For verification of this paper, please visit on http://www.socialresearchfoundation.com/researchtimes.php#8

Discipline is a very debatable topic within the teaching profession. In the field of education, the problem of discipline has ever been since ancient time. Discipline refers to systematic instruction given to the students. There can be two types of views about the importance of discipline in an institution or an organization. Discipline consists of such activities as respecting lecturers, obeying the rules, all required works have been done according to lecturers etc. In fact discipline is not an external thing but something that touches to inmost conduct. It consists of impulses and power to a regulation which brings efficiency. Yet many lecturers and even parents still believe that such detrimental effects that underlie the rules and changes that govern schools. It is necessary that students might be involved themselves in evolving rules, so that they understand the rationale behind a rule and feel a sense of responsibility. Thus they would learn the process of self governance and the skills required to participate in decision making.

The role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language has been investigated and The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. The findings suggested that the teacher’s description of the level of disciplinary management is either very high or low. (Nobes and Hussein 2021).

Discipline refers to systematic instruction given to the students. There can be two types of views about the importance of discipline in an institution or an organization. Discipline consists of such activities as respecting lecturers, obeying the rules, all required works have been done according to lecturers etc. In fact discipline is not an external thing but something that touches to inmost conduct. It consists of impulses and power to a regulation which brings efficiency.

Yet many lecturers and even parents still believe that such detrimental effects that underlie the rules and changes that govern schools. It is necessary that students might be involved themselves in evolving rules, so that they understand the rationale behind a rule and feel a sense of responsibility. Thus they would learn the process of self governance and the skills required to participate in decision making.

The purpose of the present study is to know the attitude of degree college lecturers towards discipline and participatory management so the researcher considered ‘survey method’ as the most appropriate method for the study.

For the present study, the researcher has selected the colleges through random sampling method and 100 degree college lecturers (50 male and 50 female) from Govt. and Private degree colleges have been selected through stratified sampling method.

In the present study a number of statistical techniques have been used to make the collecting data meaningful and relevant as – Mean, Standard Deviation, and ‘t’ test.

The collected data have been analyzed and interpreted according to hypothesis :-

Hypothesis -1: There is no significant difference between the attitudes of the Degree Colleges Lecturers of Government and Private Colleges in term of different dimensions of Discipline and Participatory Management.

Table-1 Shows the difference between the attitudes of the Degree Colleges Lecturers of Government and Private Colleges in term of Discipline and Participatory Management.

Table-1

Dimensions	Groups	N	Mean	S.D.	t-Value
Self Discipline	Govt.	50	31.62	2.81	-.90
	Private	50	31.30	2.80
Punctuality	Govt.	50	27.22	3.91	-1.63
	Private	50	27.90	3.09
Self Governess	Govt.	50	34.94	3.51	.39
	Private	50	35.01	5.89
Decision Making	Govt.	50	33.60	3.04	-1.06
	Private	50	34.10	2.89
Resolving Conflict	Govt.	50	31.01	3.09	-.41
	Private	50	31.15	2.66
Self Regulation	Govt.	50	17.01	1.93	-.77
	Private	50	17.27	1.82
Moral	Govt.	50	21.94	1.97	.82
	Private	50	22.38	2.11

(table value against df 98 at 0.05 level= 1.96  and 0.01 level= 2.61)

From the table -1, it is found that ‘t’ value at all dimensions of discipline and participatory management  is less than the  table value 0f both levels of significance. Hence the null hypothesis is accepted and the result is not significant. So it can be said that there is not significant difference between Govt. and Private degree college lecturers in respect to their attitude towards different dimensions of discipline and participatory management . But on the basis of their obtained Mean Scores, it can be said that the attitude of private degree college lecturers  is more favorable at following dimensions as- self regulation, resolving conflict and punctuality. While Govt. degree college lecturers showed their attitude more favorable at- self discipline, self governess, decision making and moral.

Hypothesis-2 There is no significant difference between the attitudes of the Degree Colleges Male and Female lecturers in term of different dimensions of Discipline and Participatory Management.

Table-2 Shows the difference between the attitudes of the Degree Colleges Male and Female Lecturers in term of Discipline and Participatory Management.

Table-2

Dimensions	Groups	N	Mean	S.D.	t-Value
Self Discipline	Male	50	32.44	2.89	1.21
	Female	50	31.62	2.78
Punctuality	Male	50	27.78	3.77	.056
	Female	50	27.80	3.38
Self Governess	Male	50	35.82	5.22	1.16
	Female	50	34.58	4.43
Decision Making	Male	50	33.66	3.15	-.803
	Female	50	34.14	2.90
Resolving Conflict	Male	50	30.63	3.01	-1.59
	Female	50	31.58	2.58
Self Regulation	Male	50	17.38	2.01	.87
	Female	50	17.04	1.72
Moral	Male	50	22.38	2.11	-.82
	Female	50	22.78	1.89

 

 

 

 

 

 

 

 

(Table value against df 98 at 0.05 level= 1.96  and 0.01 level= 2.61)

From the table -2, it is found that‘t’ value at all dimensions of discipline and participatory management  is less than the  table value of both levels of significance. Hence the null hypothesis is accepted and the result is not significant. So it can be said that there is no significant difference between Male and Female degree college lecturers in respect to their attitude towards different dimensions of discipline and participatory management. But on the basis of their obtained Mean Scores, it can be said that the attitude of female lecturers is more favorable than male lecturers at following dimensions as-, resolving conflict, self discipline and punctuality. Male degree college lecturers showed their attitude more favorable at-, self governess, decision making and self regulation.

Hypothesis-3: There is no significant difference between the attitudes of the Degree Colleges Lecturers based on their age in term of different dimensions of Discipline and Participatory Management.

Table-3 shows the difference between the attitudes of the Degree Colleges Lecturers based on their age in term of different dimensions of Discipline and Participatory Management-

Table-3

Dimensions	Age Groups	N	Mean	S.D.	t-Value
Self Discipline	>40    <40	48 52	32.44 31.62	2.69 3.01	.841
Punctuality	>40    <40	48 52	27.01 28.45	3.78 3.12	-2.11
Self Governess	>40    <40	48 52	34.78 36.17	4.79 4.61	-2.18
Decision Making	>40    <40	48 52	33.80 34.21	3.08 2.90	-1.20
Resolving Conflict	>40   <40	48  52	31.82 31.39	3.20 2.63	-.970
Self Regulation	>40   <40	48 52	16.58 17.32	2.13 1.60	-1.82
Moral	>40    <40	48 52	23.66 22.79	2.14 1.84	-1.21

From the table -3, it is found that ‘t’ value at all dimensions of discipline and participatory management  is less than the  table value of both levels of significance. Hence the null hypothesis is accepted and the result is not significant. So it can be said that there is no significant difference between >40 and <40 years age groups degree college lecturers in respect to their attitude towards different dimensions of discipline and participatory management. But on the basis of their obtained Mean Scores, it can be said that the attitude of <40 age group lecturers is more favorable than >40 lecturers at following dimensions as-,  self discipline, punctuality, resolving conflict and moral. While >40 age group degree college lecturers showed their attitude more favorable at-, self governess, decision making and self regulation.

The study examined the attitude of both type of degree colleges lectures i.e. Govt. and Private towards different dimensions of discipline and participatory management regarding their age and gender. The study found that the private degree college lecturers showed positive attitude than Govt. degree college lecturers in their overall discipline and participatory management with its all dimensions except Self-discipline, Punctuality, Self-Governess and Moral . In case of gender, the study indicated that female  lecturers were found better than male lecturers in their overall discipline and participatory management with its all dimensions except Decision -making and Moral. While in case of age, <40 years age group lecturers were found better than >40 years age group lecturers in their overall discipline and participatory management with its all dimensions except self-discipline dimension. 

1. Best, J. W., (2009). Research in Education, PHI Learning Private Ltd., New Delhi. 2. Liao, C.W. (2015). The Study of Teachers’ Attitudes of Positive Disciplines and Class Management Effectiveness in Junior High School. International Journal of Information and Education Technology. Jan.,2015. Accessed at www.researchgate.net/publication 3. MHRD, National Policies of Educational Department, MHRD, Govt. of India, New Delhi. 4. NCF (2005). National Curriculum Framework, NCERT, 2005. 5. Nobes, S. R. & Hussein, M. (2021). The Level of Knowledge and Skills of Teachers in Discipline Management. International Journal of Academic Research in Business & Social Sciences. Vol.11,No.3, 2021, pp 498-510. At http://creativecommans.org. 6. Rahim, M., & Karkami, F. H. (2015). The Role of Teachers’ Classroom Discipline in their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement : A Path Method. Iranian Journal of Language Teaching Research 3(1), Jan., 2015 pp-57-82. Accessed at www.urmia.ac.ir/ijltr