Mutual respect as a tool to curb indiscipline in secondary schools in bali nyonga, north west region of cameroon: implications for guidance counselling

The American Journal of Social Science and Education Innovations

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TYPE

Original Research

PAGE NO.

14-34

DOI

10.37547/tajssei/Volume07Issue01-04

OPEN ACCESS

SUBMITED

24 October 2024

ACCEPTED

22 December 2024

PUBLISHED

21 January 2025

VOLUME

Vol.07 Issue01 2025

CITATION

Njinuwo Rose Maire, Professor Nsagha Sarah, & Dr. Nguéhan Boris.
(2025). Mutual respect as a tool to curb indiscipline in secondary schools
in bali nyonga, north west region of cameroon: implications for guidance
counselling. The American Journal of Social Science and Education
Innovations, 7(01), 14

–

34.

https://doi.org/10.37547/tajssei/Volume07Issue01-04

COPYRIGHT

© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.

Mutual respect as a tool to
curb indiscipline in
secondary schools in bali
nyonga, north west region
of cameroon: implications
for guidance counselling

Njinuwo Rose Maire

Department of Educational Psychology, Faculty of Education of the
University of Buea Cameroon

Professor Nsagha Sarah

Department of Educational Psychology, Faculty of Education of the
University of Buea Cameroon

Dr. Nguéhan Boris

Department of Educational Psychology, Faculty of Education of the
University of Buea Cameroon

Abstract:

The purpose of this study is to examine mutual

respect as a tool to curb indiscipline in secondary
schools in Bali Nyonga, North West Region of
Cameroon: implications for guidance counselling. The
study employed the full-block experimental approach.
The population of this study constituted four groups of
respondents: 339 students, and 20 school staff. The
sample was obtained through purposive sampling
technique. The instruments for data collection were a
questionnaire, and a semi-structured interview
schedule. Data from the close ended questions was
analysed using SPSS 23.0, with the aid of descriptive and
inferential statistical tools while the interview was
analysed thematically. The hypotheses of the study
were tested using a non-parametric test (Pearson
Product Moment Correlation Coefficient) presented at
95% level of confidence interval with alpha set at 0.05
levels accepting 5% margin of error. Findings showed
that in the school referred to adequately practice
positive discipline, more of students 77.0% reported
mutual respect confirmed by a high mean of 3.06 on 4
which is more than three times higher when compared
to the school referred not to practice positive discipline
with only 25.3% of students reported mutual respect,

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The American Journal of Social Science and Education Innovations

further confirmed by a low mean of 2.37. Furthermore,
when mutual respect was compared in relation to

students’ discipline, findings showed a significant
difference in students’ discipline between the school

that adequately reinforce mutual respect and the
school that does not (t=13.019, p-value < 0.001). The
school that adequately reinforce mutual respect has a
high mean value of 19.35 plus or minus 0.20583 which
implies high discipline and low indiscipline than the
school that does not adequately reinforced mutual
respect with a lesser mean of 15.44 plus or minus

0.21899 indicating more students’ indiscipline than
students’ discipline. And hypothetically, mutual

respect significantly and positively correlates with

students’ discipline (R

-value 0.400**, p-value < 0.001).

The positivity of the coefficient value implies that

students’ indiscipline is more likely to be curb / reduce

when mutual respect is well promoted in the school
and this prediction is high as supported with a high
explanatory power of 80.6% (Cox and Snell statistics).
In the school that adequately practice mutual respect,
some teachers said they instill mutual respect by
counselling students, promoting friendship, exercising
patience, promoting self-control, follow-up students,
instill consciousness in actions, teach morality, and act
as a role model for the students to emulate. Therefore,
the null hypothesis was rejected and alternative
hypothesis that states mutual respect as a positive
discipline approach significantly help to curb
indiscipline in secondary schools was accepted.
Therefore, it is recommended that the state through
the Ministries of Education should include positive
discipline in the curriculum of teacher training
institutions. This will enhance their commitment in the
teaching learning process. The Regional Delegations of
secondary education should include positive disciple as
a

requirement

for

professional development

programs, seminal and workshops to equipe teachers
with the tools and knowledge of positive discipline in
the classroom. The knowledge of Positive discipline will

enhance teacher ‘s and guidance counselors the

abilities to identify students with needs.

Keywords:

Mutual Respect, Curb Indiscipline,

Secondary Schools, Bali Nyonga, North West Region,
Cameroon, Implications and Guidance Counselling.

Introduction:

Mutual respect in educational settings is

increasingly recognized as a vital component in
fostering a positive learning environment, particularly
in secondary schools. In Bali Nyonga, North West
Region of Cameroon, the issue of indiscipline among
students poses significant challenges to effective

teaching and learning. According to Curwin and Mendler
(1999), a respectful atmosphere enhances student
engagement

and

promotes

positive

behavior,

suggesting that the cultivation of mutual respect could
be key to addressing indiscipline in this context. As
schools grapple with increasing instances of disruptive
behavior, understanding and implementing strategies
that promote mutual respect becomes crucial for
educators and guidance counselors alike.

In the current educational landscape of Bali Nyonga,
instances of indiscipline such as truancy, disrespect
towards teachers, and violence have been reported as
common challenges. A study by Ngwa and Nkuo (2020)
found that these behaviors negatively impact not only
student performance but also the overall school
climate. The lack of mutual respect among students and
between students and teachers contributes to a cycle of
conflict and disengagement, ultimately hindering
academic achievement. This situation highlights the
urgent need for interventions that prioritize the
establishment of respectful relationships within schools.

Furthermore, the implications for guidance counseling
in addressing these issues are significant. Guidance
counselors play an essential role in shaping school
culture and promoting mutual respect through targeted
programs and workshops. According to Koller (2006),
effective counseling can foster emotional intelligence
and social skills among students, which are critical for
developing respectful interactions. By integrating
mutual respect into counseling practices, schools can
create a more supportive environment that encourages
positive behavior and reduces incidents of indiscipline.

Ultimately, the integration of mutual respect as a tool to
curb indiscipline in secondary schools in Bali Nyonga has
the potential to transform the educational experience
for both students and educators. By fostering an
atmosphere where students feel valued and respected,
schools can mitigate the challenges associated with
indiscipline. The collaboration between educators and
guidance counselors in promoting mutual respect is
essential for creating a conducive learning environment
that not only enhances academic success but also
contributes to the holistic development of students.

In essence, In the context of secondary schools in Bali
Nyonga, North West Region of Cameroon, mutual
respect is increasingly recognized as a critical tool for
curbing indiscipline among students. Ideally, schools
should be environments where students feel valued,
respected, and supported, leading to positive behavior
and academic success. However, the reality in many
schools is starkly different. Reports indicate that
indiscipline manifests in various forms, including
disobedience, truancy, and violence, which disrupt the

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learning environment and hinder educational
outcomes. A study conducted in Cameroon highlighted
that common types of indiscipline include collective
misconduct and unacceptable habits, which are often
rooted in a lack of mutual respect between students
and teachers (Ngwokabuenui, 2015).

The consequences of this indiscipline are profound.
Students who do not feel respected are less likely to
engage positively in their education, leading to
increased dropout rates and poor academic
performance. Furthermore, the absence of a respectful
school culture can contribute to a cycle of violence and
conflict, affecting not only the students involved but
also the broader school community. The government
of Cameroon has recognized these issues and has
implemented various policies aimed at improving
school discipline, including the introduction of moral
education and behavior accountability policies
(Ebontane, 2006). However, these measures have not
fully addressed the underlying issues of mutual respect
and psychosocial support, as many teachers lack the
training necessary to foster a supportive environment.

Despite governmental efforts, the problem of
indiscipline persists in secondary schools in Bali
Nyonga. Statistics indicate that a significant
percentage of students continue to exhibit disruptive
behaviors, which can be attributed to the ongoing lack
of mutual respect in the classroom. This situation
underscores the urgent need for effective guidance
counseling programs that emphasize the importance
of mutual respect as a foundational element in curbing
indiscipline. By equipping teachers with the skills to
foster respectful relationships and providing students
with the support they need, schools can create a more
conducive learning environment that ultimately leads
to improved behavior and academic success.

This study has as lone objective to find out how mutual
respect helps to curb indiscipline in Secondary Schools
in Bali Nyonga, North West Region of Cameroon:
Implications for Guidance Counselling.

Based on the above objective, one general hypothesis
was tested which verified how mutual respect as a
positive discipline approach significantly help to curb
indiscipline in Secondary Schools in Bali Nyonga, North
West Region of Cameroon: Implications for Guidance
Counselling.

Literature Review

To begin with, Stanford Encyclopedia (2014) defines
respect as a responsive relation which is expressed in
various

ways

including

attention,

deference,

acknowledgment, valuing, and behaviour. The English
word respect is derived from the respicere, which

means “to look back at” or “to look again”. The

Stanford Encyclopedia further notes that respect is a
particular mode of apprehending the object, and
explains that the person who respects something pays
attention to it and perceives it differently from someone
who does not. It is therefore instructive that the
synonyms for respect are words such regard, which

means to “to watch out for” and consideration, which
means “to examine carefully” or “

paying close attention

to”. Respect requires paying close attention and

involves other behaviours such as deference and
acknowledgement, as well as a philosophical

orientation of valuing another’s point of view. Relying

on the ethical theory of Immanuel Kant, Wood (1999)
suggests that when one respects another, one is not
prone to be oblivious or indifferent to that person, or to
ignore or quickly dismiss that person, neglecting or
disregarding that person, and argues that it is morally
wrong to express disrespect or contempt for persons by
not valuing them as ends in themselves.

Respect as part of the process of leadership, is not
confined to the world of business and to adults. It is
equally important when leading schools and relating to
students. Kohn (1996) contends that children are more
likely to be respectful when important adults in their
lives respect them; a view later echoed by Boynton and
Boynton (2005) who note that people are more apt to
go out of their way to please a boss who they believe
values them as individuals and treats them with dignity
and respect. According the Boynton and Boynton,
students have the same feelings as adults do. They thus
conclude that in order to foster positive teacher-student
relations and improve student discipline teachers
should seek to show respect to students. Thus, if respect
has positive effects on teacher-student behavior then
the absence of respect may be deemed to be a
contributor to negative student-teacher relationships
and negative attitudes of students towards school and
school authorities, although the negative attitudes of
students towards school and school authorities result
from a variety of factors.

A classroom environment upholds the values that a
teacher fosters within their room (Miller & Pedro, 2006).
Miller and Pedro (2006) specifically explore the qualities
of a respectful classroom environment, which they
believe is a space in which students feel comfortable,
safe, and valued. Jones & Leah (2022) found that there
were multiple factors that contributed to fostering a
respectful

environment,

including:

classroom

management, teacher-student relationships, and peer
relationships. There have been multiple studies
analyzing different aspects of a positive and respectful
classroom environment and ways to foster such an
environment.

Many studies conducted on the subject record student

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feedback through surveys and/ or interviews. One such
study by Keyes (2019) looked at student perceptions of
belonging in the school and classroom. This study
consisted of a compilation of 31 interviews of high
school students attending a Chicago Public School and
detailed a list of factors that students contributed to
their sense of belonging. A study by Pendergast, Allen,
McGregor, and Ronksley-Pavia (2018) compiles
interviews of school administrators, teachers, and
middle level school students in order to see how a
sense of belonging at school affected youth as well as
how to create that sense of belonging. Öncü and
Bichelmeyer (2021) surveyed high school and college
students taking an associate certification course as
well as the teachers who taught those courses. They
asked questions about multiple factors that influence

a students’ sense of belonging, such as engagement,

instructional practices, and teacher characteristics.
Alston & Bowles, (2012) looked at how instructional

practices might affect students’ sense of belonging,

and found that there was a relationship between
instructional practices, a sense of belonging, and
academic achievement. Skerrett (2012) observe a

teacher’s reading class in order to understand how
classroom practices contributed to students’ sense of

belonging and academic achievement.

Another trend in creating a respectful classroom
environment is a focus on mutual respect (Skerrett,
2012). Mutual respect is created when teachers follow
the same standards they set for their students. This
respect signals to students that teachers not only have
high expectations for their students, but that they see
those expectations as attainable and worth holding
themselves accountable to. Mutual respect often
comes with an emphasis on relationships.

Fostering positive teacher-student relationships, as
well as positive peer relationships, is a large part of
classroom culture. Positive and strong relationships
create a sense of safety in the classroom that allows for
more meaningful learning. Many studies point to the
positive benefits of creating strong relationships within
the classroom (Miller & Pedro, 2006). Positive
relationships lead to better student engagement,
better student achievement, and a better sense of
belonging (Öncü & Bichelmeyer, 2021). Though many
classrooms focus on student-teacher relationships,
peer relationships are a large factor in student
comfort, and a teacher does have a big role in fostering
positive peer relationships through academic and
community building activities.

Some more specific factors that help create a
respectful classroom environment are celebrating
identity, creating safe spaces, and ingenuity.

Celebrating students’ identi

ties demonstrates that

they are valued by the classroom and that they bring
something valuable to the classroom community.
Sharing and reflecting student identities in the
classroom creates a strong sense of belonging (Alston,
& Bowles, 2012). It also contributes to the creation of a
safe space for all students because students see
themselves as valued and represented in the classroom.
In many studies, students and teachers have

commented on what they call a “safe space” (Miller &

Pedro, 2006).

Safe spaces are places where students can be their
authentic selves, ask difficult questions, make mistakes,
and grow together. Having a classroom that students
feel safe in is very important to a strong classroom
environment. If students do not feel safe to be
themselves and make mistakes, not only is learning
difficult, but creating a culture of ingenuity is difficult.
Amerstorfer (2021), states that students who believed
their teachers to be genuine people, felt more
comfortable in the classroom. This sense of comfort led
to a stronger and more respectful classroom
environment. If a student can trust a teacher to be
genuine and real with them, students will be more
comfortable being genuine and real with their teachers
and peers. In nearly all instances mentioned, teachers
act as the role model that sets the classroom standard
of respect. In the end, teachers hold the most power
and ability to foster a respectful classroom
environment.

The concept of trust between teachers and pupils is not
only a complex area, but one which is often contested
due to the problem of defining trust in this context
(Czerniawski & Garlick 2011). It is also pertinent to note
here that trust may operate on two different levels:

‘synthetic’ trust may exist where student voice

initiatives are tokenistic and driven by ulterior motives

such as compliance or policy, as opposed to ‘authentic’

trust which is genuine and is derived from establishing
professional and democratic partnerships between
pupils and teachers (Czerniawski 2012).

The capacity to build and sustain relationships between
students and teachers, however, boils down to ensuring
that the opinions of students are valued and that they
are trusted (García-Moya, Moreno, & Brooks, 2019).
This in turn equates itself with what can be described as

‘interpersonal trust’ between teachers and pupils and is

fundamental to unleashing the full potential of student
voice where pupils are empowered in decision-making
processes (Lizzio, Dempster & Neumann 2011). Along
with increased responsibility and leadership roles,
students constantly reiterate the importance of trust
and the need for mutual respect (Mullis 2011).

Hart (1992) provides a useful model of student voice

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which presents the spectrum of pupil activity. Hart’s
‘ladder of participation’ (see Figure 1) includes the

lower levels of Manipulation, Decoration and

Tokenism. These three lower rungs on Hart’s ladder

distinguish themselves from what Fielding (2001)

describes as the true embodiment of ‘emancipatory’

practice whereby students are involved in radical
democratic initiatives and therefore actively directing
and being responsible for change. Pupil consultation
and engagement where pupils and teachers take joint

ownership of teaching and learning such as the ‘Teach

a teache

r’ project is essentially challenging because it

questions the established teacher pupil balance of
power (Rudduck 2005). At an institutional level this
involves, at least culturally, a deeply engrained process
of reform and a shift both in the identity of the
stakeholders (Morgan 2011) and in the way the
institution operates on a day-today basis with a view
to pupils becoming involved in bringing about
educational change and renewal (Fielding 2001). This
entails a process which is mutually supportive and as

well as fostering pupils’ emotional and social

development (Deuchar 2009), it also allows students to

build empathy with their teachers (D’Andrea 2013;

Gamliel and Hazan 2014).

Paula Denton (2009) values language as “one of the

most powerful teaching too

ls.” Teachers who develop

a repertoire of language and choose words carefully
are better able to support students academically and
socially as they develop skills of collaboration and self-
control. Specific language strategies are applicable to
different categories of classroom interaction. For
example, questioning techniques challenge students to
venture out of their academic comfort zones.

Corrective language is needed to redirect students’
negative behavior. Direct language with a “kind and

straightforwa

rd tone” conveys trust, respect, and a

feeling of safety in the classroom. Direct instructions,
such as open your folder, are more effective and less
divisive than comparisons with the exemplary behavior
of a peer.

Younger children respond better to commands that
appeal to their concrete thinking domain. For example,
a student who is distracted from a class discussion may
be more effectively told to look at the speaker and
listen rather than be respectful of the speaker. Sarcasm
is to be avoided. This mode of speech may be effective
in gaining an immediate redirection of behavior and
can provide an amusing interlude for the class;
however, the price to pay is a long term loss of respect
and trust from the target student.

The most respectful instructions focus on student
behaviour rather than the person. A comment about
the lack of progress in a story-writing assignment is

preferable to a comment about lack of caring. Negative

comments about a student’s disposition are likely to

result

in

defensive

responses

and

negative

reinforcement. The effective teacher is aware of
language that will further engagement and promote
progress for all students. Charlotte Danielson (2011)

maintains that “teachers create an environment of

respect and rapport in their classrooms by the ways they
interact with students and by the interaction they

encourage and cultivate among students.” Good
classroom rapport is dependent upon the teacher’s

insistence that students are respectful and caring
toward one another. Appropriate choice of vocal tone
and div language communicate a caring and
interested disposition from the teacher toward
students. Social inclusion by both the teacher and peers
is necessary in order to create the feeling of a safe
classroom environment in which all students are
encouraged to learn. The effective teacher models
socially inclusive behavior and ensures the creation of a
supportive culture within the classroom. Classrooms
that exhibit respect and rapport from the teacher and
students display attributes such as respectful talk,
politeness, turn taking, and fairness.

According to Sager (2003), the feeling of belonging has
two elements: comfort and acceptance. Unsurprisingly,
students who feel accepted at school are comfortable
with daily interactions and are more likely to engage
with work and succeed academically. Students who feel
rejected by peers or feel out of place in school are less
likely to show commitment to their studies. Sager
asserts that students in some schools perceive a social
hierarchy in which popular students succeed and others
are left to fail. Teachers who consciously seek to include
all individuals are likely to create a more welcoming
classroom environment. The employment of a variety of
teaching strategies and a diversity of activities is likely
to strike chords of interest and promote engagement for

all students. An acknowledgment of students’ cultural

preferences, language strengths and weaknesses, and
personal interests sets the tone for an inclusive and
caring classroom environment.

Teachers, especially in secondary education, generally
think of raised performance on academic assignments
as the main purpose of feedback to students. Feedback
on student behavior is also an important responsibility
of teachers in order to both create a positive and safe
classroom environment and to promote individual
student growth. Teachers are uniquely situated to
provide feedback on academic progress and also to
guide students in addressing behaviors such as low
levels of participation, tardiness, calling out, lack of
preparation, and other negative dispositions.

Academic and behavioral feedback is linked. For

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example, a student is more likely to increase academic
engagement having accepted feedback about poor
preparation. Effective feedback within a warm and
trusted classroom relationship may support students
in gaining confidence and strengthening self-image
inside and outside of school. Feedback is effective only
if the teacher and student have developed positive
rapport and trust. Secondly, the manner of delivery
needs to be respectful, reassuring, and aimed at the
behavior rather than at the student. Some teachers, in
addition to reactive and immediate feedback, elect to
schedule meetings with each individual student in
order to ensure a safe environment for discussing
dispositional behaviors (Burke, 2013).

Michele Borba (2006) asserts that students learn

character building behaviors by “watching others do
them well.” For some students, the teacher may be

their only model of respectful behavior. Borba draws
attention to the frequent exposure of students to

disrespectful dialogue such as “negativity, ridicule, and
sarcasm” when watching popular television shows.

Additionally, teachers cannot assume that all students
are raised with respectful language in the home.
Students may need guidance in order to recognize

“appropriate language and destructive language. For

example, respectful language could be referred to as a
compliment or booster and disrespectful language
could be referred to as disrespectful or a put-down.

Borba reminds teachers that “it’s easier to change

behavior by focusing on the positive aspects instead of

the negative.” Classroom rules, ideally created with

students, should include the need for respectful
behavior and language. Lists of respectful statements
displayed on posters may be of some help.

From a theoretical view point, the Discipline with
Dignity model by Richard L. Curwin and Allen N.
Mendler (1999) emphasizes the importance of mutual
respect in the classroom as a foundational element for
effective discipline. This model advocates for a
balanced approach to discipline that combines clear
expectations with a supportive environment, which is
particularly relevant in the context of secondary
schools in Bali Nyonga, Cameroon. In this setting,
fostering mutual respect can serve as a powerful tool
to curb indiscipline, as it encourages students to take
ownership of their behavior and understand the
consequences of their actions. By integrating the
principles of the Discipline with Dignity model,
educators can create a classroom atmosphere where
students feel valued and respected, which is essential
for promoting positive behavior and reducing
instances of indiscipline.

Moreover, the model's focus on building strong
teacher-student relationships aligns well with the

cultural context of Bali Nyonga, where community and
interpersonal relationships are highly valued. Curwin
and Mendler argue that when teachers demonstrate
care and understanding, students are more likely to
respond positively and engage in the learning process.
This is particularly important in regions where students
may face various socio-economic challenges that affect
their behavior and academic performance. By
implementing strategies that emphasize empathy,
active listening, and collaborative rule-setting, teachers
can foster a sense of belonging among students, which
is crucial for mitigating disruptive behaviors and
enhancing overall classroom dynamics.

Finally, the implications for guidance counseling in this
context are significant. Counselors can play a vital role
in supporting the implementation of the Discipline with
Dignity model by providing training for teachers on
effective communication and conflict resolution
strategies. Additionally, counselors can facilitate
workshops that promote mutual respect and
understanding among students, helping to create a
more cohesive school environment. By aligning
counseling practices with the principles of the Discipline
with Dignity model, schools in Bali Nyonga can cultivate
a culture of respect and responsibility, ultimately
leading to improved student behavior and academic
success.

METHODOLOGY

The study employed the full-block experimental
approach specifically the Convergent Parallel Mixed
method research design. The purpose of convergent
parallel mixed method was to provide a comprehensive
analysis of the research problem by converging or
merging quantitative and qualitative data. The
population consist of students, teachers and guidance
counsellors of all secondary schools in Bali Nyonga Sub
division of the North West Region. In this study, the
target population is made up the confessional
secondary schools. The students, teachers, discipline
masters and guidance counsellors. These are the
schools that are operational and are authorized
secondary schools in the Bali Nyonga Subdivision. In the
two confessional secondary schools in Bali sub division
that made up of the accessible population of the study,
there are 335 students, with 37 teachers, 3 discipline
masters and 3 guidance counsellors making a total of
378 which also constituted the accessible population.
Out of the 535 students, there are 230 male and 305
female. In addition, there are 37 teachers and out of the
37 teachers, there are 10 male and 27 female teachers.
The sample size of the study consisted of 339 students,
and 20 school staff. The sample was obtained through
purposive sampling technique. The instruments for data
collection were a questionnaire, and a semi-structured

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interview schedule. Data from the close ended
questions was analysed using SPSS 23.0, with the aid of
descriptive and inferential statistical tools while the
interview was analysed thematically. The hypotheses
of the study were tested using a non-parametric test
(Pearson Product Moment Correlation Coefficient)
presented at 95% level of confidence interval with
alpha set at 0.05 levels accepting 5% margin of error.

DISCUSSION

Demographic Information of Respondents

Among the 339 students sampled for the study, 67.3%
(228) were from Comprehensive Presbyterian College
Bali and 32.7% (111) from Ancilia Catholic
Comprehensive College Bali. More students were
sampled from Comprehensive Presbyterian College
Bali because it has students almost two times higher
than in Ancilia Catholic Comprehensive College Bali. By
class, 34.5% (117) of students were in form one, 22.1%
(75) in form two, 14.5% (49) in form three, 7.7% (26) in

form four, 12.1% (41) in form five, 7.7% (26) in lower
sixth, and 1.5% (5) in upper sixth. Finally, 56.0% (190)
were male and 44.0% (149) were female.

Among the 15 teachers interviewed for the study, 60.0%
(9) were female and 40.0% (6) were male. Moreover,
33.3% (5) of the teachers have taught for less than 5
years, 26.7% (4) for 5-10 years and 20.0% (3) for 11-15
years and above 15 years.

The findings of the study will be presented and
supported by literature and the works of other
researchers. Quantitative data will be presented first
followed by qualitative data.

Appraisal of mutual respect as a positive discipline tool
helps to curb indiscipline in the Experimental and
Control Schools

The table below depicts students’ opinion on mutual

respect as a positive discipline tool helps to curb
indiscipline in the experimental school.

Table 14: Appraisal of Mutual Respect in the Experimental School

Items

Stretched

Collapsed

Mea

n

Std.
Dev

SA

A

D

SD

SA/A

D/SD

Teachers in our school ignore
students.

51

(45.9%)

27

(24.3%

)

15

(13.5%)

18

(16.2%)

78

(70.3%)

33

(29.7%)

3.00

1.120

Students in our school value their
teachers.

51

(45.9%)

51

(45.9%

)

6

(5.4%)

3

(2.7%)

102

(91.9%)

9

(8.1%)

3.35

.709

Students in our school treat their peers
same.

33

(29.7%)

45

(40.5%

)

27

(24.3%)

6

(5.4%)

78

(70.3%)

33

(29.7%)

2.95

.872

Teachers in our school quickly
dismiss disciplinary issues.

39

(35.1%)

30

(27.0%

)

33

(29.7%)

9

(8.1%)

69

(62.2%)

42

(37.8%)

2.89

.985

The school environment promotes a
sense of safety among students and
teachers.

33

(39.7%)

36

(32.4%

)

30

(27.0%)

12

(10.8%)

69

(62.2%)

42

(37.8%)

2.81

.986

The teachers follow the same
standards they set for their student
discipline issues.

39

(35.1%)

54

(48.6%

)

9

(8.1%)

9

(8.1%)

93

(83.8%)

18

(16.2%)

3.11

.867

Students in our school feel secured in
the learning environment.

39

(35.1%)

57

(51.4%

)

12

(10.8%)

3

(2.7%)

96

(86.5%)

15

(13.5%)

3.19

.733

Students in our school are polite
towards themselves and teachers.

39

(35.1%)

60

(54.1%

)

6

(5.4%)

6

(5.4%)

99

(89.2%)

12

(10.8%)

3.19

.769

Multiple Response and Mean

324

(36.5%

)

360

(40.5%

)

138

(15.5%)

66

(7.4%)

684

(77.0%)

204

(23.0%)

3.06

.880

Key: SA=Strongly Agree, A=Agree, D=Disagree and SD= Strongly Disagree.

Std. Dev; Standard Deviation

The reported 77.0% of students acknowledging mutual
respect aligns with the principles of Positive Discipline,

which emphasizes kindness and firmness in

interactions. This approach encourages students to feel
valued and respected, which is essential for their
emotional and social development. According to

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research, fostering mutual respect in educational
settings can lead to improved student engagement and
a more positive school climate (Cents-Boonstra, 2021).
The mean score of 3.06, which is above the midpoint
of 3.0, indicates that students generally perceive their
environment as one that promotes mutual respect.
This finding is consistent with Adlerian principles,
which

underpin

Positive

Discipline.

Adlerian

psychology posits that individuals are motivated by a
desire to belong and feel significant, suggesting that
when students feel respected, they are more likely to
engage positively with their peers and teachers
(McCluskey, 2022). While the majority reflects a
positive outcome, the 23.0% of students who do not
report mutual respect indicates an area for
improvement. It is crucial for educators to investigate
the reasons behind this discrepancy. Engaging with
these students to understand their experiences can
provide insights into potential gaps in the
implementation of positive discipline practices. This
aligns with the notion that effective discipline
strategies should be inclusive and address the needs of
all students, ensuring that everyone feels respected
and valued.

Specifically, 91.9% (102) of students indicated that
students in their school value teachers. Moreover,
89.2% (99) of students also reported politeness from
students towards teachers. These statistics suggest a
strong appreciation for educators among students,
which can have various implications for educational
outcomes and the overall learning environment.
Research indicates that when students value their
teachers, it can lead to improved academic
performance. According to studies on social and
emotional learning (SEL), supportive relationships
between students and teachers enhance student
engagement and academic success. Students who feel
valued are more likely to participate actively in their
learning, leading to better grades and test scores
(Schonert-Reichl, 2017).

The reported politeness from students towards
teachers is a vital aspect of school climate. A respectful
environment contributes to a sense of safety and
belonging among students, which is essential for
effective learning. SEL programs have been shown to
reduce bullying and aggression, promoting a culture of

respect and support (O’Brennan, 2014). Politeness and

respect from students can also positively impact
teacher well-being. Educators who experience
respectful interactions with students report higher job
satisfaction and lower levels of burnout. This, in turn,
can lead to more effective teaching practices and a

more positive classroom atmosphere (Wang, 2024).

Similarly, the fact that 86.5% (96) of students feel secure
in their learning environment is a positive indicator of
the school climate. A secure learning environment is
crucial for fostering student engagement and academic
success. Research indicates that a positive school
climate, characterized by safety and support,
significantly enhances students' social, emotional, and
academic development (Mitchell & Bradshaw, 2013).
When students feel secure, they are more likely to
participate actively in their learning and develop
positive relationships with peers and teachers. The
finding that 83.8% (93) of students believe teachers
follow the same standards they set for students
suggests a level of fairness and consistency in classroom
management. This consistency is essential for
establishing trust and respect between students and
teachers. According to research, when teachers
maintain clear expectations and consistently enforce
them, it leads to improved student behavior and
academic outcomes (Sugai & Horner, 2006). This
alignment between teacher expectations and student
behavior can create a more conducive learning
environment.

The indication that 70.3% (78) of students feel that
teachers ignore them while students treat peers the
same raises concerns about student engagement and
teacher-student relationships. Ignoring students can
lead to feelings of alienation and disengagement, which
can negatively impact their academic performance and
mental health (Bradshaw, Waasdorp, & Leaf, 2012).
Furthermore, the perception that peers treat each other
similarly may reflect a classroom culture where negative
behaviors are normalized. Research shows that
classroom dynamics, including peer interactions,
significantly influence individual student behavior and
overall classroom climate (Stormshak et al., 1999).
Finally, the finding that 62.2% (69) of students perceive
a quick dismissal of disciplinary issues is troubling. This
perception can undermine the authority of teachers and
the overall effectiveness of classroom management
strategies. Studies have shown that when disciplinary
issues are not addressed adequately, it can lead to an
increase in disruptive behaviors and a decline in the
overall learning environment (Tobin & Vincent, 2011).
Effective classroom management requires not only
setting clear expectations but also addressing
behavioral issues promptly and fairly to maintain a
positive learning atmosphere.

The table below depicts students’ opinion on mutual

respect as a positive discipline tool helps to curb
indiscipline in the control School.

Table 15: Appraisal of Mutual Respect in the Control School

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Items

Stretched

Collapsed

Mean

Std.
Dev

SA

A

D

SD

SA/A

D/SD

Teachers in our school ignore
students.

15

(6.6%)

31

(13.6%)

164

(71.9%)

18

(7.9%)

46

(20.2%)

182

(79.8%)

2.19

.667

Students in our school value their
teachers.

32

(14.0%)

12

(5.3%)

174

(76.3%)

10

(4.4%)

44

(19.3%)

184

(80.7%)

2.29

.759

Students in our school treat their
peers same.

60

(26.3%)

15

(6.6%)

138

(60.5%)

15

(6.6%)

75

(32.9%)

153

(67.1%)

2.53

.955

Teachers in our school quickly
dismiss disciplinary issues.

53

(23.2%)

16

(7.0%)

150

(65.8%)

9

(3.9%)

69

(30.3%)

159

(69.7%)

2.50

.893

The school environment promotes a
sense of safety among students and
teachers.

44

(19.3%)

11

(4.8%)

168

(73.7%)

5

(2.2%)

55

(24.1%)

173

(75.9%)

2.41

.822

The teachers follow the same
standards they set for their student
discipline issues.

56

(24.6%)

20

(8.8%)

147

(64.5%)

5

(2.2%)

76

(33.3%)

152

(66.7%)

2.56

.886

Students in our school feel secured in
the learning environment.

38

(16.7%)

25

(11.0%)

154

(67.5%)

11

(4.8%)

63

(27.6%)

165

(72.4%)

2.39

.820

Students in our school are polite
towards themselves and teachers.

16

(7.0%)

17

(7.5%)

173

(75.9%)

22

(9.6%)

33

(14.5%)

195

(85.5%)

2.12

.663

Multiple Response and Mean

314

(17.2%)

147

(8.1%)

1268

(69.5%)

95

(5.2%)

461

(25.3%)

1363

(74.7%)

2.37

.808

Key: SA=Strongly Agree, A=Agree, D=Disagree and SD= Strongly Disagree.

Std. Dev; Standard Deviation

In overall, in the school that was referred not to
practice positive discipline, 25.3% of students reported
mutual respect while majority 74.7% do not. The
overall mean of 2.37 below 2.5 on a mean scale 1-4
implies that mutual respect is low. The low percentage
of students reporting mutual respect suggests a
challenging environment for building positive
relationships among peers and between students and
teachers. Research indicates that mutual respect is
foundational for effective communication and
collaboration in educational settings (Nelsen, 2015).
Without it, students may struggle to engage
meaningfully with one another and with their
educators. A lack of mutual respect can lead to a
negative impact on the learning environment. When
students do not feel respected, they may be less
motivated to participate in class and more likely to
exhibit disruptive behaviors (Granero-Gallegos,
Gómez-López, Baena-Extremera, & Martínez-Molina,
2019). This can create a cycle where low engagement
leads to further disrespect and conflict. The absence of
positive discipline practices in the school may
contribute to the low levels of mutual respect. Positive
discipline emphasizes the importance of fostering
respectful relationships and teaching students about
accountability and empathy. Schools that do not
implement these strategies may miss opportunities to
cultivate a culture of respect and cooperation. The
findings suggest a pressing need for interventions
aimed at improving mutual respect within the school.

Implementing positive discipline strategies, such as

class meetings and collaborative problem-solving, can
help create an environment where students feel valued
and respected (Epstein et al., 2008). These approaches
encourage students to take ownership of their behavior
and foster a sense of community.

Specifically, while 33.3% (76) of students indicated that
teachers follow the same standard set for students,
66.7% (152) disagreed. Moreover, while 32.9% (75) of
students reported same treatment by peers to others,
67.1% (153) disagreed. Furthermore, 30.3% (69) of
students reported quick dismissal of disciplinary cases
while 69.7% (159) do not. Research indicates that when
teachers apply rules inconsistently, it can lead to
confusion

and

resentment

among

students,

undermining their trust in the educational system
(Thornberg, 2007). Consistent enforcement of
standards is crucial for fostering a respectful and
equitable learning environment. Peer relationships are
critical for student development, and perceptions of
unfair treatment can lead to social isolation and conflict
(Nwauzoije, 2023). When students feel that they are not
treated fairly by their peers, it can negatively impact
their emotional well-being and academic performance.
Quick and fair responses to disciplinary issues are
essential for maintaining a positive school climate.
Research has shown that when disciplinary problems
are ignored or dismissed, it can lead to an increase in
disruptive behavior and a decline in overall student
morale (Caldarella, 2021). Effective classroom
management requires timely intervention to reinforce
expectations and maintain respect among students.

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The fact that only 27.6% (63) of students feel secure in
their learning environment, while 72.4% (165) do not,
suggests a troubling atmosphere that may hinder
academic and social development. A secure learning
environment is essential for students to thrive; when
students feel unsafe, it can lead to anxiety,
disengagement, and lower academic performance
(Mitchell & Bradshaw, 2013). Schools must prioritize
creating a safe and supportive environment to foster
student well-being. The finding that 85.5% (195) of
students perceive a lack of politeness from peers
towards teachers indicates a significant breakdown in
respect within the school culture. Research shows that
respectful interactions between students and teachers
are crucial for effective teaching and learning (Vanner,
2022). When students do not exhibit politeness, it can
undermine the authority of teachers and disrupt the
learning process.

The data showing that 80.7% (184) of students report a
lack of value for teachers further underscores the
challenges in the school environment. When students
do not recognize the importance of their teachers, it can
lead to disengagement and a lack of motivation to learn
(Bradshaw et al., 2012). This devaluation can also affect
teachers' morale and their ability to foster a positive
classroom atmosphere. The finding that 75.9% (173) of
students feel that there is a lack of promotion of a sense
of safety among students and teachers is particularly
concerning. Effective schools actively promote safety
through clear policies, supportive relationships, and
proactive measures to address bullying and conflict
(Gaffney, 2021). When safety is not prioritized, it can
lead to an environment where students feel vulnerable
and unsupported.

Figure 4: Comparing Mutual Respect by School

As shown on the figure, in the school that was referred
to adequately practice positive discipline, more of
students 77.0% reported mutual respect confirmed by
a high mean of 3.06 on 4 which is more than three
times higher when compared to the school referred
not to practice positive discipline with only 25.3% of
students reported mutual respect further confirmed
by a low mean of 2.37. The high percentage of
students reporting mutual respect in the positive
discipline school suggests that such practices foster an

environment where students feel valued and respected.
Positive discipline emphasizes mutual respect,
cooperation, and problem-solving, which are essential
for creating a supportive learning environment (Nelsen,
2015). The findings align with research indicating that
when students feel respected, they are more likely to
engage positively in their learning. Mutual respect
enhances student-teacher relationships, which can lead
to increased motivation and academic success
(Bradshaw et al., 2012).

Table 16: Comparing Mutual Respect in Relation to Students’ Discipline by School

Variables

School

N

Mean

SD

Std. Error

Mean

T-test

value

77

25.3

23

74.7

0

10

20

30

40

50

60

70

80

90

100

School with adequate practice of positive discipline

School without adequate practice of positive discipline

P

er

ce

nta

g

e

Mutual respect

Mutual respect

High (Mean =3.06 on 1-4)

Low (Mean = 2.37 on 1-4)

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Mutual respect Adequate reinforcement of positive discipline

111

24.49

3.199

.30364

t=16.294

p

<0.001

Inadequate reinforcement of positive discipline

228

18.98

2.235

.14802

Students’
discipline

Adequate reinforcement of positive discipline

111

19.35

2.169

.20583

t=13.019

p

<0.001

Inadequate reinforcement of positive discipline

228

15.44

3.307

.21899

Mean Difference for mutual respect =5.50; Mean Difference in students’ discipline=3.93; df =337

Furthermore, comparing mutual respect in relation to

students’ discipline by school, findings showed that
there is a significant difference in students’ discipline

between the school that adequately reinforce mutual
respect and the school that does not (t=13.019, p-value
< 0.001). In other words, the high mean value for
school that adequately reinforce mutual respect 19.35

plus or minus 0.20583 implies high students’ discipline

and low indiscipline while the school that does not
adequately reinforced mutual respect with a lesser
mean of 15.44 plus or minus 0.21899 indicates more

students’ indiscipline than students’ discipline. Carl

Rogers proposed that for individuals to reach their full
potential, certain core conditions must be met:
unconditional

positive

regard,

empathy,

and

genuineness (Rogers, 1961). In a school setting, when
students feel respected and valued (unconditional
positive regard), they are more likely to develop self-
discipline and take responsibility for their actions. The
high mean value of discipline in the school that
reinforces mutual respect aligns with this principle,

suggesting that students thrive in environments where
they feel acknowledged and cared for.

Rogers' theory posits that a positive environment
fosters higher self-esteem, leading to more constructive
behavior. In the context of the findings, students in the
school with high mutual respect may exhibit better
discipline because they feel secure and valued, which
enhances their self-regulation skills (Rogers, 1980).
Conversely, the lower mean of discipline in the school
lacking mutual respect likely reflects lower self-esteem
and increased indiscipline, as students may feel
disconnected

and

unsupported.

The

findings

underscore the importance of creating a positive school
climate rooted in mutual respect. According to Rogers,
when individuals feel safe and respected, they are more
likely to engage positively with their environment and
peers. The stark contrast in discipline levels between the
two schools highlights the necessity for educational
institutions to prioritize the reinforcement of mutual
respect to foster an environment conducive to learning
and personal development (Rogers, 1961).

Table 18: Teachers’ Opinion on Behavioural Problems Prevailing in the School

Themes

Quotations

Drug abuse

“Students are drug addicted children, don’t respect teachers the students are just the way they are.
The present dispensation is so bad. The mutual respect that used to be between teachers and students
take and give is no longer there”.
“Taking drugs.”
“Drugs consumption.”
“Some students do abuse drugs.”

Late coming and
disrespect

“Late coming, disrespect in class, at times when you the teacher is busy lecturing they are being
distracted.”
“Talking back at teachers, late coming”.
“Disrespect.”
“Some students have no respect for the teachers.”
“Disrespect toward teachers.”

Bulling and fighting

“Some students are brutal, disrespect coming from the children towards the teachers.”
“Bulling and fighting.”
“Bulling.”
“Fighting.”

Stealing

“Some turn to stealing.”
“Stealing.”
“Theft.”

Poor dressing

“Poor dressing because there is no school uniform around here.”
“Wrong school attire.”
“Poor dressing.”

Laziness

“Laziness.”

Bad teachers moral

“I think the centre point is morality. Morality both on the teachers and students because when there
is good moral from the teachers and students, there will be a middle ground where there is respect
because there is no div who is morally up right and is disrespected. So morality is the focus.

No interest in studies

“The behavioural aspect that I have seen in the students is that some don’t have the zeal to learn.
There is no zeal to learn and this is the case with many students coming from the crisis zone because

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they have spent a lot of years in the house and you need to force them or push them to learn.”

Not adherence to
advice

“Some of the students do not listen at all.”

In relation to mutual respect, the teachers were first
asked of the behavioural problems prevailing in the

school. The most mentioned was drug abuse as

depicted in the statements “Students are drug
addicted children, don’t respect teachers the students

are just the way they are. The present dispensation is
so bad. The mutual respect that used to be between
teachers and students take and give is no longer

there”. The teachers' observations suggest that drug

abuse among students is not only a behavioral problem
but also a factor contributing to the erosion of mutual
respect. When students engage in substance use, it can
lead to disrespectful behavior towards authority
figures, including teachers. This aligns with research
indicating that substance use is often associated with
lower levels of academic engagement and respect for
school rules, which can deteriorate the teacher-
student relationship (Cox et al., 2015). A positive
school climate, characterized by mutual respect and
supportive relationships, is crucial for preventing
substance use among students. Studies have shown
that schools fostering a respectful environment can
mitigate the likelihood of drug abuse initiation (Cornell
& Huang, 2016). The teachers' comments reflect a
recognition that the current school climate may not
support such positive interactions, which can
exacerbate issues related to drug use.

Another frequently mentioned behaviour problem
mentioned is late coming to school and disrespect for

teachers as narrated in the statements “Late com

ing,

disrespect in class, at times when you the teacher is

busy lecturing they are being distracted.”, “Talking
back at teachers, late coming”. Moreover, bulling and

fighting were also frequently mentioned as narrated

“Some students are brutal, disrespect

coming from the

children towards the teachers.”, “Bulling and fighting.”

Late arrivals disrupt the flow of the classroom and can
lead to a lack of engagement among students. When
students arrive late, they miss important instructional
time, which can hinder their academic performance
and disrupt the learning process for others (Adegunju,
Ola-Alani, & Agubossi, 2019). The mention of bullying
and fighting as frequent behavioral problems
underscores the need for effective interventions.
Bullying not only affects the victims but also creates a
hostile environment for all students, leading to
increased

anxiety

and

decreased

academic

performance (Gini & Pozzoli, 2009). The statements
about brutal behavior and disrespect towards teachers

highlight the serious implications of such actions.
Aggressive behaviors can lead to a cycle of violence and
further disrespect, making it difficult for teachers to
maintain authority and create a safe learning
environment (Cohen & Espelage, 2020).

Another behaviour problem mentioned is stealing. Poor
dressing, laziness, bad teacher moral, and lack of
interest in school were other behavioural problems

mentioned as narrated by some teachers “Poor dressing
because there is no school uniform around here.” “I

think the centre point is morality. Morality both on the
teachers and students because when there is good
moral from the teachers and students, there will be a
middle ground where there is respect because there is
no div who is morally up right and is disrespected. So
morality is th

e focus.”, “The behavioural aspect that I

have seen in the students is that some don’t have the

zeal to learn. There is no zeal to learn and this is the case
with many students coming from the crisis zone because
they have spent a lot of years in the house and you need

to force them or push them to learn.” Stealing in schools

is a serious behavioral issue that can stem from various
factors, including socioeconomic conditions and a lack
of moral guidance. Research indicates that students
who engage in stealing may do so as a means of coping
with unmet needs or as a result of peer influence
(Loeber & Hay, 1997). Addressing the root causes of
stealing requires a comprehensive approach that
includes fostering a sense of community and
responsibility among students. The mention of poor
dressing, particularly the absence of a school uniform,
suggests that students may not feel a sense of belonging
or pride in their school environment. Uniforms can
promote equality and reduce distractions related to
clothing choices, which can enhance focus on learning
(Gentile & Imberman, 2012). The lack of a uniform may
contribute to feelings of disconnection from the school
community, impacting students' engagement and
behavior. The observations regarding laziness and a lack
of zeal to learn are particularly concerning, especially for
students coming from crisis zones. Research shows that
students who have experienced trauma or instability
may struggle with motivation and engagement in school
(Perry, 2009). This lack of interest can be exacerbated by
a perceived irrelevance of the curriculum or a
disconnect between students' experiences and what is
taught in the classroom. The statement regarding
morality highlights the importance of ethical behavior
among both teachers and students. When teachers
exhibit low morale, it can negatively affect their

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teaching effectiveness and the overall classroom
environment (Skaalvik & Skaalvik, 2017). A positive
school culture, characterized by mutual respect and

high moral standards, is essential for fostering student
engagement and reducing behavioral problems.

Table 19: How Teachers Handle Students behavioural Problems

Themes

Quotations

Counselling

“Generally, now since they have said teachers should not beat students. At times if a child comes up
with a certain unrolling behaviour you don’t confront you just ignore. If it is a very bad case after
wards you can bring that child up for counselling.”
“We do lot of counselling.”
“By counselling the students on the consequences of bad behaviours.”
“Counselling the students.”
“As a teacher, what I often do is to call the student and counsel him/her.”

Promote friendship

“Actually for my number of years that I have been working, I don’t have any confrontation with
students because before we start, I will make them my friend. I will make sure that they understand
the way I will react when they do certain things. Even if the students are talking, they know I will
just stand and watch at them and other students will say madam is looking at you. I will not even
shout at them nor hold a cane.”
“I try to make the student my friend.”

Exercising patience

“When I started teaching, sometimes I will resort to scolding and shouting. After the first month, we
had a session on positive discipline with sisters. I came to understand that the best way to handle is
just to be patience. To be patient with them, try to belong with them and then you can better help
them.”
“Sometimes you are calm, you allow them to do what they want and, then you connect with them for
proper work.”
“I just exercise patience with the students.”

Instill consciousness

“At times I will throw back their indiscipline to them. I will tell them that one day you will become a
teacher like me.”
“ I try to make the students to be conscious of their own behaviour.”

Self-control

“Personally I happened to be a positive discipline classroom educator. I have managed to have
learned some skills on how to control my emotions. Imagine talking to students who are
disobedience sometimes I go out take some positive time. When I come back, I am calm, I don’t
react to the anger sometimes I just ignore.”

Adopt good
pedagogic approach

“It starts from individual approach to pedagogic approach because we have pedagogic input and
other things but to handle thing is a matter of individuals understanding and calling. If you are
called to be a teacher, you will know what to do because everydiv teaching was once a student.”

Follow-up

“I for one I try my best by calling for their attention. At times, I give the student time to feel free and
discuss with friend and then call back their attention to class.”
“I engage in follow-up the student.”

Teaching morality

“You use religious principles in handling behaviour problems.”

Moreover, in relation to mutual respect, based on how
teachers handle students with behavioural problems,
some of them said they counsel the students as
depicted in th

e statements “Generally now since they

have said teachers should not beat students. At times
if a child comes up with a certain unrolling behaviour

you don’t confront you just ignore. If it is a very bad

case after wards you can bring that child up for
cou

nselling.”, “We do lot of counselling.” The move

away from corporal punishment towards counseling
aligns with contemporary educational practices that
prioritize positive behavior support and emotional
well-being. Research indicates that punitive measures
can lead to negative outcomes, including increased
aggression

and

disengagement

from

school

(Walsemann, Gee & Ro, 2013). By focusing on
counseling, teachers can address the underlying issues
contributing to behavioral problems rather than

merely punishing the behavior. The emphasis on
counseling also reflects the importance of building
mutual respect between teachers and students. When
teachers take the time to counsel students, they
demonstrate care and investment in their well-being,
which can enhance the teacher-student relationship
and create a more positive classroom environment
(Cornelius-White, 2007).

Moreover, some said they make the student their

friends as narrated “Actually for my number of years
that I have been working, I don’t have any confronta

tion

with students because before we start, I will make them
my friend. I will make sure that they understand the way
I will react when they do certain things. Even if the
students are talking, they know I will just stand and
watch at them and other students will say madam is
looking at you. I will not even shout at them nor hold a

cane.” By fostering a friendly relationship with students,

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teachers can create a positive learning environment
that minimizes confrontations and encourages
respectful behavior. The teacher's strategy of
establishing friendships with students before
addressing behavioral issues is crucial. This approach
helps to create a rapport that can prevent
confrontations. When students feel connected to their
teacher, they are more likely to respond positively to
guidance and correction, reducing the likelihood of
disruptive behavior (Parsonson, 2012). By making
students aware of the teacher's expectations and
reactions in a non-confrontational manner, the
teacher fosters an environment of mutual respect. This
method encourages students to self-regulate their
behavior, as they understand the consequences of
their actions without the need for punitive measures.
Research indicates that when students perceive their
teachers as supportive and understanding, they are
more likely to exhibit positive behaviors and engage in
the learning process (Thapa et al., 2013).

In addition, some said they exercise patience with the

students as depicted in the statement “When I started

teaching, sometimes I will resort to scolding and
shouting. After the first month, we had a session on
positive discipline with sisters. I came to understand
that the best way to handle is just to be patience. To
be patient with them, try to belong with them and then
you can better he

lp them.” Furthermore, some

teachers said they instill consciousness in the students

as narrated “At times I will throw back their indiscipline

to them. I will tell them that one day you will become

a teacher like me.” These approaches are rooted in the

principles of positive discipline and emphasize the
importance of understanding and empathy in teacher-
student interactions. The teacher's reflection on
moving from scolding and shouting to exercising
patience illustrates a significant shift in pedagogical
strategies. Seden (2020) indicates that patience in
teaching can lead to better student outcomes, as it
allows for a more supportive and understanding
classroom atmosphere. When teachers practice
patience, they create an environment where students
feel safe to express themselves and learn from their
mistakes. The practice of throwing back indiscipline to
students and prompting them to consider their future
roles as teachers encourages self-reflection. This
method helps students understand the consequences
of their actions and fosters a sense of responsibility.
Research shows that instilling a sense of consciousness
in students can lead to improved behavior and a
greater understanding of the impact of their actions on
others (Durlak et al., 2011). By encouraging students to
think about their future and the responsibilities that
come with being a teacher, educators can promote

empathy and a sense of accountability. This approach
aligns with the principles of positive discipline, which
emphasize teaching students to understand and
manage their behavior in a constructive manner
(Simonsen et al., 2008).

Again, some teachers said they promote self-control as

depicted in the statement “Personally I happened to be

a positive discipline classroom educator. I have
managed to have learned some skills on how to control
my emotions. Imagine talking to students who are
disobedience sometimes I go out take some positive

time. When I come back, I am calm, I don’t react to the
anger sometimes I just ignore.” The teacher's practi

ce of

stepping away to manage emotions before interacting
with students demonstrates a key aspect of emotional
regulation. Research indicates that teachers who
effectively manage their emotions can create a more
stable and supportive classroom environment, which in
turn fosters self-control among students (Brackett et al.,
2012). By modeling self-regulation, teachers can teach
students how to handle their emotions and reactions in
challenging situations. The approach of ignoring minor
misbehavior aligns with positive discipline strategies
that emphasize understanding and teaching rather than
punishing. This method allows teachers to maintain
their composure and avoid escalating conflicts, which
can lead to a more respectful and cooperative
classroom atmosphere. When teachers respond calmly
to disobedience, they help students learn the
importance of self-control and the impact of their
behavior on others.

Finally, some teachers said they adopt individual
pedagogic approach, follow

–

up the students, and

engage in the teaching of morals as narrated in the

statements “I for one I try my best by calling for their

attention. At times, I give the student time to feel free
and discuss with friend and then call back their attention

to class.”, “You use religious princi

ples in handling

behaviour problems.” The practice of calling for

students' attention and allowing them to discuss freely
with peers before refocusing on the lesson
demonstrates an individualized pedagogic approach.
This method acknowledges the diverse learning needs
of students and fosters a more inclusive classroom
environment. Research indicates that personalized
teaching strategies can significantly enhance student
engagement and learning outcomes (Gunawardena,
Penny, & Kithmini, 2024). The integration of religious
principles in handling behavior problems reflects a
commitment to moral education. Teaching morals
within the context of religious values can provide
students with a framework for understanding ethical
behavior and decision-making. Studies have shown that
moral education can positively influence students'

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character development and social behavior (Lapsley & Narvaez, 2006).

Table 20: Teachers’ Opinion if they Act as Role Model to the Students

Themes

Quotations

Act as role
model

Dressing well
and self-respect

“Yes, since students look on to the teachers as their super hero, we should respect the way
we behave and our dressing.”
“Yes, by dressing well and having self-resect.”
“Yes, I make sure that I dress well before coming to school to teach so that students who
do not dress well can start doing so when I talk of poor dressing and it disadvantages.”
“Yes, especially teachers who are train because they relate well with the students, talk with
respect, and dress well because students talk back at teachers poorly or insult them.”
“Yes I act as a role model to my students. I come to school in time and check my dressing
so they can learn from me.”

Looking neat

“Yes they do because what you want students to do, you have to start doing it yourself. For
example if you want them to be the neat, you need to be neat.”
“I make sure that I come to school looking neat.”

Punctual

“Yes, personally, I act like a role model. Classes begin at 8am. I am in school and they see
it. I come before 8am. I ask them are teachers to come before students or students before
teachers. You see some responding.”
“Yes, I am often come to class on time so that students who often come late to class can sit
up.”

Do not act
as role
model

Bad teachers’
behaviour

“Conventionally, they should, but unfortunately it is not the case. There are some teachers
who are not examples for student and is embarrassing because parents could be doing their
best but the teacher is doing the worst. So it is a difficult situation especially in this our
present dispensation.”
“Some teachers do not act as role model because they do have bad behavours.”
“Some teachers do have poor behaviour that makes the students not to even admire them.”

Improper
dressing and bad
hair cut

“Not 100 percent as in the case of most young teachers. For some, their own physical
appearance is not even a role model to the students. Some of our teachers wear some funny
t-shirts, jeans to class, have funny hair style. So it is not quite a role model to the students.”
“Some teachers come to school with poor dressing.”
“There are teachers with funny hair styles which is not the best when teaching.”

Moreover, finding from the teachers if they do act as
role model, some said they do while others denied.
Specifically, some teachers said they act as role model
by dressing well and having self-respect as depicted in

the statements “Yes, since students look on to the

teachers as their super hero, we should respect the
way we behav

e and our dressing.”, “Yes, by dressing

well and having self-

respect.” Many teachers recognize

that their dressing and behavior set an example for
students. As one teacher noted, students view
teachers as superheroes, which underscores the
importance of presenting oneself with respect and
professionalism. Sampson (2016) indicates that
teachers who dress well and maintain a professional
appearance can foster a sense of respect and authority
in the classroom, which positively influences student
behavior and attitudes. The idea that teachers must
emdiv the qualities they wish to instill in their
students is crucial. When teachers demonstrate
neatness and self-respect, they encourage similar
behaviors in their students. Studies show that
modeling positive behaviors is an effective strategy for
promoting those behaviors among students (Simonsen
et al., 2008).

In addition, some teachers said they act as role model

because they often come to school neat as explain “Yes

they do because what you want students to do, you
have to start doing it yourself. For example if you want

them to be the neat, you need to be neat.” Finally, some

teachers are seen as role model because they are often

punctual in class as narrated in the statement “Yes,

personally, I act like a role model. Classes begin at 8am.
I am in school and they see it. I come before 8am. I ask
them are teachers to come before students or students

before teachers. You see some responding.” Punctuality

is another critical aspect of being a role model. Teachers
who arrive on time and set a standard for their students
demonstrate the value of responsibility and
commitment. As one teacher mentioned, being present
before students reinforces the expectation that
students should also be punctual. Research supports the
notion that when teachers model punctuality, it
encourages students to adopt similar habits, fostering a
culture of respect and responsibility in the classroom
(Hattie, 2009). By being punctual, teachers help create
a structured and organized learning environment. This
structure is essential for effective classroom
management and contributes to a positive learning
atmosphere where students feel secure and focused on

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their studies.

On the contrary, some teachers said they are teachers
who do not act as role model because they come to
school with improper dressing and funny hair style as

narrated in the statements “Not 100 percent as in the

case of most young teachers. For some, their own
physical appearance is not even a role model to the
students. Some of our teachers wear some funny t-
shirts, jeans to class, have funny hair style. So it is not

quite a role model to the students.”, “Some teachers
come to school with poor dressing.” Moreover, some

teachers were refused of colleagues acting as role
model because of bad behaviour as narrated in the

statements “Conventionally, they should, but

unfortunately it is not the case. There are some
teachers who are not examples for student and is
embarrassing because parents could be doing their
best but the teacher is doing the worst. So it is a
difficult situation especially in this our present

dispensation.”, “Some teachers do not act as role model
because they do have bad behavours.” Some teachers

acknowledge that their physical appearance, including
wearing

inappropriate

clothing

and

having

unconventional hairstyles, does not set a positive
example for students. This perception can undermine
the authority of teachers and diminish their role as role
models. Khatri's (2011) indicates that teachers'
appearances can influence students' respect and
engagement in the classroom, as students often look to
their teachers for cues on appropriate behavior and
professionalism. The findings also indicate that some
teachers exhibit behaviors that are not conducive to
being role models. When teachers engage in
unprofessional conduct, it can create a challenging
environment for students who are trying to learn
positive behaviors. Research shows that teachers who
model negative behaviors can inadvertently encourage
similar behaviors in their students, leading to a cycle of
disrespect and disengagement (Ali, 2019).

Table 21: How Some Teachers Promote a Sense of Belonging in Students

Themes

Quotations

Force class
participation

“When I am asking question in class, I force some students to participate and ask questions equally
to find out why he is so quite.”
“When I realize that a student is not confident in class, I make sure he/she often participate in
lessons.”
“I promote class participation for all students in class.”

Making friendship

“When you start talking and discover that there is a student who is always quite, or behaving as if
he/she is not wanted, I make that student my friend to try bringing the student out of the shell.”
“I make the students my friend.”
“I try to foster friendship.”

Encouragement

“What I see works for me and my students is word of affirmation. I try to surround them with
positive energy, telling them you can do it. Just by coping the notes, you can do it and it really
works word of affirmation.”

Adopt good
pedagogy

“You must understand that though teaching, you are a family. When you understand the family
sense, you treat those students as your children or brothers and sisters.”

Acknowledging

“The sense of belonging for example, you ask a question in class, only one person answers the
question, I hail this person, what do I do, I bring the sense of belonging in a way that the student
knows doesn’t mean one has to be intelligent. It is simply because the person tried to read more. I
don’t try to hail one person and leave the other ones, I say all of them can do it.”

No training on
psycho-social
support

“To me if i were to assess it, is not even like 50 because they are just teaching but not trained for
care like psycho-social support and those types of things.”

In relation to fostering a sense of belonging among the
students, some teachers said they do while a few do
not. For teachers that foster a sense of belonging in the
students, one of the ways is by forcing class

participation as depicted in the statement “

When I am

asking question in class, I force some students to
participate and ask questions equally to find out why

he is so quite.”, “When I realize that a student is not

confident in class, I make sure he/she often participate

in lessons.” Forcing class p

articipation can be seen as a

method to engage students who may be reluctant to
speak up. Teachers who actively involve quieter

students in discussions can help them feel more
included and valued in the classroom. This aligns with
Zengilowski, Lee, Gaines, Park, Choi, & Schallert, (2023)
research indicating that active participation is crucial for
developing a sense of belonging among students, as it
fosters connections with peers and teachers. While
forcing participation can have positive outcomes, it may
also create anxiety for some students. Not all students
respond well to being put on the spot, and for some, this
pressure can lead to feelings of discomfort rather than
belonging. It is essential for teachers to balance the
need for participation with sensitivity to individual

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student needs and comfort levels (Tomlinson, 2003).

Another strategy used is by making the students their

friends as explained “When you start talking and

discover that there is a student who is always quite, or
behaving as if he/she is not wanted, I make that
student my friend to try bringing the student out of the

shell.” Some teachers adopt the strategy of
encouraging the students as explained “What I see

works for me and my students is word of affirmation. I
try to surround them with positive energy, telling them
you can do it. Just by coping the notes, you can do it

and it really works word of affirmation.” Teachers who

actively seek to befriend quieter or less engaged
students can help them feel more included and valued
in the classroom. This approach can encourage
students to come out of their shells and participate
more actively in class discussions. Research by Wang
(2023)

shows

that

positive

teacher-student

relationships are crucial for student engagement and
can significantly impact students' emotional and social
development. The use of word of affirmation as a
strategy to encourage students is a powerful tool in
education. By surrounding students with positive
energy and affirming their abilities, teachers can boost
students' self-esteem and motivation. Mohamoud
(2024) indicates that positive affirmations can enhance
students' academic performance and overall well-
being by fostering a growth mindset.

Again, some teachers do adopt the system of
acknowledging the students as nar

rated “The sense of

belonging for example, you ask a question in class, only
one person answers the question, I hail this person,
what do I do, I bring the sense of belonging in a way

that the student knows doesn’t mean one has to be

intelligent. It is simply because the person tried to read

more. I don’t try to hail one person and leave the other
ones, I say all of them can do it.” When teachers

acknowledge a student's response, they validate that
student's effort and participation. This recognition can
significantly enhance the student's sense of belonging,
as it communicates that their contributions are valued.
Gray & DiLoreto, (2016) indicates that when students
feel recognized for their efforts, they are more likely to
engage in classroom activities and develop a positive
self-concept. The practice of acknowledging all
students, rather than focusing solely on those who
answer questions correctly, fosters an inclusive
classroom environment. This inclusivity is crucial for

students who may feel marginalized or less confident in
their abilities. Dost (2023) suggests that a sense of
belonging is closely linked to students' emotional well-
being and academic success, making it essential for
teachers to create a supportive atmosphere. When
teachers highlight the contributions of various students,
it can encourage a culture of peer support and
collaboration. Students are more likely to support one
another and engage in discussions when they see that
their efforts are recognized and valued. This
collaborative environment can enhance learning
outcomes and strengthen relationships among
students.

On the contrary, some teachers do not foster a sense of
belonging because they are lacking in the ability to offer

psychosocial support as explained “To me if i were to

assess it, is not even like 50 because they are just
teaching but not trained for care like psycho-social

support and those types of things.” Many teachers are

primarily trained in academic subjects and pedagogical
methods, but they often lack training in providing
psychosocial support. This deficiency can result in
teachers being unable to address the emotional and
social needs of their students effectively. As noted in the
literature, teachers are frequently overwhelmed by
their responsibilities, which can detract from their
ability to build supportive relationships with students
(Li, 2024). This lack of support can lead to feelings of
isolation among students, further exacerbating issues
related to their sense of belonging. Strong teacher-
student relationships are crucial for promoting a sense
of belonging in schools. When teachers are equipped
with the skills to provide psychosocial support, they can
create a more inclusive and supportive classroom
environment. Mahfud (2023) have shown that positive
relationships between teachers and students can lead
to improved academic performance and emotional well-
being. However, without proper training in psychosocial
support, teachers may struggle to establish these vital
connections.

Testing of Hypothesis One:

Ho1

: Mutual respect as a positive discipline tool does

not significantly help to curb indiscipline in secondary
schools.

Ha1

: Mutual respect as a positive discipline approach

significantly help to curb indiscipline in secondary
schools.

Table 17: Perceived Influence of Mutual Respect on Students’ Discipline

Mutual

respect

Students’
discipline

Explanatory power of influence in terms

of percentage (Cox and Snell)

Pearson test

Pearson Correlation

1

.400

**

80.6%

p

-value

<0.001

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N

339

339

**. Correlation is significant at the 0.01 level (2-tailed).

Hypothetically, findings showed that mutual respect

significantly and positively correlate with students’

discipline (R-value 0.400**, p-value < 0.001). The

positivity of the coefficient value implies that students’

indiscipline is more likely to be curb / reduce when
mutual respect is well promoted in the school and this
prediction is high as supported with a high explanatory
power of 80.6% (Cox and Snell statistics). Therefore,
the null hypothesis was rejected and alternative
hypothesis that states mutual respect as a positive
discipline approach significantly help to curb
indiscipline in secondary schools was accepted. The
findings tie with that of Makola (2022) who sought to

establish educators’ perceptions on positive learner

discipline and findings revealed that positive discipline
pursues a preventive approach rather than a punitive
one and demands that discipline should be proactive
rather than reactive. More so, the participants
expressed positive perceptions of positive discipline
although some expressed negative perception.
Moreover, in the study of Maphosa (2011) on the
management of learner indiscipline in schools, findings
showed that educators mostly employed punitive
disciplinary measures when dealing with both minor
and major forms of indiscipline which is contrary to the
findings of our study as such measures were found not
adequately foster discipline among students.
Consequently, staff development workshops were
recommended to equip educators with skills to
embrace supportive, proactive and cooperative
disciplinary measures when dealing with learner
indiscipline.

CONCLUSION AND RECOMMENDATIONS

Based on the findings, the study suggests that in the
school referred to adequately practice positive
discipline, more of students reported mutual respect
confirmed by a high mean which is more than three
times higher when compared to the school referred
not to practice positive discipline with only few of
students reported mutual respect, further confirmed
by a low mean. Furthermore, when mutual respect was

compared in relation to students’ discipline, findings
showed a significant difference in students’

discipline

between the school that adequately reinforce mutual
respect and the school that does not. The school that
adequately reinforce mutual respect has a high mean
value of 19.35 plus or minus 0.20583 which implies
high discipline and low indiscipline than the school that
does not adequately reinforced mutual respect with a
lesser mean of 15.44 plus or minus 0.21899 indicating

more students’ indiscipline than students’ discipline.

And hypothetically, mutual respect significantly and
positively correlat

es with students’ discipline. Indicating

that students’ indiscipline is more likely to be curb /

reduce when mutual respect is well promoted in the
school and this prediction is high as supported with a
high explanatory power. In the school that adequately
practice mutual respect, some teachers said they instill
mutual respect by counselling students, promoting
friendship, exercising patience, promoting self-control,
follow-up students, instill consciousness in actions,
teach morality, and act as a role model for the students
to emulate. Therefore, the null hypothesis was rejected
and alternative hypothesis that states mutual respect as
a positive discipline approach significantly help to curb
indiscipline in secondary schools was accepted. From
the theoretical point of view, Curwin and Mendler
model of discipline (1999) suggested strategies for
improving classroom behaviour through maximising

students’ dignity and hope. By this, adopting a mutual

respect approach among students which is an indicator
of positive school discipline could help foster dignity
among students. In addition, we have to be cognizant
that when dignity exists among students, discipline
must follow suit. Moreover, the Curwin and Mendler
model of discipline sees the educator as important in
helping the students to make them place value in the life
of other students. Therefore, in our secondary schools,
teachers and other educators have to take upon
themselves and put in place proactive practices that
have more potential in fostering adequate discipline
among students. This is because a school cannot be that
successful when discipline among students is lacking.
Thus, while adequate implementation of flexible school
rules and regulations are needed, the educators must
use their own intuition by adopting other proactive
practices. This is because most often, school rules and
regulations are reactive approaches. As reiterated by
Curwin and Mendler, it is the duty of educators to see
to it that students learn and behave appropriately and
responsibly because when learners do not behave as
expected, their dignity might be damage, motivation to
study might reduce, resistance is might increase, and
the desire for revenge high. Therefore, going by the
findings of our study, educators need to help learners to
regain a sense of hope and learning more attractive to
ensure success.

It can be recommended that the state through the
Ministries of Education should include positive
discipline in the curriculum of teacher training
institutions. This will enhance their commitment in the
teaching learning process. The Regional Delegations of
secondary education should include positive disciple as

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a

requirement

for professional development

programs, seminal and workshops to equipe teachers
with the tools and knowledge of positive discipline in
the classroom. The knowledge of Positive discipline will

enhance teacher ‘s and guidance counselors the

abilities to identify students with needs.

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