INTRODUCTION

Background to the study

The lack of discipline among students is one of the greatest

problems faced by secondary schools today. Oladela (1989) equally

observed that one of the major problems in the school system is that of

controlling the unwanted behaviour of students which in most cases is

not consistent with the school rules and regulations. General

observation of secondary schools today show that most students lack

discipline.

The term discipline means “training to act in accordance with rules

or behaviour in accord with rules of conduct” (Ani 2002). Ani sees

discipline as readiness or ability to respect authority and observe

conventional or established laws of the society or any organization. It

can therefore be said that discipline implies not only the ability of one to

exercise self control but also the ability to respect constituted authority

obey the rules and regulations of the society and conform with the norms

of any organization.

Ndu (1997) distinguish between self-imposed discipline and

discipline imposed by others.

Nduka and Eneasato (1998) opined that indiscipline is a behaviour that

totally neglects and ignores constituted authority leading to a situation

where established rules regulations norms laid down procedures and

patterns of normal behaviour are not observed in the day-to-day

activities of the individual or group. Okeke (1997) observed that the

misbehaviour of students range from casual to criminal. Such

misbehaviours or offences committed by students include: truancy

cheating in examination bullying drug and sex abuse rebellion rioting

destruction of school property stealing raping cultism lateness

loitering smoking absenteeism and even killing. Achilefu (1989) stated

that disruptive behaviour which is indiscipline is a legal concept

generally applied to children who exhibit behaviours that are punishable

by law. Indeed this act of indiscipline is affecting both schools and

society.

Obi (2004) described the features of the students of today saying

that the students of today are more conscious of their rights and freedom

are more sophisticated with their own ideas beliefs and values and want

to lead the society in which they live hence indiscipline flagrant

disobedience and disrespect for constituted authority organized violence

and demonstration mean nothing to them.

What bothers most well-meaning persons particularly in Enugu

Education Zone is that the ‘deluge’ that is threatening and almost

engulfing the entire structure of the society if left uncontrolled will affect

the society and the future of the children. Camwest (1990) asserted that

lack of discipline among students is one of the greatest problems faced

by schools today.

In summary indiscipline occurs and results when one refuses to

accept a systematic training through education which leads to a

disciplined mode of life that is in harmony with the rules of society. In

spite of the disciplinary measures employed by the principal students

still go out of order and thereby perform badly in their school work. The

disciplinary measures employed by principals are no longer suitable for

this jet age.

Ocho (1997) Opined that schools must have discipline in order to

achieve the aims of Nigerian education since there is no freedom

without discipline. Obi (2004) agreed with Ocho stressing that discipline

is one of the most crucial elements in the ethos of the school. Without

discipline the learning situation is hollow or even non- existent and the

products of such undisciplined situation are a threat to their home and

society. It was because of this that Obi (2004): stated “O ye who teach

the indigenous youth of the nations - I pray ye flog them upon all

occasions it mends their moral never mind the pain. It is only children

from cultured home that can be law abiding in the school.

When rules are made they are normally backed up with sanctions

for offenders and this is where punishments come to be used as

corrective measures. Ndu (1997) “cites section 9 (1) and (2) of the East

Central State of Nigeria Public Education Edict of 1974 which authorizes

the school to punish students under certain conditions”. For this purpose

although the problem of school violence and indiscipline have increased

tremendously in many schools of the society yet it could be controlled

by suitable administrative measures. Hence the need for principals who

are administrators to live up to expectation.

Ocho (1997) stressed that punishment is a widely applied method

of controlling behaviour in Nigerian and African communities. Parents

and teachers use punishment more often than any other method to

correct and control their children’s behaviour. Obi (2004) presents three

criteria upon which punishment should be assessed:- Retributive :

Kneel down; run; official dismissal; cancellation of examination results;

Isolation; flogging; Sit down on the floor; Repairs of property; stand up;

Report to the form master for late coming for the next one week and

suspension from school for persistent bullying.

Deterrent:

Scolding; Missing first lesson for late coming; Cutting of grasses;

Detention ; Picking refuse; washing school toilet; Warning; Changing a

student desk; Demotion; Ignoring; Withdrawal of classroom privileges;

bring parents to see the principal ; Imposition writing; Corporal

punishment; Sending a students to the principal and requiring the pupil

to re-do something correctly.

Reformative:

Suspension and expulsion; writing a letter of apology; self-management;

moral training; counseling of student; dismissed for 1 week in the term

for disobeying authority; name entered in log book; Not to be allowed to

participate in school activities; sweep the classroom; giving some

assignment to be shown to the form teacher and being sent out of the

class.

OLadele (1989) listed types of punishment to be given to students

while Obi (2004) states the criteria upon which the punishment should be

assessed. This enables the principals to use it to maintain discipline.

Champion (2005) stated that corporal punishment is among types

of punishment commonly used in schools. While Oladele (1989) listed

examples of punishing devices as follows: Scolding threats and

warning detention either before or after school sending a student to

principal isolation suspension flogging depriving the pupil of some

desirable privilege.

These are to be used by both principals and teachers in the

schools. The variables in this study are teachers and students which are

the dependent while the punishment is the independent variable. But

the ways they have had effect in maintaining discipline in schools are not

yet established. It is then necessary that the effect of punishment in

maintaining discipline is to be sought from the teachers and students

who are most often the recipients.

Statement of the Problem

The problem of lack of discipline as they affect secondary schools

is increasing everyday and is a cause of anxiety to most well-meaning

citizens of the country. The majority of disciplinary problems that might

confront school administrators originate in the home and the total school

environment and not just from the classroom instructional situation.

These disciplinary problems become very important when the variety of

situation from which they may spring is remembered.

There are more information from newspaper that authenticate this

issue of lack of discipline in the schools especially in the area of

examination malpractices. Adeyegba (1994) reported that a total of

151674 cases were recorded in SSCE throughout the country between

1991 and 1993.

Other problems include; bullying the younger ones vandalism

lateness truancy stealing fighting cultism loitering in the school

compound absenteeism deliberate breach of school rules and

regulations etc.

In order to address these problems among students school

principals engage themselves in different disciplinary measures like;

verbal reprimands withdrawal of privileges detention suspension

cutting of grasses while the classes are on sit down isolation

imposition writing flogging etc. Principals are doing the best they can

yet the act of lack of discipline is on the increase.

The chief administrator of the school and all the staff need to

scrutinize the administrative actions and procedures they adopt in

administering punishment. The problems therefore put in question form

is how do teachers and students perceive the effects of punishment in

maintaining discipline in schools.

Purpose of the Study

The main purpose of this study is to examine how teachers and students

perceive punishment as strategy for maintaining discipline in schools.

Specifically the study aims at determining the following:

1) how do teachers perceive the effect of retributive oriented