TEACHERS’ CLASSROOM DISCIPLINE AND SUSTAINABLE DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN IMO STATE
Dr. Ugochukwu M. Njoku
Department of Educational Foundation/Administration Aifce Owerri.
Dr. Grace U. Amadi
Dr. Charity N. Igbokwe
The study investigated teachers’ classroom discipline and sustainable development in public secondary schools in Imo state. The sample used for the study was five hundred and three (503) drawn from a population of five thousand and forty-seven (5047) teachers. The instrument for data collection was a 21-items questionnaire titled teachers classroom discipline and sustainable development questionnaire (TCDSDQ) which was used to elicit information from respondents. Content and face validity of the instrument was done by two experts in the departments of measurement and evaluation and foundations and administration all of Alvan Ikoku Federal college of Education Owerri. The reliability of the instrument was determined by test and retest and computed statistically using Crombach Alpha. The instrument was found to have a reliability co-efficient of 0.84 which was considered high enough and adequate for the study. Mean and grand mean was used to analyze the research questions. The study concluded that for sustainable development to take place that teachers and students must be disciplined to achieve their goals of education and national goals as stipulated in the National Policy on Education.(NPE) Based on the findings, it was recommended among others that the state government should encourage teachers and students by providing conducive classrooms and instructional materials so that students should be actively involved in the classroom.
Keywords: Teachers, classroom Discipline, sustainable development and secondary schools.