TEACHERS’ DISCIPLINARY STRATEGIES FOR EFFECTIVE TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA

Abstract

This study explores the use of disciplinary strategies by teachers in public secondary schools in Ekiti State, Nigeria, and the resulting impact on students' educational experiences and overall outcomes. Effective management of the classroom is one of the most important components of creating an effective learning environment for all students. However, the inability to effectively manage the behaviour of students can obstruct their academic success; thus, this study provides information on the importance of communication, the development of positive relationships, the establishment of clear expectations between teachers and students, and urgent attention to demonstrate acceptance of student behavior when applied in its appropriate context. In order to meet the objective of this study, the authors identified existing strategies that can be applied in classroom management; however, future empirical-based research must be conducted on the long-term effects of these current strategies and their contextual application in Ekiti State. There is evidence to support the need for continued professional development to better equip teachers with skills necessary to assist them in successfully managing classroom issues. Future studies should also examine any identified gaps through empirical studies to gain the perspective of students and to address any cultural issues affecting discipline in this Ekiti State, Nigeria. Improving disciplinary strategies will increase student achievement and create an environment of respect and academic excellence within public secondary schools in Ekiti State.