Teachers' method of discipline and perceptions of disciplinary practices among teachers in Lagos Metropolis: Barriers and facilitators

Abstract

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