Victor Chukwubueze Nkedishu


This study examined students’ malfeasance acts, consequences and administrative approaches in public secondary schools, Delta State. It was guided by four research questions and four hypotheses. The study design was ex-post-facto of the descriptive survey technique. A sample of 238 was selected from a population of 476 principals in Delta State secondary schools applying stratified sampling method. Instrument entitled ‘Students’ Malfeasance Acts, Consequences and Administrative Approaches Questionnaire (SMACAAQ) was utilized in the study and its validity was established though face and content validity. Data gathered were analysed with the use of mean rating, standard deviation, ranking and t-test at significance level of 0.05. Findings revealed that perpetual lateness to school, inviting their friends to create conflict in school, oppressing fellow students, coming to school with dangerous weapon were some profiles of malfeasance acts in public secondary schools, Delta State. Letting students know the consequence of malfeasance acts on their academic achievement and society, use well-behaved students to give example, let students know the rewards for being well-behaved were some administrative approaches to curb students’ malfeasance acts in public secondary schools, Delta State. It is recommended that upon admission, students should be issued a handbook which contains rules and regulations of the school, this will help students understand what constitute malfeasance behaviour and avoid them. Orientation should be organised for students from time to time where they will be informed on consequence of malfeasance acts on their academic achievement and society at large.


Article visualizations:

Hit counter


students, malfeasance acts, consequences, administrative approaches, Delta State

Full Text:



Adeniyi, W. O. and Akinola, O. B. (2020). Behavioural Problems Among Secondary School Students in Osun State: A Nexus of Principals’ Administrative Effectiveness, International Journal of Psychology and Behavioural Sciences, 10(1): 17-23

Adeniyi, W. O. (2012). Personality traits and emotional intelligence as determinants of administrative effectiveness of secondary school principals in Southwestern, Nigeria, Unpublished PhD (Dissertation) submitted to the Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria.

Ali, A. A., Dada, I. T., Isiaka, G. A. and Salmon, S. A. (2014). Types, Causes and Management of Indiscipline Acts among Secondary School Students in Shomolu Local Government Area of Lagos State. Journal of Studies in Social Sciences, 8(2):254-287.

Bates, S. and Weighart, S. (2015). Demystifying executive presence: Defining and measuring how leaders influence. Leadership Excellence Essentials, 32(1): 41-42.

Belle, L. J. (2014). Learner Discipline Management. Reduit: Open University of Mauritius.

Bhavika, C. (2016). Growing Indiscipline Among Students: A burning issue in the society nowadays. Retrieved from 25th March, 2021.

Bottery, M. (2016). Educational leadership for a more sustainable world. London: Bloomsbury Academic.

Chirkina, T. A. and Khavenson, T. E. (2018). School climate: A history of the concept and approaches to defining and measuring PISA questionnaires. Russian Education and Society, 60(2): 133-160.

Etsey, Y. K. A. (2005). Causes of Low Academic Performance of Primary School Pupils in the Shama Sub-Metro of Shama Ahanta East Metropolitan assembly (SAEMA) in Ghana; A paper presented at Regional Conference on Education in West Africa, Dakar – Senegal, 1st – 2nd November, 2005.

Garcia, Q. P. and Santiago, A. B. (2017). Parenting styles as correlates to self-esteem of students. International Journal of Advanced Education and Research, 2(5): 27-35.

Gyan, E., Baah-Korang, K., McCarthy, P. and McCarthy, P. (2015). Causes of Indiscipline and Measures of Improving Discipline in Senior Secondary Schools in Ghana: Case Study of a Senior Secondary School in Sunyani. Journal of Education and Practice, 6(11):19-25.

Hoerr, T. R. (2008). What is instructional leadership? Journal of Educational Leadership, 65(4), 56-64.

Ibukun, W. O., Oyewole, B. K. and Abe, T. O. (2011). Personality characteristics and principal leadership effectiveness in Ekiti state, Nigeria. International Journal of Leadership Studies, 6(2), 248-262.

Idu, A. P. and Ojedapo, D. O. (2011). Indiscipline in secondary schools: a cry to all stakeholders in education. Proceedings of the 2011 International Conference on Teaching, Learning and Change. International Association for Teaching and Learning (IATEL), 729-735.

Jacob, O. A. and Adeboyega, L. O. (2017). Perceived causes and incidences of deviant behaviour among secondary school students in Kwara State. ATBU, Journal of Science, Technology & Education (JOTE). 5(2).

Jeeroburkhan, F. (2016). Indiscipline in schools. Le Mauricien, Retrieved. p.5-6.

Johnson, E. L. (2012). Parenting styles, peer pressure and the formation of antisocial behaviour. Honours Thesis 2012; Paper 101.

Koomson, A. K., Brown, P., Dawson-Brew, E., Ahiatrogah, P. D. & Dramanu, B.Y. (2005). Psychology of Adolescence. Cape coast: Catholic Mission Press.

Kumari, S. and Kumar, P. Student alienation among college students in relation to leadership effectiveness in Ekiti state, Nigeria. International Journal of Leadership Education and Research, 2(3): 204-211.

Muxiddin, M. (2020). Students’ Indiscipline: Types, Causes and Possible Solutions in Secondary School. "Oriental Art and Culture" Scientific-Methodical Journal - (SI) II/: 135-137

Naganandini, R. (2017). Self-esteem among adolescents. International Journal of Advanced Education and Research, 2(4):198-199

Nealis, L. (2014). Safe and supportive school discipline: Promoting positive student mental health. Principal Leadership, 12-16.

Ngwokabuenui, P. Y. (2015). Students’ Indiscipline: Types, Causes and Possible Solutions: The Case of Secondary Schools in Cameroon. Journal of Education and Practice, 6(22):64-72.

Odebode, A. (2019). Causes of Indiscipline Among Students as Viewed by Primary School Teachers in Nigeria. Mimbar Sekolah Dasar, 6(1), 126-140.

Ofori, K. N., Tordzro, G., Asamoah, E., and Achiaa, E., (2018). The Effects of Indiscipline on Academic Performance of Junior High School Students in the Fanteakwa District of Ghana, Journal of Education and Practice, 9(21), 2018.

Okorie, N. C., Ememe, O. N. and Egu, R. H. N. (2009). School-community relations in the development of secondary schools: A focus on Aba Educational Zone. African Journal of Education and Development Studies, 6(1): 22-38.

Oyeike, V. C. and Nwosu, C. M. (2018). Principals’ administrative and supervisory roles for teachers ‘job effectiveness in secondary schools in Rivers State. British Journal of Education, 6(6): 38-49.

Ramharai, V., Curpen, A. and Mariaye H. (2012). Discipline/ indiscipline and violence in secondary schools in Mauritius. Rose Hill: Mauritius Research Council.

Rigby, K. (2014). How teachers address cases of bullying in schools: A comparison of five reactive approaches, Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology.

Seegopaul, R. (2016). An analysis of the causes and types of discipline problems faced by a school; the strategies used by the school administrator to improve discipline: A case study in a model school in Mauritius. Masters’ dissertation. Reduit: Open University of Mauritius.



  • There are currently no refbacks.

Copyright (c) 2021 Victor Chukwubueze Nkedishu

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).