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Silva, Antônio Laércio Nunes da, and Maria Pricila Miranda dos Santos. "CAUSAS DA INDISCIPLINA ESCOLAR." Revista Ibero-Americana de Humanidades, Ciências e Educação 9, no. 9 (October 23, 2023): 3406–18. http://dx.doi.org/10.51891/rease.v9i9.11431.
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Trata-se de uma pesquisa bibliográfica com o intuito de refletir sobre as causas da indiscipline nas escolas, buscando elementos para implementar possíveis soluções e, principalmente, meios de prevenção. O problema de pesquisa que se apresenta é o seguinte: quais são as causas da indisciplinar escolar? O objetivo geral desse artigo é buscar as causas da indisciplina na escola, que muitas vezes limitam a aprendizagem e impõe obstáculos à prática docente. Como resultados, viu-se que a indisciplina possui causas variadas o que torna ainda mais complexa a tarefa de prevenir e minimizar tal comportamento no âmbito escolar. Até mesmo o professor quando apresenta conteúdos não condizentes com a realidade do aluno, tal descompasso de sintonia e contextualização podem fomentar a indisciplina.
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Salvi, Vinícius Lopes, Irene Lopes Salvi, and Okçana Battini. "A Percepção dos Alunos Frente ao Papel do Professor e a Questão da Indisciplina no Ensino Superior." Revista de Ensino, Educação e Ciências Humanas 18, no. 2 (July 24, 2017): 108. http://dx.doi.org/10.17921/2447-8733.2017v18n2p108-114.
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Estudos apontam a questão da indisciplina, em sala de aula, como um grande desafio no contexto escolar. Porém, poucos estudos discutem a questão da indisciplina nas salas de aula do Ensino Superior. Assim, este artigo tem como objetivo identificar, a partir da percepção dos alunos a existência ou não da relação entre a indisciplina em sala de aula e a autoridade do professor no Ensino Superior. Neste sentido, procurou-se primeiramentecompreender a questão da autoridade docente e sua relação com a indisciplina com base nas contribuições de Novais (2004), Aquino (2003), Gallandm (2010) e Morais (2001). A pesquisa foi realizada tendo como base uma abordagem qualitativa, por meio de um estudo de caso, sendo o instrumento de coleta de dados um questionário semiestruturado com 64 alunos formandos do curso de Administração de uma Universidade privada. Na percepção dos alunos, os fatores determinantes da indisciplina, em sala de aula, estão centrados na forma como o professor se posiciona, apontando que estes podem reduzir a indisciplina, em sala de aula, a partir de aulas mais dinâmicas e posicionamento com maior autoridade. Levantou-se também que, na visão dos alunos, a autoridade do professor é conquistada pelo domínio do conteúdo, pela boa entonação de voz e, principalmente, por atitudes que controlem a indisciplina em sala de aula, como a punição dos alunos, que não seguem as regras preestabelecidas no ambiente de aprendizagem. Assim, identificou-se que a postura do professor faz com que este tenha autoridade ou não em sala de aula e que isso influencia, diretamente, no nívelde indisciplina em sala de aula. A indisciplina no espaço de ensino denota a perda da autoridade do professor, aspecto que foi apontado nas falas dos discentes entrevistados, tendo em vista que o professor precisa retomar sua autoridade, ficando evidente nas colocações que os alunos universitários esperam uma postura autoritária do professor para conduzir as aulas de maneira mais produtiva.Palavras-chave: Autoridade. Indisciplina no Ensino Superior. Sala de Aula. AutoritarismoAbstractStudies associate the indiscipline issue in the classroom as a major challenge in the school context. However, few studies discuss the indiscipline issue in higher education classrooms. Thus, this article aims to identify, from the students’ point of view whether or not the relationship between indiscipline in the classroom and the Professor’s authority in higher education. Therefore, it wastried to first understand the teaching authority issue and its relationshipto discipline based on the contributions of Novais (2004), Aquino (2003), Galland (2010) and Morais (2001). The survey was carried out based on a qualitative approach, through a case study, using a semi-structured questionnaire with 64 course Administration Private University’ graduate students in the northern Paraná. According to the students’ point of view the the indiscipline determiants in the classroom are focused on how the teacher stands, indicating they may reduce indiscipline in the classroom from more dynamic classes and positioning with greater authority. It was also raised that, according to the students, the Professor’s authority is gained through the content domain by using a good tone of voice and mainly attitudes that control the classroom indiscipline such as students’ punishment who do not follow the predetermined rules at the learning environment. Thus, it was found out that the Professor’s position allows the same to have control or not overthe classroom and that this attitude directly influences the classroom indiscipline level. Indiscipline in the educational environment conveys a message that the Professor lost theauthority, which was appointed in the students’ speeches interviewed, due to the fact that the Professor must regain his or herauthority,and it is evident according to the college students’ opinions that they expect a Professor’s authoritarian in order toto conduct classes more productively.Keywords: Authority. Indiscipline. Classroom. Authoritarianism
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Souza, André Luiz Alvarenga de. "A Gestão para o Controle da Indisciplina Escolar no Século XXI." Revista de Ensino, Educação e Ciências Humanas 22, no. 4 (December 6, 2021): 475–81. http://dx.doi.org/10.17921/2447-8733.2021v22n4p475-481.
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ResumoEste estudo aborda a indisciplina escolar no século XXI, o objetivo principal foi o de apontar prováveis causas dos comportamentos da indisciplina dos estudantes, indicando atitudes pedagógicas que o professor poderia assumir para contribuir na diminuição da indisciplina. Partindo da hipótese de que o conjunto de fenômenos observáveis, que os professores agrupam sob o nome genérico de problemas de indisciplina, tem contribuído para uma retificação desse, isto é, para constituição de um fato que se chama indisciplina escolar. A metodologia é de natureza qualitativa, pois se trata de uma revisão sistemática da literatura do campo da Educação. A indisciplina pode surgir como alternativa ao seu insucesso escolar, procurando desse modo valorizar a sua relação com os outros. Este insucesso não se refere, exclusivamente, a disciplinas, mas também a valores, que esse estudante pensa ser assumido pela comunidade, e que o mesmo não vê refletido nele. Pode-se inferir, com base nas pesquisas realizados para compor este estudo, que os pais e professores precisam explicar as normas e regras aos seus filhos, ou seja, aos estudantes. Entende-se que o que pode estar ocorrendo é uma opressão, por parte dos pais e professores, que acabam sendo autoritários, bastante rígidos, controladores, primitivos e que valorizam, enormemente, as regras e as normas e, na maioria das vezes, deixam o fator humano de lado, pois o processo de ensino e aprendizagem vai muito mais além do que somente regras. Palavras-chave: Estudantes. Desafios Pedagógicos. Gestão Escolar. Professores. Indisciplina. AbstractThis study approaches school indiscipline in the 21st century, the main objective was to point out probable causes of students’ indiscipline behavior, indicating pedagogical attitudes that the teacher could assume to contribute to the indiscipline reduction. Based on the hypothesis that the set of observable phenomena that teachers group under the generic name of indiscipline problems, has contributed to their rectification, that is, to the constitution of a fact called school indiscipline. The methodology is qualitative in nature, as it is a literature systematic review in the Education field. Indiscipline can appear as an alternative to their school failure, thus seeking to value their relationship with others. This failure does not refer exclusively to subjects, but also to values, and hence, this student thinks to be assumed by the community, and which he or she does not see reflected in him or her. It is possible to infer, based on the research carried out to compose this study, that parents and teachers need to explain the standards and rules to their children, that is, students. It is understood that what may be happening is an oppression by parents and teachers who end up being authoritarian, quite rigid, controlling, primitive and who greatly value the rules and standards and most of the times leaving the human factor aside, as the process teaching and learning goes far beyond just rules. Keywords: Students. Pedagogical Challenges. School management. Teachers. Indiscipline.
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Pereira, Luiz Antonio, Lílian Aparecida Ferreira, and Glauco Nunes Souto Ramos. "Percepções e reflexões de estudantes sobre indisciplina em aulas de educação física." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 5, no. 1 (April 29, 2021): 123–33. http://dx.doi.org/10.29181/2594-6463-2021-v5-n1-secesp-p123-133.
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Resumo Os objetivos da pesquisa foram identificar situações de indisciplina em uma turma do 5º ano do ensino fundamental e analisar percepções e reflexões dos estudantes sobre a temática a partir de ações didático-pedagógicas. A investigação caracterizou-se pela pesquisa-ação e os instrumentos de coleta de dados foram: diários de aula e rodas de conversa. Foram identificadas situações de bagunça, conversas paralelas, agressões verbais e xingamentos. Notou-se certa resistência por parte de alguns estudantes para perceber como problematizar a indisciplina nas aulas. Alunos e professor, conjuntamente, construíram regras de convivência e diversos jogos de cooperação que buscaram despertar respeito pelo outro, compromisso e responsabilidade. A promoção de uma proposta de enfrentamento da indisciplina não deve vir acompanhada da ilusão de que os conteúdos em si vão resolver os problemas. É importante que o professor tenha claro que os resultados demandam tempo, exigindo paciência e comprometimento.Palavras-chave: Educação Física Escolar. Indisciplina. Jogos de Cooperação. Student perceptions and reflections on indiscipline in physical education classes Abstract The objectives of the research were to identify situations of indiscipline in a class of the 5th year of elementary school and to analyze students' perceptions and reflections on the theme from didactic-pedagogical actions. The investigation was characterized by action research and the data collection instruments were: class diaries and conversation circles. Messy situations, side conversations, verbal aggressions and name-calling were identified. Some resistance was noted by some students to understand how to problematize indiscipline in class. Students and teacher, together, built rules of coexistence and several games of cooperation that sought to awaken respect for others, commitment and responsibility. The promotion of a proposal to confront indiscipline must not be accompanied by the illusion that the content itself will solve the problems. It is important that the teacher is clear that the results take time, requiring patience and commitment.Keywords: School Physical Education. Indiscipline. Cooperation Games. Percepciones y reflexiones de los estudiantes sobre la indisciplina en las clases de educación física Resumen Los objetivos de la investigación fueron identificar situaciones de indisciplina en una clase de 5º año de primaria y analizar las percepciones y reflexiones de los estudiantes sobre el tema a partir de acciones didáctico-pedagógicas. La investigación se caracterizó por la investigación acción y los instrumentos de recolección de datos fueron: diarios de clase y círculos de conversación. Se identificaron situaciones desordenadas, conversaciones secundarias, agresiones verbales y apodos. Algunos estudiantes notaron cierta resistencia a entender cómo problematizar la indisciplina en clase. Alumnos y docente, juntos, construyeron reglas de convivencia y varios juegos de cooperación que buscaban despertar el respeto por los demás, el compromiso y la responsabilidad. La promoción de una propuesta para enfrentar la indisciplina no debe ir acompañada de la ilusión de que el propio contenido resolverá los problemas. Es importante que el profesor tenga claro que los resultados llevan tiempo, requiriendo paciencia y compromiso.Palabras clave: Educación Física Escolar. Indisciplina. Juegos de Cooperación.
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Saini, Pankaj, Neetu Jain, Seema Chaudhary, and Shradha Vernekar. "Student behaviour: Indiscipline in class room." Journal of Statistics & Management Systems 26, no. 3 (2023): 419–33. http://dx.doi.org/10.47974/jsms-1036.
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Purpose – The purpose of this study is to investigate the causes of student indiscipline in the classroom and how this issue has been perceived in relation to other demographic criteria such as income class group, educational background, culture, family discipline, spirituality, food preference, and so on. The reasons for indiscipline have been classified into four categories: factors relating to the students, teachers, institutions, and society that compromise students’ ability to learn in the classroom. Methodology – Explorative and descriptive research design used for a sample size of 500 from respondents of Delhi using convenience sampling. Findings & Suggestions – Factors of student indiscipline has been reported in the study are attention seeking and peer appreciation, disorganized families a lack of dependency on the instructor, the teacher’s leniency, poor communication, low student–teacher ratio, poor infrastructure, deteriorating social values. The same students have been found to be involved in a variety of indisciplined activities. In comparison to students from service families, students from business families complain more about poor infrastructure and believe it is one of the most significant causes of indiscipline. Personality development classes per week can address the indiscipline problem. Scope & Limitations – Research has not covered the outside class room indiscipline as a theoretical concept deficient and limited in scope in private and deemed universities as also higher educational institutions in India. Time dimension of study is cross-sectional which cannot predict any pattern.
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Afifah, Fitria Nur, and Samir Mahmoud. "Ratib Al-Attas Dhikr Therapy as a Ta'zir for Female Santri Indiscipline." JOUSIP: Journal of Sufism and Psychotherapy 4, no. 1 (May 31, 2024): 41–54. http://dx.doi.org/10.28918/jousip.v4i1.8611.
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Student discipline is not influenced by personality factors, students who have good personalities are not completely good, because these students still commit violations, especially in the aspect of indiscipline. The aim of this research is to determine the implementation of Ratib al-Attas dhikr therapy at the Islamic Boarding School of Salafiyah Syafi'i Akrom, Pekalongan City and to determine the discipline of the students before and after carrying out the Ratib al-Attas dhikr therapy as a ta'zir for female santri indiscipline at the Islamic Boarding School of Salafiyah Syafi'i Akrom, Pekalongan City. This research uses a qualitative approach with a field research type of research. Data collection was carried out by observation, interviews and documentation. By using data analysis techniques using the Miles and Huberman model, namely: data collection stage, data reduction stage, data presentation stage, and conclusion stage. The results of this research indicate that Ratib al-Attas dhikr therapy as a ta'zir for female santri indiscipline at the Islamic Boarding School of Salafiyah Syafi'i Akrom, Pekalongan City includes three stages, namely the initial stage (conditioning), the middle stage (implementation) and the final stage (evaluation). The indiscipline of students before and after carrying out Ratib al-Attas dhikr therapy at the Islamic Boarding School of Salafiyah Syafi'i Akrom, Pekalongan City, experienced different changes. The first and second santri insisted not to repeat their indiscipline again in the future. In the third and fourth students, they felt normal after doing Ratib al-Attas dhikr therapy. The fifth subject felt increasingly challenged to be indisciplined again.
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Jackson, Reginald. "Solidarity’s Indiscipline." boundary 2 46, no. 3 (August 1, 2019): 65–88. http://dx.doi.org/10.1215/01903659-7614147.
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This essay charts Masao Miyoshi’s shifting relation to the university as he both imagined it and intervened within it. I examine an incident in which Miyoshi heeded a graduate student’s request for help in contesting unfair treatment. This incident represents a crucible that prefigured developments within Miyoshi’s critical consciousness, particularly regarding pursuits of justice within and beyond the university. I argue that Miyoshi’s pedagogical commitment to justice for students nourished his skepticism toward academic discipline—in theory and practice. This enduring commitment led him to foster relationships of solidarity with students and colleagues that celebrated a critical indiscipline exceeding academia’s established partitions. I take up the question of teaching to chart how it shapes notions of academic territory, valuation, exploitation, and resistance in Miyoshi’s scholarship. My hope is that this preliminary consideration of pedagogical legacy thickens our sense of his commitments to foreground resources for future work.
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Resende Ottoni, Maria Aparecida, and Monithelli Aparecida Estevão de Moura. "A representação da indisciplina escolar em revistas brasileiras: uma análise discursiva crítica (The school indiscipline representation in brazilian magazines: a critical discursive analysis)." Estudos da Língua(gem) 12, no. 2 (December 30, 2014): 255. http://dx.doi.org/10.22481/el.v12i2.1264.
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Apresentamos resultados parciais de uma pesquisa, na qual analisamos a representação discursiva da indisciplina escolar em gêneros publicados em duas revistas de circulação nacional, voltadas para professores, e em duas voltadas para leitores em geral. Para isso, apoiamo-nos nos pressupostos teóricos da Análise de Discurso Crítica. Os resultados mostram que as vozes dos alunos e de seus responsáveis não são incluídas nos textos. Quanto à voz dos professores, ela é incluída apenas nas revistas voltadas para leitores em geral. Contudo, na maioria das ocorrências, colabora para a construção de uma representação identitária enfraquecida desses atores sociais. PALAVRAS-CHAVE: Indisciplina Escolar. Representação. Intertextualidade. Interdiscursividade. Análise de Discurso Crítica.
ABSTRACT We present the partial results of a study, in which we examine the discursive representation of school indiscipline in two genres published in two national magazines for teachers, and in two magazines made for readers in general. For this, we apply the theoretical assumptions of Critical Discourse Analysis. The results show that the voices of students and their parents are not included in the texts. In relation to the voice of teachers, it is included only in magazines made for readers in general. However, in most instances, it collaborates to construct a weakened identity representation for these social actors.KEYWORDS: School Indiscipline. Representation. Intertextuality. Interdiscursivity. Critical Discourse Analysis.
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Capitant, Sylvie. "L’interdisciplinarité comme indiscipline." Anthropologie et Sociétés 37, no. 1 (June 6, 2013): 117–36. http://dx.doi.org/10.7202/1016150ar.
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La pratique interdisciplinaire est une pratique quotidienne du chercheur qui le conduit à cheminer par des contre-allées, à prendre de la distance par rapport à son corpus disciplinaire de référence et à interroger la fragilité des frontières. Cela demande parfois de l’indiscipline et suscite des moments de frilosité scientifique. Cet article soutient ce cheminement indiscipliné en revenant sur trois actes d’indisciplinarité menés au cours d’une recherche sur les médias au Burkina Faso et qui se sont avérés d’une grande portée : remise en cause de la relégation à la périphérie de la sociologie de la communication de l’étude des médias en Afrique ; adoption d’une méthode anthropologique et recours à la sociolinguistique pour faire parler les matériaux de recherche.
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Goodrich, Peter. "Intellection and Indiscipline." Journal of Law and Society 36, no. 4 (December 2009): 460–80. http://dx.doi.org/10.1111/j.1467-6478.2009.00479.x.
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Sousa, Maria Emilly Bezerra, and Aurelania Maria De Carvalho Menezes. "A Indisciplina na Educação de Jovens e Adultos: Causas e Consequências / Indiscipline in Youth and Adult Education: Causes and Consequences." ID on line. Revista de psicologia 15, no. 58 (December 30, 2021): 717–25. http://dx.doi.org/10.14295/idonline.v15i58.3356.
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Resumo: O principal objetivo do artigo é enfatizar a indisciplina na modalidade EJA dentre suas causas e consequências. O tema traz consigo uma abordagem bastante enriquecedora sobre como observar e lidar com estas determinadas situações presentes no cotidiano escolar. A modalidade EJA é uma proposta de ensino que atende um determinado público bastante adversa, por se tratar de alunos que de uma maneira ou outra não finalizaram os estudos no tempo certo. E a indisciplina vem sendo explanada com frequência nos grupos docentes, porém sem nenhuma perspectiva de metodologias para conseguir driblar tal questão sobre o ensino. As bases teóricas para a construção do artigo discorrem de citações e argumentos em teóricos bastantes influenciadores na perspectiva abordada, vindo ao encontro de autores como FREIRE (2001), MATOS (2012), SANTOS (2012) dentre outros, além de informações com veracidade em cima das Leis educacionais como a LDB e CNE, além de afirmações de minha autoria sobre todo o estudado mediante a pesquisa. O processo metodológico para a construção discorre de estudo analítico e observação crítica acerca do conteúdo a ser pesquisado por meio de uma pesquisa de caráter qualitativo em estudo bibliográfico a respeito do tema. Os resultados apresentados no entorno do artigo surgem como possíveis respostas e hipóteses à problemática apresentada, dentre suas aquisições, uma nova perspectiva de formação para professores com problemas atuais na sala de aulas, assim como observar os diversos tipos de indisciplina escolar apresentados na modalidade EJA. Ao concluir o estudo, fica a oportunidade de querer buscar mais informações do tema a fim de aprofundar ainda mais o conhecimento e transformar em metodologias para um melhor ensino aprendizagem na EJA. Palavras-Chave: Educação; Educação de Jovens e Adultos; Indisciplina. Abstract: The main aim of the article is to emphasize indiscipline in the EJA modality among its causes and consequences. The theme brings with it a very enriching approach on how to observe and deal with these certain situations present in everyday school life. The EJA modality is a teaching proposal that caters to a very adverse audience, as they are students who, in one way or another, did not finish their studies at the right time. And indiscipline has been frequently explained in the teaching groups, but without any perspective of methodologies to get around this issue about teaching. The theoretical bases for the construction of the article are based on citations and arguments in theorists who are quite influential in the perspective addressed, coming to the meeting of authors such as FREIRE (2001), MATOS (2012), SANTOS (2012) among others, as well as truthful information in above the educational laws such as the LDB and CNE, in addition to statements of my authorship about everything studied through the research. The methodological process for the construction is based on an analytical study and critical observation about the content to be researched through qualitative research in a bibliographical study about the subject. The results presented around the article appear as possible answers and hypotheses to the problem presented, among its acquisitions, a new perspective of training for teachers with current problems in the classroom, as well as observing the different types of school indiscipline presented in the EJA modality. Upon completing the study, there is the opportunity to seek more information on the topic in order to further deepen the knowledge and transform it into methodologies for better teaching and learning in EJA.Keywords: Education. Youth and Adult Education. Indiscipline.
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Melo dos Anjos, Valdemir. "INDISCIPLINE IN THE EARLY GRADES OF FUNDAMENTAL EDUCATION AT ESCOLA MUNICIPAL RAIMUNDO ROBERTO DE CARVALHO." Revista Gênero e Interdisciplinaridade 5, no. 03 (May 18, 2024): 82–99. http://dx.doi.org/10.51249/gei.v5i03.2058.
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The present study have to address the topic of indiscipline, which is very pertinent and much discussed in the educational field, because the indiscipline issues in the school caused by the students have left many education professionals worried. Since the indiscipline runs through all segments of basic education, thinking about some possible solutions, through the theme, the following question came up: What are the challenges of the teacher of the initial series of Basic Education I of the Raimundo Roberto de Carvalho School to promote the fight to indiscipline? This article has as general objective: to know the challenges of the teacher of the initial series of Elementary School I to promote the fight against indiscipline. The article proposed and analyzed the causes and effects of indiscipline in the initial series, being used evaluation techniques, for it allows a greater observation of the subject in question, having as stages of the research: bibliographical survey and theoretical-methodological deepening. The subject proposed by the researcher has relevance for teaching praxis since it can promote an analysis of strategies for coping with indiscipline in the school environment. As for the lack of limits, several ideas arise that support this fact as: family disruption, conflicts and social issues, as well as the disorders of global development.
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Chikoyo, Rashid A., Gabriel K. Nzalayaimisi, and Godfrey G. Telli. "The Influence of Indiscipline on Teacher’s Attrition in Public Secondary Schools in Kilimanjaro and Manyara Regions, Tanzania." African Journal of Accounting and Social Science Studies 4, no. 1 (August 18, 2022): 344–63. http://dx.doi.org/10.4314/ajasss.v4i1.18.
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This paper intended to assess the influence of indiscipline on teacher attrition in public secondary schools in Kilimanjaro and Manyara regions. Specifically, the paper aimed at examining the indiscipline cases that cause teachers’ attrition; examine the frequency of cases on indiscipline issues; and the measures taken to address indiscipline cases. The paper was guided by motivation theory based on conduct for efficient management and administration of punishment to violators. The study employed cross section research design with mixed approaches. The sample size of the study was 140 respondents. Simple random and snow ball sampling was used to select in-service and teachers who left teaching respectively. Quantitative data were analysed using descriptive and binary logistic regression. The findings revealed that examination malpractices, student sex harassment and truancy influenced teacher attrition. Among the measures taken were: transfer, summary dismissal and reduction in salary that led to teachers quitting teaching. As for frequency of indiscipline cases among teachers, the study revealed the mean score of indiscipline as above 50 per cent which revealed that the variable influences teacher attrition. The study concludes that indiscipline cases influences teacher attrition. The study recommends to the President’s Office Regional Administration and Local Government to improve teachers discipline by equipping Teacher Service Commission staff with all necessary inputs to supervise accordingly. School management should remind their staff on professional code of ethics, and the Government should execute the law number 3 of 1972 for teachers who engaged in indiscipline cases by imposing severe punishment to offenders.
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Lasisi, Adekola Kamil, and Moses Adeleke Adeoye. "The role of guidance and counselling services in addressing indiscipline among secondary school students in Nigeria." Journal of Educational Management and Instruction (JEMIN) 3, no. 2 (February 28, 2024): 86–94. http://dx.doi.org/10.22515/jemin.v3i2.8425.
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This study examines the correlation between guidance and counselling services and senior students' indiscipline in Ilorin South Local Government Area. The research utilized a correlational approach, collecting data through questionnaires distributed to 150 senior students in selected schools out of 67 secondary schools in Ilorin South LGA. The findings indicate a significant relationship between the availability and effectiveness of guidance and counselling services and the prevalence of indiscipline among senior students. The study revealed that there is a significant relationship between appraisal service and indiscipline among secondary school students in Ilorin South LGA. It also shows that there is a significant relationship between guidance counselling services and senior students’ indiscipline in Ilorin South LGA and there is a significant relationship between guidance information service and senior students’ indiscipline in Ilorin South L.G.A. The study highlights the importance of these support services in addressing indiscipline issues and emphasizes the need for their proper implementation to foster a disciplined and conducive learning environment. It was recommended that Raise awareness about the importance of guidance and counselling services and reduce any stigma associated with seeking help. Students should feel comfortable seeking assistance without fear of judgment or discrimination.
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Livia Maria Franco Moreira dos Santos. "A NECESSARY REFLECTION ON: DISCIPLINE AND INDISCIPLINE IN THE CLASSROOM." Revista Educ@ção Científica 4, no. 7 (May 30, 2020): 843–53. http://dx.doi.org/10.46616/rce.v4i7.97.
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This text deals with the issue regarding discipline and indiscipline in the context of teaching Brazilian education, the role of didactics in teacher education, as well as the role of school and family along with the issue that permeates teaching which is discipline and indiscipline. In this way, the text deals with a literature review on the subject, through an analytical descriptive dialectic, with the objective of identifying, analyzing and reflecting the issues of discipline and indiscipline. The discussion showed that indiscipline is one of the biggest and most serious problems in the school environment, as it has the contribution of the school, teachers, students and family. The undisciplined behavior of the student is present throughout the school trajectory and stage, thus indicating indiscipline as one of the deficiencies of the pedagogical process due to compromising the students' learning, affecting their emotional stability and the performance of the teachers and the student.
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Anzalena, Ria, Syahril Yusuf, and Lukman Lukman. "Faktor Penyebab Indisipliner Siswa dalam Mematuhi Tata Tertib di Sekolah Dasar." Jurnal PGSD 12, no. 2 (November 28, 2019): 123–32. http://dx.doi.org/10.33369/pgsd.12.2.123-132.
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This study aimed to describe the form- student disciplinary form, factors that cause indiscipline students and how to deal with indiscipline behavior of students in keeping order in the Primary School. The approach and type of research is descriptive qualitative. Subjects were high grade students who often do indiscipline in keeping order in the Primary School. The data collection techniques through observation, interviews and documentation. Credibility test data through triangulation. The data have been analyzed through data reduction, data presentation and conclusion. The results of this research are: 1) The form of disciplinary students to comply with the rules in elementary school are most often violated is in dress, students still often do not put clothes into the violations that are not observed are meroko school environment 2) Factors that cause behavior indiscipline students in keeping order in the Elementary School that is, a) internal factors and b) external factors which consisted of factors than others, economic factors and factors of social media, every student has different factors in conducting disciplinary, 3) How to deal with indiscipline Elementary School students has been implemented through the example and habituation. Based on the results of this study concluded that the causes of indiscipline every student is different to that teachers should increase attention to the students and always carry out the recording of the students who do indiscipline so that students are more disciplined and the rules and the penalties were further optimized in accordance with the development of students.
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Tribe, John. "The indiscipline of tourism." Annals of Tourism Research 24, no. 3 (January 1997): 638–57. http://dx.doi.org/10.1016/s0160-7383(97)00020-0.
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Odebode, Aminat Adeola. "Causes of Indiscipline Among Students as Viewed by Primary School Teachers in Nigeria." Mimbar Sekolah Dasar 6, no. 1 (April 8, 2019): 126. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15217.
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Indiscipline among students in Nigerian schools remained a source of great concern to stakeholders as it had caused a lot of mental, emotional and physical damage in the society. This research investigated the causes of indiscipline among students as viewed by primary school teachers in Nigeria. The research also examined the influence of gender, school locale, years of teaching experience and educational attainment on the respondents’ views. In addition, this research employed a descriptive survey method. A total of 200 primary school teachers in Nigeria participated in the research. They responded to a researcher-designed questionnaire entitled ‘Causes of Indiscipline Questionnaire’ (CIQ). Then, the psychometric properties of the instrument were established and the collected data were analyzed using both descriptive and inferential statistics. Furthermore, the findings showed that the causes of indiscipline among students as viewed by primary school teachers in Nigeria were societal, governmental, parental, school and students factors respectively. In view of the findings, it is recommended that government and school administrators should formulate policies in schools to curb indiscipline among students.
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Odebode, Aminat Adeola. "Causes of Indiscipline Among Students as Viewed by Primary School Teachers in Nigeria." Mimbar Sekolah Dasar 6, no. 1 (April 8, 2019): 126–40. http://dx.doi.org/10.53400/mimbar-sd.v6i1.15217.
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Indiscipline among students in Nigerian schools remained a source of great concern to stakeholders as it had caused a lot of mental, emotional and physical damage in the society. This research investigated the causes of indiscipline among students as viewed by primary school teachers in Nigeria. The research also examined the influence of gender, school locale, years of teaching experience and educational attainment on the respondents’ views. In addition, this research employed a descriptive survey method. A total of 200 primary school teachers in Nigeria participated in the research. They responded to a researcher-designed questionnaire entitled ‘Causes of Indiscipline Questionnaire’ (CIQ). Then, the psychometric properties of the instrument were established and the collected data were analyzed using both descriptive and inferential statistics. Furthermore, the findings showed that the causes of indiscipline among students as viewed by primary school teachers in Nigeria were societal, governmental, parental, school and students factors respectively. In view of the findings, it is recommended that government and school administrators should formulate policies in schools to curb indiscipline among students.
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Adeleke, Taiwo Ebenezer, and B. O. Emunemu. "Peer pressure, home and school factors predisposing secondary school student to indiscipline in Bwari Area Council Abuja, Nigeria." Integrity Journal of Education and Training 5, no. 1 (April 30, 2021): 11–16. http://dx.doi.org/10.31248/ijet2020.083.
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This study investigated peer pressure, home, and school factors predisposing secondary school students to indiscipline in the Bwari area of Abuja. A descriptive survey research design of the correlation type was adopted for the study. The total population consisted of all secondary school students in the study area. Two hundred and fifty (250) students were sampled for the study, using a simple random sampling technique. Five research questions were raised and answered. Two self-constructed research instruments were used for the study, the first is titled predisposing factors to indiscipline questionnaire (PFIQ) and student indiscipline questionnaire (SIQ), and the two instruments yielded 0.84 and 0.81 reliability coefficients respectively. The result revealed that stealing and smuggling mobile phones to school are common indiscipline acts among secondary school students. Home factor, peer influence, and school factor was jointly contributed to indiscipline in senior secondary school in the Bwari area council Abuja. The researcher recommended that stakeholders should make sure that both home and school factors surrounding students are highly positive to influence their lives and raise disciplined students in our society.
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Kamara, Yusufu, Burhanuddin Burhanuddin, Asep Sunandar, and Wusu Kargbo. "School-based Factors Contributing to Students’ Indiscipline Behavior at Public Schools." International Research-Based Education Journal 6, no. 2 (June 7, 2024): 199. http://dx.doi.org/10.17977/um043v6i2p199-233.
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This research investigates the School-based factors contributing to students' indiscipline behavior at public schools. The researcher uses a qualitative research approach method. Therefore, the method involves synthesizing existing literature related to this topic. The article delves into the complexity of indiscipline, identifying school-based factors which include School Leadership, and Administration, Curriculum, and Teaching Methods, Poor Teachers Students Relationship, Overcrowded Classroom, School Climate and Culture, Curriculum and Teaching Methods Limited Parental Involvement as causes that disrupt a conducive learning environment. Indiscipline encompasses actions deviating from accepted standards, leading to disorder and misconduct in various settings, especially public schools. In educational settings, it involves students disregarding rules, disruptive behavior, and violating codes of conduct. Indiscipline poses challenges to education systems and student development. The study identifies school-based factors which include crowded classrooms, lack of effective school leadership, lack of motivation, and many more as the most problematic school-based factors that influence students' indiscipline behavior at public schools. The article emphasizes the ongoing need for efforts from educational stakeholders to improve the situation.
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Silva, Antônio Laércio Nunes da, and Maria Pricila Miranda dos Santos. "INDISCIPLINA: UM DESAFIO QUE A ESCOLA PRECISA SUPERAR." Revista Ibero-Americana de Humanidades, Ciências e Educação 9, no. 10 (November 23, 2023): 4539–50. http://dx.doi.org/10.51891/rease.v9i10.12000.
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Entende-se que a disciplina seja um comportamento nobre na pessoa, noe entanto, uma série de circunstâncias impõem desafios aos docentes que se defrontam com estudantes indisciplinados. A razão desses comportamentos é multifacetada e nesse artigo busca-se compreender suas consequências e a forma como a família pode atuar no sentido de minimizar os efeitos da indiscipline escolar. O objetivo geral dessa pesquisa analisar as consequências da indisciplina na escola, examinando seus impactos sobre o ambiente educacional, o desempenho acadêmico dos estudantes e as relações interpessoais no contexto escolar. Nesse sentido, optou-se pela pesquisa bibliográfica para buscar luz junto aos autores especialistas tanto no Brasil quanto no exterior que tenham se debruçado sobre o assunto. Entende-se que o enfrentamento eficaz da indisciplina na escola demanda uma abordagem integrada, que envolve não apenas as práticas pedagógicas no ambiente escolar, mas também a colaboração ativa e consciente das famílias.
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Blegur, Jusuf. "STUDENTS’ BEHAVIOUR OF INDISCIPLINE SYNDROME IN TEACHING AND LEARNING PROCESS." Educational Administration Research and Review 1, no. 2 (November 29, 2019): 73–79. http://dx.doi.org/10.17509/earr.v1i2.21421.
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This study reported the discovery and identification of behavioral syndrome of students’ indiscipline in teaching and learning process. For this purpose, researcher used qualitative approach of phenomenology. The study involved 9 subjects determined by purposive sampling for the phenomenon of indiscipline were more dominated by those subjects. Four techniques have been used to collect the data: participation-observation, in-depth interviews, field notes, and documentation. The results indicated that the behavioral syndrome of indiscipline is influenced by premature (imature) self-concept, determination of multidimensional environment, keeping and building a societal relationship in communities, as well as teachers’ attitude and behavior as a direct model. Therefore, teachers should give the exemplary cognition, affection, psychomotor, as well as should be truthful and orderly socially so that the students’ behaviour of indiscipline can be reduced to a good quality of learning.
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Silva, Luciano Campos da, and Daniel Abud Seabra Matos. "Indisciplina no PISA: entre o intra e o extraescolar." Estudos em Avaliação Educacional 28, no. 68 (August 31, 2017): 382. http://dx.doi.org/10.18222/eae.v28i68.4590.
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<p>São objetivos deste trabalho: analisar o fenômeno da indisciplina escolar por meio dos dados do PISA 2012; aplicar um modelo de regressão linear multinível tendo o clima disciplinar como variável dependente; e identificar fatores explicativos intra e extraescolares associados à indisciplina. A contribuição mais significativa deste trabalho é apontar que a indisciplina parece ser mais dependente de fatores intra do que extraescolares. Variáveis clássicas como nível socioeconômico, tipo de escola e gênero não apresentaram poder explicativo sobre a indisciplina, o que tenciona a tese de que o fenômeno se associaria diretamente à origem social dos estudantes. A proporção de repetentes da escola se mostrou o fator de maior impacto na indisciplina.</p><p><strong>Palavras-chave:</strong> Indisciplina Escolar; PISA; Regressão Linear Multinível; Comportamento do Aluno.</p><p> </p><p><strong><em>Indisciplina en el PISA: entre lo intra y lo extraescolar</em></strong></p><p><em>Son los siguientes los objetivos de este trabajo: analizar el fenómeno de la indisciplina escolar por medio de los datos del PISA 2012; aplicar un modelo de regresión lineal multinivel con el clima disciplinar como variable dependiente; e identificar factores explicativos intra y extraescolares asociados a la indisciplina. La contribución más significativa de este trabajo es la de señalar que la indisciplina parece ser más dependiente de factores intra que extraescolares. Variables clásicas como el nivel socioeconómico, el tipo de escuela y el género no presentaron poder explicativo sobre la indisciplina, lo que proyecta la tesis de que el fenómeno se asociaría directamente al origen social de los estudiantes. La proporción de repetidores de la escuela se mostró el factor de mayor impacto en la indisciplina.</em></p><p><em><strong>Palabras-clave:</strong> Indisciplina Escolar; PISA; Regresión Lineal Multinivel; Comportamiento del Alumno.</em></p><p><em> </em></p><p><strong><em>Indiscipline in PISA: between intra- and extra-school factors</em></strong></p><p><em>This study aims to analyze the phenomenon of school discipline using data from the PISA 2012; to apply a multilevel linear regression model considering the disciplinary climate as the dependent variable and to identify explanatory intra and extra-school factors associated with discipline. The most significant contribution of this paper is to point out that the discipline issue seems to be more dependent on intra than extra school factors. Classical variables such as socioeconomic status, type of school and gender had no influence on discipline, presupposing the idea that the phenomenon is directly associated to students’ social background. The proportion of repeat students in school proved to be the factor of greatest impact on discipline.</em></p><p><em><strong>Keywords:</strong> School Indiscipline; PISA; Multilevel Linear Regression; Student Behavior.</em></p>
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Munn, Pamela, Margaret Johnstone, and Stephen Sharp. "Is Indiscipline Getting Worse? Scottish Teachers’ Perceptions of Indiscipline in 1990 and 1996." Scottish Educational Review 30, no. 2 (March 18, 1998): 157–72. http://dx.doi.org/10.1163/27730840-03002007.
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This paper compares secondary school teachers’ perceptions of indiscipline in 1990 and 1996. It also presents information on primary teachers’ perceptions of indiscipline. Perceptions were derived from three surveys, sample sizes being 883 secondary teachers in 1990 and 561 secondary teachers and 825 primary teachers in 1996. Misbehaviours which were most common in secondary schools in 1990 remained the most common in 1996. These were typically low level, such as talking out of turn or eating in class. Violence against teachers was rare both in 1990 and 1996. There was a statistically significant finding about verbal abuse which teachers encountered towards them around the school. If this reflects a genuine change, it represents a rather more serious trend towards challenging behaviour around the school. The findings are placed in the context of research on indiscipline and in the policy context of social exclusion and target setting.
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Odebode, Adeola Aminat. "Views of Nigerian Teachers on Strategies for Curbing Indiscipline: Implications for Counselling Practices." Mimbar Sekolah Dasar 7, no. 1 (April 26, 2020): 30–42. http://dx.doi.org/10.17509/mimbar-sd.v7i1.23477.
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This study investigated the strategies for curbing indiscipline in elementary school teachers in Nigeria. It also examined the influence of gender, years in service and educational qualification on the respondents’ expressions. This study employed a descriptive analysis of 200 elementary school teachers as participants. An instrument to analyze the data was developed, named ‘Strategies for Curbing Indiscipline Questionnaire” (SCIQ). The psychometric properties of the instrument were developed. Data were analyzed with both descriptive and inferential statistics. The result showed that the use of the approach to promote acceptable behaviours considered successful. As the result, school authorities being good models, giving moral education in schools, adopting behavioural such as punishment, high parental supervision and referral to appropriate helping personnel are some of the strategies that could be used to curb indiscipline among students. It is, therefore, recommended that behaviour modification strategies should be adopted to curb indiscipline among students.
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Umeji, Ifeoma Chinyere. "Challenges faced by head teachers in the management of students' indiscipline in secondary schools in Anambra State." Edumania-An International Multidisciplinary Journal 02, no. 04 (October 1, 2024): 3–16. http://dx.doi.org/10.59231/edumania/9069.
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This study explores the challenges encountered by head teachers in managing students’ indiscipline in secondary schools in Anambra State, Nigeria. Using a descriptive research design, data were collected from head teachers through structured questionnaires and semi-structured interviews. The study revealed several challenges, including difficulties in identifying root causes of indiscipline, ensuring consistency in disciplinary actions, addressing peer pressure and social dynamics, and managing large class sizes. Despite these challenges, head teachers implemented various strategies to manage indiscipline, including fostering positive relationships, encouraging open communication channels, offering counseling and support services, and promoting student involvement in decision-making processes. The findings underscore the importance of proactive interventions and collaborative efforts among school stakeholders to address indiscipline effectively. This study contributes to the existing literature by providing insights into the unique challenges faced by head teachers in Anambra State and offers recommendations for improving disciplinary practices in secondary schools.
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Jackson, Kenneth David. "Murilo Mendes, a disciplina do indisciplinado." Elyra, no. 17 (2021): 103–12. http://dx.doi.org/10.21747/2182-8954/ely17a7.
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With the rebelliousness characteristic of his self-description as an “experimental youth,” Murilo Mendes creates a critical distance between his poetic consciousness and his liberty of action. With the term, he retrospectively characterizes his entire literary production, from the poetry of the 1930s to the 1960s and 70s. To be indisciplined is to challenge norms and introduce thematic and graphic innovations, such as linguistic play, kitsch, graffiti, miniaturization and new tendencies of visual arts and electronic communications. Murilo is always attentive to the independence of the word and the musicality of poetry. Indiscipline is his self-described source of expression and method, thus a discipline in reverse that motives his poetic imagination
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Umeji, Ifeoma Chinyere. "Challenges Encountered by Head Teachers in the Administration of Pupils' Indiscipline in Primary Schools in Anambra State." Journal of Education and Teacher Training Innovation 2, no. 1 (October 7, 2024): 47–58. http://dx.doi.org/10.61227/jetti.v2i1.109.
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This study investigates the difficulties experienced by head teachers in dealing with pupils' indiscipline in primary schools in Anambra State, Nigeria. Utilizing an unmistakable examination plan, information was gathered from head teachers through organized polls and semi-organized interviews. The study uncovered a few difficulties, remembering troubles for recognizing main drivers of indiscipline, guaranteeing consistency in disciplinary activities, tending to peer strain and social elements, and overseeing huge class sizes. Regardless of these difficulties, head teachers executed different systems to oversee indiscipline, including cultivating positive connections, empowering open correspondence channels, offering advising and support benefits, and advancing pupil contribution in dynamic cycles. The findings highlight the significance of proactive intercessions and cooperative endeavors among school partners to actually address indiscipline. This study adds to the current writing by giving bits of knowledge into the one of a kind difficulties encountered by head teachers in Anambra State and gives proposals for working on disciplinary practices in primary schools
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Matthew, Ige Akindele. "Reflections on the Use of Corporal Punishment to Curb Indiscipline of Learners in a School Setting." Education, Language and Sociology Research 5, no. 4 (September 9, 2024): p38. http://dx.doi.org/10.22158/elsr.v5n4p38.
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Although there are different strategies for tackling the issue of indiscipline of learners, the use of corporal punishment has been very popular and contentious. While many people favour its use to curb the indiscipline of learners, due to the associated advantages, another school of thought views it to be too harsh for learners and thus should be banned. In this paper, the meaning of corporal punishment, its forms, causes, and advantages, particularly, the fact that it can deter a learner from indulging in wrong behaviour and help him/her learn better, among others, are discussed. The disadvantages inherent in the use of the approach, such as the injury it inflicts on learners, among others, are also examined. The paper recommends the use of other approaches to curb the indiscipline of learners, while a regulated corporal punishment that will not violate the rules and strategies to achieve effective management of the indiscipline of learners, is also recommended for the schools’ administrators.
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Karimi, Dr Jane Waithira, Dr Jacinta Aswani Kwena, and Dr Alice Anika. "Emotional Intelligence and Indiscipline among Secondary School Students in Kilifi County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 1994–2003. http://dx.doi.org/10.47772/ijriss.2024.801146.
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Indiscipline among secondary school students has received little research attention in relation to their emotional intelligence level. The main objective of this study was to establish the relationship between emotional intelligence and indiscipline among public secondary school students in Kilifi County. The study was informed by Kohlberg’s theory of Moral development. A Correlational research design was adopted. The independent variables in the study were emotional intelligence and indiscipline target population was all the year 2018 from four students in public secondary schools in Kilifi County. Purposive, simple random and cluster sampling procedures were used in the selection of schools, teachers and students respectively. The study sample size was 279, comprising 145 girls and 126 boys, 6 teachers and two discipline masters. Data was collected using an adapted Schutte Self-Report Emotional Intelligence Test and an indiscipline scale for teachers and students. A pilot study was conducted to enhance the reliability, content validity and construct validity of all the research instruments. The pilot study was also used to ascertain administrative logistics. In the pilot study, 36 from four students from one of the extra-county school participated. Descriptive statistics including frequency distributions, mean of variance and percentages were used to describe sample characteristics. Inferential statistical procedures including Pearson correlation and multiple regression, were used to test study hypotheses at α=0.05. Emotional intelligence showed a strong negative relationship (r=-0.764*) with the students’ indiscipline level. A major recommendation of the study was that teachers, educators and all stakeholders in education should work together to enable the development of emotional intelligence of students to reduce students’ indiscipline levels.
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Brasseur, Martine. "L'interdisciplinarité est-elle une indiscipline ?" RIMHE : Revue Interdisciplinaire Management, Homme(s) & Entreprise 2, no. 2 (2012): 2. http://dx.doi.org/10.3917/rimhe.002.0002.
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Mareš, Jiří. "Students’ Indiscipline in the Classroom." Pedagogická orientace 28, no. 4 (December 28, 2018): 556–98. http://dx.doi.org/10.5817/pedor2018-4-556.
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Přehledová studie je založena na 121 zahraničních pracích z období 1986-2018. Výklad se omezuje se na práce, které pocházejí euroamerického sociokulturního prostředí. Zajímá se o projevy nekázně ve třídě během výuky a to na především základních a středních školách. Studie je strukturována do pěti částí. První část ukazuje, proč je obtížné definovat pojem nekázeň žáků a jak je odborná terminologie neustálená. Jsou též charakterizovány různé typy žákovské nekázně. Druhá část studie shrnuje faktory, které ovlivňují nekázeň žáků. Patří k nim: zvláštnosti žáka samotného, jeho spolužáků, jeho učitele, školní třídy, interakce mezi učitelem a žáky; zvláštnosti dané školy, školského obvodu, rodinného zázemí žáka, edukačního systému dané země a její školské politiky. Třetí část studie podává přehled postupů, jimiž se dá zjišťovat nekázeň žáků (příklady kvalitativního, kvantitativního a smíšeného přístupu). Čtvrtá část studie se zamýšlí nad důsledky nekázně žáků. Jedná se o dopad žákovské nekázně na učitele, na žákovy spolužáky a jejich učení, na celkový průběh výuky, na výsledky výuky, na klima dané třídy, na klima dané školy a na celý stát. Pátá, závěrečná část, přibližuje tři koncepční přístupy, které by měly pomoci nekázeň ve třídách řešit: historicky nejstarší přístup staví na učiteli, tj. na trestání a odměňování žáků; další staví na žákovi, jeho sebekontrole a autoregulaci a konečně poslední staví na skupině žáků, školní třídě; na diskusích žáků s učitelem o vhodném chování ve třídě, na skupinovém rozhodování a skupinovém tlaku na neukázněné spolužáky. Studie upozorňuje, že nestačí jen potlačovat či eliminovat nevhodné chování žáků, ale je třeba souběžně rozvíjet i pozitivní chování žáků.
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Archakis, Argiris. "Doing indiscipline in narrative performances." Narrative Inquiry 22, no. 2 (December 31, 2012): 287–306. http://dx.doi.org/10.1075/ni.22.2.05arg.
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The present paper concentrates on the narrative management of the teacher-student relationship. Focusing on students’ identities, the present study draws upon the social constructionism paradigm, thus considering identities as social constructs via discourse. The analysis of representative narrative extracts shows how students construct themselves as powerful enough to challenge teachers’ authority which is expressed in the Initiation–Response–Feedback structure. Their resistance is indicative of their will to free themselves from their teachers’ expectations, even if this can only take place during their conversations with their peers. In this context, narratives allow them to achieve interactional goals which may not always be fulfilled in class.
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Godet, Michel. "La prospective, une indiscipline intellectuelle." Économie appliquée 44, no. 4 (1991): 161–83. http://dx.doi.org/10.3406/ecoap.1991.2279.
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L’avenir n’est pas écrit, il reste à faire. La prospective n’a rien à voir avec le déterminisme de la futurologie (boule de cristal) et de la prévision (modèles). En prospective la détermination conduit à ne pas se contenter de la réactivité mais à se montrer aussi pré-actif et pro-actif. Quels sont les principaux courants de pensée en prospective ? Comment éviter certaines erreurs de prévision ? Ce texte apporte des réponses et milite aussi pour l'utilisation de scénarios pertinents, cohérents et vraisemblables dans le management stratégique. En d’autres termes, ce texte est un appel à plus de rigueur et de rationalité avec la perspective d’un regain de la planification.
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Tersoo Loko, Joseph, and Veronica Dooyum Loko. "EFFECT OF IMMORALITY AND INDISCIPLINE ON SOCIETAL VALUES AMONG UPPER BASIC EDUCATION LEVEL STUDENTS IN USHONGO LOCAL GOVERNMENT AREA OF BENUE STATE." International Journal of Education and Social Science Research 06, no. 03 (2023): 152–60. http://dx.doi.org/10.37500/ijessr.2023.6312.
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This study investigated effect of immorality and indiscipline on societal values among upper basic education level students in Ushongo local government area of Benue state with the purpose to determine effect of immorality and indiscipline on societal values among upper basic education level students. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. Descriptive survey design was adopted for the study. The population of the study consisted of 6023 students from all upper basic education level students in the study area. The sample of the study was made up of 378 respondents out of the population of 6023 students using simple random sampling technique. The instrument used for data collection was a questionnaire constructed by the researcher titled "Effect of Immorality and Indiscipline on Societal Values Questionnaire" (EIISVQ). The reliability of the instrument was ascertained through trial-test using Cronbach Alpha which yielded reliability coefficient of r=0.89 which was considered good enough for the study. Data were collected by the researcher with the help of research assistance. The data collected was analyzed using Mean Scores and Standard Deviations to answer research questions and Chi-square (x2) test of goodness of fit to test the hypotheses at 0.05 level of significance. The findings of the study revealed that causes of immorality and indiscipline are parental rejection, marital conflict, and lack of appropriate religious tenets, negative peer influence and lack of dedication of teachers to their moral duties. It was also found out that of immorality and indiscipline affect societal values among upper basic education level students. It was concluded that immorality and indiscipline affect societal values. Therefore, it was recommended among others that guidance and counselling services should be strengthened and forums formed whereby continuous orientation will be given to students to enable them acquire appropriate societal values.
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Aymelo, Kedir. "Student’sIndiscipline in Secondary Schools: The case of the Eastern Part of Ethiopia." International Journal of Advances in Scientific Research and Engineering 08, no. 06 (2022): 78–88. http://dx.doi.org/10.31695/ijasre.2022.8.6.9.
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The indiscipline challenge in schools is ranked as a major problem among students of primary and secondary schools in Ethiopia. Disruptive behavior is a concern to schools and parents and to fellow pupils, whose education may be adversely affected. The aim of this investigation was to identify the level of students' discipline problems and the degree of disruption to teaching and learning in senior secondary schools in the Eastern part of Ethiopia (SSEE). This study surveyed four hundred teachers and one thousand five hundred sixty students at SSEE. Results of the study confirmed that students and teachers were experiencing high levels of school indiscipline with the most frequent being cheating, disrespecting teachers and principals, late coming, skipping classes, hyperactivity, and lack of concentration, deliberate defiance of school policies, and using mobile phones in classes. In addition, the degree of the effect that indiscipline in teaching-learning was extremely high in the study area. The study highlights the necessity for further assessment of the causes and management of indiscipline in Ethiopian secondary education classrooms.
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Ahanor, Festus, and Iyore Omoregbe. "Peer Group and Family Background as Correlates of Indiscipline among Adolescent Students in Ovia North East LGA of Edo State, Nigeria." NIU Journal of Social Sciences 9, no. 3 (September 30, 2023): 111–16. http://dx.doi.org/10.58709/niujss.v9i3.1716.
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The study assessed peer group and family background as correlates of indiscipline among adolescent students in Ovia North East Local Government Area. The study adopted the descriptive survey with the correlational approach design and the questionnaire was the instrument used for collecting data from a sample of two hundred and seventy (270) students who were randomly selected from nine secondary schools in Ovia North East Local Government Area of Edo State. Two research questions were raised and their corresponding hypotheses were also formulated to guide the study and tested at.05 level of significance. The reliability obtained had an r value of 0.78. The data collected were analyzed using Pearson Product Moment Correlation Co-efficient formula. The results revealed that peer group influence and family background significantly influences indiscipline among adolescent students. Based on the findings, it was recommended among others that since the primary upbringing of children lies with parents and one of the significant factors that promulgates indiscipline are family background; thus, parents should always inculcating the right moral values in their children by conforming to societal norm themselves so that they will not influence their wards negatively. Keyword: Peer Group, Family Background, Indiscipline, Adolescent
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Chanda Chansa Thelma, Lufeyo Chitondo, Edwin Vinandi Phiri, and Chisebe Sylvester. "Factors leading to high levels of indiscipline cases among pupils: A case of selected secondary schools in Lusaka District, Zambia." World Journal of Advanced Research and Reviews 20, no. 2 (November 30, 2023): 786–96. http://dx.doi.org/10.30574/wjarr.2023.20.2.2354.
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Indiscipline among pupils refers to a situation in which pupils do not control their behavior or obey school rules. Indiscipline entails any act that diverges from acceptable societal norms and values. It is a violation of school rules and regulations which is capable of obstructing the smooth and orderly functioning of the school system. Discipline in a classroom situation, is the ability to guide and control the class towards the attainment of predetermined objectives of education, while Indiscipline on the other hand entails a situation whereby energy and impulses are uncontrolled by moral principles or external authority. To this end, indiscipline in a school may be defined as the unwillingness of pupils and staff to respect authority, obey school rules and regulations, and maintain a high standard of moral and attitudinal behavior conducive to the teaching-learning process as essential to the smooth running of the school. It was for this aim that the study was conducted to analyze factors that lead to a high level of indiscipline among pupils in secondary schools of Lusaka district. The study employed a mixed-method approach and a descriptive survey design that sampled head teachers, teachers, and pupils. Data was obtained from the respondents by means of interviews and questionnaires. The sample consisted of three hundred respondents. Percentages, tables, graphs, and pie charts were used to analyze the data with a combination of software MS Access and MS Excel (version 26). The results of the analysis showed that pupils and teachers agreed on the causes and effects of indiscipline cases in secondary schools which included among others; the Influence of peers, Negative attitudes towards education, Irresponsible parents, and Schools’ inability to enforce rules and regulations. The study therefore recommended that the Ministry of Education should intensify monitoring of schools to ensure that teachers and pupils are fully involved or committed to the teaching and learning process. Additionally, Rules and regulations should be realistic and stated clearly for the absorption of all pupils in all secondary schools.
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Auliya, Ayu, and Irman Irman. "Peran Pengasuhan Santri Dalam Kegiatan Layanan BK Kelompok Pada Santri Indisipliner." Suluh: Jurnal Bimbingan dan Konseling 8, no. 2 (April 1, 2023): 81–87. http://dx.doi.org/10.33084/suluh.v8i2.4565.
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The Role of Parenting Santri in Counseling Guidance Service Activities for Indisciplined Santri in Class X Madrasah Aliyah Darunna'im is very important in Islamic boarding schools. Apart from being coaches and educators, Student Care also plays an active role in the process of group counseling service activities for indisciplined students in order to make students obedient and have good morals. the researcher formulates the problem as follows, namely, What is the Process of Fostering the Parenting Role in Group Counseling Guidance Service Activities for Indisciplinary Santri in Class X Madrasah Aliyah Darunna'im and How are the Results Achieved in the Parenting Role in Group Counseling Guidance Service Activities for Indisciplined Santri in Class X Madrasah Aliyah Darunna'im. This type of research uses a descriptive analysis research type that aims to describe and analyze the process of the Teacher's Role in Group Counseling Guidance Service Activities for Indiscipline Santri using observation, data collection, interviews and documentation methods. The findings in this study indicate a positive impact and a good change from before. By using group counseling services, using the exemplary method (uswah), the habituation method (ta'widiyah), the advice method (mau'izhah), and the disciplinary method. This method is carried out to instill moral values and social ethics both within the Pondok Pesantren and the community.
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Salum Moreira, Maria De Fátima, and Lilian Piorkowsky dos Santos. "Discipline in School, Gender and Sexuality: Practices and Punishment production of identity." education policy analysis archives 12 (December 14, 2004): 69. http://dx.doi.org/10.14507/epaa.v12n69.2004.
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This paper presents the results of a research where the phenomenon of indiscipline was problematized approaching its possible relationship with the production of gender identities, in and through school. By means of interviews and direct observation, in classes of the 8th grade of a school was carried out a study about the (male and female) teachers? attitudes towards what they consider their pupils? indiscipline (which are teenagers, about 13 / 14 years old). At the same time it was made an analysis about the practices of school punishment, threreby a listing of the punishments imposed to "desobedient" students? behavior. This listing came out from consultation to the " book of disciplinary records of the students". So it was possible to bring about, among others, some important aspects of this process: a) the coherence (or incoherence) between what teachers consider "indiscipline" and their actual practices and attitudes towards students? behavior; b) The diferences and analogies among (male and female) teachers?practices and attitudes c) The different ways in which teachers deal with the manifestations of gender and sexuality of the (male and female) students, at the same time associate them to the practices of insubordination and indiscipline; d) the production of identities, distinctions and inequalities of gender and sexuality, thru school practices.
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Ukaegbu, Chikwendu Christian. "Indiscipline in Nigeria: Causes, Patterns, Interventions and Implications for National Development." Issue: A Journal of Opinion 25, no. 1 (1997): 63–67. http://dx.doi.org/10.1017/s0047160700502571.
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The concept, ‘discipline’ has two broad meanings, namely, discipline as a field of knowledge, and discipline as order. The latter is the focus of this paper. Discipline as order has several sub-categorizations. These include the order by conduct and action which results from training, instruction, and education; the order maintained and observed by persons under control or command; a system of rules of conduct. Discipline is also used to denote control gained by enforcing obedience or compliance especially by use of punishment. In sum, discipline implies controlled and orderly behavior. By contrast, indiscipline means absence or lack of order. Simplistically defined, it implies unruly, wild, undomesticated and uncontrolled behavior. But when defined moralistically, indiscipline encompasses more serious violations such as crimes. Therefore, indiscipline refers to deviation from prescribed norms whether such norms are mere folkways, matters of etiquette or serious crimes.
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Ukaegbu, Chikwendu Christian. "Indiscipline in Nigeria: Causes, Patterns, Interventions and Implications for National Development." Issue: A Journal of Opinion 25, no. 1 (1997): 63–67. http://dx.doi.org/10.1017/s1548450500005357.
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The concept, ‘discipline’ has two broad meanings, namely, discipline as a field of knowledge, and discipline as order. The latter is the focus of this paper. Discipline as order has several sub-categorizations. These include the order by conduct and action which results from training, instruction, and education; the order maintained and observed by persons under control or command; a system of rules of conduct. Discipline is also used to denote control gained by enforcing obedience or compliance especially by use of punishment. In sum, discipline implies controlled and orderly behavior. By contrast, indiscipline means absence or lack of order. Simplistically defined, it implies unruly, wild, undomesticated and uncontrolled behavior. But when defined moralistically, indiscipline encompasses more serious violations such as crimes. Therefore, indiscipline refers to deviation from prescribed norms whether such norms are mere folkways, matters of etiquette or serious crimes.
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Hayat, Hayat, and Abid Zamzami. "Mewujudkan New Public Management Terhadap Indisipliner Mahasiswa Melalui Penerapan AbCD (Absen Cap Driji)." JIPEMAS: Jurnal Inovasi Hasil Pengabdian Masyarakat 2, no. 1 (March 8, 2019): 63. http://dx.doi.org/10.33474/jipemas.v2i1.1613.
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University of Islam Malang (UNISMA) as a public institution has a goal to be achieved. One of the goals that Unisma wants to achieve is to produce superior and qualified students. To achieve this goal, Unisma should apply new policies in terms of New Public Management (NPM). In NPM, Unisma should apply Absen Cap Driji / Absensi Sidik Jari (AbCD) machines as a solution to overcome student indiscipline. Need to know, so far the form of student indiscipline in Unisma has always increased every year.This form of indiscipline, among others; 1) Often come late, 2) Do not do assignments, 3) Often do not enter without reason, 4) D3C (Come, Sit, Listen, and underestimate the lecture. If the form of student indiscipline is unchecked, it is feared that students are increasingly out of control, affecting other students, even Unisma fails to achieve the goal of creating excellent and high quality students. So that AbCD machines are needed in order to implement NPM while minimizing student indiscipline. AbCD is an absent machine that uses fingerprints so as to reduce dishonesty done by students in terms of college attendance. AbCD replaces the previous presence system which is still manual and easily manipulated. This AbCD program is expected to provide benefits in the long term, those are: 1) To discipline Unisma students by applying AbCD machines, 2) To develop IT in Unisma so as not to be left behind, 3) To avoid conflicts between students and students, and students with lecturers at Unisma. The methods used in implementing AbCD machines are: 1) Pre-Program Analysis, 2) Location Survey, 3) Licensing Administration, 4) Procurement of Goods, 5) Material Preparation, 6) Recruitment of Facilitators and Participants, 7) Lecturer debriefing, 8 ) Student Counseling, 9) Utilization of AbCD, and 10) Evaluation. Which of the ten methods of implementation has been completed with the budget and implementation schedule.
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Prof. Ubesie, M. C., Isaac Chibuzo Okoh, and Chinedu Raphael Ejike. "Financial Indiscipline and Lack of Accountability in Public Sector in Enugu State." INTERNATIONAL JOURNAL OF ECONOMICS AND FINANCIAL MANAGEMENT 7, no. 5 (August 26, 2023): 36–55. http://dx.doi.org/10.56201/ijefm.v7.no5.2022.pg36.55.
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The study examined the financial indiscipline and lack of accountability in public sector in Enugu State. Specifically, the study sought to estimate the effect of financial indiscipline in public sector on economic sustainability of Nigeria, determine the effect of lack of accountability in public sector on economic sustainability of Nigeria and ascertain the level of accountability and financial discipline in public sector in Nigeria. A descriptive survey method was used for this study. The study was conducted in Enugu. The population of the study was 2084. The sample size of the study was 313 which was determined through the use of Freund and Williams (1986) statistical sampling formula. The collected data was analysed through the use of Mean score while Z-score was used to test the hypotheses. The finding of the study showed that Financial indiscipline in public sector has a significant effect on economic sustainability of Nigeria, that lack of accountability in public sector has a significant effect on economic sustainability of Nigeria and that the level of accountability and financial discipline in public sector in Nigeria is significantly low. The study concluded that financial indiscipline and lack of financial accountability is prevalent in the public sector economy of Nigeria and this significantly affect economic sustainability in Nigeria. The study among others that for financial indiscipline to minimized in the public sector, accountability mechanisms must be strengthened to reduce the level of corruption in the country. The nation’s annual budget must be an instrument of accountability, a stewardship report of what was done in any given financial year and just a reflection of how money was allocated, unspent and subsequently returned to the coffers of the government or even wasted
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Kompirović, Tatjana, Nikola Dančetović, and Tatjana Radojević. "Socio-demographic determinants of school indiscipline." Зборник радова Филозофског факултета у Приштини 48, no. 4 (2018): 185–206. http://dx.doi.org/10.5937/zrffp48-18658.
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Mody, Ashoka, and Stefania Fabrizio. "Can Budget Institutions Counteract Political Indiscipline?" IMF Working Papers 06, no. 123 (2006): 1. http://dx.doi.org/10.5089/9781451863833.001.
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Watson, C. "Discourses of 'indiscipline': a Foucauldian response." Emotional & Behavioural Difficulties 10, no. 1 (March 1, 2005): 55–65. http://dx.doi.org/10.1177/1363275205052530.
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Watson, Cate. "Discourses of ‘indiscipline’: a Foucauldian response." Emotional and Behavioural Difficulties 10, no. 1 (January 2005): 55–65. http://dx.doi.org/10.1080/1363275205052530.
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Fabrizio, S., and A. Mody. "Can budget institutions counteract political indiscipline?" Economic Policy 21, no. 48 (October 1, 2006): 690–739. http://dx.doi.org/10.1111/j.1468-0327.2006.00169.x.
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