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THE EFFECT OF TEACHERS’ LEADERSHIP ROLE ON STUDENTS’ DISCIPLINE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Leadership that does not bring all members on board is day by day being rejected and participatory leadership adopted. According to Hammer and Whisman (2014), school leadership should be able to motivate students, teachers and other staff members towards a common goal. School principals determine to a large extend how other stakeholders in the school will behave (Melntvre & Morrison. 2003). Leithwood, Louis, Anderson, and Wahlstrom (2004) asserts that school principals should ensure smooth running of the school as well maintaining high standards of student discipline. It is the role of the school principals to establish a connection with the immediate community for better coexistence. The school Teachers must aim also to channel well discipline students to the society. School leadership should encourage and motivate all stakeholders to participate in school activities with a aim of sharing ideas and avoiding conflicts as a results of decision taken by the school (Day,

2000). Schools must come up with strategies to prevent and stop student indiscipline acts such as drug abuse, use of acceptable language in school, theft, pornography, and radicalization among others. Leadership styles adopted by school principals significantly determine the student discipline in the school.

Discipline is essential part of any leading institution and is evident when a school becomes a peace and safe place for learners and all other stakeholders. School has a role to live harmoniously with the surrounding community (Sushila. 2004). Kindiki (2012) asserts that discipline is a role of administration and therefore the school principals should offer good management skills in order to have students with acceptable behaviour.

Teacher’s leadership is very essential in maintaining student discipline as well as motivating students to work harder to produce good academic results (Cole, 2002), A school that has good discipline in the one that whose students adhere to the rules and regulations of the school. In such a school few or not indiscipline cases are reported and students are motivated to do what is right even with little or no teacher supervision (Ali, Dada, Isiaka & Salmon, 2014). In Kenyan context, the school principal is expected to be effective in maintaining proper discipline in the school compound and in classroom. It is the role of a school principal to motivate students towards set goals and also spur them to be responsible members of the society. Principals who are not qualified may be the source of management related problems whose effects extends to classroom performance (Ndiku, 2004).

Okumbe (2003) summarized the following leadership styles as used in schools, transformational leadership, transactional leadership, democratic leadership, autocratic leadership, laissez-faire leadership and bureaucratic leadership. The leadership styles used in secondary schools are aimed at providing way forward for students, supporting staff and communicating to parents. Good leadership style brings about flexibility of duties and tasks as well provide a quick way to respond to school problems and challenges. It provides also a channel through which education stakenolders can raise their concerns and various roles are coordinated through the same channel.

Leadership in our schools is a complex issue, Donaldson (2001) states that his 30 years as a public educator have been rife with claims that schools, in general, have not been led well. Fullan (2001) further states at a time when leadership for schools has never been so critical, there is also a growing shortage of people who are willing to take on that responsibility, As increased student performance on standardized tests is expected, the demand on school leadership increases. A constant battle to fill staff positions, retain quality teachers, lower dropout rates, and make the school a safe place for all combine to add to the pressure on school leaders. In fact, Little (2000) states that "it is increasingly implausible that we could improve the performance of schools, attract and retain talented teachers, or make sensible demands upon administrators without promoting leadership in teaching by teachers.

It has become apparent that one person cannot be called upon to successfully provide the leadership needed in a school. The principal alone cannot be expected to single handedly address every issue of leadership facing a campus. It takes the staff members stepping into leadership roles to fulfill all of the demands of school leadership.

Barth (1990) states that *If the principal tries to do all of it, much of it will be left undone by anyone. Teacher leadership is moving to the forefront in response to the growing need for increased school leadership. School reforms are inviting teachers to participate in the restructuring of schools (Urbanski & Nickolaou, 1997).

Shared leadership looks different from the conventional school leadership model that shows the principal alone at the top. Smylie and Brownlee-Conyers (1992) and Urbanski and Nickolaou (1997) agree that one part of effective teacher leadership is a change in the relationship between teacher leaders and their principals. This need not, in truth must not, be viewed by principals as a loss of power, but instead as an opportunity to extend or leverage their power (Barth, 2001).

Teachers demonstrate leadership in a variety of ways. In many cases, the definition and performance of teacher leadership may be influenced and understood within the organizational structure (Smylie & Denny, 1990). Some teacher leadership roles are formal while others can be considered informal. Some roles are a permanent fixture on campus while others are temporary in nature. O'Hair and Reitzug (1997) observed that teacher leaders engage teachers, students, and community in public problem solving. The list of potential roles for teacher leaders can be a long one.

Communication skills and positive relationships with fellow teachers were noted as part of the characteristics of teacher leaders (Brownlee, 1979). Each district and even each campus may present different opportunities for teachers to assume leadership roles.

This makes it difficult to describe all aspects of teacher leadership in a single statement. This variation of opportunities makes it difficult to create a single all encompassing definition of teacher leadership.

The connection between teacher leadership and school effectiveness is difficult to define. Schools and districts use a wide variety of measures to indicate effectiveness and student progress. Beginning with Ronald Edmond's statement in the 1970's that "all children can learn, attempts to resolutely define an effective school continue. The list of possible measures of school effectiveness is numerous as Jansen (1995) indicates, following the 1979 work of Edmonds, that researchers produced lists of characteristics of effective schools that had from 10 to 29 different items on the lists. While much research into teacher leadership has taken place, the link between teacher leadership and student performance has yet to be firmly established.

1.2 STATEMENT OF THE PROBLEM

In spite of the fact that much research has been reported on the need for teacher leadership, the impact that teacher leadership has on school effectiveness is still unclear. After a quantitative review of student achievement rates and teacher leadership, Burr (2003) states that in spite of state requirements that teachers participate in school leadership, the impact on student achievement is still in question. While it is clear that one of the goals of teacher leadership is an increase in student performance, Leithwood, Louis, Anderson, and Wahlstrom (2004) and Donaldson (2001) acknowledge that the direct link between teacher leadership and school effectiveness in regard to student scores is difficult to establish.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the effect of teachers’ leadership role on students’ discipline in secondary schools

Specific objectives include;

1. To examine the impact of teachers' leadership style on students' discipline in secondary schools.

2. To assess the relationship between teachers' communication skills and students' discipline.

3. To investigate the influence of teachers' ability to establish a positive classroom environment on students' discipline.

4. To explore the role of teachers' consistency in enforcing rules and consequences on students' discipline.

1.4 RESEARCH QUESTIONS

1. What is the correlation between teachers' leadership style and students' discipline in secondary schools?

2. How do teachers' communication skills affect students' discipline in the classroom?

3. What role does the establishment of a positive classroom environment by teachers play in students' discipline?

4. What is the impact of teachers' consistency in enforcing rules and consequences on students' discipline?

1.5 RESEARCH HYPOTHESES

1. There is a significant relationship between teachers' leadership style and students' discipline in secondary schools.

2. Teachers' communication skills positively correlate with students' discipline in the classroom.

3. A positive classroom environment established by teachers leads to better student discipline.

4. Teachers' consistency in enforcing rules and consequences significantly affects students' discipline.

1.6 SIGNIFICANCE OF THE STUDY

This study on the effect of teachers' leadership role on students' discipline in secondary schools holds significant implications for educational practice and policy. Understanding how teachers' leadership styles, communication skills, and classroom management strategies influence student discipline can inform the development of more effective teaching methodologies and interventions to foster a positive learning environment. By identifying factors that contribute to enhanced student discipline, educators and administrators can implement targeted professional development programs to support teachers in cultivating leadership qualities and refining their interactions with students. Additionally, insights from this study can guide school administrators in the formulation of policies and practices that promote a culture of respect, responsibility, and accountability among students. Ultimately, the findings of this research endeavor have the potential to contribute to improved academic outcomes, enhanced student well-being, and the overall success of secondary education institutions.

1.7 SCOPE OF THE STUDY

This study focuses on investigating the effect of teachers' leadership role on students' discipline specifically within secondary schools in Karu Local Government Area (LGA) in Nasarawa State. It encompasses an examination of various aspects of teachers' leadership, including leadership styles, communication skills, and classroom management techniques, and their impact on student discipline. The research will involve collecting data from multiple secondary schools within Karu LGA, employing a mix of qualitative and quantitative research methods to gain comprehensive insights into the phenomenon. By narrowing the scope to a specific geographical area, the study aims to provide localized findings that can inform educational practices and policies within Karu LGA and potentially contribute to broader discussions on improving student discipline in similar contexts.

1.8 LIMITATIONS OF THE STUDY

Despite its significance, this study faces several limitations. Firstly, the findings may not be generalizable beyond secondary schools in Karu LGA, limiting the broader applicability of the results. Secondly, logistical constraints such as time and resource availability may restrict the number of schools and participants included in the study, potentially impacting the representativeness of the sample. Additionally, the study's reliance on self-report measures and subjective assessments of teachers' leadership and student discipline may introduce bias and measurement errors. Furthermore, external factors such as socioeconomic status, cultural differences, and community dynamics within Karu LGA may influence the study outcomes but cannot be fully controlled. Recognizing these limitations is crucial for interpreting the findings accurately and making informed decisions based on the study results.

1.9 DEFINITION OF TERMS

1. Teachers' Leadership Role: The actions, behaviors, and strategies employed by teachers to influence and guide students, colleagues, and other stakeholders within the educational setting towards achieving common goals, fostering a positive learning environment, and promoting students' academic and personal development.

2. Students' Discipline: The adherence to rules, regulations, and expectations established within the school environment, including behavioral standards, codes of conduct, and academic integrity, aimed at maintaining order, promoting a conducive learning atmosphere, and ensuring the well-being and safety of all individuals within the school community.

3. Secondary Schools: Educational institutions typically serving students in grades 6 to 12 (or equivalent) that provide a comprehensive curriculum beyond primary education, focusing on academic subjects, career preparation, and personal development, and often preparing students for higher education or the workforce.

4. Leadership Style: The approach, behavior, and manner in which individuals, in this context teachers, exercise influence, make decisions, communicate, and interact with others within an organizational setting, including autocratic, democratic, laissez-faire, transformational, and transactional styles. 

5. Communication Skills: The ability of teachers to convey information, ideas, and instructions effectively and efficiently to students, colleagues, parents, and other stakeholders through various verbal and non-verbal means, including speaking, listening, writing, and body language.

6. Positive Classroom Environment: A supportive, inclusive, and conducive atmosphere within the classroom that promotes student engagement, collaboration, respect, and learning, characterized by clear expectations, mutual respect between teachers and students, effective classroom management strategies, and opportunities for student participation and autonomy.

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