Search for a command to run...
This study examined the effectiveness of student discipline management strategies in shaping school climate and academic performance in secondary schools in Rivers State, Nigeria. The study was guided by three objectives: to investigate preventive, corrective, and supportive strategies and their respective impacts on school climate and academic performance. The research also explored differences in perceptions between school management and teachers regarding the effectiveness of these strategies. A descriptive survey research design was adopted, involving a total sample of 180 respondents (30 principals and 150 teachers) selected through a multi-stage sampling process from 30 public secondary schools across three educational zones in the state. Data were collected using a validated and reliable structured questionnaire titled Student Discipline Management, School Climate, and Academic Performance Questionnaire (SDMSCAPQ), with a Cronbach’s alpha reliability coefficient of 0.83. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson’s correlation and ANOVA) were used to analyze the data at a 0.05 significance level. The findings revealed strong agreement between school management and teachers on the effectiveness of preventive strategies—such as early intervention, behavioral expectations, and teacher-student relationships—in fostering a conducive school climate and boosting academic performance. Similarly, corrective strategies, including fair sanctions and counseling, were viewed as moderately effective and necessary for maintaining order and accountability. While both groups acknowledged the value of supportive strategies—such as emotional support, student mentoring, and reinforcement techniques—significant differences emerged in their perception, with school management placing greater emphasis on these strategies than teachers. The results support the hypotheses that no significant differences existed in the perceptions of preventive and corrective strategies, while a significant difference was found in the perception of supportive strategies. The study recommends the institutionalization of proactive discipline policies, consistent implementation of corrective measures, and professional development programs aimed at strengthening staff capacity in student support systems. These steps are critical in fostering a safe, respectful, and high-performing school environment.