1.0 authority of teachers and other school employees,

1.0       Chapter Overview

                        This chapter discusses about the background
of study, statement of the problem for this study, the objectives for the study,
significance of the study, limitation of study and the definition of term that using
in this study. The chapter end with a brief summary of what have been deliberated
in this chapter.

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1.1       Introduction

Discipline is an elementary
factor that plays a critical role in school system, which maintains on protection
the ethical value of students. It encompasses an extensive range of meaning,
well from the undesirable or constructive perspective. However, it is humans’ resistant
to always concentration on the undesirable scent and that would be measured a common
problem if it contains a personal or a group that privileges a close bond
within a community.  According to Shahril
(2008) on his research, “Factors causing
discipline problems in secondary schools and teachers’ Strategies to overcome discipline
problem: a survey among secondary schools in Kota Samarahan division”, school
violence and discipline problems have reached epidemic proportions in many
school districts. In far too many schools, a lack of respect for the authority
of teachers and other school employees, as well as for the rights of other
students, is undermining the ability of schools to provide students with
quality education.

Teachers since the
days of the one-room classroom have been confused by what to do with students
who interrupt a classroom and who won’t follow school rules (Morris and Howard,
2003). Classroom discipline has been a continuing apprehension of both teachers
and the public over the past twenty years (Hartzell and Petrie, 1992).

Discipline is possibly
the single principal concern of the beginning and pre-expert teacher (Thompson,
1994; Tillman, 2003). Lack of discipline was recognized as the top or second
largest problem facing schools (Rose and Gallup, 1998, 1999, 2000, 2001,2002,
2003). The breaking o f a rule should always have a consequence for the student
(McDaniel, 1994). McDaniel further stated that this consequence should directly
follow the forbidden behavior and should be consistently applied after any violation.
McDaniel concluded that application is usually most effective when the
consequence is logically related to the offense. Some schools have severely
written rules, and some have more flexible guidelines. Both teachers and
students find comfort in the structure of a consistent discipline policy
(Nutter, 2000). Policy is usually determined and implemented by school
officials. It is the responsibility of the principal, as the school leader, to
confront the issue of behavior management (Hartzell and Petrie, 1992). Hartzell
and Petrie further stated that successful school-level discipline depends upon
the principal’s effective application of fundamental organizational skills.
Achieving order continues to be a continuous effort for school officials and
punishing students saps their time, energy and resources (Lane, 1995). One consequence
that school administration has chosen to meet the need is detention program.

Detention program may
serve as an effective student disciplinary consequence and may result in reduced
disciplinary problems with students in the future. Detention program may also offer
students with an occasion to improve their academics. A detention program may influence
student behavior and discipline.