Abstract:
This research focuses on studying on the management of Students’ Disciplinary Problems Practice
and Challengein Secondary Schools of GubaKoricha woreda,WestHarargheZone.In this study,
descriptive survey design was used with both quantitative and qualitative approaches. Among
thethreegovernment of secondary schools in the Woreda, three (100%) were taken as a sample
entire popoluation or census). Among these, 94 (100%), of teachers and 12 department headwere
selected by census sampling technique. Additionally, 3 school principals, 4 vice principals,
1secondary school supervisor,15,PTSA and 15School Board Committewere selected by available
sampling technique. The data collection tools were questionnaires, and semi-structured is structured
interview. The quantitative data were analyzed using descriptive statistics such as frequency,
percentage and t-test at 0.05level of significance on two groups (teachers and school leaders). A
findings of the study revealed that the school leader and teachers had potential to play a role on
majors Students’ DisciplinaryProblems hinder school practice efforts to manage disciplinary
problems in Secondary Schools. But some teachers had a resistance. The school leaders were
performing different tasks in school and but still did not create conducive environment to avoid
students disciplinary problems. Some of the challenges which affect the school leaders in managing
disciplinary problems were, weak participation of school leader and teachers in teamwork, lack of
monitoring and evaluation from the woreda and zonal education bureau and lack of commitment and
communication among members, lack of delegating power and lack of participant decision making,
lack of making organized and participatory plan as well as creating conducive environment.
Furthermore, the study clearly showed that the reduce majors students’ disciplinary problems has a
significant guide to improve school bad behaviour. Finally, recommendations were put forwarded
based on the major findings so as to minimize the challenges. .
