ASSESSMENT OF STUDENTS DISCIPILINARY PROBLEMS IN SECONDARY SCHOOLS OF SILTE ZONE. SNNPRS. ETHIOPIA

The purpose of this study was to investigate the major disciplinary problems, causes and techniques used to manage students’ discipline problems in selected secondary schools of Silte zone. A descriptive survey research was used to achieve the purpose of the study. On top of this, the research sample was composed of 114 teachers, 14 principals and 298 students of the eight selected sample schools in Silte zone. These samples were drowning from the total population using simple random and availability techniques. Moreover, the data gathering tools for this research were questionnaire, interview, focus group discussion and document analysis. Data collected using these instruments were analyzed using descriptive statistics percentage, mean and frequency. Besides, thematic analysis was used to analyze qualitative data. Finally, the study revealed that coming to classroom habitually late, Cheating in examination and not bringing books, in the classroom were the major types of disciplinary problems observed in the schools. The findings of the study also revealed that Lack of parental control, peer pressure and bad influence outside the school were the major cause for the observed disciplinary problems of students in Silte zone administration. With regard to techniques of students disciplinary problems revealed that proximity controls, promote autonomy and enforce rules, were the major techniques of students’ disciplinary problems. Therefore, it was recommended that the school principals, teachers and other stakeholders would set some sorts of rules and regulations specific to the school with the active involvement of the students, in addition to the rules and the regulations of the country, Parents and the society should understand that their contribution to students ‘disciplinary problem is great and would participate thoroughly and follow up on the day to day activities of their children by having close relationships with their schools. More ever, teachers, principals need to be good models to their students on how to deal with students-behavioral problems