Disciplinary Frameworks and Behavioural Outcomes in Secondary Education: Evidence from Taxila, Rawalpindi
Keywords:
Discipline, Behaviour Formation, Secondary Education, Student Behaviour, Caring, Kindness, Loyalty, Friendship, Positive Behavioral InterventionsAbstract
Discipline is a vital aspect of human nature, reflecting one’s personality and acting as a major agent for success. This paper examines the function of discipline in education and its relation to behaviour formation among secondary students in Taxila, Rawalpindi. The research was conducted through a descriptive cross-sectional survey. The sample consisted of 698 students from classes 9 and 10 and 157 teachers of government girls’ secondary schools of Taxila, Rawalpindi. From these, 120 teachers and 240 students were selected through simple random sampling. Two questionnaires on a five‑point Likert scale were developed: one for teachers with 10 items on discipline, and one for students with 25 items on behaviour types including caring, kindness, loyalty, friendship, and politeness. The tools were checked by experts and pilot-tested, showing good reliability (Cronbach’s α = 0.79). Statistical techniques used for data analysis included frequency, percentage, mean scores, and Pearson correlation. All teachers agreed that discipline plays a crucial role: 100% stated that discipline creates a learning environment (M=4.75) and forms the foundation of student success (M=4.87). Majorities also agreed that disciplined students are strong individuals (83%, M=4.42), discipline results in social development (84%, M=4.42), disciplined students are punctual (91%, M=4.68), discipline builds positive attitudes (92%, M=4.68), imparts confidence (86%, M=4.45), enhances focus (85%, M=4.45), leads to self-control (87%, M=4.49), and improves academic performance (91%, M=4.58). Students showed positive behaviours in caring, kindness, loyalty, friendship, and politeness. Correlation analysis revealed significant positive relationships between discipline and all behaviour types.
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