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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. |
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