Abstract:
The purpose of this qualitative study was to assess the effectiveness of discipline and attendance policies in secondary schools in the Barnersville community of Liberia. Questionnaires, interview guide and document analyses were the main instruments used. Five secondary schools were purposively selected to conduct the study. Data was analyzed using descriptive statistics through the use of Statistical Package for Social Sciences (SPSS 24 version) and results were presented in tables and charts. One hundred and sixty-seven participants were sampled from five secondary schools. Participants included five principal participants, five vice principal participants, five dean of students participants and one hundred and fifty-two teacher participants. The findings established that schools had policy documents available but the policies were not effective. It was also found that lack of well-developed policy, lack of policy awareness, lack of parental support, absenteeism, students late coming to school, use of mobile phones, among others were the challenges faced by schools.in the implementation of school policy. As a result of the challenges faced by schools, several approaches were adopted which included students roll-call, parental involvement, principal’s communication, PTA meetings, etc. To address the disciplinary and attendance problems, the study recommended an establishment of a comprehensive policy on discipline and attendance. It was also recommended that school policies should be crafted by all stakeholders for ownership and there should be a collaboration in the implementation of the policies. The Code of Conduct should be issued to all teachers and students at the beginning of the school year, there should be policy awareness program and the policy should be supervised and revaluated regularly. It was suggested that future research be carried in the following areas: the role of parents and community in the implementation of policies, the involvement of teachers and students in the implementation of school policies and implication of effective policy on student’ academic performance.
Description:
M.A. -- Faculty of Humanities, Notre Dame University, Louaize, 2020; "A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education"; Includes bibliographical references (leaves 124-129).
