Mark Gyapong, Michael Subbey


The purpose of the study was to investigate measures that are in place to deal with indiscipline among Junior High Schools in Agona Swedru in the Agona West Municipality. The study was a quantitative study underpinned by the positivist paradigm and adopted the descriptive survey design. The study was undertaken in the Agona Swedru township in the Agona West Municipality of Ghana. Selected Junior High school students formed the sample of the study. Purposive sampling and simple random sampling were used to sample 120 students for the study. The questionnaire was employed for data gathering. Data were analyzed descriptively using frequencies and percentages. It emerged from the study that predominant forms of indiscipline behaviours were related to the following; leaving the school grounds, physical aggression, disturbing others, inappropriate use of school material, out-of-seat behaviour such as moving, noncompliance with teacher’s directives. The study revealed that the causes of indiscipline behaviour were school size, home factors, individual factors, family factors, gender and ethnicity, school factors, societal factors, and peer group pressure. The study showed that indiscipline behaviours result in low academic performance, breeds undesirable student behaviour, and dropping-out of school. The study therefore recommends that the Agona educational directorate, the Agona District assembly, the authorities of the selected schools and the various administrative staff should collaborate with the guidance and counselling coordinators to organise programmes focused on the forms of indiscipline exhibited by the students to effectively equip them to deal with the everyday indiscipline behaviours in the school.


Article visualizations:

Hit counter


discipline, indiscipline, involvement, challenges

Full Text:



Amado. H. & Freire, O. (2009). The impact of school-wide positive behavioural interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. doi:10.1037/a0012883

Bell, U. & Bolam, W. (2003). Factors that influence Secondary School discipline in Borambu District. Unpublished M.ED Thesis; University of Nairobi.

Bowen, A., Jenson, I. & Clark, H. (2004). Revisiting the place of punishment in Zimbabwe’s Primary and Secondary School Formal Education System; Department of Philosophy and Religious Studies, Faculty of Arts, Great Zimbabwe University: Journal of Africa Studies and Development. 1(2)10-23.

Chemhuru, I. (2010). The problem of discipline considering modern, post-modern discourse, pedagogy, culture, and society; University of Cyprus, NICOSIA, Cyprus: Published online

Creswell. J. W. (2009). Research methods: Quantitative and Quantitative Approaches. Nairobi: African Centre for Technological studies. (ACTS).

DeWet, K. (2003). Challenges facing head teachers in enhancing pupil discipline in primary schools in Kibera Slums. Unpublished M. ED Thesis; University of Nairobi.

Erikson, K. (2003). An analysis of the arguments for and against the use of corporal punishment in Zimbabwe’s secondary schools: Zimbabwe journal of Education Research.

Felix, M. (2011) Predictors of Attitudes Toward Seeking Professional Psychological Help Among Kuwait University Students. Published Doctoral Dissertation. Virginia Polytechnic Institute and State University.

Gakure, A., Mukuria, D. & Kithae, R. (2013). An analysis of the strengths and limitation of qualitative and quantitative research paradigms. Problems of Education in the 21st Century, 1313-18. Retrieved from EBSCOhost

Gaustard, J. (2005). Parents and teacher’s perception of vocational guidance in secondary school in Calabar metropolis-Calabar Cross River State. An unpublished post guidance diploma thesis University of Calabar, Calabar.

Grossincle, G. (2000). Distributed Leadership: In Clearing house on Educational Management-(CEPM). University of Oregon, Research Roundup 19,4

Gyan, X., Baah-Korang, W. P., Mccarthy, Q. & Mccarthy, D. (2015). Hindrance to effective implementation of guidance and counselling in secondary schools in Kamwangi Division, Thika District. Unpublished masters’ thesis. Nairobi: Tangaza College

Illeris, Q. (2003). Teachers’ Proficiency Course Training Manual (Revised edition). Nairobi: Ministry of Education

Jordan, G. (1995). Career-intervention outcome: A replication and extension of Oliver and Spokane (1998). Journal of Counselling Psychology, 45, 150-165.

Kenya National Examinations Council. (2008). Examination rules and regularities. Nairobi, Kenya: Kenya National Examinations Council.

KNEC. (2010). Monitoring of learner achievement for class 3 in literacy and numeracy in Kenya [NASMLA 2010 report]. Retrieved from

Kipropo, A. (2012). Educators’ perspectives of the implementation of IQMS management system at secondary schools within the Umlazi district of Kwazulu Natal. Unpublished D Ed thesis, University of Zululand

Kounin, H. (2008). Towards effective school management and guidance: Guides for school management teams. Pretoria: Department of Education

Laing, S. & Chazen, Z (2006). Quality Education News. A quarterly publication issued by the South African Quality Institute in the interest of promoting educational excellence. First quarter

Maccoby, K. (2014). Perceptions of discipline and ensuing discipline problems in secondary schools. Sovenga. University of the North

MacDaniel, G. (2005). Designing Qualitative Research. 4th Ed. Thousand Oaks: Sage Publications.

Macmillan, Q. & Schnuacher, S. (1997). Research in education. A conceptual introduction. 4th edition. New York: Addison Wesley Longman.

Manning, N., Heron, V., & Marshall, W. (2016). The school as a learning organisation. Reconceptualising school practices in South Africa.1st edition. Pretoria: Van Schaik Publishers.

Marais, N. & Meier, A. (2010) Student discipline and high school performance. Sociology of Education, 60: 18-33

Masitsa, S. (2008). An analysis of educational challenges in the new South Africa. South African Journal of education, 20 (1): 51-52.

Mukama, N. (2005). Does classroom disciplinary climate in a school matter everywhere? A cross-country comparative studies. Paper presented at the2005 Annual Meeting of the European Conference on Educational Research. Retrieved from dle/123456789/428773

Munyasia, G. (2008). Disruptive or disrupted? A qualitative study on the construction of indiscipline. International Journal of Inclusive Education. Vol. 9, No. 3, July–September 2005, pp. 241–268

Njoroge, G.& Nyabuto, S. (2014). Constructivist early education for moral development. Early Education and Development. 11(1), 10-35.

Oosthuizen and Van Staden (2007) Social development, psychological growth, and the parent-child relationship. New York: Harcourt, Brace Jovanovich.

Paul (2006) Secondary Students’ Perceptions of Enjoyment in Physical Education: An American and English Perspective. Physical Educator. Early Winter 2009, Vol. 66 Issue 4, p209-221, 13p

Rossouw, G. (2003). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6–8-year-old rural children. Psychology of Addictive Behaviors, 16 (Suppl. 4), S65–S71.

Stockard, R.., T. & Mayberry, F. (2002). Better Discipline in your school, a head teacher’s guide to understanding and managing learner behavior. Nairobi: Rinny Publishers

Yaroson, N. (2004). Sex differences in delinquency: An examination of popular sociological explanations. Criminology, 13, 427-428

Yin, R. (1994). Research in education. A conceptual introduction. 4th edition. New York: Harper Collins.

Zubaida, R. (2009) Suspension, race, and disability: Analysis of state-wide practices and reporting. Journal of Emotional and Behavioural Disorders, 14(4), 217-226



  • There are currently no refbacks.

Copyright (c) 2021 Mark Gyapong, Michael Subbey

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).