Disciplinary Problems Of Students In Government Secondary Schools Of Arada Sub-city In Addis Ababa City Government

The purpose of the study was to investigate the disciplinary problems of students in selectedrnsecondary schools in Arada Sub-city. A descriptive survey research was used to achieve thernpurpose of the study. On top of this, the research sample was composed of 54 teachers, 8rnprincipals and 20 students of the two selected sample schools in Arada sub-city. These samplesrnwere drowning from the total population using simple random and availability techniques.rnMoreover, the data gathering tools for this research were questionnaire, interview and focusrngroup discussion. Data collected using these instruments were analyzed using descriptivernstatistics percentage and frequency. Besides, thematic analysis was used to analyze qualitativerndata. Finally, the study revealed that coming to school habitually late, not doing homework orrnassignment and cheating in examination were the major types of disciplinary problems observedrnin the schools. The findings of the study also revealed that lack of uniformity (consistency)rnenforcing rules, bad influence outside the school and lack of parental control were the majorrncause for the observed disciplinary problems of students in Arada sub-city governmentrnsecondary schools. With regard to techniques of students disciplinary problems relived thatrnpromote autonomy, enforce rules, consistent manner were the major techniques of students’rndisciplinary problems. Therefore, it was recommended that the school principals, teachers andrnother stakeholders should set some sorts of rules and regulations specific to the school with thernactive involvement of the students, in addition to the rules and the regulations of the country,rnParents and the society should understand that their contribution to students ‘disciplinary problem isrngreat and should participate thoroughly and follow up on the day to day activities of their childrenrnby having close relationships with their schools. More ever, teachers, principals need to be goodrnmodels to their students on how to deal with students behavioral problems.

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