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PRINCIPAL’S DISCIPLINARY INTERVENTION STRATEGIES AND STUDENTS’ ACADEMIC BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE, NIGERIA

ABSTRACT

This study examined the relationship between principals’ disciplinary intervention strategies and students’ academic behaviour in public secondary schools in Akwa Ibom State, Nigeria. Specifically, it investigated the relationship between principals’ leadership style,

school policies, and students’ academic behaviour. A correlational research design was adopted. The study was conducted in Akwa Ibom State, which has 270 public secondaryschools. The population comprised 8,313 teachers in the 2024/2025 academic session. A

sample of 249 teachers (3%) was selected using a multistage sampling technique involving clustering, proportionate, and simple random sampling. Data were collected using a researcher-developed instrument titled Principals’ Disciplinary Strategies and Students’ Academic Behaviour Questionnaire (PDSSABQ), structured on a four-point Likert scale. Face validity was established by three experts from the Faculty of Education, University of Uyo. The instrument yielded a Cronbach’s Alpha reliability coefficient of 0.86. Data were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. Findings revealed a high positive and significant relationship between principals’ leadership style and students’ academic behaviour (r = .77, p < .05), and between school policies and students’ academic behaviour (r = .79, p < .05). The study concluded that effective leadership style and well

implemented school policies significantly influence students’ academic behaviour. It recommended consistent policy enforcement, adoption of participatory leadership styles, strengthened collaboration among stakeholders, and policy reforms to enhance school

discipline.

KEYWORDS: Disciplinary Intervention Strategies, Leadership Style, School Policies, Academic Behaviour, Secondary Schools, Akwa Ibom State

Prof Ereh, Cecilia Emuji UMOH Edidiong Idorenyin Chimezie, Theresa Adaobi

INTERNATIONAL JOURNAL OF ADVANCEMENT IN EDUCATION, MANAGEMENT, SCIENCE AND TECHNOLOGY, VOL 9 NO 1

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