Abstract

The study began with the assumption that discipline is a social aspect in our educational system, and that all stakeholders in education must work together to solve the problem of indiscipline in our schools.

As a result of this predicament, the researcher decided to look at aspects in the home environment that are linked to kids’ disciplinary difficulties in secondary schools.

As a result, the general issue arose: to what degree is a student’s home environment a predictor of secondary school discipline problems? Family size, peer groups, parents’ socioeconomic level, pupils’ neighborhood, and parents’/relatives’ attitudes were used to construct five objectives.

It was for the purpose of conducting a survey. A total of 100 form four pupils were selected from four secondary schools and four discipline masters, one from each of the Belo sub-schools. division’s

Purposive and convenient sampling, as well as basic and stratified random sampling, were employed.

A questionnaire and an interview guide for instructors were used to collect data. The descriptive statistics were used to examine the data.

Family size had a negative effect on discipline (r=-0.199; P=0.047), while peer group influence on pupils and discipline was not significant (r=0.170, P=0.090).

Parental socioeconomic level and discipline were also unimportant. (P=0.119, r=0.157). The character of the neighborhood had a minor impact on disciplinary issues (r=0.162, P=0.108).

Parents/elder relatives’ attitude at home had no effect on discipline (r=0.006, P=0.953).

It was suggested that parents employ proper child-rearing strategies such as secure attachment, authoritative, democratic parenting styles, and positive modeling styles in order to prevent fear and anger development in children and improve the potential to create future harmonious relationships.

Suggestions for additional research were provided, as well as practical and theoretical consequences.

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