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Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.37, 2014

Indiscipline Problems of High School Students: the Case of Ethio-

Japan Hidasse Secondary School (Addis Ababa, Ethiopia)
Amogne Asfaw Eshetu
Addis Ababa University: College of Development Studies
E-Mail: [email protected]

Abstract
Discipline is among the basic ingredient that plays a crucial role in school system. Disciplinary problems occur
when a student refuses to obey rules of the school and lack of it makes teaching effectively difficult. Explorative
type of qualitative research approach is adopted to look at the magnitude of disciplinary problems and data has
been collected using interview, document analysis and direct observation. The analysis is undertaken using topic
coding system. The findings revealed that disciplinary problems in the study have been getting worse from time
to time and ranges from frequent absenteeism to drinking alcohol and smoking cigarette. Day dreaming,
quarrelling, cheating, missing classes, inattentiveness and distributive behavior are among the manifestations of
the problem. Family background, low follow up by parents, school environment and peer pressure are some of
the identified factors behind the problem. Stakeholder coordination is very essential in order to tackle the
problems. Further detail study with representative sample size and using a comprehensive research methodology
has to be under taken by educational experts to investigate the root causes of the problem.
Keywords: Disciplinary problem, high school student, school environment, parent role

INTRODUCTION AND PROBLEM STATEMENT

Discipline is one of the basic requirements for successful teaching-learning process in schools and it is one of the
subjects of concern for teachers. It is a means of molding the behavior of a person and a process of making a
child to show acceptable behavior as a member of the community (Elias et al., 2004). Predominantly, discipline
problems occur when a student refuses to obey rules of the classroom or school. Lack of discipline in school
makes it difficult to teach effectively. One of the effects of student indiscipline on teaching learning process is
poor performance. Since much time is spent on discipline cases, less time on teaching, and this means that the
contents are not completed hence students’ inadequate preparation for the examinations and learning (Nakpodia,
2010; Alemayehu, 2012 and Oluremi, 2013). Discipline in schools has always been a major concern for teachers
and educators, especially when there has been an indication that the problem is getting worse rather than
improving (Tan and Yuanshan, ND). Students’ misconduct in the classroom interferes with teaching and
learning and is thought to be precursor to later school dropout and similar negative social outcomes. Students’
behavioral problems are also thought to be a leading contributor to teachers’ stress and attrition. According to
Nakpodia (2010) and John (2013) disciplinary problems is a major cause for teachers to feel insecure. Serious
breaches of school discipline policy can have profound negative effects on teachers. Teachers subjected to abuse
or intimidation report experiencing fears for their safety, lack of sense of dignity at work, intense feelings of
anger, humiliation, isolation and depression (Azizi et.al, 2009 Tan and Yuanshan, ND). According to Elias et al.
(2004), Masekoameng (2010), Idu and Ojedapo (2011), John (2013) and Temitayo et al. (2013) there are
hundreds of reasons influencing secondary school learners to misbehave at school, such as, for instance,
struggling with hormonal changes, seeing society as deserving criticism and reshaping, a shortage of wisdom to
learn from experience, a lack of religion, racism, poverty, and child abuse. Other reasons for learners’
misbehavior include learners’ who want attention, who see too much violence on television, who have low self-
concepts, have no supervision at home, are bored, and do not know of any better. Factors outside the school also
play a role. Antisocial and aggressive learners generally come from home environments where their daily needs
are not met. This includes not being served meals, not having an indicated time for going to bed, and a lack of
parental control.
Serious breaches of school discipline policy include assault by students on teachers and other students,
verbal abuse, offensive language against teachers and other students, sexual and other forms of harassment,
threat and intimidation of teachers and other students, possessing offensive weapons, supplying or using illegal
drugs, intrusions into the school or classrooms by adults with the intention of confronting teachers have become
a case of study that needed immediate attention (Azizi et al. 2009). Indiscipline in school is certainly a matter of
immediate concern to the teaching profession. Ensuring discipline in schools should be the concern of everyone.
It is important for the people to accept the fact that ensuring discipline is not the sole responsibility of teachers
alone. One of the salient factors that attributes to the problem is peer group influences. Negative attitude of their
friends such as responsibilities, cooperation, time management, respecting adults, disobeying rules and
regulations are some of the contributing factors from the peer-group for the prevailing problems (Azizi et al.
2009, Elias et al. 2004, Idu and Ojedapo 2011, John 2013 and Temitayo et al., 2013). Rogers (1991) described

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.37, 2014

disciplinary problems as forms of disruptive and antisocial behavior, which, in this case, contribute to the high
stress levels of educators, such as: resistance to teacher direction, argumentativeness, defiance, or swearing at the
teacher and frequent frustrating behavior, such as calling out and talking out of turn. Lewis (1991) has
distinguished three overlapping types of misbehavior which are regarded as disciplinary problems for the
educator in the classroom, namely misbehavior that inhibits the learner’s own learning, misbehavior by one
learner which is destructive to the learning of another, and misbehavior which is disrespectful, defiant or abusive
to the educator.
The author encountered a hot discussion by two high school teachers regarding the misbehavior of
their students while returning from down city to Akaki by city bus. After attending some of the conversation, the
researcher decided to share the discussion and involved with the matter. A lot of issues were raised and it was
clear that they are highly disappointed with their teaching profession. Similar issue was entertained in the near
past by the ‘Addis Guday’ monthly magazine that posted teenagers with school uniform who were seeping beer
with strew as if they are drinking juice and the writer highly urged concerned bodies to give due attention. A
study by Alemayehu (2012) disclosed that students’ disciplinary problem in Shashemene secondary school
(Ethiopia) became serious and stressful through time. Then after the author was thinking over it and many
questions came in my mind. Is really students discipline as such harsh though they are learning civic and ethical
education? Is students’ residential area (Akaki- being industrial area with diverse population) has a certain
contribution? Such and other questions triggered me to conduct this research. Therefore, the aim of this paper
was to examine magnitude of disciplinary problem in Ethio-Japan Hidasse secondary school.
The objectives of this study were:
To identify the level of students discipline problems and major manifestations
To identify the dominant factors contributing to the students discipline problems
To examine the role of parents and school community in minimizing the problem
To see if there is any difference among students (in terms of sex, family background and place of
residence) in committing disciplinary problems
To that end, the following research questions were treated in the study:
• What are the most commonly encountered disciplinary problems that are being experienced in
secondary schools?
• What are the major factors/ causes for the disciplinary problems that are being experienced in this
school?
• To what extent do parents follow their children school behavior and achievement?
• Who are experiencing disciplinary problems (in terms of sex/ family background/place of residence or
else)?

MATERIALS AND METHODS

Description of study area
Ethio-Japan Hidasse secondary school in Addis Ababa was established with the financial support of the Japanese
government in 2009. It is found in Akaki-Kaliti sub city and comprises grade 9 and 10 levels with 20 sections.
As of 2013, the school accommodated 1053 students (of which 559 or 53.1% were male and 494 or 46.9% were
females). The average class size was 53 students per class. In addition, the school carried out its teaching
learning program with 52 teachers (78.8% male and 21.2% female) and 31 administrative staffs.

Design of the study, Target Population and Sampling Procedures

Explorative type of qualitative research approach was adopted in this research because it is the most suitable to
assess the major variables/causes so as to conduct further investigation using survey research. In addition, such
qualitative method enables to explore the experiences and feeling of school management bodies. Ethio-Japan
Hidasse secondary school was selected purposely due to its proxy and diverse composition of students both from
rural, suburban and urban areas. Interviewees were selected using judgment sampling technique. Since the issue
under investigation is students’ disciplinary problems, those individuals who have better information and
immediate relation with students were included in the study. In line with this, the school principals, civic and
ethics club coordinator and guidance and counseling coordinator were selected purposefully. In addition, two
home room teachers were included for the study using convenience sampling technique to substantiate the
information collected from other sources.

Data Collection: Sources, Tools and Procedure

Data were collected using in-depth interview, document analysis and direct observation. In-depth interview was
conducted using semi-structured questionnaire with the aforementioned key informants. Document analysis was
also carried out mainly disciplinary records both at counseling, homeroom teacher and school principal levels as
well as attendance of two home room teachers. The researcher also carried out direct observation at school level.

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.37, 2014

Data Analysis and Interpretation

Data analysis was carried out using topic coding system. The information was categorized using different themes
as causes/factors of disciplinary problems, manifestation of the problems, the role of school community and
parents as well as possible solutions. Finally, based on the analysis, the major types of disciplinary problems
being experienced in the school and their underlying causes were identified.

RESULTS AND DISCUSSION

Major disciplinary problems observed in the school
Disciplinary problem in the school is common problem. The school management suspended two male students
due to the severe disciplinary problem in the first semester. Based on the information gathered through in-depth
key informant interview and document analysis, being late, cheating during exam time, unable to accomplish
assignments and home works given, smoking cigarette, stealing of students property (mainly mobile and text
books), being restless in class rooms (mainly in the afternoon classes), quarrelling with teachers and among
themselves, absenteeism, missing classes, playing with matches in classrooms, making impolite remarks towards
teachers, throwing chalk and small stones across the classroom, purposively disturbing the class with cell phone
sounds while the teacher is giving lecture, disobedience of school authority, dress code violations, leaving
campus without permission, as well as talking or/and inattentiveness when the educators are talking are the
major disciplinary problems committed in the school. Even though it is not as such wide spread and frequent,
coming to school after drinking alcohol, sexual harassment, damaging classroom fittings, fighting with teachers
have also committed mainly by male students. The problem was observed during direct observation mainly late
comers were many in number and absenteeism was observed from attendance sheets. The number of absentee
students, as confirmed by home room teachers, increases mainly in market days. The counselor of the school
also added that there is a rumor from the nearby residents that male students are chewing chat in group and
sometimes with the female class mates in small house especially prepared for such purposes during school time.
The researcher had got a chance to talk with a horse cart driver while returning from the school (the school is
found around 2 kilometers to the west of the center. So horse cart is the only option). First it was me that started
the talk by asking the old man “how things are going on?” It seems that the old man was not interested with my
question. After a short gap, the driver started talking by saying “… can you see these girls... pointing his figure
towards them; they are secondary school students, I know them by their uniform. I have been working in this
road for long time and it is common to see such type of situation. Now they are waiting their friends and return
back to home as if they are returning from school.”
Even though great variation was not identified in terms of residence and sex, fighting among each
other, frequent quarrelling with teachers and school guards, smoking in the school compound and coming class
intoxicated are committed by male students. Cell phone sound disturbance and side talking in the class were by
large committed by female ones. Other disciplinary problems are performed by both sexes. A study by Lewis
(1991) and Temitayo et al. (2013) pointed out similar result as boys are more violent at school than girls using
both physical aggression and threats. Girls tend to portray more indirect modes of malicious gossip, as well as
malicious ostracism. The reason why boys are more violent than girls is because boys are biologically more
prepared to learn dominance, competitiveness and aggression. Girls are socialized into being more inhibited. The
researcher also tried to see recorded documents regarding disciplinary problems. Unfortunately, it was not
possible to get well organized records so as to compare and contrast if there is any disparity in terms of
residential area and other attributes.

Pushing Factors
The findings showed that peer group influence, family background, school environment, considering the act as
adventure and lack of vision (long term aim) by students were identified as the dominant factors contributing to
discipline problems among students. Both respondents agreed that, since the parents of most students are factory
employees and their economic status is low, they are not in a position to follow up their children and unable to
afford what their children request. Lack of control or/ and loose control leads students to be misbehaved, drunker
and smoking cigarette. Once addicting in such situation students commit stealing properties of their friend in
order to get money. Peer pressure was also identified as a pushing factor for disciplinary problems. Some
students consider smoking and misbehaving as adventure and manner of ‘being civilized’. Especially male
students from the nearby suburban perform such acts not to be considered as inferiors by their urban class mates.
From the results, the respondents also noted that the students were pushed by their friends to fight and steal. In
this case, the students were blackmailed by the other students to do such things. If they resist, the student’s fear
of something bad will happen to them. Since most teachers were youngsters and newly graduates, their
management experiences was weak so that they confront with students frequently and this has also aggravated
the situation.
Another issue raised during the interview was the role of parents and school community in minimizing

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.37, 2014

the problem. As mentioned above, most parents are working as a laborer in the factories. They did not attend the
day-to-day activity of their students. They even did not accept as their child is committing such disciplinary
problems. The school guidance and counselor shared his experience as “…one 10th grade student was ordered by
his home room teacher to come with his parent after robbing the mobile of one female student. The father of the
student never accepts such disciplinary problem. He said, ‘I know my child, do not blame him of robbery, he is
innocent and well behaved, even my neighbors can give the witness, perhaps the problem might be done by
somebody else’.” This indicated that parents did not follow up their students and students themselves acts as if
they are innocent in the home to mischief their parents. Other parents replied ‘it is beyond my capacity, I could
not manage it, and the school management can take appropriate measures. I have my own business. I never come
again with such issue.’ The work by Tan and Yuanshan (ND) confirm the same result. Lack of parental
guidance/supervision is the most frequently cited reason (Idu and Ojedapo, 2011; Alemayehu, 2012 and
Temitayo et al., 2013). Some teachers believe that some of the parents themselves are poor models. When it
comes to disciplining misbehaved pupils, they are either indifferent or overprotective, making it difficult for the
schools. Masekoameng (2010) pointed out that anti-social and aggressive learners generally come from home
environments where their daily needs are not met. This includes not being served meals, not having an indicated
time for going to bed and lack of parental control. However, some of the respondents recognize that as teachers,
they themselves could have caused some of the problems because of poor classroom management and boring
lessons. One of the interviewed home room teacher agreed that most of the teachers are laissez-faire and
disappointed with students’ poor performance and poor manner. Following up of students was rarely done by
some teachers. Most respondents agreed that different forms of organizations in the school like civic and ethical
club, one to five organizations of students and students’ police did not bring the intended results. This situation
was also confirmed by the study of Kinde and Mekonnen (2006) on secondary school in Jimma zone, Ethiopia.
As clearly indicated the educational and training policy of Ethiopia, the general objectives of education in the
country in general and civics and ethics in particular, among others, is to bring up citizens who can take care of
and utilize resources wisely, who are trained in various skills, by raising the private and social benefits of
education as well as to bring up citizens who respect human rights, stand for the well-being of people, as well
as for equality, justice and peace, endowed with democratic culture and discipline (FDRGE, 1994 and Yamada,
2011). But most respondents doubted the achievement of the intended outcomes of civic and ethical education.
The school has formulated rules and regulation with the consent of students but no one abide by the rules and as
informed by the counselor, most teachers are highly irritated by the behavior of their students and are not fully
committed to carry out their duties. Smith and Laslett (1993) suggested that the basic elements in determining
the state of the classroom environment are rules and routines. Rules define the boundaries for behavior within a
classroom. They are in effect the formal statement of the teacher’s expectations about what pupils may and may
not do. The situation in the study area proved that having rules and regulations by itself is not a guarantee to
secure a conducive learning-teaching environment. The enforcement of the rules both by students and school
communities matters a lot.
Lack of vision was also identified by respondents as a cause for the disciplinary problems. Some male
students are learning only to complete grade 10 so as to have a driving license. Even a great number of female
students are dreaming the Arab world. Regarding the vision of students, some parents also share similar idea by
saying ‘please tolerate my child till he completed grade 10…then after he will be either a taxi driver or min-bus
tout. School environment was another factor worth-mentioned during the discussion with the principals. The
school serves both for rural, suburban and urban students. This makes the behavior of students to be diverse.

Figure 1: Manifestation and pushing Factors of disciplinary problems

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.37, 2014

Having diverse behavior in turn aggravates different disciplinary problem. Regarding with this issue,
Masekoameng (2010) asserted that multi-cultural schools are more prone to experience disciplinary problems
than schools with learners of the same culture and ethnic background. Other factors which may determine the
types of problems in schools are, for example, the size of the school, the managerial skills of the principals, and
the socio-economic backgrounds of learners, to name but a few. The school time duration (which last from 2:00
to 9:00 local time) was taken as one factor. Addicted students become frequently restless especially after the
break time and exhibited disciplinary problems. Relatively large class size has also aggravated some of the
problems like talking and cheating.

What should be done?

Managing disciplinary problems needs the collaborative actions of all stakeholders. Educators play a significant
role in the management of school discipline. Educators who do not actively involve learners in classroom
activities may experience disciplinary problems. The involvement of learners in matters pertaining to their
education reduces behavioral problems. Learners, who are actively engaged and interested in classroom activities,
stay on task at a higher level than learners less interested and involved. Smith and Laslett (1993), Idu and
Ojedapo (2011) and Temitayo et al. (2013) underlined the role of teacher as an educator who involves his or her
learners in class, treats them as people who are capable of thinking for themselves, and do not treat them as
objects to be cajoled and shaped into manageable underlings who need to climb on board the educator’s behavior
track experience less disciplinary problems. If teachers are pre-occupied with setting up displays, distributing
materials or searching for equipment then there are ample opportunities for idling, chatter and other
unproductive activities. Parents also play the greatest importance in creating conducive teaching and learning
atmosphere. It seems that lack of parental involvement was the major cause of disciplinary problems in
secondary schools. When parents show due civility and respect, their children reflect it in their interaction with
their educators. On the other hand, if parents fail to exhibit respect to others, the learners will imitate this
behavior and show little or no respect for their educator. Parents should follow up the day to day activity of their
children, their friends outside the school and should communicate with the concerned body in the school at least
one in a month. This situation was not common the study area. The school principal was highly surprised with
one parent who came to school to check the attendance of her child in the previous day and said ‘I suspect my
child was not in the class yesterday. I want to check it.’ Unfortunately the mother of the student was right. The
attendance for that day was absent. Such types of trends should be encouraged. It should be the cumulative
responsibility of all stake holders that brings the intended result. Therefore, the school management bodies
should work collaboratively with concerned bodies so as to bring the intended objectives mainly attitudinal
change and development of self esteem.

CONCLUSION AND RECOMMENDATIONS

From the aforementioned discussions, it is possible to conclude that different kinds of disciplinary problems are
exhibited the school. The pushing factors behind school level disciplinary problems were the cumulative effects
of school environment, family background, loose parent control, lack of vision and other. Parents and schools
share the responsibility of promoting values and standards which we hope will help younger people to establish
sound behavioral codes for their lives. It is important that parents work in-cooperate with their child’s school,
and not just leave the school alone in the dark. Discipline problems can be dealt with much more effectively if
both parties could share similar and ideal vision which leads to prolific missions. The study was conducted to
examine the magnitude of students’ disciplinary problems (extent, manifestations and pushing factors) in Ethio-
Japan Hidasse Secondary School. Even though, it is difficult to generalize the findings for other schools, due to
the problem of representativeness of the sample and the techniques used, it can be possible to forward the
following plausible recommendations.
Parents and school communities should organize a discussion session so as to discuss with the issue and
formulate remedial action
The school management is expected to update the regulations of the school regularly and enforcement
of the rule should be applied
School based clubs have to be strengthened and reward has to be given for ethical students
Detail study with a representative sample and a comprehensive methodology should be undertaken by
educational experts so as to explore the underlying causes.

Acknowledgement
The author would like to take this opportunity to thank Mengistu Dessalegn (PhD) who inspired me to look into
qualitative research methodology critically. The researcher is grateful to Ato Shumet Birhane (school principal)
and Ato Amare Misganaw (Guidance and counseling coordinator) for their cooperation in facilitating the
interview. Lastly, I am indebted to those who have participated in the interview for their ideas and time.

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.37, 2014

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