Mutual respect as a tool to curb indiscipline in secondary schools in bali nyonga, north west region of cameroon: implications for guidance counselling

Аннотация

The purpose of this study is to examine mutual respect as a tool to curb indiscipline in secondary schools in Bali Nyonga, North West Region of Cameroon: implications for guidance counselling. The study employed the full-block experimental approach. The population of this study constituted four groups of respondents: 339 students, and 20 school staff. The sample was obtained through purposive sampling technique. The instruments for data collection were a questionnaire, and a semi-structured interview schedule. Data from the close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while the interview was analysed thematically. The hypotheses of the study were tested using a non-parametric test (Pearson Product Moment Correlation Coefficient) presented at 95% level of confidence interval with alpha set at 0.05 levels accepting 5% margin of error. Findings showed that in the school referred to adequately practice positive discipline, more of students 77.0% reported mutual respect confirmed by a high mean of 3.06 on 4 which is more than three times higher when compared The American Journal of Social Science and Education Innovations 14 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations to the school referred not to practice positive discipline Region of Cameroon, the issue of indiscipline among with only 25.3% of students reported mutual respect, students poses significant challenges to effective further confirmed by a low mean of 2.37. Furthermore, teaching and learning. According to Curwin and Mendler when mutual respect was compared in relation to (1999), a respectful atmosphere enhances student students’ discipline, findings showed a significant engagement and promotes positive behavior, difference in students’ discipline between the school suggesting that the cultivation of mutual respect could that adequately reinforce mutual respect and the be key to addressing indiscipline in this context. As school that does not (t=13.019, p-value < 0.001). The schools grapple with increasing instances of disruptive school that adequately reinforce mutual respect has a behavior, understanding and implementing strategies high mean value of 19.35 plus or minus 0.20583 which that promote mutual respect becomes crucial for implies high discipline and low indiscipline than the educators and guidance counselors alike. school that does not adequately reinforced mutual In the current educational landscape of Bali Nyonga, respect with a lesser mean of 15.44 plus or minus instances of indiscipline such as truancy, disrespect 0.21899 indicating more students’ indiscipline than towards teachers, and violence have been reported as students’ discipline. And hypothetically, mutual common challenges. A study by Ngwa and Nkuo (2020) respect significantly and positively correlates with found that these behaviors negatively impact not only students’ discipline (R-value 0.400**, p-value < 0.001). student performance but also the overall school The positivity of the coefficient value implies that climate. The lack of mutual respect among students and students’ indiscipline is more likely to be curb / reduce between students and teachers contributes to a cycle of when mutual respect is well promoted in the school conflict and disengagement, ultimately hindering and this prediction is high as supported with a high academic achievement. This situation highlights the explanatory power of 80.6% (Cox and Snell statistics). urgent need for interventions that prioritize the In the school that adequately practice mutual respect, establishment of respectful relationships within schools. some teachers said they instill mutual respect by Furthermore, the implications for guidance counseling counselling students, promoting friendship, exercising in addressing these issues are significant. Guidance patience, promoting self-control, follow-up students, counselors play an essential role in shaping school instill consciousness in actions, teach morality, and act culture and promoting mutual respect through targeted as a role model for the students to emulate. Therefore, programs and workshops. According to Koller (2006), the null hypothesis was rejected and alternative effective counseling can foster emotional intelligence hypothesis that states mutual respect as a positive and social skills among students, which are critical for discipline approach significantly help to curb developing respectful interactions. By integrating indiscipline in secondary schools was accepted. mutual respect into counseling practices, schools can Therefore, it is recommended that the state through create a more supportive environment that encourages the Ministries of Education should include positive positive behavior and reduces incidents of indiscipline. discipline in the curriculum of teacher training institutions. This will enhance their commitment i