Authors : N. Igbo Janet, N. Ezegbe Benedict, Mbagwu Felicia and N. Odo Helen
Abstract: This study was designed to find out the influence of school disciplinary styles on students’ self-esteem. The study adopted ex-post facto research design. The population for the study was all the Senior Secondary (SS2) students in public secondary schools numbering 5,488 out of which 540 students were randomly sampled for the study. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The instrument used for data collection was School Disciplinary Styles Questionnaire (SDSQ) and Students’ Self-esteem Questionnaire (SSSQ). The instruments were given to experts who validated the items to ensure face validity. The instruments were trial-tested to determine the internal consistencies using Cronbach alpha statistic, the alpha coefficient values of the instruments yielded the following: ADS = 0.73, DDS = 0-74, LDS = 0.65, IDS = 0.78 and SSE = 0.78. The data collected were analyzed using mean, standard deviation and t-test at 0.05 level of significance. Major findings of the study include: Students who adopted authoritarian and demonstrative disciplinary styles have a high self-esteem while students that adopted laissez-faire and indifferent disciplinary styles have a low self-esteem. The difference in mean response is seemly negligible, indicating that gender does not have some influence on students’ self-esteem. There is no significant influence of gender on students’ self-esteem. There is no significant influence of male and female students’ in their and disciplinary styles.
N. Igbo Janet, N. Ezegbe Benedict, Mbagwu Felicia and N. Odo Helen, 2016. School Disciplinary Styles and Students Self-Esteem. The Social Sciences, 11: 1442-1451.