The Level of Knowledge and Skills of Teachers in Discipline Management

Steve Richard Nobes,Muhammad Hussin

doi:10.6007/ijarbss/v11-i3/8961

Abstract

High self-discipline is capable of producing self-esteemed human capital. Schools are the place to build self-esteem among students as well as at home. This study was conducted to identify the level of knowledge and skills of teachers on student’s discipline management in a primary school in Song district, Sarawak. The study also explores whether there is a difference in the level of management of student discipline based on demographic factors of the teacher. Therefore, we use exploratory case studies using holistic methods to focus on the two key aspects of identifying the level of knowledge and skills of teachers in disciplinary management. Accordingly, the interview approach was used to study 6 teachers to see the level of discipline management in the school. The findings have summarized the teacher's description of the level of disciplinary management in this school that is very high and proficient. In conclusion, this study explains that discipline management efficiency in schools can produce a balanced, physical, emotional, spiritual and intellectual human capital.

Highlights

The role of teachers is building a good personality for students through noble values in order to produce students who will be responsible in leading the community and the country in the future
Research Findings From the interviews conducted there are 3 themes to find out the level of knowledge and skills of teachers in discipline management in schools, namely the level of knowledge of teachers on the basic principles of discipline, the level of knowledge of teachers on discipline strengthening programs and the level of teachers' skills on discipline management strategies
Discussion, Recommendations and Conclusion The findings show that there is no difference in terms of the level of knowledge and skill level of teachers either in terms of gender demographics or duration of service as a teacher

Summary

Introduction

The role of teachers is building a good personality for students through noble values in order to produce students who will be responsible in leading the community and the country in the future. In the context of student discipline, the task of the administrator is to find the causes of student misconduct and formulate suggestions or measures to prevent anti-disciplinary behavior in schools (Sidin, 1998). Efficient discipline management will be able to help the school to form the desired student personality. The involvement of primary school students recorded the highest percentage of 20.70 percent compared to secondary school students who recorded 10.66 percent. This involved a total of 5971 students which is 0.27 percent of the national enrolment. Master and be efficient in matters of discipline management in producing quality students physically and intellectually and their emotions and personality

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Conclusion