International Journal of Education Humanities and Social Science

ISSN: 2582-0745
Vol. 4, No. 05; 2021

SCHOOL RULES AND REGULATIONS AND STUDENTS’ DISCIPLINE IN PUBLIC

SECONDARY SCHOOLS IN ONDO STATE, NIGERIA
Michael Sunday AYEERUN,Ph.D.
Department of Educational Management, Faculty of Education, Adekunle Ajasin University, Akungba-Akoko,
Ondo State, Nigeria.

ABSTRACT
This study examined School Rules and Regulations and Students Discipline in Public Secondary
Schools in Ondo State, Nigeria; using descriptive survey design with two research questions and
one hypothesis tested.
The population comprised all the Principals, Teachers and students in the 304 Public Secondary
Schools in Ondo State. A sample of 3213 participants consisting of 153 principals and 3060
students selected from 153 Public Secondary Schools in nine LGAs of the State using the
multistage sampling procedure. Data were collected using a questionnaire titled “School Rules and
Regulations and Students’ Discipline in Public Secondary Schools in Ondo State, (SRRSDIPSSQ).
Data were analyzed using frequency, mean and Pearson product moment correlation statistics and
the hypothesis tested at 0.05 level of significance. Finding shows that there is a significant
relationship (r-0.72) between School Rules and Regulations and Students’ Discipline. Based on
findings, the study recommended improvement of students awareness of School Rules and
Regulations to ensure students discipline.

Key Words: Rules and Regulations, Awareness, Students, Discipline, Public Secondary Schools.

1. INTRODUCTION
The implication of ignorance of the school rules and regulations is explicit on students’
discipline and non-compliance to the rules and regulations often attract punishments. Education
laws permit the issuance of punishment to any teacher, student or individual in the education
system who contravenes school rules and regulations. Schools are run under the ambit of education
laws to maintain discipline and ensure overall effectiveness of schools. Discipline is a prerequisite
for almost everything a school can offer to students Carlon (2012).
Students are key stakeholders and the most essential resources in education. It is absolutely
necessary to direct students to exhibit an acceptable attitude and behavior within and outside the
school. In an attempt to achieve an organized and peaceful environment and maintain law and
order, the school management specifies rules and regulations to guide the activities of members of
the educational institution Anna (2013).
Different strategies to maintain discipline have been employed both at the national and
school levels. Among others, the adoption and deployment of school rules and regulations in
secondary schools is the main target for monitoring and curbing students’ behaviours Odoyo
(2016).
Discipline can be defined as the practice of training people to obey rules and orders and
punishing them if they do not. The school has a reputation for high standards of discipline and the
implication of this is that discipline in post primary institutions should be interpreted as the training

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of students during the transactional period from child-hood to adult-hood, so, by the time they gain
full maturity, they are fully prepared for life socially, sexually, emotionally, intellectually, morally
and economically.
Educational researchers in recent times have written more on indiscipline among
individuals in schools in relation to their impact on students’ learning outcome. Most of their
researches are premised on the fact that if greater academic heights will be attained, schools must
maintain discipline. A disciplined student is the one who is in the right place at the right time.
Punishment is often used for students who break school rules or do not follow school regulations
Aggrawal (2004). In a proper learning situation, a disciplined student is the one expected to do the
right things at the right time Kyawu (2014).
Indiscipline in itself is a hydra headed problem, having a lot of branches. The school system
has its own share of indiscipline amongst the students. Students’ role in the successful
implementation of any laudable educational policy is very important and any indiscipline arising
from students would mar the final output of the system. The problem will militate against their
individual performances, as well as development of the society. There is nowhere in the State that
students are not involved in the act of indiscipline. The degree varies from community to
community and from school to school.
Ehiametalor and Aderounmu (1985) stated that there are many types of indiscipline in
school which are:
1. Anti-Social Act: This refers to the destruction of public property and rioting, hooliganism,
stealing and bullying.
2. Acts of Defiance: These are usually directed against established rules of the schools, e.g. going
out without permission, avoidance of wearing school uniform, smoking, drinking and drug taking
and sexual immorality, failure to serve punishment and carry out lawful duties.
3. Acts of Negligence: These are many and can include things like lateness to preparatory classes
and assemblies, careless handling of school and personal property.
Indiscipline in schools has been influenced by several factors which may be internally or
externally motivated. They are:
1. exposure to crises, violence and substance abuse in economically disadvantaged
neighbourhood or slums, which leads to anxiety, irritability, stress and hyper-vigilance;
2. the need to challenge or face threat of violence or harm by developing a tough personality;
3. being from a low income family, living in a low income community, and attending schools
with high rates of low income students;
4. the frustration, disaffection and lower self-confidence that can come with low school
achievement;
5. Injustice in the administration of punishments to individuals e.g. the apportioning of
punishments on racial lines or financial capabilities of the infracted (Gregory; Skiba; &
Noguera . (2010).
Aina (2005) states that the much-publicized indiscipline in schools is a projection of the
indiscipline in the society and a house cannot fall without bringing down both the ceiling and the
scaffolding. The indiscipline in the society is a function of the uncurbed indiscipline in various
homes which has now transcended into school indiscipline (Ajila & Olutola, 2007).
Reporting on Uganda, Kiggundu (2009) opined that disciplinary control in secondary
schools is done through the administration of various types of punishments, such as reprimand,

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Vol. 4, No. 05; 2021

bawling out, ridiculing sarcasm, belittling, name calling, withdraw of privileges, social isolation,
demotion, putting placards around the offenders neck, standing or kneeling in front of class,
exercise drills such as raising arms while carrying weight, suspension and expulsion from school,
corporal punishment, restitution and detention or keeping students after school.
Dressing and appearance constitute a topical aspect of school rules and regulation which has
accorded attention from all and sundry. In Nigeria, the courts are reported to have reached different
conclusions regarding the power of school authorities to regulate such matters as dress code, style
of hair, etc. High Court (Civil Procedure Rules, Ondo State Order 23, and Rule 2) pleadings and
judgment in matter clearly illustrate the extent of the powers the school authority has over the
determination of school rules. As long as rules are applied for the purpose of discipline and moral
upbringing of students, the law will continue to be on the side of the school authority. Once the
rules are clear, school authorities could reasonably ban any kind of dresses or hairstyle detrimental
to proper discipline or morals in the school.
A recent ongoing and relevant case on school rules and regulations and discipline was that
of Gift Agenoisa v mrs. F. M. Oluwasanmi and ors (HAD/01/CR/2021). Sequel to her suspension
from school for alleged indiscipline and assault on teachers by her parents, a JSS1 female student
of Mary Immaculate Secondary School, Ado Ekiti, Gift Agenoisa, has sued the Ekiti State
government, seeking N15 million damages for breach of her fundamental rights.
On May 22, the plaintiff’s father and police sergent, Elijah Agenoisa, reportedly mobilized four
armed policemen to the school to manhandle some teachers for scolding his daughter for coming
to school with an incedent hairdo against the school’s rules and regulations.
Consequently, the school suspended his daughter and the state police command had allegedly
queried him.
In a suit number HAD/01/CR/2021 and sworn to at the Ado Ekiti High Court on her behalf by Mrs
Odunayo Agenoisa, Gift claimed that her suspension from school by the government after her
parents allegedly beat up some teachers for punishing her for indecent dressing and gross
indiscipline infringed on her rights.
The plaintiff described as cruel and inhuman, the alleged treatment meted out to her for coming to
school with the indecent hairstyle.
Joined in the suit as respondents are the school’s principal, Mrs F. M. Oluwasanmi; the
Commissioner for Education, Dr. Olabimpe Aderiye; the Ekiti State Teaching Service
Commission and the Ekiti State government as first, second, third and fourth respondents
respectively.
In the affidavit attached to the originating summons, the plaintiff claimed that she was single out
of assembly on May 22, 2021 and given 20 lashes of cane on the orders of school principal for
alleged indecent hairstyle. Although the matter is yet to be determined by the court but cited here
as it bothers on student’s infringement on school rules and regulations and discipline.
In the case of Spiers v Warrington Corporation(1954) QB 61, the appellant’s daughter, a 13-
year-old girl named Eva Spiers was a pupil at a secondary school in Warrington and turned up at
school in clothing which the headmistress considered as unsuitable.
There was a school rule relating to the suitability of clothing in the school. The mother’s
excuse was that the girl had had two bouts of rheumatic fever. She had been advised by a doctor that
the girl’s kidney should be kept warm, and believed that jeans keep kidneys warmer than skirts. The
headmistress thereupon asked the mother to produce a medical certificate to this effect.

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No such certificate was forthcoming, and the headmistress entered her repeatedly for
medical examinations in school, but Eva failed to turn up. The headmistress then decided to take
a well-charted, but fairly exceptional course. Every time Eva came to school in slacks, the
headmistress said to her, in effect, now run along home dear and come back properly dressed. As
soon as you do, you can come into school. But Eva stayed at home for the morning and arrived at
school again in the afternoon. The same conversation would take place and Eva would return the
next morning. This went on for some months until the county Borough of Warrington decided to
prosecute the father for failing to send his child to school as was his duty. The Magistrate found
him guilty and fined him.
Mr. Spiers appealed, maintaining that the Magistrates were wrong in law, that he had sent
his child to school; and that it was the perversity of the headmistress who was preventing Eva from
receiving her education, the education to which she was entitled.
The West Derby Quarter Sessions Appeals Committee quashed the conviction believing that the
parents were acting reasonably in the interest of their child. The local education authority
thereupon appealed to the Queen’s Bench Division which did not agree and upturned the decision
of the Appeals Committee with a conclusion that the headmistress shall control the internal
organization, management and discipline of the school.

Another relevant case showing the demonstration of the need for school discipline is
Principal of Government Secondary School Ikachi v Igbudu (2005) 12 NWLR (pt.940)543. The
appellant suspended the respondent, a female student indefinitely on account of her being pregnant
and aborting the fetus. This was announced to the entire students at a morning assembly. The
respondent sued for defamation of character. Her action was dismissed on the ground that the
principal had a qualified privilege to make the announcement
With regard to the duty of a principal, Nzeakor, Justice of the Court of Appeal (2005)
opines:
that the principal of a school or anyone with lawful authority therein has
public duty to insist on discipline and high moral standard from students
under his charge and to duly inform the students of any decision taken
regarding such matters of interest to the students themselves. It was his
humble view on the above matter that the principal is entitled to succeed
on the defence of qualified privilege and that the students who all knew
the matter have a corresponding interest and ought to know the decision
of the school authorities and the nature of the punishment meted out to
one of their lot in such circumstances.
Another interesting case was R v Newsport (1929) 2KB 416 where a principal recognized
that allowing the unnecessary influence of and selfish opinions of parents in some matters
compromise school effectiveness and as well question his role as an instructional leader. In 1929
there was a rule in Newsport Grammar School in Shrosphire (England) that smoking within and
outside the school during term time is prohibited. One afternoon, two boys left school and smoked
as they strolled through the streets. They were reported to the headmaster by the prefects. The
headmaster decided that they should be caned for breach of a school rule. One boy took his
punishment like a man, but the other objected, that his father gave him the permission to smoke

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and that it was no concern of the headmaster whether he did or not. With the aid of two masters,
the headmaster administered the beating.
The father thereupon summoned the headmaster before the Magistrate, and the case was
dismissed. The father of the boy appealed. The higher court first refused, holding the applicant to
be frivolous, but in due course, they had to comply. The case was dismissed on grounds that
reasonable school rules have the force of the law. Smoking was prohibited in school which was
deliberately breached by the boy, whether the father approved of it or not, and that the punishment
was appropriate.

In the cases above, the principals ensured zero-tolerance to students’ misconduct by taking
their stand in order to uphold school rules and regulations so as to maintain school discipline. This
means that reasonable school rules have the force of the law.
Considering the case of Muslim Students’ Society of Nigeria v Lagos State Government
(On the Ban on Hijab in Public Primary and Secondary schools in Lagos State), an Ikeja High
Court upheld the ban on the wearing of Hijab (Muslim head scarf) in primary and secondary
schools in Lagos State that it is against the rules of the school which is reasonable. Justice Modupe
Onyeabor dismissed the suit instituted against the Lagos State Government by two 12-year-old
girls under the aegis of the Muslim students’ society of Nigeria, Lagos State Area Unit.
The government had banned the use of Hijab on the argument that it was not part of the
approved school uniform for pupils. Following the ban, the students filed the suit on May 27, 2013
seeking redress and asked the court to declare the ban as a violation of their rights to freedom of
thought, religion and education.
In her judgment, Onyeabor held that the prohibition of the wearing of Hijab over school
uniforms within and outside the premises of public schools was not discriminatory. According to
her, the ban does not violate Sections 38 and 42 of the 1999 Constitution as claimed by the
plaintiffs. The judge said Section 10 of the Constitution made Nigeria a secular State and that
government must maintain neutrality at all time (The Vanguard News, October 17, 2014)
The cases illustrated above underscores the need for school authorities to make rules and
regulations in accordance with the provisions of education law so as to prevent conduct that could
interfere with the progress of the school or with the rights of students and members of staff and in
keeping with good moral behaviour.
Wider range of researchers has raised the implications of disciplinary cases in schools that
warrant exclusionary consequences such as suspension and expulsion. Speaking on suspension
and expulsion of students, Rausch and Skiba (2005) hypothesized that students’ removal from the
learning environment has both positive and negative effects. Consistent with the philosophy of
zero-tolerance, the positive impacts of students’ removal is that it will protect and preserve the
learning environment for those students who are avid to learn, students removal may as well
improve the school by functioning as a deterrent: by severely punishing students’ misconduct, in
the process reducing the probability of future students’ misbehaviour in general.
In Gregory, Skiba & Noguera, (2010), it was noted that the exclusion of students from
school may disconnect the students’ interest in schooling and as it reduces their opportunity to
learn. According to Fabelo (2011); Hemphill, Tounborou, Herrenkohl, McMorris & Catalano

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(2006), when bonds to school are broken, students are also more likely to repeat misbehavior and
even turn to law breaking in the larger society (Advancement Project/Civil Rights Project, 2000).
A study by Okumbe (1998) found a relationship between discipline and students’
achievement. It was stressed that regulations are authoritative discipline within the education law
so as to promote discipline within the school system, and has implication for students’ academic
performance (Hernandez & Seem, 2004). They opined that failure to clarify established rules and
consequences by the administrator have ambiguous ends. Hernandez and Seem (2004) like
Okumbe (1998) stressed that one way to know an effective school is through their demonstration
of sound inclusive practices which includes emphasizing school discipline, collaborative
leadership and their good practice.
Ndeto (2013) reported on Kenya on the effectiveness of school rules and regulations in
enhancing discipline in public secondary schools. The study found a significant relationship
between school rules and regulations with academic outcome of students. Furthermore, the study
concluded that one way to achieve an effective school system is by involving students in the
making of rules and regulations and in some administrative decisions in the school. In essence,
involving students in decision making processes including the rules and regulations could promote
discipline, better attendance, less delinquency and higher academic achievements. Also parental
involvement is making decisions, rules and regulations is a critical factor for school effectiveness
as identified in Reynolds, sammons, Stoll, Berber and Hillman (1996) and Kocayoruk (2016).
They argued that legal provisions made parents partners in education. Involvement and all round
inclusiveness in making decision, rules and regulations has been considered crucial in recent times
and necessary in achieving internal discipline in schools. Duze (2007).
Gulcan, Murat and Duran (2018) as cited in Ayeerun (2021) carried out a cross-national
analysis of parent involvement in decision-making focusing on Germany, France and Turkey.
They recommended the need for the activation of parents and Teachers’ collaboration as well as
Board of Governors (BOGs) as important organs of decision-making in the school system; rules
and regulations inclusive.
Oyelola (2012) in his study on the Nigerian education laws and discipline classified
discipline in Nigerian schools into Punitive and Non-punitive disciplinary measures. According to
him, punitive disciplinary measures include corporal punishment, suspension, expulsion, while
non-punitive disciplinary measures include counseling, positive reinforcement and parent
notification and communication.

2. STATEMENT OF THE PROBLEM

Indiscipline as often said is the bane of our contemporary society in Nigeria which has
somehow permeated all the strata including the entire educational system. Consequently, there are
allegations from the public on the falling standard of secondary education in Nigeria, which could
be traceable to the inadequacies in the compliance of school authorities, teachers and students to
the provisions of education laws which might have caused poor instructional supervision, lack of
instructional leadership, recurrence of unilateral decision making in school administration,
hooliganism and students unrest. Most critical is the serious disregard for school rules and
regulations and discipline in behavior and conducts of affairs within the school system which
impacted school effectiveness. Non compliance of students with the provisions of school rules and
regulations has also led to indiscipline / infractions like defiant behaviours such as going out

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without permission, avoidance of wearing school uniform, smoking, drinking, drug abuse,
examination malpractice and sexual immorality. Also it has caused acts of negligence such as
lateness to preparatory classes, assemblies and careless handling of school property.
It is believed that such inadequacies, particularly the problem of indiscipline in schools
could be prevented or properly managed if stakeholders in school administration are fully aware
of the provisions of education laws. It has been noted that most school teachers in Nigeria let alone
students, have never read the Nigerian constitution nor even the laws, rules and regulations
governing the administration of the school system and in caring for the students. Yet, Nakpodia
(2007) in a Latin Maxim opined that “ ignorantia juris est lata culpa” meaning ignorance of the
law is not an excuse.
Many students appear to be unaware of their rights, duties, obligations, responsibilities and
limitations under the law and more especially with regard to discipline. Such students do not know
and appreciate the general principles and provisions of the law as the school rules and regulations
as they apply to students’ discipline in schools. Similarly, a school principal as instructional leader
may not be able to handle students discipline effectively, if he is not legally literate with regards
to education laws.
It is realized that the education laws or the school rules and regulations are not absolute in
themselves; but can be subjected to the law court or the reading of the constitution.
To ensure a high disciplinary tone for school effectiveness and at the same time, stem the
tide of litigations in the Nigerian educational system, stakeholders particularly students must be
legally literate with regards to their rights, obligations and limitations in the course of their
studentship.
School discipline as a predictor for school effectiveness implies self-control, good
behaviour and obedience to school authority (Adams, 2003). It is instructive to note that on
admission, students are given prospectus which contains and explained the rules and regulations
in terms of what they should or not do and their rights and obligations. Kabandize (2004) drew
attention to the enforcers of discipline within the school to include prefects’ bodies and councils,
disciplinary committees, teachers and involvement of parents.
Consequently, this study examined the relationship between awareness and compliance
with School Rules and Regulations and Students’ Discipline in Ondo State Public Secondary
Schools.
Research Questions
The research questions raised to guide the study are:
1. What is the level of Students’ awareness of school rules and regulations in Ondo State
Public Secondary Schools?
2. What is the level of compliance with school rules and regulations in enforcing students’
discipline in Ondo State Public Secondary Schools?
Research Hypothesis:
The hypothesis formulated to guide the study is:
1. There is no significant relationship between awareness and compliance with school rules
and regulations and students’ discipline in Public Secondary Schools in Ondo State.
3. METHOD
The study adopted a descriptive survey design which involved the use of questionnaire to
collect data from Principals and Students. This enabled the researcher to establish the possible

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relationship between the independent variable “School Rules and Regulations” and the dependent
variable “Students’ Discipline” across the Public Secondary Schools in Ondo State.
The target population for the study comprised of all Principals, Teachers and Students in
the 304 Public Secondary Schools in Ondo State.
The sample comprised 3213 respondents (153 Principals, and 3060 students) randomly
selected from the 153 Public Secondary Schools. Multistage sampling procedure was used to
select 9 out of the existing 18 Local Government Areas in Ondo State. The process involved
random selection of 3 Local Government Areas out of the existing 6 Local Government Areas in
each of the three senatorial districts in Ondo State. 17 Public Secondary Schools were purposively
selected from each of the nine sampled Local Government Areas totaling 153 Public Secondary
Schools representing 50.3% of the Public Secondary Schools in Ondo State. Furthermore, 20
students were randomly selected from each sampled school together with each of the Principals of
153 sampled Public Secondary Schools.
A self developed questionnaire titled “School Rules and Regulations and Students’
Discipline in Public Secondary Schools in Ondo State” (SRRSDPSSQ) with sections A, B and C
used to collect data for the study. Section A elicits Bio-Data information of the respondents.
Section B elicits information from the students on their level of awareness of education laws while
section C elicits information from all respondents on the level of compliance with education laws
in enforcing discipline in public secondary schools. A 5-point Likert rating scale of Strongly
Agree, Agree, Fairly Agree, Disagree and Strongly Disagree with scale values of 5.4.3.2.1
respectively was adopted for the study.
The instrument was validated by experts in the Faculty of Education of Adekunle Ajasin
University, Akungba-Akoko while the reliability of the instrument was determined using the test-
re-test technique that yielded a correlation coefficient of r.0.72. Data were analyzed using
frequency mean and Pearson product moment correlation statistics. The hypothesis was tested at
0.05 level of significance.

4. RESULTS
Research Question 1: What is the level of Students’ awareness of School Rules and Regulations
in Ondo State Public Secondary Schools?

Table 1: Level of Students’ Awareness of School Rules and Regulations in Ondo State Public
Secondary Schools

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S/N Items SA A FA D SD __
% % % % % X
1 Every student in my school has a copy of 1036 903 331 375 415 3.57
the school rules and regulations. (33.9) (29.5) (10.8) (12.3) (13.6)
2 Every bonafide student is allowed to 1623 1093 163 113 68 4.33
attend classes on daily basis. (53.0) (35.7) (5.3) (3.7) (2.2)
3 My school often enforce the rules and 1966 869 98 88 39 4.51
regulations on dressing code, hair style, (64.2) (28.4) (3.2) (2.9) (1.3)
Act of defiant and negligence
4 I always operate within the context of the 969 967 420 396 308 3.61
school rules and regulations. (31.7) (31.6) (13.7) (12.9) (10.1)
5 The parents are often intimated with their 1138 1066 328 352 176 3.86
responsibilities in the school rules and (37.2) (34.8) (10.7) (11.5) (5.8)
regulations
6 My teachers respect students’ rights to 1128 1019 338 399 176 3.82
freedom of expression. (36.9) (33.3) (11.0) (13.0) (5.8)
7 My school has students’ disciplinary 1358 1018 277 273 134 4.04
committee comprising students’ (44.4) (33.3) (9.1) (8.9) (4.4)
representatives to try offenders.
8 My school often involve students in 1558 908 189 217 188 4.12
making rules and regulations on matters (50.9) (29.7) (6.2) (7.1) (6.1)
that may affect their interest and the
administration of the school.
9 Principals and teachers often inflict 1106 916 416 419 203 3.75
corporal punishments on erring students in (36.1) (29.9) (13.6) (13.7) (6.6)
my school.
10 Students’ disciplinary problems are often 819 650 457 453 681 3.15
handled in accordance with the school (26.8) (21.2) (14.9) (14.8) (22.3)
rules and regulations.
Overall mean on awareness by students 3.87
Source: Field Survey (2017) Low= < 3.0; Moderate = >3.0<4.0; High = ≥4.0

Result of data analysis on table 1 shows the level of students’ awareness of School Rules
and Regulations in public secondary schools in Ondo State. It was strongly agreed (33.9%); with
mean (3.57) that every student has a copy of the school rules and regulations as revealed in the
responses in item one. Similarly in item two, it was strongly agreed (53.0%); with mean (4.33) that
every bonafide student is allowed to attend classes on daily basis. In the same vein, it was strongly
agreed (64.2%); with mean (4.51) that the school often enforce the rules and regulations on
dressing code, hair style, acts of defiance and negligence in item three. It was also strongly agreed
(31.7%); with mean (3.61) that every student always operate within the context of the school rules
and regulations as revealed in the responses in item four.
It was strongly agreed (37.2%); with mean (3.86) that the parents are often intimated with
their responsibilities in the school rules and regulations as indicated in item five. Also on item six,

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respondents strongly agreed (36.9%); with mean (3.82) that their teachers respect students’ rights
to freedom of expression. Respondents strongly agreed (44.4%); with mean (4.04) that their school
has students’ disciplinary committee with students’ representatives to try offenders as indicated in
item seven. About half of the respondents strongly agreed (50.9%); with mean (4.12) that the
schools often involve the students in making rules and regulations on matters that may affect their
interest and the administration of the school as seen in item eight. Less than half of the respondents
strongly agreed (36.1%); with mean (3.75) that principals and teachers often inflict corporal
punishments on students in their school as seen in item nine.
Furthermore on table 1, it was strongly agreed (26.8%); with mean (3.15) that students’
disciplinary problems are often handled in accordance with the school rules and regulations as seen
in item ten. Lastly on table 1, shows a cumulative mean (3.87) which indicate that students’
awareness of School rules and regulations is moderate.
Research Question 2: What is the level of compliance with School rules and regulations in
enforcing students’ discipline in Ondo State Public Secondary Schools?
Summaries on the level of compliance with School rules and regulations in students’
discipline are provided in Table 2

Table 2: Level of Compliance with School Rules and Regulations in Enforcing Students’
Discipline in Public Secondary Schools
S/N Items SA A FA D SD __
% % % % % X
1 All teachers show concern for students’ 494 641 253 194 101 3.73
discipline. (29.4) (38.1) (15.0) (11.5) (6.0)
2 Students always find it difficult to obey 462 773 292 129 27 3.90
school rules and regulations. (27.5) (45.9) (17.3) (7.7) (1.6)
3 There is existence of students disciplinary 721 746 145 41 30 4.24
committee in my school (42.8) (44.3) (8.6) (2.4) (1.8)
4 Students’ unruly behaviour (truancy and 768 673 127 77 38 4.22
anti-social behaviour) makes learning (45.6) (40.0) (7.5) (4.6) (2.3)
environment unconducive
5 Students’ indiscipline makes them to 811 697 103 49 23 4.32
waste their time. (48.2) (41.4) (6.1) (2.9) (1.4)
6 Parents’ negative attitude makes teachers 593 674 175 167 74 3.91
to relax in the discipline of students. (35.2) (40.0) (10.4) (9.9) (4.4)
7 Students are often involved in 460 558 308 238 119 3.60
examination malpractices (27.3) (33.2) (18.3) (14.1) (7.1)
8 Students’ poor performance could be 372 676 286 225 124 3.56
largely attributed to the act of indiscipline (22.1) (40.2) (17.0) (13.4) (7.4)
in school.
9 Students’ disciplinary cases are treated in 461 816 222 134 50 3.90
accordance with laid down rules and (27.4) (48.5) (13.2) (8.0) (3.0)
regulations.

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10 Students are punished in accordance with 466 742 256 156 63 3.83
the school rules and regulations (27.7) (44.1) (15.2) (9.3) (3.7)
Overall mean on compliance and enforcement of students’ discipline 3.92
Source: Field Survey (2017). Low= < 3.0; Moderate = >3.0<4.0; High = ≥4.0

Result of data analysis on Table 2 shows the level of compliance with school rules and
regulation in the enforcement of student discipline in public secondary schools in Ondo State.
Respondents strongly agreed (38.1%); with mean (3.73) that all teachers show concern for
students’ discipline as indicated in item one. It was agreed (45.9%); with mean (3.90) that students
always find it difficult to obey school rules and regulations as indicated in item two.
It was agreed (44.3%); with mean (4.24) that there is the existence of students’ disciplinary
committee in schools as indicated by respondents in item three. Students’ unruly behaviour
(truancy and antisocial acts) makes learning environment unconducive as revealed by respondents
who strongly agreed (45.6%); with mean (4.22) in item four.
Similarly, it was strongly agreed (48.2%); with mean (4.32) that students’ indiscipline
makes them to waste their time as indicated in item five. Respondents agreed (40.0%); with mean
(3.91) that parents’ negative attitude makes teachers to relax in the discipline of students as
indicated in their response in item six. Likewise, in item seven, respondents agreed (33.2%); with
mean (3.60) that students are often involved in examination malpractices as revealed in item seven.
Also in item eight, respondents agreed (40.2%); with mean (3.56) that students’ poor
performance could be largely attributed to the act of indiscipline in school. Students’ disciplinary
cases are treated in accordance with laid down rules and regulations as indicated by respondents
who agreed (48.5%); with mean (3.90) in item nine. It was also agreed (44.1%); with mean (3.83)
that students are punished in accordance with schools rules and regulations as indicated in item
ten. Finally on Table 2, the cumulative mean (3.92) indicates that the level of compliance with
school rules and regulations in the enforcement of students’ discipline in public secondary schools
in Ondo State is moderate.
Research Hypothesis: There is no significant relationship between awareness and compliance
with school rules and regulations and students’ discipline in public secondary schools in Ondo
State.
In order to test this hypothesis, the mean and standard deviation of awareness of school
rules and regulations and students’ discipline were provided. Pearson Product Moment Correlation
(PPMC) was then applied to the variables. The results are as provided in Table 3.
Table 3: Relationship between Awareness of School Rules and Regulations and Students’
Discipline
Variables N r-cal r-tab sig.
Awareness of school rules and 153
regulations 0.727* 0.087 .000
Students’ Discipline 153
p<0.05
Result of analysis on Table 3 shows that r-cal value (0.727) is greater than r-tab value
(0.087). This means that there is a significant relationship between compliance with school rules

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and regulations and students’ discipline in public secondary schools in Ondo State. Therefore, the
null hypothesis postulated and tested is rejected.

5. DISCUSSION
The Hypothesis tested states that there is no significant relationship between awareness
and compliance with school rules and regulations and students’ discipline in public secondary
schools in Ondo State.
The result presented on Table 3 shows that there is a significant relationship between
awareness of School rules and regulations and students’ discipline in public secondary schools in
Ondo State. In a bid to ensure high moral standard, a principal in Ogun State had to conduct
virginity test on her students. This act was considered as outrageous expression of authority by the
principal and consequently, the Ogun State Government suspended her indefinitely as there was a
need for prior consultation and consent before such action could be carried out.
This finding is in line with Aina (2005), Ajila and Olutola (2007) that the awareness of
education laws has significant relationship with students’ discipline in public secondary schools.
They equally indicated that the much-publicized indiscipline in schools is a projection of the
indiscipline in the society and a house cannot fall without bringing down both the ceiling and the
scaffolding. This gives reference to Muslim Students’ Society of Nigeria v Lagos State government
(CA/L/135/15)2015 on the wearing of hijab in secondary schools in Lagos State, where Justice
Onyeabor gave a verdict in support of the principal’s intention to maintain discipline and gave an
order that, the school is a secular institution and has a uniform dress which must be strictly
followed by all students.
Similar judgment was given in the case of Spiers v Warrington Corporation (1954)1 QB
6, where the appellant continually made her daughter, a 13-year-old girl named Eva Spiers to
breach the school’s uniform dressing code, which the headmistress considered as unsuitable.
Although, her mother had attributed it to rheumatic fever, but refused to present a medical report
when requested to do so. The court gave a verdict against the appellant and struck that all steps
taken by the school towards the pupil was consistent with the law, while the appellant’s opinion
continually threatened the discipline of the school. The findings is also in line with the judgment
in the case of R v Newsport (1929) 2KB 416 that reasonable school rules have the force of the law
discipline students thus, prohibiting the students of Newsport Grammar school in shrosphire
(England) from smoking within and outside the school premises.
Also related to this was the ongoing case of Gifrt Agenoisa V, Mrs. F. M. Oluwasanmi, and
Ors (HAD/01/CR/2021) in Mary Immaculate Secondary School, Ado Ekiti in Ekiti State, Nigeria.
This justifies the ascertion of Duze (2007), Kocayoruk (2016) and Gulcan, Murat and Duram
(2018), on the need for involvement and all round inclusiveness of students, teachers and parents
in making decisions to achieve internal discipline in schools and for school effectiveness.
The finding of Cotton (2000) also supports this finding and subscribed to the administration
of uniform punishments as an effective way of controlling behaviour within the school system, if
they understand that punishments are firm, fair and consistent. However, the ideal thing can only
be known through the legal understanding as touching students’ discipline.
More so, Nakpodia (2007) and Hernandez and Seem (2004) concluded that the operation
of schools is directly influenced by the way disruptive behaviours of individuals in schools are

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curtailed hence, they further reeled out that the parameters for behaviours and academic
expectations must be clearly stated by the schools in their Hand Books.

6.CONCLUSION
The result of findings from the Research questions showed that the level of Students’
awareness of school rules and regulations in Ondo State Public Secondary School is moderate.
Also, the level of compliance with school rules and regulations in enforcing Students’ discipline
is moderate. The study further confirmed a significant relationship between School rules and
regulations and Students’ discipline. In essence, it could be concluded from the study that
effective students’ discipline in Ondo State Public Secondary Schools, could only be sustained
with a high level of awareness and compliance of Students and all Stakeholders with education
laws, with the assurances of equal rights, equity, equal opportunities, fair play and justice for all
Stakeholders in the education system.

7. RECOMMENDATIONS
In the light of the discussion, findings, and conclusion from this study, the following
recommendations are made.
1. There is need to intensify efforts for the improvement of Students’ awareness of education
laws/school rules and requlations
2. Students should be allowed to participate in the formulation of school rules and regulations.
3. It is also recommended that principals and teachers should subject students to regular check
on their compliance with school rules and regulations to ensure discipline.
4. The Ministry of education should, on a periodic basis sponsor as well as organize lectures
and seminars on education laws and emerging legal matters in the education system to
update teachers’ knowledge of the laws relating to the teaching profession and school
management. This becomes imperative as teachers cannot adequately supervise students’
compliance with school rules and regulations if they are not well grounded in education
laws in line with the legal maxim (Nemo dat quod non habet) you cannot give what you
don’t have.
5. All students in Public Secondary Schools in Ondo State should have handbooks containing
school rules and regulations.

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case). Nigeria Tribune Saturday, 14 August, 2021 p6, www.tribuneonlineng.com
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543.
4. R v Newsport (1929) 2KB 416.
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