Teacher Management Approaches to Student Disciplinary Problems in Secondary Schools in Edo South Senatorial District, Nigeria

Teacher Management Approaches to Student Disciplinary Problems in Secondary Schools in Edo South Senatorial District, Nigeria Fidelis Igbe1, Oghenevwairhe Emefe2, Ejiro Ufuoma3 1 Department of Educational Foundations Delta State College of Education, Mosogar, Delta State orcid.org 2 Department of Agricultural Education Delta State College of Education, Mosogar, Delta State orcid.org 3 Department of Educational Management, Ignatius Ajuru University of Education,  Port Harcourt, Rivers State AbstractThis study investigates teacher management approaches to student disciplinary problems in secondary schools in Edo South Senatorial District, Nigeria. The research aims to identify the common disciplinary challenges faced by teachers, the strategies employed in managing student behavior, and the effectiveness of these strategies in promoting a conducive learning environment. A mixed-methods approach was adopted, incorporating both quantitative and qualitative data collection techniques. Surveys and structured interviews were conducted with teachers, school administrators, and students to gather insights into disciplinary practices and their outcomes. The findings reveal that teachers utilize a combination of preventive, corrective, and supportive disciplinary strategies, with varying degrees of effectiveness. While some approaches foster a positive school climate, others are met with resistance from students. The study highlights the need for professional development programs on classroom management and policy reforms to ensure that disciplinary measures align with best practices. The implications of these findings for educational administrators, policymakers, and teachers are discussed, with recommendations for enhancing student discipline in secondary schools. Keywords: Management approach, disciplinary problems, secondary schools, Edo South