ADAPTIVE COPING STRATEGIES FOR ENHANCING DISCIPLINE IN LEARNERS IN SECONDARY SCHOOLS

Abstract

Most learners experience significant amounts of stress in their daily lives, which greatly influence their performance, social interaction and their behavior at large. A study by the American Psychological Association revealed that learners report stress levels similar to adults. This means teens are experiencing significant levels of chronic stress and feel their stress level generally exceed their ability to cope effectively and as result of the chronic stress, it leads to academic disengagement, suicidal thoughts, misbehaviors and mental health problems. Practicing stress relief techniques is essential in order to manage overwhelming situations that can expose a learner to indiscipline actions. In consideration of these facts, there was a need to undertake a study on adaptive coping strategies for enhancing discipline in learners. The objective of the study was to explore positive stress coping strategies employed by learners to manage behavior. Social Learning Theory by Albert Bandura guided the study, which theorizes that learning occurs in a social context of a continuously changing and mutual interaction among the person, environment, and behaviour. The population was 43 public secondary schools, and a sample of 36 public secondary schools were randomly selected. Participants in the study included deputy principals, guidance and counselling teachers, and school prefects. The study employed cross-sectional survey design and mixed method approach. Anonymity, confidentiality and reliability was observed. Results of the study were analysed using Statistical Package for Social Science, version 27. The result was presented in tables and figures. Thematic analysis was used to analyze qualitative data collected, and corroboration done based on the knowledge gaps identified. Triangulation followed, both quantitative and qualitative findings were interpreted together to give specific recommendation. The study findings shows that when stress coping strategies are well observed, it will positively and near moderately (r=.294 when p-value=.001 when α=.05) predict the behavior of the learners. The study recommends collaborative efforts among teachers, school officials and parents to promote adaptive coping practices. The paper contributes valuable empirical data on coping strategies in the African education context and emphasizes psychological approaches over punitive disciplinary measures.