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Sex Differences in Discipline as a Control Measure in School Administration. 

Eze Osundu Hyacinth 

 

SEX DIFFERENCES IN DISCIPLINE AS A CONTROL MEASURE IN 

SCHOOL ADMINISTRATION. 

 

Eze Osundu Hyacinth 

 
Abstract 

Very often many people get worried when they are disciplined in their places of work for 

their offence. This study is concerned with sex differences (altitude) to discipline as a control 

measure in school administration. The hypothesis is that there is every likelihood that the males 

will more likely show superior endurance in any disciplinary measure that administration can 

give. A group of one hundred teachers randomly selected from six schools were drawn to 

represent a wide range of school environment. A discipline questionnaire was used to collect 

response from the subjects. T-test analysis test was employed lo establish the difference. It was 

apparent from the results that caution as a discipline measure has a significant difference on 

teachers, while query threat and discussion showed no significant differences (effects) among 

female and male objects, 

INTRODUCTION 

Discipline means different things to 

different individuals. Since human 

beings are the most essential tools in an 

organization (schools), ii is also noted 

that human beings are different to 

handle. This is so because of the 

inherent biological and environmental 

differences surrounding individuals. 

Based on these we expect differences in 

human behaviours. 

 

It has long been recognized that 

differences are found in the studies of 

attentional response dimensions. Male 

subjects showed a preference for less 

complex stimulus pattern than female 

subjects. Walter (1964) indicated that 

normally, females are more receptive to 

stimuli and less disorganized by them 

than are males. 

 

Very often, many school teachers 

become victims of discipline and 

embarrassment. Quite often, a large 

number of the teachers feel dejected, de-

pressed and unhappy whenever a 

disciplinary measure is exerted on 

them. A sample of complaint they 

verbalize arc usually in the following 

manner: 

 

"What have I done?"   This man 

don’t like 

to see my face. I don’t even know 

what I have done wrong. 

 

"These and so many others, in fact, an 

endless list; are the statement of people 

who feel that they have seen nothing in 

their behaviour that would merit 

disciplinary action. In other words, they 

have seen no need to work in a place 

where little mistakes affect their lives; 

hence they change their approach to 

administration and work in general. Not 

everyone recognizes the importance of 

control in school administration and 

other organizations. According to 

 



 

 

241 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1, No. 2 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 
 

 

Ukeje (1992) discipline in the best 

sense is "The control of behaviour in the 

light of purpose". He further stated that 

an individual has self-discipline when 

he can set a goal for himself and then 

make whatever sacrifices and efforts 

that are necessary to obtain it. Hall 

(1975) sees discipline as an 

"important factor in any form or type 

of organization which can no longer 

be enforced by threats of "sacking" and 

there is much to be said for the 

application of law of the situation in 

this connections”. The writer 

advocates that absence of discipline 

leads to failure in an organization. 

Certainty of punishment is definitely a 

deterrent. After all, fear is a primary 

emotion in man. It plays an important 

part in his training. Of course, it is 

wrong to rely exhaustively on fear of 

punishment, but it is equally wrong to 

do away with this deterrent (Donson 

1984). 
 

Some deviant behaviours that can 

attract disciplinary actions are 

disobedience, insubordination, poor 

attitude to work, lateness, malingering, 

stealing, fraud and disrespect for work. 

However, if a threatening situation 

arises, the administrator (school head) 

must probe to find out the cause. 

Employees should be consulted on a 

number of things before disciplinary 

measure is taken, it is important to note 

however, that discipline is a major 

source of staff grievances and correct 

procedure must be established to ensure 

that justice is seen to be done. 
 

The following study, therefore, aimed at 

finding out teachers’ response to the use 

of four different types of discipline 

control measure, in the school. These 

are: 
 

Writing query 

Verbal caution 

Threat, and 

Discussion. 

 

In view of the following objectives four 

Null hypotheses (corresponding with 

the four areas of control) were tested at 

the 0.05 level of significance using T-

test. 

(1) There is no significant 

difference in the attitude to 

query as a discipline control 

measure in schools between 

male and female subjects. 

(2) There is no significant 

difference in the attitude of 

male and female subjects to 

caution as a discipline control 

measure in school. 

(3) There is no significant 

difference between-male and 

female subjects in their 

attitude to threat   as   a 

discipline   control   measure   in 

school. 
 

There is no significant difference in the 

attitude of male and female subjects 10 

discussion as a discipline control 

measure in school.  

 

Method Subjects and Design. 

The subjects were one hundred 

randomly selected teachers form six 



 

 

242 | P a g e  

 

 

Sex Differences in Discipline as a Control Measure in School Administration. 

Eze Osundu Hyacinth 

 

schools in Nsukka urban. The subjects 

participated in answering the 

questionnaire distributed to them in 

their school. The subjects are made up of 

50 males and 50 females teachers. The 

average age of the subjects was 26.4 

with range of 21-50 years. The least 

qualification is the NCE while the 

highest qualification is M.Sc. 

Procedure: 

The questionnaire was administered 

during break period in the school by the 

investigator assisted by the head teacher 

or vice principal of the schools used. The 

questionnaire forms were anonymously 

"completed. Furthermore, the re-

spondents were assured of complete 

confidentiality in the treatment of the 

information supplied by them. 

 

Results: 
The data collected from this study through 

(SD1QAAMIS.) were1 analyzed using the 

T-test to find the level of significance of 

differences in the four disciplinary 

control measure for male and female 

subjects u.ied in this study. The findings 

of this study clearly indicated that three 

of the four null hypotheses (stated in this 

study) was confirmed, in other words, 

there was no significant differences in 

the subjects' attitude to query, threat, and 

discussion as a discipline control 

measure in the school. But .the subjects 

showed significant difference in their 

attitude to caution as a discipline 

control measure -(see table I ) .  

 

Table 1: Comparison of sex differences in attitude to discipline control 

measure: 

Source of Discipline 

Males Females 

 

 N X SO N X SD I.obs P 

A 37 23.90 3.21 37 25.51 . 3.14.' 4.01. n5 

B -J ! 28.53 2.56 37 20.78 3.00 . ': 0.23-' 5 

C 37 22.47 3.13 37 22.51 21.51 • -3.35 - 175 

D 37 28.55 3.35 37 29.92 3.10 3;I7 175 

Key  =     Discipline Source. 

A  =     Writing query. 

B  =     Caution (verbal).  

C  =     Threat.  

D  =       Discussion. 

  



 

 

234 | P a g e  

 

 

Sex Differences in Discipline as a Control Measure in School Administration. 

Eze Osundu Hyacinth 

 

Discussion 
The findings of the study indicate that 

three of the four null hypotheses stated 

in this study were confirmed. In other 

words, there is no significant difference in 

query, threat, and discussion as a 

discipline control measure.  

 

Caution which is significant to the 

subjects (male and female) could be 

that the subjects used for the study 

could be regarded as people who are 

used to caution. This could be that they 

use caution in their families or their 

places of work and then become used to 

it. 

 

The finding of this study has shown 

that both male and female subjects 

used in this study are almost equal in 

their perception about disciplinary 

measures in school. A good 

administrator with these subjects can 

achieve high discipline in their school, 

because, with the application of the three 

acceptable control measures the staff 

will be con-trolled.  

 

Conclusion 
Although there were no significant 

differences in three of the four 

hypotheses stated in this study, it is 

pertinent to observe that male teachers 

had slight (though not significant) 

edge over female subjects. The female 

subjects are slightly belter compared 

(though not significant) for 

discussion than the male subjects. The 

subjects showed marked maturity in 

grappling with the four disciplinary 

control measures in school. 

 

The findings of this study, it is hoped, 

will help in giving some green light to 

educational administrators in their bid 

to forestall discipline of the teachers in 

schools.  

 

References 

James D. (1982) Dare to Discipline. 

Jos Challenge Publishing 

Co.. 

Hall L. (1975) Business 

Administration Englewood 

of Cliff, Prentice Hall Inc. 

Walter, J; (1964) 109-270 Male and 

Female differences in 

Underwater sensory isolation: 

British Journal of Psychology 

Ukeje B.O et al (1992) Education 

Administration, Fourth 

Dimension Publishing Co 

  

 

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