The role of school-based management committees in sustaining learner discipline in three Nigerian schools.

Abstract

Scholarship in educational leadership and management field clearly shows that no effective teaching and learning can occur where there is lack of discipline and order among learners in schools and classrooms. In the context of Nigeria, research suggests that incidents of learner misbehaviours persist despite various interventions to curb this phenomenon. In Nigeria, School Based Management Committee (SBMC) has been established to play a proactive role in facilitating and leading school improvement and also maintain discipline in public schools. However, indiscipline in schools has remained on the high side. This could imply that interventions of SBMC in schools are often short-lived, and not sufficiently effective in achieving desired goals. The effects of the SBMC seem to be not sustained due to factors yet unknown in the literature. This begs the question, what is the role of SBMC in sustaining learners discipline in schools and how do they play such a role? Therefore, this study explored the role of SBMC in sustaining learner discipline in three secondary schools in Ekiti-State, Nigeria. Thus, the aim of this study was to understand how School-Based Management Committee promotes and sustained positive behaviour among learners in school. A qualitative case study design located within interpretivist paradigm was conducted in three purposively selected secondary schools. Qualitative design was preferred because it utilises in-depth investigation and rich information on the phenomenon. Participants comprised Principals, teachers, learners (head boy and girl), traditional representative and PTA chairpersons. Data were generated from semi-structured interview, dyadic interview, observation and document review. Data were analysed through content analysis. Literature was reviewed across Global, African and Nigerian perspectives on School-Based Management Committees and sustenance of learner discipline to delve into the field of study. Two theories were adopted as a theoretical framework for this study. Accordingly, the first centres on discipline, while the second focuses on leadership. Theories on discipline are William Glasser‟s Reality Therapy, Self-regulation theory By Bandura, School-Wide Positive Behavioural Support (SWPBS) Model. While Leadership theory are as follow: Collaborative Governance theory; Sustainable leadership theory, Share leadership theory, Instructional school leadership theory, Ethical leadership theory and visionary leadership theory. The finding suggests that SBMC in studied schools were able to maintain and sustain learner discipline through the synergy they created with other prominent stakeholders, despite some challenges that SBMC encountered and overcame during the process of sustaining learner discipline. Among the fundamental recommendations was the need for school principals and other members of the SBMC to maximise on human and social capital to bring pressure to bear on those reluctant parent to get involved in the affairs of the schools to enhance the voice of the parents on issues regarding school development and particularly in the sustainability of learner discipline. Also, This study was conducted in a small scale that comprised three school. I strongly believed that there are important issues that can be assessed in different parts of the country, through the use of a wider scale study that is quantitative in nature. As such, reseachers need to understand how the experiences shared by the SBMC in the study resonate with others in a national scale.