School Discipline Research Articles

Developmental Psychology in Education for Students as Hope for Single Parents

This study aims to find out how the educational development of students for the expectations of single parents. This study uses a qualitative approach with a case study design, the subject of this research is a 16-year-old male who has a single parent due to divorce. Collecting data using the method of observation, interviews and documentation. The results of research on the subject showed that single parent parenting uses parenting and has an impact on the inability to control oneself and unfavorable behavior. Subjects find it very difficult to endure laziness, violate school rules by skipping class, disturbing friends, not doing assignments, not paying attention to lessons, and giving up easily when facing difficulties and not willing to try and lack fighting power.

Perceived Effectiveness of Alternative Strategies to Corporal Punishment in Ghanaian Basic Schools

Perceived Effectiveness of Alternative Strategies to Corporal Punishment in Ghanaian Basic Schools

TEENAGE SOCIAL LIFE IN GREEN’S LOOKING FOR ALASKA : A PSYCHOANALYTIC APPROACH

The purpose of this study is to analyze the teenage social life in Looking for Alaska by John Green. This research is classified as a qualitative study. The primary source for data collection is the novel itself, Looking for Alaska by John Green, while secondary sources include relevant journals and articles available on the internet. These secondary sources provide additional information to support a comprehensive analysis of the research topic. The data analysis employs Freud's psychoanalytic theory, specifically focusing on the three fundamental components of Id, Ego, and Superego. The findings indicate that the teenage years encompass both positive and negative experiences during the process of growth and development. The positive things identified include group activities, collaborative learning, and read books from famous authors. Conversely, negative impacts observed involve experimentation with smoking, alcohol consumption, breaking school rules and watching porn movies. Based on this data, the writer concludes that when living life as a teenager, there are positive and negative things that are experienced during the growth process.

Advocating for Disciplinary Reform Through a Systematic Review of School Discipline Laws and State Guidance Across the United States

We conducted a systematic documentary content analysis of state laws and state education agency (SEA) disciplinary guidance from all 50 states in the United States. We focused on zero tolerance policies, mandates for review of disproportionality in discipline data, the utilization of school resource officers in discipline, corporal punishment, and prevention. Knowledge of practices throughout the United States is critical for school psychologists to advocate for socially just disciplinary practices and reform. Most state laws require zero tolerance practices for weapons and drug related offenses, yet very few mandate zero tolerance for minor offenses such as insubordination or disrespect. Only nine states require SEAs to review data for disproportionality or require school districts to remedy disproportionality when it is present. Eleven states allow for school resource officers to be involved in discipline outside of high-level safety concerns. Additionally, 23 states still allow corporal punishment in schools. Many states offer guidance to districts on the implementation of multitiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), restorative practices, progressive discipline, and classroom-based interventions. Implications for school psychologists advocating for disciplinary reform at the local, state, and national level will be discussed. Impact Statement The researchers conducted a systematic national content analysis of school discipline laws and SEA guidance documents. We hope that the findings about school disciplinary laws and SEA guidance in each state will assist school psychologists in targeting their advocacy and reform efforts for more equitable and proactive disciplinary practices at the local, state, and national level.

Cultivating Disciplinary Character in Elementary Schools

Cultivating disciplined character in elementary schools. This research aims to determine the process of forming disciplinary character in elementary schools. Data collection in this research was carried out in three ways, namely observation, interviews and documentation. The research subjects were students of SDN 6 Sokong. Data presentation was carried out using qualitative descriptive methods and data analysis using three methods, namely data reduction, data presentation and conclusion drawing. The research results show that the process of forming disciplined character is carried out in the following way;Comply with school rules, Obey existing instructions, Be honest, have good behavior, Complete assignments from the teacher, Don't leave class when studying.present on time, mBy throwing rubbish in its place, children are able to control emotional attitudes, prevent bad behavior, do assignments with focus, be patient, honest, behave well, complete assignments from teachers, and others.

Analisis Karakter Disiplin Siswa Kelas V SDN Banyuajuh 2 pada Kegiatan Ekstrakurikuler Pramuka Materi PBB

The purpose of this research is to determine the discipline characteristics of fifth-grade students at SDN Banyuajuh 2 during the scout extracurricular activities with marching rules material. This research employs a qualitative descriptive method. The subjects used are fifth-grade students. Sampling in this study uses purposive sampling. The research sample consists of 6 fifth-grade students. Data collection methods include observation sheets, interviews, and documentation. The research findings are as follows: In terms of punctuality, students depart on time for scout exercises and school, as observed with all students being punctual both when going to school and during scout exercises. The students perform tasks given by the scout leader promptly. During the marching rules exercises, all students carry out the given tasks from the leader, such as following th commands related to marching rules, correctly and on time. Regarding adherence to rules, students comply with school regulations, as observed with all students adhering to school rules. This is evident from students attending classes on time and participating well. Students also contribute to maintaining environmental cleanliness by participating in cleanliness duties and disposing of waste properly. Additionally, students follow the commands of the scout leader and exhibit perfect behavior when receiving the "ready" command during the execution of marching rules exercises. In terms of wearing the prescribed uniform, including the scout uniform, scout hat, scout neckerchief, appropriate grade-specific accessories, belt, and black socks, all observed students, except for one (EF), adhere to the uniform regulations during scout exercises. The exception is student ef, who wears white socks during the second day of scout exercise observations

An Investigation of the Impact of Students’ Prior Disciplinary Record on School Discipline Outcomes

An Investigation of the Impact of Students’ Prior Disciplinary Record on School Discipline Outcomes

The Role of the Teacher as a Motivator in Strengthening the Character of Learning Discipline in Fourth Grade Students at SD Islam Birrul Waalidain

This research is based on the importance of the teacher's role as a motivator in implementing the character of learning discipline. This research aims to determine the role of the teacher as a motivator in strengthening the character of learning discipline, especially the process of the teacher's role as a motivator in strengthening the character of learning discipline, the factors that influence learning discipline, and the impact of learning discipline on fourth grade students at Birrul Waalidain Islamic Elementary School. This research is a qualitative descriptive type of research and the subjects of this research are class IV teachers and students. Data was collected through observation, interviews, documentation and descriptive analysis. The research results found that the role of the teacher as a motivator in strengthening the character of learning discipline in fourth grade students at Birrul Waalidain Islamic Elementary School was good. It can be seen that the role of the teacher as a motivator in strengthening the character of learning discipline in fourth grade students at Birrul Waalidain Islamic Elementary School is by making efforts such as explaining learning objectives to students, giving prizes, holding rivalries/competitions, giving punishments, arousing students' encouragement, using varied methods. , and use good media. Apart from that, the factors that influence learning discipline in strengthening the character of learning discipline carried out by resource persons at schools show that there are several factors that influence learning discipline, one of which is internal factors (coming from the students themselves). Internal factors are divided into 2, namely physical condition and psychological conditions and external factors (coming from the external environment). External factors include family habits, school rules and community conditions. The impact of learning discipline on fourth grade students at Birrul Waalidain Islamic Elementary School is quite good. This can be seen from the daily habits of students who are able to comply with school rules, comply with learning activities at school, carry out tasks that are their responsibility, and study discipline at home.

Pola Pemahaman Diri dan Kepribadian Kepala Sekolah dalam Meningkatkan Kedisiplinan Guru

This research aims to determine the pattern of self-understanding and personality of school principals in improving teacher discipline at MTsN 2 Padang Lawas. This research uses qualitative research methodology combined with descriptive techniques. Research data collection techniques include documentation, interviews, and observation. Based on the findings and results of the discussion, it was concluded that the pattern of self-understanding and personality of the principal in improving teacher discipline at MTsN 2 Padang Lawas is still not being implemented optimally as expected, for this reason, it needs to be evaluated so that it is better, because there are still weaknesses in terms of example, ability to embrace school community, lack of enforcement of discipline, and the leadership style used still needs to be improved according to competence as a leader. The obstacle for school principals in improving teacher discipline is the need for more communication and cooperation with fellow teachers. Causing increased discipline in schools to be very ineffective in its implementation. In conclusion, the personality pattern and self-understanding of the principal in improving teacher discipline at MTsN 2 Padang Lawas is still not implemented as it should be Keywords: Patterns of Self-Understanding, Principal, Teacher Discipline

Knowledge and Application of Values among Learners in Primary and Secondary Schools Kenya

Basic Education Curriculum Framework (BECF), emphasizes core values such as integrity, respect, and social justice. Despite this focus, there is a concern about the limited awareness and application of these values among learners, leading to a broader issue of inadequate value-based education. The objective of the study was to examine the knowledge and application of values among learners in primary and secondary schools in Kenya, focusing on the curriculum's role in nurturing ethical behavior and responsible citizenship. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The main findings revealed that the majority of learners had limited awareness of core values, with integrity (39.9%) and respect (33.3%) being the most recognized. Despite this, learners identified several practical scenarios where they applied values, such as cleaning school compounds and respecting school rules. Teachers emerged as the most significant influencers of learners' values, followed by parents, while head teachers and relatives had a lesser impact. The study also noted that, while teachers and key informants generally agreed on the importance of nurturing values, there was uncertainty about the community's role in promoting them. In conclusion, the study indicates a need for a more integrated approach to value-based education. Recommendations include strengthening the curriculum to emphasize value-based learning, enhancing teacher training, fostering school-community partnerships, promoting consistent reinforcement of values, and implementing ongoing assessment and evaluation mechanisms.

Role of parental involvement in student discipline: Insights from community secondary schools in the local government authorities of Tanzania

Parental involvement in the management of students’ discipline is crucial for the improvement of education delivery and management. This paper investigated the role of parents’ involvement in managing students’ discipline taking references from community secondary schools in Dodoma City of Tanzania. The study used a combination of quantitative and qualitative methods to gather information from parents, community secondary school heads, head prefects, and ward education officers. Three methods were used to collect the data: surveys, focus group discussions, and interviews. The results showed that parents’ involvement in discipline management is limited and complicated by several issues, including a lack of cooperation, communication, and trust between parents and school administration. The paper identified that the strategies used by school administration to include parents in the management of discipline comprise the creation of parent committees, information sharing and favorable school environments. The study recommends that school management should involve parents in the formulation and implementation of school rules and regulations, and ensure that they are clear, consistent, and fair to all.

Hubungan Regulasi Emosi dengan Penyesuaian Diri Siswa di SMA Don Bosco Padang

Several studies conducted show that in reality students' adjustment has not been realized well, such as having difficulty interacting with other people, breaking school rules, not following lessons well. Initial observations carried out at Don Bosco High School in Padang, researchers found that many students still have low emotional control, such as fighting with friends, easily getting angry and not accepting mistakes made, fighting teachers, giving up and giving up easily when facing difficulties. feelings of low self-esteem resulting in withdrawing from society, blaming oneself or others when things do not meet one's expectations. This research aims to describe the relationship between emotional regulation and student adjustment at Don Bosco High School in Padang. This research uses quantitative methods with a correlational research type. The population of this study was 287 students registered in class Data collection in this research used a questionnaire on students' emotional regulation and self-adjustment. The data was processed using percentage analysis and to test and analyze the relationship between emotional regulation and student self-adjustment using the Pearson product moment formula. The research results show that the self-adjustment of Don Bosco Padang High School students is in the medium category with a percentage of 60.7%. Don Bosco Padang High School students' emotional regulation is in the medium category with a percentage of 41.1%. The results of the correlation analysis show a significant positive relationship between emotional regulation and students' self-adjustment in the Don Bosco Padang High School environment with a correlation coefficient of 0.640 with a significance value of 0.000.

Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools

In the majority of South African schools, maintaining discipline remains a challenge – a situation which commands the attention of departmental officials both locally and internationally. When negative disciplinary approaches were prohibited in schools in this country, positive disciplinary measures were recommended in the form of a code of conduct for learners. In the study reported on here we examined the challenges that teachers face in using a code of conduct to maintain positive discipline among the learner cohort. The study was guided by positive discipline and democratic theories. These theories imply that discipline must be taught to learners so that they are equipped to behave appropriately and obey the school/classroom rules. Data were gathered from a total of 16 educators in 2 sampled schools in Pinetown, Durban, through semi-structured interviews, observation and document review. The findings reveal that a variety of challenges impeded the use of a learners’ code of conduct, including a failure to review the document on a regular basis. The content of those codes was not widely communicated either, which meant that they remained ineffective in addressing each school’s specific needs with regard to correcting misbehaviour. Based on the findings, we recommend that the Department of Basic Education raise awareness around democratic governance in schools to enhance positive discipline by means of up-to-date, enforced codes of conduct. Schools also need to encourage parents to be actively involved in their children’s schooling, as a means of supporting teachers.

DISCIPLINE STYLES AS CORRELATES OF LEARNERS’ SOCIO-EMOTIONAL STABILITY: IMPLICATIONS FOR NON-FORMAL EDUCATION PROVISIONS

There has been a concern that discipline styles adopted by the teachers may have far reaching effect on the emotions of their learners with its consequences on teaching and learning. This study examined school discipline styles as correlates of learners’ socio-emotional stability in primary schools in Tsafe local government area of Zamfara state Nigeria. Three null hypotheses were formulated to guide the study. Corelational survey research design was used for the study. The population of the study was 50160 pupils and 841 primary school teachers. The sample size was 400 pupils and 200 teachers using stratified sampling techniques under Yaro Yamane’s formula. The instruments used for data collection were Questionnaire tagged School Discipline Style Questionnaire (SDQ) and Socio-emotional Scale (SeS). The instruments were validated by the experts. The reliability of the instruments was ascertained using Chronbarch alpha which yielded coefficient indexes of 0.6051 and 0.6040 respectively. Pearson Product-Moment Correlation Coefficient (PPMCC) statistic was used in testing all the null hypotheses at 0.05 level of significance. The study revealed that authoritarian and laissez faire styles of discipline are detrimental to socio-emotional stability of pupils in Tasfe LGA, Zamfara state while democratic discipline style promotes socio-emotional stability of pupils in primary schools in Tasfe LGA, Zamfara state. It was recommended that, the school authorities should allocate quality time to both pupils and teachers on discipline as education is more of discipline than academic excellence. And explore the potentials of adult and non-formal education such as workshop, campaign and public talk for the use of democratic style and against authoritarian and laissez faire discipline styles.Keyword: discipline styles; socio-emotional stability; non-formal education

Unidimensional and Multidimensional Reliability Coefficient of Karmapatha Philosophy-based Student Behavior Questionnaire

Guidance and Counseling teachers often highlight student behavior, especially in Junior High Schools. This is because many junior high school students' behavior contains anomalies compared to the school rules in the student handbook. The purpose of this research is to create a student behavior questionnaire based on the teachings of karmapatha that has a standard when assessed based on the reliability of the questionnaire. This research is a type of instrument calibration research. The population of this study was all students of grade VIII junior high school, with the sample being the answers of 100 students selected by purposive sampling. Data collection methods with tests. The results of data analysis obtained unidimensional reliability, student behavior questionnaire based on karmapatha teachings before being corrected by spurious overlap effect obtained rxx' coefficient of 0.850 meets the feasibility to be used as a research instrument; and when examined from unidimensional reliability, student behavior questionnaire based on karmapatha teachings after being corrected by spurious overlap effect obtained rxx' coefficient of 0.853. Multidimensional reliability, the karmapatha teaching-based student behavior questionnaire, before being corrected by the spurious overlap effect, obtained an αs coefficient of 0.945. and when examined from multidimensional reliability, the karmapatha teaching-based student behavior questionnaire, after being corrected by the spurious overlap effect, obtained an αs coefficient of 0.942, overall meeting the feasibility to be used as a research instrument.

Sponsors Role in Managing Students’ Discipline in Public Secondary Schools in Kisumu West Sub-County, Kenya

In Kenya religious sponsors are empowered by the Education Act to participate in the management of public secondary schools. The purpose of the study was to examine sponsors role in managing students’ discipline in public secondary schools. Cross-sectional survey research design was adopted. The population consisted of 42 deputy principals (DPs), 42 Parents Association Chairpersons (PACs), 42 Principals, 2 Quality Assurance and Standard Officers (QASOs) and 5 Priests. Purposive sampling which involved 42 DPs, 42 PACs, 42 Principals, 2 QASOs and 5 Priests. Data collection instruments included: Questionnaires, interview schedules and document analysis guide. Data was analyzed by descriptive statistics as frequency counts, means and percentages, presented in tabular forms. Findings revealed that discipline challenges facing students was related to high level of poverty recorded at 58.1% by the DPs while PACs was recorded at 60%. It was recommended that high level of poverty which makes the parents not to provide the basic items and even failure to pay fees in time should be addressed. In conclusion, religious sponsors should actively be involved in the management of students’ discipline.

Students’ Councils Involvement in the Formulation of Rules and Regulations on Discipline in Secondary Schools Migori County, Kenya

Students’ councils leadership is a participatory form of governance, which exist worldwide and can improve discipline of learners. In Kenya, it was established in 2009 after the burning of caporal punishment, between the years 2015-2018, 21.2 % of secondary schools in Migori County went on strike, 11.7% in Homa Bay, 10.2 in Kisii and 5.7% in Narok despite government directive that these student councils to be involved in the management of schools among other policies to reduce the conflicts. This is therefore prompting a study in Migori County. The objective which guided the study was to analyze the influence of student councils’ involvement in the formulation of rules and regulations on discipline in secondary schools Migori County. The study used conceptual framework. The study used descriptive survey and ex-post facto research designs. Targeted population was 1140 respondents. Principals, Deputy Principals (DPs), heads of guidance and counseling (HGC) and Presidents of Student Councils (PSCs) and 8 Sub- County Education officers (SCDE). The researcher used purposive sampling to find 8 SCDEs and use 30 percent to get a sample of 85 Principals, DPs, HGC and PSCs from a population of 283 respectively. Data collection instruments will be questionnaires for principals, DPs and students. Interview schedules for HGC and SCDEs. Two experts from the department of Educational Administration at Maseno University will scrutinize the instruments to ensure their validity. Reliability of the instruments will be determined by employing Pearson’s product moment for the test-retest and reliability coefficient of 0.75 up to 0.99 was realized, hence the instruments were termed reliable. The study findings indicated that there was weak, positive correlation between the two variables [r =.428, n=63, p> 0.01], with high levels of Students’ councils formulation of rules and regulations connected with high levels of students discipline in secondary schools, and it was statistically significant as p-value (0.211) ˃ 0.01 level (2 tailed). The study concluded that students’ council should be more involved in the formulation of rules and regulations on their’ discipline. It was recommended that students’ councils should be sufficiently prepared in their involvement in formulation of school rules to enhance discipline. The data was analyzed using both quantitative and qualitative methods. The study was significant to students; principals and education stakeholders. The researcher adhered to research ethical considerations.

Involvement of Student Councils in the Supervision of their Welfare on Discipline in Secondary Schools in Migori County, Kenya

Students’ councils leadership is a participatory form of governance, which exist worldwide and can improve discipline of learners. In Kenya, it was established in 2009 after the burning of caporal punishment, between the years 2015-2018, 31.2 % of secondary schools in Migori County went on strike, 11.7% in Homa Bay, 10.2 in Kisii and 5.7% in Narok despite government directive that these student councils to be involved in the management of schools among other policies to reduce the conflicts. This is therefore prompting a study in Migori County. The objective which guided the study was to establish the influence of involvement of student councils in the supervision of their welfare activities on discipline; The study used conceptual framework. The study used descriptive survey and ex-post facto research designs. Targeted population was 1140 respondents. Principals, Deputy Principals (DPs), heads of guidance and counseling (HGC) and Presidents of Student Councils (PSCs) and 8 Sub-county Education officers (SCDE). The researcher used purposive sampling to find 8 SCDEs and use 30 percent to get a sample of 85 Principals, DPs, HGC and PSCs from a population of 283 respectively. Data collection instruments will be questionnaires for principals, DPs and students. Interview schedules for HGC and SCDEs. Two experts from the department of Educational Administration at Maseno University will scrutinize the instruments to ensure their validity. Reliability of the instruments will be determined by employing Pearson’s product moment for the test-retest and reliability coefficient of 0.75 up to 0.99 was realized, hence the instruments were termed reliable. The findings revealed that involvement in supervision of students’ welfare on students discipline had weak positive correlation (0.071) and it was statistically significant as p-value (0.211) ˃ 0.01 level (2 tailed). The study concluded that students should be more involved in the supervision of their welfare on students’ discipline. It was recommended that students’ councils should be sufficiently prepared in their supervisory roles in school management to enhance discipline. The data was analyzed using both quantitative and qualitative methods. The study was significant to students; principals and education stakeholders. The researcher adhered to research ethical considerations.

The Case for an Intersectional Approach to Trauma-Informed Practices in K–12 Schools for Black Girls

Abstract Black girls are the only group of girls across the United States disproportionally suspended from school. Studies have documented that disproportionality cannot be explained solely by greater misbehavior among students of color. Instead, discipline disparities are also informed by punitive/inequitable discipline policies and practices, less discussed has been the relationship between childhood adversity and school discipline outcomes at the intersection of race and gender. Examining this phenomenon is important and timely as schools are increasingly providing trauma-informed practices to support socioemotional learning. Yet doing so without data-driven practices rooted in an understanding of disproportionate adversity may render these practices insufficient for Black girls. Thus, this study asks, what types of childhood adversities do Black girls have the greatest risk of experiencing? Using 2016–2019 data from the National Survey of Children’s Health (N = 63,674), risk ratios and Pearson’s chi-square test of independence were performed to determine across-race and within-gender group differences by the type of childhood adversity. Analyses demonstrated that Black girls had a greater risk for six out of nine adversities compared with other girls of color and seven out of nine compared with White girls.

Influence of School Discipline Policies on Students Academic Performance in Rwandan Secondary Schools

The study explores the influence of school discipline policies on students’ academic performance in secondary schools in Rwanda. This research was guided by a broad objective: The research aimed to analyze the impact of school discipline policies on the academic performance of students in selected secondary schools while also directing specific objectives: to examine how the administration of school rules and regulations contributes to students’ academic performance; to examine how the students’ restorative practices and management influence students ‘academic performance; and to interpret the correlation between the secondary school discipline policies and students academic performance. This study was guided by McGregor’s theories x and y. The fundamental concepts in McGregor's Theory X and Y encompass rules and regulations, disciplinary actions, primarily punishments, and time management, particularly in the context of school punishment administration. In applying McGregor’s theory to this study, the main variables were school rules and regulations for efficient management and administration of punishments to students who do not abide by school rules and regulations and time management, which refers to the effective utilization of time allocated to individual activities in an education institution. The study was conducted in secondary schools with a population of 599, including students, teachers, the deputy head in charge of discipline, and head teachers. By using the Slovin formula, a sample size of 239 was used in this study, and stratified sampling was used so that each category would be represented. A descriptive design was used where both qualitative and quantitative data were collected. Secondary data were obtained through documentation, library, and internet research. Primary data were collected using a questionnaire, an interview guide, and documentary analysis. Data were presented in tabulation formats and interpreted using the statistical package for social science (SPSS). The major findings of the study revealed that proper administration and management of school rules and regulations positively influence students' academic performance; restorative practices in schools, such as providing punishment, guidance, and counseling, influence students' academic performances. Finally, the study revealed a significant relationship between school discipline policies and students’ academic performance in secondary schools in Rwanda. Therefore, the study took the following as major recommendations: developing common measures for school discipline policies; enhancing the monitoring and evaluation of the rules and regulations' applicability; and establishing guidance and counseling services in schools.