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ASSESSMENT OF CORRELATES OF POSITIVE DISCIPLINE COMPETENCIES AMONG PUBLIC SCHOOL BEGINNING TEACHERS IN LAGOS STATE
Abstract:
This study aims to assess the correlates of positive discipline competencies among public school beginning teachers in Lagos State, Nigeria. Positive discipline is crucial for creating conducive learning environments and promoting students’ socio-emotional development. However, little research has focused on the factors influencing positive discipline competencies among beginning teachers in the Nigerian context. Through a mixed-methods approach, including surveys and interviews, this research will examine the socio-demographic characteristics, teaching experiences, training, and beliefs of beginning teachers in relation to their positive discipline competencies. The findings will provide insights into the strengths and challenges faced by beginning teachers in implementing positive discipline strategies and inform targeted interventions to enhance their competencies. Additionally, the study will contribute to the existing literature on teacher education and professional development, particularly in the context of promoting positive classroom management practices and fostering a conducive learning environment in public schools in Lagos State, Nigeria.
Table of Contents
CHAPTER ONE
Introduction
• Background of the Study
• Problem Statement
• Objectives of the Study
• Significance of the Study
• Scope and Limitations
• Organization of the Study
CHAPTER TWO
Literature Review
• Conceptual Framework of Positive Discipline
• Theoretical Perspectives on Classroom Management
• Factors Influencing Teacher Competencies in Positive Discipline
• Challenges Faced by Beginning Teachers in Implementing Positive Discipline
• Current Practices and Policies in Positive Discipline Education
CHAPTER THREE
Methodology
• Research Design
• Participants
• Data Collection Procedures
• Measurement Tools
• Data Analysis Techniques
CHAPTER FOUR
Results
• Socio-Demographic Characteristics of Beginning Teachers
• Teaching Experiences and Training in Positive Discipline
• Beliefs and Attitudes Towards Positive Discipline
• Correlates of Positive Discipline Competencies Among Beginning Teachers
CHAPTER FIVE
Discussion
• Interpretation of Findings
• Implications for Teacher Education and Professional Development
• Recommendations for Policy and Practice
• Limitations of the Study
• Suggestions for Future Research
• Summary of Key Findings
• Contribution to the Field
• Conclusion and Closing Remarks
References
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