Abstract:
The purpose of this study was to examine type and causes of students’ disciplinary problems, the challenges to manage disciplinary problems and to investigate the strategies to be used to overcome the existing disciplinary problems in secondary and preparatory schools of Waghimra zone. Descriptive Survey research with both qualitative and quantitative data was used to conduct the study. The sample of the study comprised of 3 secondary and preparatory schools. The respondents were 81 teachers, 6 principals and vice principals, 6 PTA chairpersons and 33 students’ council members. The teacher respondents were selected using stratified random sampling technique while the sampled principals and students’ council members were selected using purposive and available sampling techniques respectively. Data for the study was gathered through the use of questionnaires, interview guide, and document review. Data were analyzed using descriptive and inferential statistics. Finally, the findings found prevalent disciplinary problems in Waghimra Zone as being cheating in tests, using mobile for unwanted activity, failing to submit homework on time, being late and missing class, absenteeism, leaving the school without permission. The study also identified the causative factors related to parents, students and school-teachers. Moreover, lack of parental support which is the leading cause, inability of student to perform well, and inability of the subject teacher to identify needs of learners were the causes of disciplinary problems. Additionally, challenges commonly faced secondary and preparatory schools were: less participation of parents in supporting schools, poor follow-up of school leaders, teachers and parents. The strategies suggested to be used to overcome disciplinary problems in secondary and preparatory schools were: strengthening school and community relationship, praising or awarding students for good behavior and emphasis on guidance and counseling service in the schools. Based on the findings, it was concluded that frequently observed students' disciplinary problems were challenges for the schools to create conducive school environment. Finally, it was recommended that the schools should address students’ concerns and encourage parents to play their roles. Therefore, the parents, school management and other staff members of the school should work cooperatively in creating conducive climate for effective teaching learning process. Moreover, teachers and school principals need to be good models for their students on how to deal with students’ behavioral problems.
