Abstract

Schools today face serious challenges of school-based violence and indiscipline of students who are involved in disruptive behaviours. One reality that continues to challenge even the most experienced teachers is how best to deal with persistent behaviour problems in the classroom (Hoover & Patton, 2005).

This study investigated positive discipline and its impact on the teaching – learning process in secondary schools in Mamfe Central Sub-Division, Manyu Division, South West Region of Cameroon.

Specifically, the study sought to examine the effect of preventive discipline; corrective discipline; supportive discipline and factors affecting positive discipline on effective teaching and learning in secondary schools. The study employed a sequential explanatory research design.

Data was collected purposively, with the use of a questionnaire, from a sample population of 118 teachers while classroom teaching activities and behaviours were observed purposely from the sampled schools with the aid of an observation guide.

Data was descriptively analysed from the questionnaire by calculating frequencies and percentages. Inferential statistics were also employed, using the Spearman Rho Correlation coefficient. Information from the observations was grouped into themes which constituted the unit of analysis.

Findings revealed that: preventive discipline had a significant effect on teaching – learning process (R=0.520, P=0.05); corrective discipline has a significant effect on teaching – learning process (R=0.431, P=0.05); supportive discipline has a significant effect on teaching – learning process (R=0.479, P=0.05) and factors affecting positive discipline significantly influence the teaching-learning process (R=0.334 P=0.05).  By implication, teachers use positive discipline strategies to manage and control students’ behaviours in classrooms which significantly influences the teaching-learning process.

Thus, positive discipline influences students to modify their behaviours and it improves the teaching and learning time. Teachers, school counsellors and administrators were recommended to employ positive discipline techniques to modify students’ behaviours in schools such that school violence and disruptive behaviours from students would greatly reduce and students’ attention and motivation to learn would significantly improve.

CHAPTER ONE

GENERAL INTRODUCTION     

Background to the Study

Historically, positive discipline parenting and Classroom Management Model are based on the work of Alfred Adler and Rudolf Dreikurs (Adler & Dreikurs, 2012). Adler had first introduced the idea of parenting education to United States audiences in the 1920s. He advocated treating children respectfully but also argued that spoiling and pampering children was not encouraging to them and resulted in social and behavioural problems (Adler & Dreikurs, 2012).

The classroom techniques, which were initially introduced in Vienna in the early 1920s, were brought to the United States by Dreikurs in the late 1930s. Dreikurs and Adler referred to the kind and firm approach to teaching and parenting as democratic (Adler & Dreikurs, 2012).

Many other authors have carried on the parenting and classroom work of Alfred Adler (Nelsen, 1979). Nelsen, Lott, & Glenn (2005) noted that there were five criteria of positive discipline. These included the following: (i) Belonging and significance, (ii) kind and firm at the same time, (iii) Considers what the children are thinking, feeling, learning, and deciding about themselves and their world – and what to do in the future to survive or to thrive, (iv) Respect, concern for others, problem-solving, and cooperation as well as the skills to contribute to the home, school or larger community and (v) Encourages the constructive use of personal power and autonomy.

Nelsen, Lott, & Glenn, (2005) stated that the term positive discipline has become exceedingly popular. Many parenting books and programs that claim to be positive discipline are based on the philosophy of behaviourism, which is very different from the original Adlerian-based positive discipline: behaviourism promotes “external” locus of control. Positive discipline promotes “internal” locus of control, as indicated in the Five Criteria for Positive Discipline.

Research based procedures on using positive discipline practices focus on increasing desirable behaviours and emphasis is on positive changes in learner’s environment than simply decreasing undesirable behaviours through punishment. Such changes involve using role models, reinforcing the behaviour positively, compassionate relationship between the teacher and the learner, supportive family and specialist personnel’s assistance (National Association of School Psychologists, 2002).

In United States of America, research has repeatedly validated that dangerous and disruptive learner behaviours cannot be solved by use of suspension, expulsion and other punitive measures (National Association of School Psychologists, 2002).

Conceptually, positive discipline is not only about avoiding punishment and respecting the basic rights of the child. It also ensures a pedagogical toolkit aimed at sustaining children’s growth, giving them information, allowing them to develop their full potential, and preparing them to become happy, balanced and successful individuals. Mcvitte (2007), declared in his study that the encouragement and mutual respect among students and adults (including teachers, parents, and coaches), are the most important social skills that are learned in this approach.

According to Purkey & Straham (2005), positive invitational discipline results when learners and role players in a school intentionally create environments and a climate that encourages people to think critically but favourably of themselves and how they think, behave, and act in various life roles, thus continuously improving the culture of teaching and learning. Creating positive relationships is seen as an important tool to help students to be acceptable and successful in the school environment and society.

The encouragement and mutual respect among students and adults (including teachers, parents, and coaches) are the most important social skills that are learned in this approach (Mcvitte, 2007). The teacher encourages the students for expressing their beliefs and they are also permitted to select their interests in the classrooms with positive discipline approaches. In such conditions, it will be possible to solve the group problems, and conditions of the classroom will become the partnership, collaboration, and mutual respect climate.

Some of the other benefits of this positive discipline include skill and perceptual watchfulness, reinforcing of communicational skills, solving the problems outside of the classroom, concentrating on the solution rather than punishment, helping teachers by other teachers, problem-solution steps and encouragement sessions (Majdfar & Haji Hoseynnejhad, 2011). Providing a positive discipline style in the classroom and schools can help learners to increase their sense of belonging and self-acceptance through reinforcing their self-confidence.

To ensure academic success and providing a safe learning environment, it is, therefore, essential for schools to establish effective discipline methods (Luiselli, et al., 2005). In a bid to maintain positive discipline, schools have adopted various strategies, such as communication, modelling positive behaviour, training of staff and parents, positive reinforcement, and many others. Despite of unsurpassed efforts by schools to produce shared methods that enhance positive behaviour, they continue to encounter situations of challenging behaviour such as bullying, insubordination, drug and alcohol abuse, destruction of property, violence, assault and many others (Irish National Teachers’ Organization, 2004; Demuth, 2011).

Furthermore, Maphosa & Shumba (2010), found that the absence of corporal punishment in schools led to disempowerment of teachers, as they found it difficult to maintain discipline in schools. However, Bear (2010), argues that, excluding methods that enhance self-discipline might not teach learners the skills that will stimulate suitable and autonomously guided conduct.

This is evident when adult supervision, systematic rewards, clear rules and expectations, and consequences for misbehaviour are the main methods used in managing learner behaviour. When those external rewards are later removed the learner might fail to function individualistically.

Scholars like Feuerborn & Tyre (2012), observe that schools provide limited prospects for their members of staff to develop professionally and quite often they find it difficult to cope with the diverse social, emotional, and behavioural needs of their learners. Bechuke & Debeila (2012), elaborated that the school community members who deal with behaviour modification procedures should be allowed to do so only after they have received sufficient training.

Lack of parental guidance among learners has been observed as a major factor that contributes to unproductive use of positive discipline practices in schools. Research has shown that in United States of America, in the last three decades, children have missed almost twelve hours of parental time a week as most parents take longer hours at work.

Parents usually fail to spend quality time with their children, nurturing and training them in manners, morals, and respect for people and property because they come home stressed out from their jobs (Demuth, 2011). Irish National Teachers’ Organization (2004) agrees that lack of social skills and poor language development, together with lack of parenting skills may lead to a child displaying unbecoming behaviour. Such behaviour might be used as a survival technique in the child’s environs.

Theoretically, before a student is considered discipline and ready for learning in secondary schools, some indicators work together to make the discipline. These indicators include; teamwork among teachers, the scope of guidance and counselling programmes, effectiveness of guidance and counselling. There are various theories which support these variables with regards to the effectiveness of positive discipline in managing students discipline in selected public secondary schools in Cameroon.

Theorists such as William Glassers, Burrhus Frederic Skinner, F.H Jones and Gordon’s contributed greatly to the environmentalist perspective of development and learning. Environmentalists believe the child’s environment shapes learning and behaviours, in fact, human behaviour, development, and learning are thought of as reactions to the environment. This perspective leads many families, schools and educators to assume that young children develop and acquire new knowledge by reacting to their surroundings.

According to the environmentalists, this is the age or stage when young children can respond appropriately to the environment of the school and the classroom (for example, rules and regulations, curriculum activities, positive behaviour in a group setting, and directions and instructions from teachers and other adults in the school).

The ability to respond appropriately to this environment is necessary for young children to participate in teacher-initiated learning activities. Success is dependent on the child following instructions from the teacher or other adults in the classroom. Many environmentalist-influenced educators and parents believe that students learn best by observation, by teaching, by advice, by counselling and by positive discipline. This viewpoint is evident in the students’ environment, where the student is expected to sit in classes arranged in rows and listens actively to their teachers.

At home, parents may provide their children with information concerning the importance of positive discipline in a learning environment. When students are unable to respond appropriately to the classroom and school environment, they often are labelled as having some form of learning disabilities and/or are tracked in classrooms with guidance counsellors (most of whom are class teachers too) to control their behaviours and responses. All these aspects and concerns by the parents is lacking when it comes to university students.

Statement of the Problem

Schools nowadays face many challenges of different natures. One of the challenges is that of maintaining discipline in schools to enable students learn and improve on their learning outcomes. Creating a positive discipline environment is an important element to help students to be acceptable and successful in the school environment and society.

Research-based procedures using positive discipline practices focus on increasing desirable behaviours and the emphasis is now on positive changes in learner’s environment than simply decreasing undesirable behaviours through punishment. Such changes involve using role models, reinforcing the behaviour positively, the compassionate relationship between the teacher and the learner, supportive family and specialist personnel’s assistance (National Association of School Psychologists, 2002).

Cameroon, as a signatory to the United Nations Convention on the Right of the Child in 1993, has, through the Ministry of Secondary Education (MINESEC) encouraged schools to use positive discipline practices when disciplining learners, at the same time adopt reasonable policies and measures to ensure that children are protected from maltreatment, neglect or any form of abuse.

Currently, with an emphasis on human rights and children’s rights, there has been a move from negative to positive practices of maintaining discipline in schools. MINESEC has initiated supervision visits; and staff development programmes as a way of imparting knowledge and skills to teachers on how to employ positive discipline practices.

Despite the efforts made by the government on the promotion of discipline in schools, it is doubtful that the approach has been able to deal decisively with students’ indiscipline, particularly at the secondary schools’ level. The country has continued to witness escalating cases of indiscipline in public secondary schools. It is against this backdrop that this study sought to investigate the effects of positive discipline on effective teaching and learning in secondary schools in Mamfe Central Sub-Division.

Main Objective of the Study.

The purpose of this study is to investigate the impact of positive discipline on the teaching-learning process in secondary schools in Mamfe Central Sub-Division.

Specific Objectives

1. To determine the effect of preventive discipline on the teaching-learning process in secondary schools in Mamfe Central Sub-Division.
2. To determine the influence of Corrective discipline on the teaching-learning process in secondary schools in Mamfe Central Sub-Division.
3. To determine the effect of supportive discipline on the teaching-learning process in secondary schools in Mamfe Central Sub-Division.
4. To assess factors influencing the use of positive discipline on the teaching – learning process in secondary schools in Mamfe Central Sub-Division.

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