PARENTAL INVOLVEMENT AND TEACHERS’ PRACTICES IN SHAPING PUBLIC SENIOR SECONDARY SCHOOL STUDENTS' DISCIPLINE IN LAGOS STATE, NIGERIA

Abstract

Student discipline remains a cornerstone of effective education systems worldwide as it could be directly linked to students’ academic performance, social development and emotional well-being. This paper, therefore, examines the interplay of parental involvement and teachers' practices in shaping student discipline in public senior secondary schools in Lagos State, Nigeria. Observations and hence the questions that readily come to mind include the extent to which parents and teachers play their separate, expected and prescribed roles in student discipline as well as their joint actions in doing so. Thus, the paper advocates for holistic and sustainable discipline strategies involving cooperation and collaboration between parents and teachers. A critical reflection indicates that a shared responsibility between these bodies fosters behavioural consistency of the students and a more conducive learning environment. The paper then emphasises shifting student discipline from a school-centred task to a cooperative social process of parents and teachers. It concludes that mutual understanding of these parties is vital for student discipline and recommends regular teacher re-training, inclusive communication forums, clear policy guidelines, and culturally responsive approaches for improved student discipline attainment.