ROLES OFSCHOOL PRINCIPALS IN MANAGING STUDENTS’ DISCIPLINARY PROBLEMS: THE CASE OFSECONDARY SCHOOLS IN JIGJIGA TOWN ADMINISTRATION

Abstract

The major purpose of this study was to examine the roles of school principals in managing disciplinary problems in secondary schools of Jijiga town administration. The study analyzed the major challenges of the students’ disciplinary problems in four selected secondary schools. The study employed descriptive survey method. For this purpose, both primary and secondary sources of data were used. Questionnaires and interview were used to collect the necessary data for the study. Accordingly, 176 students and 34 teachers were selected by stratified random sampling technique and 4 school principals, 9 vice-principals, 6 supervisors and 18 PTA members were selected by available sampling technique. Hence, a total of 247 sample subjects were included in the study. Percentage, mean, standard and ranking scale were applied to analyze the collected data. Use the existing qualifications and experiences of teachers to shape the learning environment of the school. It is better for school principals (in collaboration with Regional Education Bureau) create conducive environment regarding true and practical involvement of teachers, students and PTA members so that they can devote more time than ever to participate in school and disciplinary problem activities. Then, their contributions have to be evaluated in terms of the roles of school principals in managing students’ disciplinary problems over time and recognitions or motivational packages has to made based upon their contributions. According to these findings, many factors ,both internal and external the school setting influence the ability and willingness of school principals to be involved school related students’ disciplinary problem activities and they widen the gap between policy and implementation. The school principals in collaboration with Woreda education office and regional education bureau give training properly and instruct those stakeholders’ to develop ownership and to ensure real participation in managing students’ disciplinary problems. The relevant documents, expectations, and guidance referring to the role of stakeholders have to be contributions. The overall present satisfaction level of stakeholders about their level of participation in school related disciplinary situations (mean=1.77). The schools should identify active opportunities of its school principals should be modified their attitudes, commitments and responsibilities towards managing students’ disciplinary problems in their respective secondary schools. The roles of school principals have to update their attitude, commitments, and responsibilities towards in managing students’ disciplinary problems in their respective secondary schools