to school, lateness in periods, non completion of the syllabus, sexual immorality, unethical dressing, failure to mark students exercises, making easier tests, corruption, slapping the students, use of abusive language, involvement in pet business, insubordination and conflicts with the heads and the society. The factors for teacher‟s indiscipline behaviour were also explained in this study. Among the factors were: poor teachers service conditions, inadequate infrastructure, lack if frequent visit by education administrators, poor salary, irregularity in promotion and poor living environments. The study finding provides the influence of teacher‟s indiscipline in school administration, such that were: poor academic performance, increase of students drop out, absenteeism, fall of moral standards, and conflicts. Lastly, the study gained different stake holders perceptions in order to maintain teacher‟s positive behaviour in public secondary schools, these were, introducing guidance and counseling programmes in schools, peer coaching, clinical supervision and improving teachers services conditions and living environments.