CHAPTER TWO
REVIEW OF RELATED LITERATURE
In this chapter, literatures that are relevant to this study are reviewed under the following sub-headings:
• Concept of unruly behaviour
• Conceptual Approach of School Discipline
• Types of Disciplinary problems in secondary school
• Analyzing Disciplinary Problems
• Causes of Disciplinary problems
• Appraisal of Reviewed Literature
2.1 Concept of unruly behaviour
Unruly behaviour according to Megory (2006), the factors that can cause unruly behaviour resulting to disciplinary proceedings problems in schools could be social, economic, political, psychological, intellectual, level of learners, the teacher’s behaviour, peer influence and the administrative structure of the head teacher. Megory further explains that if a child’s home life is in anyway unsettled, for instance unemployed parents and poor housing, the students activities in the school are likely to be difficult. Poor housing conditions may lead to inadequate sleep and lack of privacy in which to do homework which in turn could affect concentration, behaviour and attainment. Such students attempting to cope with situation may become aggressive or withdraw in school. In a study by Obure cited in Kasomo(2011), asserted that peer groups influence may form a culture within the school and can result informing of anti-social groups yet students who are socially, socially isolated or rejected by others are considerably more likely to have psychiatric problems, for instance, they turn to inappropriate behaviours such as attention seeking, revenge, escape and withdrawal. This implies that belonging to a group, a class, or a school is very important for it makes students feel accepted and motivated.
Unruly behaviour in schools as defined by Nyaga(2004),is largely a reflection of attributes, values, and practices of their society. According to Nyaga(2004), if there is no social order in a society, the students will be indiscipline in school. The alarming level of classroom violence and schoolyard crime mirrors a wider problem in that society. Also Roger’s (2003), sees drugs abuse as unruly behaviour which could lead students having behaviour problems like stress, fatigue, anxiety, bullying and even committing murder. Students under the influence of drugs could even beat their teachers, rape them or kill their fellow students. According to Roger’s (2003), in south Africa most of the unruly behaviour students were not learners but were there to cause trouble.
According to Megregory(2006), at Moisirgor secondary school, Nandi-North, 20 students set a classroom on fire using petrol at night after drinking. Any students, discipline problems include all forms of disrespect, unruly behaviour, use of bad vulgar language, rudeness, laziness, insolence, smoking, drinking alcohol, robbery, stealing school properties, gambling and bullying. Nyaga(2004), observed that in America, students unruly behaviour in secondary schools include violence upon teachers and other students, possession of controlled substances or alcohol, rubbing, engaging in habitual profanity, vulgarity, committing sexual assault to staff and making terrorist threats against the school authority.
The problem of disciplinary behaviours in secondary school has lingered on over the years, Mc Gregory(2006), asserted that in England, students violence was a common phenomenon, according to Mc Gregory’s (2006), in south Africa, a high school principle started to get death threats and found himself living in fears of violent skirmishes and the principal organised a counter attack to protect his students and staff. Mc Gregory (2006), further stated that in Kenya maladjusted students exhibit numerous indispensable symptoms like this aggression, shyness, suspicious, bullying, cruelty, cheating, truancy, tiredness, stealing, profanity, boisterousness and all sorts of disorderliness low levels of indiscipline, at school can results in detrimental working environment for children and good teaching will often depend on good school discipline.
