INFLUENCE OF DISCIPLINE ON PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN FINLAND
Abstract
Purpose of the study: The purpose of the study was to analyze the influence of discipline on performance of secondary school students in Finland.
Research Methodology: The study adopted the explanatory research design. The target population included 41 secondary schools in Helsinki. The unit of analysis had school heads, teachers and students. The research instruments used were questionnaires and interviews. The analysis of the data was done using descriptive and inferential statistics.
Findings: The study findings showed that discipline of students is positively and significantly related to performance (β=.027 p=0.004). The discipline of the students is essential in the learning process since the students are well organized and do what is needed for them to do at the right time. Teachers are required to discipline students whose habits are undesirable in the schools, break the learning institution's regulations, or fail to adhere to directions within the institution.
Conclusion: It was concluded that the discipline of the students is positively and significantly related to the students' performance. Students need continuous guidance and supervision from their educators, guardians, and parents to prevent them from being associated with high-risk habits, undoubtedly making them socially and ethically unacceptable in society and school. Moreover, the study concluded that disciplined students commonly remain healthy, balanced, and energetic throughout because they understand what is good or bad for them, which are excellent for doing a particular task. Well-disciplined students often tend to do well in learning and end up being much more educated.
Recommendations: The study recommended consistent sensitization and organization in-service courses for teachers on better approaches to student discipline management, bearing in mind their students' constitutional rights. Schools must create safe atmospheres devoid of intimidation, harassment, physical violence, dangers and disruptive actions that disrupt learning. Reliable discipline is positive and it instructs the child what they can do rather than harshly criticizing or penalizing what they need not do. Discipline must be urged and all the students need to be encouraged to follow the school policies and regulations.
Keywords: Discipline, performance, secondary school, students, Finland
References
Bear, G. G. (2020). Promoting Positive Teacher-Student Relationships. Journal of Improving School Climate (pp. 21-33). Routledge.
Evans, I. M., Harvey, S. T., Buckley, L., & Yan, E. (2019). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kōtuitui: New Zealand Journal of Social Sciences Online, 4(2), 131-146.
Gerlinger, J. (2020). Preventing school bullying: Should schools prioritize an authoritative school discipline approach over security measures. Journal of school violence, 15(2), 133-157.
Golde, C. M. (2019). The role of the department and discipline in doctoral student attrition: Lessons from four departments. The Journal of Higher Education, 76(6), 669-700.
Halinen, I., & Järvinen, R. (2018). Towards inclusive education: the case of Finland. Prospects, 38(1), 77-97.
Hanhimäki, E., & Tirri, K. (2019). Education for ethically sensitive teaching in critical incidents at school. Journal of Education for Teaching, 35(2), 107-121.
Irby, D. J. (2021). Trouble at school: Understanding school discipline systems as nets of social control. Journal of Equity & Excellence in Education, 47(4), 513-530.
Maring, E. F., & Koblinsky, S. A. (2019). Teachers' challenges, strategies, and support needs in schools affected by community violence: A qualitative study. Journal of school health, 83(6), 379-388.
Mattila, L. R., Pitkäjärvi, M., & Eriksson, E. (2020). International student nurses’ experiences of clinical practice in the Finnish health care system. Journal of Nurse Education in Practice, 10(3), 153-157.
Nieto, S. (2020). Lessons from students on creating a chance to dream. Harvard educational review, 64(4), 392-427.
Rafiq, H. M. W., Fatima, T., Sohail, M. M., Saleem, M., & Khan, M. A. (2018). Parental involvement and academic achievement: A study on secondary school students of Lahore, Pakistan. International Journal of Humanities and Social Science, 3(8), 209-223.
Ritter, G. W., & Anderson, K. P. (2018). Examining disparities in student discipline: Mapping inequities from infractions to consequences. Peabody Journal of Education, 93(2), 161-173.
Sogunro, O. A. (2021). Stress in school administration: Coping tips for principals. Journal of School Leadership, 22(3), 664-700.
Westerlund, H., Partti, H., & Karlsen, S. (2017). Teaching as improvisational experience: Student music teachers’ reflections on learning during an intercultural project. Journal of Research Studies in Music Education, 37(1), 55-75.
