Discipline policy and its relationship with minimizing student`s disruptive behaviour at Adni Islamic School, Malaysia

Abstract

This study attempts to examine the discipline policy and its relationship with minimizing students’ disruptive behaviour at Adni Islamic School (AIS), Ampang, Selangor Darul Ehsan, Malaysia. Specifically, the study is to investigate the students’ perceptions of the implementation of the school discipline policies regarding reward policy, counseling policy, punishment policy, and classroom arrangement policy in minimizing students’ disruptive behaviour at AIS. For these purposes, a questionnaire was specifically designed for getting information from the respondents who are the students of AIS. The descriptive analysis was used in this study to describe the respondents’ perceptions regarding the implementation of school discipline policy. A questionnaire, using the Five Points Likert Scale, was employed as an instrument to collect the data. The sample of the study was randomly selected. It consisted of 186 students of secondary level of education. The framework of the study is based on the models by Delwyn (1989). The analysis revealed that the students’ perceptions of the implementation of the school discipline policy at AIS generally appeared to be positive. This study also indicated that the implementation of the school discipline policy with students’ disruptive behaviour in general is significantly correlated. Finally, the study also suggested several recommendations for the Headmistress and teachers of AIS on how to improve the school discipline policy. The study concluded by suggesting further recommendation for further research on the relationship between discipline policy and students’ behaviour.