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SECONDARY SCHOOL STUDENTS’ PERCEPTION OF SCHOOL RULES AND REGULATION IN PROMOTING ACCEPTABLE ATTITUDE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Students are the most important stakeholders and resources in education. It is critical to teach children how to behave in a positive manner both within and outside of the classroom. School administration defines rules and regulations to direct the actions of members of the educational institution in order to produce an orderly and peaceful school environment and maintain law and order. Almost everything a school has to give pupils is contingent on student behavior (McGregory, 2006). According to Vornberg, discipline is linked to both the school’s culture and environment, and that in order for a suitable atmosphere to exist inside a school, a certain amount of discipline is required. Parents can move their children to “better” schools in schools where discipline is a severe concern, such as when kids harass others. Because well-behaved students normally do well, their transfer may have an impact on the school’s overall performance. Punishment, on the other hand, can intensify rather than curtail conduct (Rigby, 2000). The problem of school indiscipline is a worldwide concern that cuts beyond political, economic, geographical, ethnic, and even gender lines (Kajubi, 2007). In the United Arab Emirates, there is a rising worry over indiscipline in schools, with teaching techniques being blamed for the children’s misbehavior (Mukharjee, 2005). Parents were becoming increasingly concerned and irritated as episodes of indiscipline and violence in schools increased. Not only was there worry about the possibility of property destruction and personal injury, but also about the low academic performance connected with the rising trend of indiscipline. School discipline, along with academic performance, is one of the most common public complaints about schools and the educational system in nations across the world (Seifert, 2001). These worries are reflected in media stories of disruptive kids, student riots, bullying, and violence in classrooms and playgrounds, which are common and frequently spectacular. There is a persistent and rising belief that behavior issues are widespread in schools, that instructors are struggling to maintain order, and that school officials are unable to ensure kids’ safety (Mutua, 2004). School rules, according to MANTEP (1995), are “principles or instructions that monitor and govern conduct in a particular school institution.” School regulations are formal directives issued by a school to ensure that pupils behave properly. Mosha (2006) asserted that school rules and regulations serve specific purposes, such as preparing students to be good citizens who will grow into better adults; instilling in students the understanding that offenders will face consequences, encouraging them to follow the country’s laws and adhere to accepted norms and rules of conduct; and encouraging cooperation and harmony in society. Some school requirements are included in the school rules. School rules are directives or concepts that govern conduct in schools. Punctuality, neatness, and cleanliness, living in peace and order, obedience to instructors, parents, and the community, and proper maintenance of school materials, equipment, and buildings are only a few of the norms (Abel, 2003). In general, school rules and regulations work together to guarantee that school rules are followed in order for the educational institution to run smoothly. Teachers think that order, peace, and harmony in the classroom may be achieved when pupils are appropriately disciplined and regulated (MANTEP, 1995). School regulations and rule making, according to Schimmel (1997), are connected to citizenship education. An educated procedure for teaching children the standards of citizenship is an important aspect of school rules education. “School regulations are, after all, a sort of legislation that applies to students,” says Schimmel (1997). However, according to Schimmel (2003), rather than supporting active and democratic citizenship, school regulations as disguised citizenship education curriculum in many or most schools contradicts the purposes of citizenship education because students have no say in designing or amending them. (Schimmel et al., 2003)

1.2 STATEMENT OF THE PROBLEM

Schools play a vital role in the socialization of young people, teaching them how to control their own behavior, respect others, and manage their time appropriately, preparing them to be responsible citizens (Tait, 2003). Despite the fact that practically all secondary schools have clearly written and stated school rules and regulations, there have been incidents of major misconduct among secondary school pupils (Izahak, 2006). Because these rules are set by the government and school administration, little is known about students’ perceptions of school rules and regulations in promoting self-discipline; making them aware that offenders are punished and encouraging them to obey laws of the country; conforming to social norms and rules of conduct; encouraging co-operation and harmony in the community. It is therefore at best to learn about students’ perceptions of school rules and regulations in promoting self-discipline; making them aware that offenders are punished and encouraging them.

1.3 OBJECTIVES OF THE STUDY

The primary goal of this study is to learn about students’ perceptions of school rules and regulations in terms of fostering appropriate conduct. More specifically, the study aims to:

i. Determine whether or whether students participate in the development of school rules and regulations.

ii. Examine how the school’s rules and regulations are used to improve discipline.

iii. Determine secondary school students’ impressions of school norms and rules in terms of preparing them to be good citizens.

iv. Investigate secondary school students attitudes regarding rules and regulations.

1.4 RESEARCH QUESTIONS

i. How can students participate in the development of school rules and regulations?

ii. How can the school rules and regulations are used to improve discipline?

iii. What are the school students’ impressions of school norms and rules in terms of preparing them to be good citizens?

iv. How can secondary school students attitudes regarding rules and regulations be investigated?

1.5 SIGNIFICANCE OF THE STUDY

The study will be useful to curriculum writers since it will aid in aligning the curriculum to address concerns of student discipline. Secondary education curriculum should thus be prepared with the goal of providing learners with relevant information that stresses the upholding of laws and regulations in order to generate law-abiding individuals. This research will aid in the education ministry’s examination of the current framework in order to improve discipline through effective rules and regulations. This research will assist school administrators in developing rules and regulations that are effective and efficient in improving student and staff discipline. This research will also aid in resolving issues of student indiscipline, with parents and the general public benefiting as the expenses associated with student indiscipline are reduced.

1.6 SCOPE OF THE STUDY

This study focuses on secondary students’ impressions of how school rules and regulations encourage appropriate behavior among secondary school students. As a result, this research will take place at Covenant University Secondary School, with instructors and students from the school being sampled.

1.7 DELIMITATION OF THE STUDY

Obtaining funding for general research activity will be difficult over the course of studies. Correspondents may also be unable or unwilling to complete or submit the questionnaires that have been sent to them. However, it is expected that these limits will be overcome by making the greatest use of existing resources and devoting more time to research than is required. As a result, it is firmly considered that, despite these constraints, their impact on this research report will be small, allowing the study’s purpose and importance to be met.

1.8 DEFINITION OF TERMS

Perception is a concept, a belief, or an image that students have as a consequence of how they perceive or comprehend School Rules & Regulations in this research.

School Rules: are guidelines or instructions that govern student behavior in schools. When at school, all secondary students, for example, are obliged to wear school uniforms. School rules are usually established by the headmaster or headmistress and his or her staff. Some school policies may require the approval of the school board.

Discipline: refers to the methods used by school officials to maintain order and manage student conduct. It includes regulations that govern goal orientation and behavior both within and outside the institution, as well as the socialization processes that take place there.

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Full Project – SECONDARY SCHOOL STUDENTS’ PERCEPTION OF SCHOOL RULES AND REGULATION IN PROMOTING ACCEPTABLE ATTITUDE

Full Project – SECONDARY SCHOOL STUDENTS’ PERCEPTION OF SCHOOL RULES AND REGULATION IN PROMOTING ACCEPTABLE ATTITUDE

Full Project – SECONDARY SCHOOL STUDENTS’ PERCEPTION OF SCHOOL RULES AND REGULATION IN PROMOTING ACCEPTABLE ATTITUDE

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