Perception Of Teachers On The Causes Of Indiscipline Among Post-primary School Students
[A CASE STUDY OF KABBA/BUNU LOCAL GOVERNMENT AREA OF KOGI STATE]

Solutions to Indiscipline
    Alhassan (1999) proposed the following methods of maintaining discipline in schools.
(i)    Use of reward for good behaviour
(ii)    Use of verbal appeal
(iii)    Giving the erring students a post of responsibility.
(iv)    The punishing verbal approach.
Labanjo (1984) in his article in the Nigerian Tribune of 7th May, 1984 points out that the laudable war against indiscipline would be nothing but a myth if the leaders fail to submit themselves to the same expected discipline they are asking the generality of people. According to him, for ‘WAI” to be successful, this solely depends on the attitudes of the leaders who should live by examples. He is of the opinion that a good disciplinarian must be able to discipline himself in facing the reality.
Oyesola (2000), enumerated the following points as factors that contribute to effective discipline in the school.
a.    Teacher’s personality
b.    Good teaching method
c.    Constant involvement of students in the class
d.    Adequate monitoring of students
e.    The use of punishment and reward
Olayinka (1998) stated the need for Guidance and Counselling as a programme for individual students. He further stated that parents, teachers and students will benefit immensely if the school counsellor has good strategies.
Also, Adegoke (2003) advocated the following school counselling programmes for students with inappropriate behaviour.
(a)    Confrontation
(b)    Accurate education
(c)    Assertiveness training 
(d)    Decision making strategies
(e)    Peer cluster involvement
Confrontation: Adegoke (2003) stated that confrontation of the individual about his/her behaviour is the first step in school intervention plan. The teen must be confronted with the fact that what he/she is doing is not a good thing. Confrontation involves challenging the individual on what he/she is doing in a face-to-face encounter.
Assertiveness training: Adegoke (2003) opined that children who has learnt assertiveness skills are more often less willing to use drug. Assertiveness deals with ability to be able to disclose one’s mind or approach a situation that constitute threat to others. He further stated that assertiveness training provides youngsters with skills necessary to terminate drug use if they recognize the potential consequences of their behaviour.
Developing decision making skills: Adegoke (2003) observed that youngsters should be assisted in developing ability to make appropriate decision in a given situation. He further stated that this type of strategy can be effective in efforts to cope with many of the rot problems of students misconduct.
Peer cluster involvement: Oyesola (2000) advocates students involvement in activities or issues that concern them for instance, issues relating to students accommodation or students welfare require the involvement of such students representatives. Adegoke (2003) stated that peer-based programmes should be introduced into school as a way of preventing misconduct.
Concept of Perception
    The concept of indiscipline behaviour depends on individual perception of the concept. Therefore, the term “perception” has been defined in various ways by different researchers. Orgel (1998) defined perception as a global or a wide range response to a stimuli or a response which utilize and integrate information beyond, that contained in stimulus.