Challenges Encountered by Principals in Enforcing Students’ Discipline in Secondary Schools in Edo North Senatorial District, Nigeria (Published)
This study was carried out to investigate challenges encountered by principals in enforcing students discipline among secondary schools in Edo North Senatorial District. Five (5) research questions were raised while three (3) hypotheses were formulated and tested at 0.05 level of significance. The descriptive method based on survey research design was adopted. A population of 286 principals of public and private secondary schools in Edo North Senatorial District was used while 172 principals constituted the sample size using a simple random sampling technique. The sample comprised 60% of the entire population. The questionnaire was used to gather relevant data and was titled: Challenges of Principals in Enforcement of Students’ Discipline Questionnaire (CPESDQ). The data collected were analyzed using mean, standard deviation and t-test. It was found among others that principals in secondary schools in Edo North Senatorial District encountered 10 different challenges in the enforcement of students’ discipline. Some of these challenges included school owners’ interference and students’ fear of assault which were ranked highest, while restriction by law was ranked least in secondary schools in Edo North Senatorial District. Further, principals of public secondary schools encountered more challenges in the enforcement of students’ discipline than their counterparts in private secondary schools in Edo North Senatorial District. It was recommended based on the findings that principals of secondary schools should develop coping strategies in solving challenges encountered in enforcing students’ discipline. The strategies were Reality Therapy (RT) and Discipline with Dignity (DD).
Teacher Preparation for Inclusive Education of Persons with Special Needs In Nigeria: The Challenges and Solutions (Published)
Inclusion of students with special needs education especially those who need specialized skills and technical support give more rise challenges to the training of teachers to produce quality one to handle such children in question. Special needs children, as stipulated in article 223 of the UN’s child right convention endorsed in 1989, have the right to enjoy in full, decent life in conditions which ensure dignity, promotes self-reliance and facilitate the Child active participation in inclusive educational system. This paper focuses on teacher preparation in inclusive education, the concept of inclusive, the benefits, include in-service training programmes, special teacher and inclusive education, teacher preparation and the challenges where discussed. The paper, concluded with some recommendations such as: government at all levels should make inclusive education compulsory for schools and colleges to avoid discrimination against persons with special needs, government should set up committee that will put up machineries for effective implementation of inclusive education among others.