Teachers' method of discipline and perceptions of disciplinary practices among teachers in Lagos Metropolis: Barriers and facilitators
Managing classroom behaviour remains a challenge for teachers, especially in large classes as in most Nigerian schools. Because teachers have different personalities, their approach to classroom discipline varies, requiring identification of contributory factors. The study's purpose was to examine disciplinary methods employed by teachers and to compare teachers who use punitive methods of discipline (PMD teachers) with those who use non-punitive methods (N-PMD teachers)on a range of factors. The study employed ex-post facto design,using244 teachers from 16 secondary schools in Lagos metropolis. Two instruments were used for data collection; one categorized respondents into two groups. Results revealed that the groups differed significantly on all variables. The N-PMD group had higher knowledge of child development, more awareness of harmful effects of corporal punishment, more knowledge about positive discipline alternatives, and lower belief in the value of corporal punishment. These variables may be considered important facilitators of effective discipline.
Keywords: Barriers, Facilitators, Behaviour management, Teacher, Disciplinary practices, Disciplinary effectiveness