Impact of Disciplinary Practices on Students’ Personality Development at the Secondary Level Schools

Abstract

This study examined the impact of disciplinary practices on students' personality development from the perspective of secondary school teachers. It was conducted in three government schools, one private secondary school, and one government college in Gulshan-e-Iqbal Town, Karachi, with teachers from these institutions as the target population. A stratified random sampling method was employed to ensure diversity, considering factors such as gender, qualification, experience, and school management type. Four hypotheses were developed based on these demographic variables. The data collection involved a self-administered questionnaire distributed to respondents, and two statistical techniques were applied: descriptive statistics for presenting demographic data and inferential analysis through percentage calculations and chi-square testing. The results revealed that disciplinary practices had multidimensional effects on students' personality development. The study highlighted the need for teacher education, training, and awareness regarding non-punitive disciplinary approaches, advocating for the adoption of positive strategies to address student misbehavior. The researcher concluded with a discussion of the findings and offered recommendations to foster healthier personality development among secondary-level students.