Management of Students’ Discipline and School Order in Secondary Schools in Enugu State

This study investigates the management of student discipline and its contribution to school order in public secondary schools in Enugu State, South East Nigeria. Maintaining a disciplined and orderly school environment is a fundamental prerequisite for effective teaching and learning, yet Nigerian secondary schools continue to grapple with escalating disciplinary challenges including truancy, examination malpractice, and peer conflict. The study employs a descriptive survey design, targeting 260 principals, teachers, and school prefects from schools in Enugu East, Udi, and Nkanu West local government areas. Data were gathered using a student discipline management questionnaire and a school order assessment index, both validated through expert consultation. Descriptive statistics, mean scores, and Pearson correlation were applied. The study draws on Skinner's Behaviour Modification Theory and the Assertive Discipline Model. It examines the use of preventive, supportive, and corrective discipline strategies, the role of school rules communication, and student participation in rule-setting as predictors of school order. Findings are expected to show that schools employing participatory and preventive approaches demonstrate higher levels of school order compared to those relying on punitive measures alone. Recommendations target the Enugu State Secondary Education Management Board, school principals, and teacher training institutions on redesigning discipline management training to emphasise restorative and rights-based approaches. The study contributes applied management evidence for improving school climate in South East Nigeria. Keywords: student discipline, school order, secondary schools, Enugu State, school management