6. Community /Environmental Factor
The community in which the student lives may be socially disorganised. When there is poverty, low employment education opportunities, gang activities, drug activities, crimes, the absence of cohesion among neighbours and community networking, the community is dysfunctional (Peterson & Morgan, 2011:Gambo &Muktar, 2017). As a result, there is a divergence between the values of the values of this disorganised community, and the school fails at synchronising them. Such a situation causes the adolescents to lack social competence such as pro-social behaviour and emotional regulation (Vigila, Thomas& ponnusamy, 2013).Besides they may have inadequate respect for the cultural and traditional norms and manifest a low self-esteem. Adolescents with low self-esteem cannot handle their emotions and behaviour, they are disorientated (Naganandini, 2017). So, it is obvious that students’ unruly behaviour in schools is a reflection of signs of disorders in the community which surround the school and the society at large (Ministry of Education and Human Resource, Tertiary Education and Scientific Research, 2015). According to (Gross, 2010), the environment plays important roles in shaping personality and behaviour of the adolescent. The environmentalist argues that a child is not born a genius, lazy and criminal but it is the environment that makes child to be (Lahey, 2004). Watson cited in (Chatham, 2009) opined that with selective child rearing practices, one can develop adults who are Lawyers, beggars and criminal out of children. Psychologist agree that the personality of an individual develops with constant interaction between biological inheritance and environmental forces. The student learns how to be aggressive or friendly from home by imitating be it good or bad behaviours of parents or elders (Dash, 2005).
7. The influence of mass media
Adolescents are millennial and therefore, their daily life at home, at school and even in their Peer-group is technology driven. The new media dominate their lives (Council on Communications and Media, 2013).They are constantly involved in the â€multi-tasking “ process :they attend to the lesson and they also send messages, chat on the social network and even view YouTube on their mobile phones at the same time (Miller & Berg, 2011).Moreover, adolescents over consume the social media, and students may suffer from behaviour risks such as bullying, click – forming, sexting, Facebook depression, anxiety, severe isolation and self-destructive behaviours (O’keeffe, clarke-pearson and council in communications and Media, 2011). Besides, video games play is associated with increased aggressive behaviour from adolescents ((Holfert, 2010) and an overconsumption of media violence through video games and TV causes adolescents to become more verbally and relationally aggressive with other adolescents and they develop less pro-social behaviour (Gentile, Coney & Walsh, 2011). Also the mass media easily inculcate unruly behaviour and practices among adolescent students who develop a wrong image of sex, love and affection and a glorified picture of violence in society (Ngwokabuenui, 2015). Adolescent behaviours are therefore negatively influenced by media in the current era of rapid technological changes (Beebeejaun-Mushim, 2014).
2.1.2 Effects of Unruly Behaviours on Students In Public Schools
Discipline is good and makes for good teaching and developments. Unruly behaviour is bad and causes havoc in the community or society. In the school, hard work cannot be achieved. Unruly behaviour affects the individual, the school and society at large. The individual in the event of unruly behaviour suffers guilt, humiliation from equals and the authorities. Unruly behaviour hinders growth and development. Discipline is necessary for education growth. Discipline is a great management tool to both principals , teachers and students. 2.1.3. What are the Unruly Behaviours seen in Secondary Schools Students?
Behaviour has become a very challenging and a worldwide problem. Unruly behaviour is a negative response of an individual, group, or species to its environment ((Eyberg & McDiarmid, 2005). In adolescents unruly behaviour is associated with rudeness, fighting, stealing, lying, truancy, smoking of cigarettes, Indian hemp, cocaine, drug addiction, absenteeism, rape, robbery, indiscriminate, sexual acts, aggression, disrupting and not concentrating in the classroom, bullying others, and in general just displaying anti-social behaviours, parents and teachers may intensify negative relations with them as they enter adolescence (Owens, 2002)as a result, peers become more recognisable in order to replace the adult figure. Vandivere(2004)stated that adolescents’ unruly behaviour and peer pressure at times are interrelated and that adolescents who act out or behave immaturely an cause aggravation to others. In addition, Brame(2001) put forward that as adolescents become aggressive, conflict between them and their parents and teachers increases as they will strive to create a separation and a sense of liberty. Arnett(2005) suggests that during adolescence anti-social behaviour may increase because teenagers assume that they are able to engage in experimentation, such as drinking, smoking and sexual activities to mention just but a few. Baumrid(2006)explains anti-social behaviour as a form of externalising behaviour in which an individual violates the set rules and laws.
