Cultural significance of elderly guidance in shaping learner discipline management: A case of two secondary schools in Nigeria.
DOI:
https://doi.org/10.38140/ijss-2024.vol4.03Keywords:
Culture, learner discipline, elderly guidance, interpretive paradigm, UbuntuAbstract
: Learner indiscipline is a problem in schools worldwide, including Nigeria, which has caused uproar in school management. The problem of indiscipline in Nigerian secondary schools is examined through the lens of the Ubuntu, which is considered appropriate as it allows for an indigenous approach to addressing learner indiscipline. The study adopts an interpretive paradigm within a qualitative framework, focusing on the role of elderly advice in learner discipline management in selected secondary schools in Ado Ekiti, Nigeria. A case study research design was employed to gain an in-depth understanding of the phenomenon and management of learner discipline in two different secondary schools. The research involves six heads of department as participants, offering an in-depth exploration of their perspectives and experiences related to the guidance provided by elders in shaping disciplinary practices. The collected data is analysed using thematic analysis. The study reveals the cultural significance of teacher-elderly guidance on learner discipline, the impacts of such guidance on discipline strategies, and the challenges and opportunities in integrating teacher-elderly guidance into education. This study contributes to scholarship by contextualising the significance of teacher-elderly guidance as a unique way of managing learner discipline in secondary schools
References
Adeoye-Olatunde, O.A., & Olenik, N.L. (2021). Research and scholarly methods: Semi-structured interviews. Journal of the American College of Clinical Pharmacy, 4(10), 1358-1367. https://doi.org/10.1002/jac5.1441
Adeyemi, T.O. (2010). Examination malpractices among secondary school learners in Ondo State, Nigeria: Perceived causes and possible solutions. Journal of Education Administration and Policy Studies, 2(3), 48-55.
Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: Exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1), 2270662. https://doi.org/10.1080/02673843.2023.2270662
Alharahsheh, H.H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43. https://doi.org/10.36348/gajhss.2020.v02i03.001
Alhojailan, M.I., & Ibrahim, M. (2012). Thematic analysis: A critical review of its process and evaluation. West east journal of social sciences, 1(1), 39–47.
Aramide, K.A., Jacob, U.S., & Pillay, J. (2023). Conceptualisation and contextualisation of mixed-methods research: A review. Research in social sciences and technology, 8(4), 14-36. https://doi.org/10.46303/ressat.2023.31
Bashar, S., & Yasin, M. (2020). A review of public secondary schools effectiveness in Nigeria: Challenges and managing strategies. International Journal of Psychosocial Rehabilitation, 24, 5220-5229. https://doi.org/10.37200/IJPR/V24I5/PR2020229
Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Well-being of school teachers in their work environment. Frontiers in Psychology, 11, 1-4. https://doi.org/10.3389/fpsyg.2020.01239
Benjamin, C. O., & Ezindu-Odoemelem, M . (2023). Semantic Implication of Imagery in Igbo Proverbs. International Academic Journal of Advanced Educational Research, 9(9), 18-26. https://doi.org/24514252371993.
Berg, M.H., & Conway, C.M. (2020). Retired teachers as mentors in the American String Teachers Association mentor program. Bulletin of the Council for Research in Music Education, 22(3), 59–78. https://doi.org/10.5406/bulcouresmusedu.223.0059
Bihari, S. (2023). Cultural Heritage and Indigenous Knowledge: Reviving Traditions for Future Generations. Sustainable Development Goals in SAARC Countries: Key Issues, Opportunities and Challenges, 1, 24–32.
Brew, E.A., Nketiah, B., & Koranteng, R. (2021). A literature review of academic performance, an insight into factors and their influences on academic outcomes of learners at senior high schools. Open Access Library Journal, 8(6), 1-14. https://doi.org/10.4236/oalib.1107423
Bryman, A. (2016). Social Research Methods. Oxford University Press.
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807-815. https://doi.org/10.1016/j.cptl.2018.03.019
Chigwada, J., & Ngulube, P. (2023). Stakeholders in the acquisition, preservation, and dissemination of indigenous knowledge projects. Information Development, 1-18. https://doi.org/10.1177/02666669231192851
de Wet, C., & Jacobs, L. (2021). Workplace bullying, emotional abuse and harassment in schools. Special Topics and Particular Occupations, Professions and Sectors, 187-219. https://doi.org/10.1007/978-981-10-5308-5_11
Elkadi, E. A. F. M., & Sharaf, R. S. (2023). The impact of positive discipline as a classroom management approach on learners' well-being and academic achievement: A case study in an international school in Cairo. ESI Preprints, 17, 57-57.
Espelage, D. L., El Sheikh, A., Robinson, L. E., Valido, A., Ingram, K. M., Torgal, C., ... & Nicholson, A. M. (2022). Development of Online Professional Development for School Resource Officers: Understanding Trauma, Social-Emotional Learning, Restorative Discipline, and Cultural Diversity. Journal of Police and Criminal Psychology, 37, 737–751. https://doi.org/10.1007/s11896-020-09404-z
Ewuoso, C., & Hall, S. (2019). Core aspects of ubuntu: A systematic review. South African Journal of Bioethics and Law* 12(2), 93-103. https://hdl.handle.net/10520/EJC-1c8f827d83
Ezemba, E. U., Uwaezuoke, M. R. I., & Ogbunaya, C. P. (2021). Issues and challenges in classroom management facing secondary school teachers in Onitsha South/North LGA and proposed solutions. UNIZIK Journal of Educational Research and Policy Studies, 9, 51-56.
Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Australian and New Zealand Journal of Psychiatry, 36(6), 717-732. https://doi.org/10.1046/j.1440-1614.2002.01100.x
Garcia-Rodriguez, L., Redín, C. I., & Abaitua, C. R. (2023). Teacher-learner attachment relationship, variables associated, and measurement: A systematic review. Educational Research Review, 38, 100488. https://doi.org/10.1016/j.edurev.2022.100488
Gardner, N. A. (2023). A study with a large school needing reform: A school within a school model's effect on student discipline, communication, and school culture [Doctoral dissertation, University of Kansas]. ProQuest Dissertations Publishing.
Gichuru, M. J. (2017). The interpretive research paradigm: A critical review of IS research methodologies. International Journal of Innovative Research and Advanced Studies, 4(2), 1-5.
Gwagwa, A., Kazim, E., & Hilliard, A. (2022). The role of the African value of Ubuntu in global AI inclusion discourse: A normative ethics perspective. Patterns, 3(4), 1-7. https://doi.org/10.1016/j.patter.2022.100462
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Hermino, A., & Arifin, I. (2020). Contextual character education for learners in the senior high school. European Journal of Educational Research, 9(3), 1009-1023. https://doi.org/10.12973/eu-jer.9.3.1009
Jacob, S, John, S., & Gwany, D. M. (2020). Teachers' pedagogical content knowledge and learners' academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
Jayawardena, N.S. (2021). The role of culture in learner discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda. International Journal of Educational Management, 35(6), 1099-1123. https://doi.org/10.1108/IJEM-06-2020-0325
Jepketer, A., Kombo, K., & Kyalo, D. (2015). Teachers' classroom strategy for enhancing learners' performance in public secondary schools in Nandi County, Kenya. IOSR Journal of Humanities and Social Science, 20(7), 2279-0845. https://doi.org/10.9790/0837-20726173
John, L.M., Ishengoma, J.M., & Kafanabo, E.J. (2023). Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania. East African Journal of Education and Social Sciences, 4(3), 136-145. https://doi.org/10.46606/eajess2023v04i03.0285
Liamputtong, P. (2019). Handbook of Research Methods in Health Social Sciences. Springer.
Longhurst, R. (2003). Semi-structured interviews and focus groups. In N. J. Clifford & G. Valentine (Eds.), Key methods in geography (pp. 117–132). Sage Publications.
Magaldi, D., Berler, M. (2020). Semi-structured Interviews. In: Zeigler-Hill, V., Shackelford, T.K. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-24612-3_857
Mangaliso, M., Mangaliso, Z., Knipes, B., Jean-Denis, H., & Ndanga, L. (2018). Invoking ubuntu philosophy as a source of harmonious organisational management. In Academy of Management Annual Meeting Proceedings. AOM 2018 – Chicago, IL, Paper #15007
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
Michel, J., Stuckelberger, A., Tediosi, F., Evans, D., & van Eeuwijk P. (2020). The roles of a grandmother in African societies - please do not send them to old people's homes. Journal of Global Health, 9(1), 010306. https://doi.org/10.7189%2Fjogh.10.010361
Mokgolodi, H. (2023). Decolonising Evaluation of Indigenous Guidance and Counseling Approaches: A Review of Selected Evaluated Programs. Journal of MultiDisciplinary Evaluation, 19(44), 231–246.
Omodan, B. I. (2022a). Ubuntu Politics of Process. Journal of Ethnic and Cultural Studies, 9(4), 42-54. http://dx.doi.org/10.29333/ejecs/1277
Omodan, B. I. (2022b). The Potency of Ubuntugogy as a Decolonised Pedagogy in Universities: Challenges and Solutions. African Perspectives of Research in Teaching and Learning, 6(2), 96-111.
Onaolapo, A. A., & Makhasane, S. D. (2023). An Analysis of Ubuntu Theory of Management: Reimagining Africanised Leadership Towards Improving Discipline in Nigerian Secondary Schools. E-Journal of Humanities, Arts and Social Sciences, 4(5), 516-527. https://doi.org/10.38159/ehass.2023452
Onaolapo, D. G., Makhasane, S. D., & Onaolapo, A. A. (2022). Mitigating Gender-Based Violence Through the Use of Ubuntu-Like Leadership in Nigeria Secondary School. Journal of Studies in Social Sciences and Humanities, 8(2), 196-206.
Patel, M., Mohammed, T.A., & Koen, R. (2024). Ubuntu in Post-Apartheid South Africa: Educational, Cultural and Philosophical Considerations. Philosophies, 9(1), 1-12. https://doi.org/10.3390/philosophies9010021
Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of educational research, 89(4), 499–535. https://doi.org/10.3102/0034654319853545
Rubel, D.J., & Okech, J.E.A. (2010). Qualitative research approaches and group counseling. In T. L. Sexton, S. L. Berger, & R. E. Landreth (Eds.), The Oxford handbook of group counseling (pp. 260-284). Oxford University Press.
Singh, S. (2024). The Social Culture of Bullying: Exploring the Institutions of Family and School. Psychological Studies, 1–6. https://doi.org/10.1007/s12646-023-00769-9
Solehuddin, M., Muktiarni, M., Rahayu, N. I., & Maryanti, R. (2023). Counseling guidance in science education: Definition, literature review, and bibliometric analysis. Journal of Engineering Science and Technology, 18, 1-13.
Souza e Silva, N. S., Leão, L.L., Barbosa, R.E.C., Silva, R.R.V., Almeida de Magalhães, T., Sampaio, C.A., ... & Haikal, D.S.A. (2023). Physical Activity among Elderly Teachers Working in Basic Education Schools. Behavioral Sciences, 13(10), 1-9. https://doi.org/10.3390/bs13100841
Thembelihle, B. M., & Bongane, M. M. (2023). Ubuntu as an emancipatory framework for teaching and learning in Social Work: A narrative literature review. African Journal of Social Work, 13(4), 179-187. https://doi.org/10.4314/ajsw.v13i4.1
Wilkins, N. J., Verlenden, J. M., Szucs, L.E., & Johns, M.M. (2023). Classroom management and facilitation approaches that promote school connectedness. Journal of School Health, 93(7), 582-593. https://doi.org/10.1111/josh.13279
Wilson, T.P. (2017). Normative and interpretive paradigms in sociology. In Everyday Life (pp. 57-79). Routledge.
Published
How to Cite
Issue
Section
Copyright (c) 2024 Akinlolu Ademola Onaolapo; Sekitla Daniel Makhasane
This work is licensed under a Creative Commons Attribution 4.0 International License.
