INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES

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Volume: 01 Issue: 08 | AUG 2020

Teachers’ Participation in Students’ and Staff’s Discipline in secondary

schools as determinants of teachers’ Morale in Imo State
1
Chinyere Maryrose, NWACHUKWU, Ph.D
2
IHEANAETU, Beatrice Ifeyinwa, Ph.D
1,2
Department of Education Foundation
Imo State College of Education
Ihitte/Ubona
Email: [email protected], [email protected]
2
Gladys Chinyere ELEZUO, Ph.D
Department of General Studies in Education
Imo State College of Education Ihitte-Ubuma
Email: [email protected]

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Abstract. The study investigated the extent of teachers’ planned. Education administrators like managers in
Participation in Students’ and Staff’s Discipline in secondary private and public establishments face the dilemma on
schools as determinants of teachers’ Morale in Imo State. The how to improve the effectiveness of decision making.
population of this study consisted of all 5047 teachers in the 275 Governance in any organisation like the secondary school
public secondary schools in Imo State under the six (6)
is best done as a shared responsibility because it creates
Education Zones. The study adopted Correlational Survey Design
while simple random sampling technique was used in selecting
in the teachers a sense of belonging, boosts their morale
the respondents. Data was obtained using a research and increases their enthusiasm and zeal.
questionnaire tagged “Participation in School Governance Nwankwo (2001) asserts that when all group
Questionnaire (PSGQ) and Teachers Morale Questionnaire members participate in school governance, members
(TMQ. Data obtained from the respondents was analysed using tend to be more committed to their duties and it boosts
descriptive statistics (mean and standard deviation) while their morale. Governance refers to all processes of
Pearson Product Moment Correlation analysis was used to test governing whether undertaken by a government, market
the hypotheses at 0.05 alpha levels. It was concluded that there or network, formal or informal organisation and decision-
is no significant relationship between teachers’ participation in making among the actors involved in a collective problem
staff’s discipline and morale of teachers in Imo State Secondary
that leads to the creation, reinforcement or reproduction
Schools. On the other hand, it was observed that there is
significant relationship between teachers’ participation in of social norms and institutions. In its most abstract
students’ discipline and morale of teachers, in Imo State sense, governance is a theoretical concept referring to the
Secondary Schools. One of the recommended was that teachers actions and processes by which stable practices and
should be allowed to participate in maintaining discipline organisations arise and persist. These actions and
among students and teachers, so that there will be a conducive processes may operate in formal and informal
environment for teaching and learning which will boost their organisations of any size, and they may function for any
morale as well as improving and promoting effective learning. purpose. Governance conveys the administrative and
KEYWORDS: Staff’ Discipline, Students’ Discipline, process oriented elements of governing and it involves
teachers’ Morale, Secondary Schools, Imo State aspects of power (Bevir, 2013). School governance holds
the keys to schools’ success and survival. Governance is to
INTRODUCTION.
organisations what blood vessels are to human beings.
People are integral part of organisations as they Governance in an organisation like the school is
spend much of their lives working in them. The school is a often seen as a rational process involving individuals
social organisation which is primarily a service – goal inside and outside the school. It is a fairly straightforward
oriented social system. The school is a social arrangement process. Governance is the activity of governing a country
in which the activities of students are systematically or controlling a company or any organisation the way in

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 INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES
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Volume: 01 Issue: 08 | AUG 2020

which a country is governed or a company or school is students’ discipline, where teachers are allowed to
controlled. It is the sole responsibility of all schools’ participate in decision makings in the administrative
administrators to reflect on the organisations’ objective, process of the school.
policies, plans and the totality of decisions from the Purpose of the study
organisation itself. The notion of governance in a general The purpose of the study was to determine the
sense refers to the ‘pattern of rule’ or pattern to govern relationship between teachers’ participation in school
which are concerned with regulation to direction and governance and their morale in secondary schools in Imo
procedure (Farrell and Law, 2008). State. Specifically, the objectives were:
The solid foundation of any successful school is its 1. To determine the relationship between teachers’
teachers. Teachers represent a source of knowledge and participation in staff discipline and their morale.
ideas, but often times those resources remain untapped. 2. To determine the relationship between teachers’
Involving teachers in the governance of the school, not participation in students’ discipline and their morale.
only empowers them to contribute to the progress of the Research Questions
school, but also makes for an increase in productivity, The following research questions were raised to guide the
positive attitude and it improves morale. School study.
governance and management style are also important 1. How does teachers’ participation in staff discipline
factors, which can either motivate or lower teachers’ relate to their morale?
morale and commitment. Teachers’ satisfaction with 2. How does teachers’ participation in students’ discipline
school governance determines their involvement and relate to their morale?
commitment to duty. It is pertinent that cooperation and Null Hypotheses
team work are needed from the academic staff and The following null hypotheses were tested at 0.05 level of
school administrators for the smooth running of the significance.
school. 1. There is no significant relationship between teachers’
Statement of the Problem participation in staff discipline and their morale.
Teachers’ morale is a key psychological factor that 2. There is no significant relationship between teachers’
shapes the staff’s feelings, attitude, interest and participation in students’ discipline and their morale
commitment to the organisation which in turn determines Literature Review
the staff’s level of productivity. In the education The Concept of School Governance
enterprise, the teacher, who is the hub upon which School governance is the key to preventing corruption.
education wheel revolves at the secondary school level, Being a nurturing ground for the young generation, it is
must be well lubricated with high morale. It is stated that essential for the school management to set a model of
when teachers’ morale are high, their level of good governance and uphold an ethical culture in school.
commitment and performance are also high. According to Akube (2004), under the Education
There is a general lack of commitment and dedication Ordinance, each aided school is required to establish an
among teachers in the school system despite several Incorporated Management Committee to manage the
attempts by Imo State government to improve their work school. It is a major responsibility of all administrators, in
conditions. Teachers do not cooperate with the school that their governance reflects the organisation’s
administrators to enforce orders or implement the objectives, policies and plans and the totality of decisions
decisions of the school because these teachers see to give direction to the organisation itself. Okoroma
themselves at the receiving end–merely taking order even (2000) said that governance is the core process of
on issues they are not well briefed and are not administration and the main duty of a leader or
comfortable with. When situations like these arise, the administrator is that of governance. The difference
teachers tend to behave differently and there will be between successful and unsuccessful organisation is in
conflict indices with several dysfunctional effects which their governance ability, that all other administrative
may bring down the teachers’ morale and resultant poor activities or functions are dependent upon administrative
school climate. This leads to an assumption that the governance.
schools’ administrators do not operate participative The running of a school does not only involve the
school governance with respect to staff discipline and Principal and a team of general support staff, but also the

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 INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES
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Volume: 01 Issue: 08 | AUG 2020

teachers who are assigned administrative duties. Like any of doing nothing until a situation is dire and then enacting
organisation receiving Government financial assistance, harsh discipline, principals should speak to teachers about
schools are facing rising public expectation of good problems when the problem is still minor. If the problem
governance in their operations. Ukeje (2007) stated that it continues, moderate disciplinary measures are taken. If
is imperative for those responsible for the management the problem continues to worsen, discipline escalates. In
of schools to ensure that there is good governance and this approach, discipline serves first to teach and correct
adequate internal control in school operation. This problems, before it becomes a means of punishment.
checklist aims at providing a user-friendly guide to help Ikube (2004) stated that, to keep discipline from lowering
schools set up a good governance structure and adopt morale, teachers need to perceive that discipline is meted
internal control measures in their operations. out equally. Supervisors or principals do not ignore
Teachers’ Participation in Staff Discipline and their infractions from favored staff and punish more severely
Morale less-favored staff. Kato (2007) states that evenhanded
Staff discipline involves self-control, restraint and discipline keeps up staff morale and it protects the school
respect, for oneself on the part of both teaching and non- from charges of discrimination. The author further states
teaching staff. Byanga, (2004) stated that teachers would that written rules and standard punishments help keep
always perform well on the job and administrators would discipline evenhanded and hold everyone in the school to
never need to impose discipline. The kind of discipline the same standards (Emunemu, 2009).
and the manner in which it is administered affects the Hopkins (2003) states that discipline must be
morale of the staff who is subject to discipline as well as maintained in any culture, including the culture of
other staff in the school. The right kind of discipline schools. Principal has a legitimate right, if not an
ensures better teachers’ performance in the future and obligation, to expect teachers to meet acceptable
can even raise staff morale. According to Ogankwu (2010) standards of performance and behavior, including
teachers who know what is expected of them on the job maintaining satisfactory attendance, performing work in a
perform better and feel more secured in their work. careful, accurate and efficient manner, following job
Written rules that address aspects of the job such as dress instructions, following safety rules and practices, and
codes, working hours, breaks, personal phone calls, use of accepting job assignments or instructions from
emails and other common disciplinary situations, along supervisors. Ukeje (2007) opines that in most cultures,
with expected discipline, for disregarding company rules most individuals conform to the expected standards of
or policies, puts the responsibility for proper behavior on performance and behaviour. According to Nwankwo
the employees. (2014) when the principal’s expectations are not satisfied,
It is therefore important to have rules in the the need for a disciplinary process arises. When this
workplace, you do not want to make draconian occurs, not too frequently, employers typically impose
restrictions, so teachers feel their every move is improper discipline, delayed discipline, or no discipline at
scrutinized and they have no personal freedom. This level all. Ineffective or improper discipline of employees
of control backfires and lowers employees’ morale. In the contributes to the filing of costly litigation, including
work of Gay (1996), as cited in Obot (2003) a supervisor wrongful termination of duties. It also results in
or the principal, worried that teachers’ performance is decreased productivity and poor employee morale and
sub-par, supervises the staff more closely and disciplines the increased filing of grievances. On the other hand,
him more often. The intention is to guide the teachers to effective or proper discipline usually has the following
better performance, but the result is that a teacher feels positive impact:
he has no control and is overly scrutinized. Bieketty  Increased supervisory self confidence;
(2004) stated that if staff morale drops, job performance  Earlier teachers’ problem resolution;
suffers even more. In contrast, teachers who are given  Increased productivity and staff morale;
more autonomy often see this as a sign of management’s  Reduced turnover in absenteeism due to
confidence. Their morale soars and they perform even sickness, disability, etc.;
better.  Greater respect for management;
Eric (2001) sees discipline as it works best if it is  Improved labour relations climate
progressive and teachers can see this progression. Instead

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 INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES
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Volume: 01 Issue: 08 | AUG 2020

Teachers’ Participation in Students’ Discipline and their METHODS

Morale Design of the study
In Nigeria today, there has been a public outcry on The research for this study is a Correlational Survey
the problem of discipline. Rules and regulations are no Design. This design is found fit for the study as it attempts
longer kept by students. They do not obey their teachers to find out the relationship between teachers’
and school authorities. Discipline according to Nakpodia participation in school governance and their morale.
(2010) is a necessary thing that generates the right Area of the Study
attitude to work, develop the norms of the society and The study was conducted in Imo State.
train youths to show good character. Ikediugwu (2008) Population of the study
opined that discipline involves self-control, restraint, The study population comprised all 5047 teachers in the
respect for self and respect for others. The researcher 275 public secondary schools in Imo State under the six
defines discipline as one’s ability to correct him/herself (6) Education Zones (Imo State Education Board and
from those negative behaviours and tries to focus on the Statistics Department, 2015).
right norms. Okah (2005) sees it as a valuable asset to Sample and Sampling Technique
school administration but must at all times have its limits The six education zones constituted the clusters from
according to education law. A disciplined group of which 20% of schools in each zone were selected through
teachers and students are signs of a successful school Simple Random Sampling by balloting technique. At the
administration. Discipline is connected with a conducive second stage 62% of teachers in each of the selected
environment for learning to take place and removal of schools from the zones were selected using Simple
unfavourable and unethical behaviours that impede Random Sampling, giving a total (teachers) sample of
desirable learning outcomes. 1012. Three of these were discarded after collection due
In the early days of education in this country, and until just to improper completion (see Table I for the sample
before independence in 1960, discipline in schools was frame).
almost synonymous with punishment. The early teachers Table 1: Sample frame of the respondent
were remembered for their use of whip and other forms of
corporal punishments for the instilling and maintenance of
discipline among their students. They were conscious of
the golden Maxim “spare the rod and spoil the child”.
Things have changed for better as far as the concept of
discipline in our schools are concerned.
Discipline in the best sense is training of the mind and
Source: Field Survey
character to produce self-control and habits of obedience.
Instrumentation
A disciplined person is guided in his behaviour by moral
Two researcher developed instruments were used for
and social principles. He does what is right and good.
data collection tagged Participation in School Governance
Present day educators are in general agreement that
Questionnaire (PSGQ) and Teachers Morale
although discipline still involves the establishment of rules
Questionnaire (TMQ).
and regulations, the major emphasis should be on securing
Validation of the Instrument
a high degree of self-discipline in students. A disciplined
To ensure the validity of the instruments, (PSGQ) and
person believes that such behaviours are better than
(TMQ), the face validity was used. The research
actions that can harm other people, he does the right
instruments were scrutinized by the researcher’s
thing. In schools where students obey rules and
supervisors and two experts from Measurement and
regulations, teachers are bound to do well both in
Evaluation. Their inputs helped to check for the
teaching, learning and overall administration of the
appropriateness of the items, clarity of language,
situation, which in turn will results in better performance
relevance of items to the research questions and
on the part of the students and teaching staff. But a
hypotheses.
situation where students lack discipline, the reverse
becomes indiscipline.

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 INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES
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Volume: 01 Issue: 08 | AUG 2020

Reliability of the Instrument

The instrument was pre-tested randomly with 30
secondary school teachers, respondents who were not
part of the sample for the study. Cronbach Alpha
Reliability Technique was used to ascertain the reliability
of instrument tagged: “Participation in School Table 3 reveals the strength of the relationship between
Governance Questionnaire (PSGQ). The reliability the independent variable, students’ discipline and the
coefficient of 0.82 was obtained for participation in school dependent variable, teachers’ morale. The correlation
governance while the reliability for Teachers Morale coefficient r (.171) shows that there is a positive
Questionnaire was 0.78. relationship between Teachers’ Participation in Students’
Discipline as it rises in the school, gives a reciprocal
Statistical Treatment of Data response to teachers’ morale.
Each research question was answered with Testing of Research Hypotheses
descriptive statistics (Mean and Standard Deviation) while Null Hypothesis 1: There is no significant relationship
Pearson Product Moment Correlation and Multiple between teachers’ participation in staff discipline and
Regression Analysis were used in testing the null their morale.
hypotheses at .05 alpha level of significant. Table 4: Result of Pearson’s Product Moment
Correlation analysis of the Relationship
Data Analysis between Teachers’ Participation in Staff
The result of the analysis based on each research Discipline and their Morale (N = 1009).
questions and hypotheses are shown as follows:

Research Question 1: What is the Nature of the

Relationship between Teachers Participation in Staff
Discipline and their Morale?

Table 2: Nature of relationship Between Teachers’

Participation in Staff Discipline and their
Morale (N = 1009)
Table 4 reports the relationship between teachers’
participation in staff discipline and morale of teachers.
The calculated correlation coefficient (r = .022) is smaller
than the critical r of .062 at .05 alpha level with 1008
degree of freedom. The result is not significant therefore;
Table 2 reports the strength of the relationship between the null hypothesis that there is no significant relationship
Teachers’ Participation in Staff Discipline and their between teachers’ participation in staff discipline and
Morale. The correlation coefficient r, (0.22) show that teachers’ morale is upheld. The result means that there is
there is a positive relationship between Teachers’ no significant relationship between teachers’
Participation in Staff Discipline and Teachers’ Morale. This participation in staff discipline and morale of teachers in
means that as teachers participation in staff discipline as Imo State Secondary Schools.
it rises in the school, gives a reciprocal response to Null Hypothesis 2: There is no significant
teachers’ morale. relationship between teachers’ participation in students’
Research Question 2: What is the Nature of the discipline and their morale.
relationship between Teachers Participation in Students Table 5: Result of Pearson’s Product Moment
discipline and their morale? Correlation analysis of the Relationship
Table 3: Nature of Relationship Between teachers’ between Teachers’ Participation in Student
Participation in Student Discipline and their Discipline and their Morale (N=1009)
Morale (N = 1009)

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 INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES
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Volume: 01 Issue: 08 | AUG 2020

the calculated correlation coefficient of .171 is greater

than the critical R-value of .062 at .05 alpha levels of
significance with 1008 degree of freedom. The result is
attributed to the fact that teachers’ participation in
students discipline has its unique characteristics that
could influence their morale. The result may also be
5 reports the relationship between teachers’ participation attributed to the fact that teachers as professionals are
in students discipline and teachers’ morale. The conscious of the fact that they need to discipline
calculated correlation coefficient (r = .171) is greater than themselves and act as role models to students. Besides,
the critical r of .062 at .05 alpha level with 1008 degree of the teachers and students could have had understanding
freedom. The result is significant. This leads to the that most disciplinary measures are corrective and not
rejection of the null hypothesis. The result means that punitive. The result could also have been due to the fact
there is significant relationship between teachers’ that everyone knows that the art of teaching has strong
participation in students discipline and morale of association with discipline. This holds true because in the
teachers, in Imo State Secondary Schools. classroom where the teacher is ultimate controller,
he/she has to discipline the students to ensure effective
Discussion of Findings teaching and learning. Also, the teacher assumes full
The discussion of findings is done based on the variables responsibility to ensure that the students behave in
studied and presented as follows: accordance with the acceptable standard of behavior or
laid down rules and regulations of the school. A study
Participation in Staff Discipline and Morale of Teachers conducted by Ehigie and Akpan (2004) on the relationship
The testing of the hypothesis one revealed that there is between teachers’ participation in students’ discipline
no significant relationship between teachers’ and teachers’ morale in South-Eastern Nigeria is in
participation in staff discipline and morale of teachers in support of this study. The result of the study showed that
Imo State Secondary schools. This is because the teachers’ participation in students’ discipline significantly
calculated correlation coefficient of .022 is less than the impacted teachers’ morale in South-Eastern Nigeria.
critical R-value of .062 at the .05 alpha levels with 1008
degree of freedom. This result could be linked to the fact CONCLUSION
that teachers have traditional believe that their opinion or
On the basis of the data analysis and findings, the
suggestion are not required or implemented on matters
relating to staff discipline. The study further revealed that following conclusion is drawn. That significant
the morale of teachers who participated in staff discipline relationship exists between teachers’ participation and
were not statistically different from those who did not students’ discipline. This shows that these variables are
necessary and should be taken care so as to boost
participate in staff discipline. This could be attributed to
the fact that principals adhere to every disciplinary teachers morale but that does not mean that these
measure documented in the staff code of ethics laid down variables are hundred percent but that other variables
over the years The result of this study is in agreement could be used to explain morale of teachers while
with an earlier work of Ejiogu cited in Peretomode (2006) participation in staff discipline had no significant
who discovers that teachers do not care whether they relationship with morale of teachers. This is because
participate or not in staff discipline decision-making as teachers were not allowed to participate in the above.
long as there is good and regular salary, their morale are Teachers should be allowed to participate in staff
not affected. development programmes as it will affect morale
Teachers’ Participation in Students’ Discipline and positively. Teachers should be allowed to take part in
Morale of Teachers project development as it will showcase their area of
specialization.
The testing of hypothesis two showed that there
Recommendations
is a significant relationship between teachers’
From the findings and conclusion, the following
participation in students’ discipline and morale of
teachers in Imo State Secondary schools. This is because recommendations are made:

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 INTERNATIONAL JOURNAL ON ORANGE TECHNOLOGIES
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Volume: 01 Issue: 08 | AUG 2020

1. Teachers should be made partners in the school 13. Nakpodia, J. D. (2010). An Exploration of Discipline and
governance process Suspension Data. Journal of Negro Education, 73(4):
2. teachers should be allowed to participate in 408-423.
maintaining discipline among students and 14. Nwankwo, C. O. (2014). Staff Discipline and Higher
Productivity. Human Resources Management Journal,
teachers, so that there will be a conducive
12(2): 10-15.
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boost their morale as well as improving and Modern Approaches in Education Management.
promoting effective learning. Ibadan, Oyo State, Nigeria: Giraffe books, p. 216.
3. Teachers should be involved in the promotion 16. Obot, M. E. (2003). Principals’ Supervisory Role
exercise and the financial benefits paid as at Performance and Teacher Effectiveness in Uyo Local
when due. Government Area, Akwa Ibom State, Journal of the
Faculty of Education, University of Uyo. 2(1): 67-68.
17. Ogankwu, V. N. (2010). Creating Successful Workplace
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