Project – Managing Students’ Deviant Behavior for effective Administration of Secondary Schools

Project – Managing Students’ Deviant Behavior for effective Administration of Secondary Schools



1.1.  Background to the Study

The management of students’ deviant behavior is a critical aspect of effective administration in secondary schools, particularly in Lagos, Nigeria. According to Akinboye (2002), the management of deviant behavior in schools is a significant challenge for administrators, as it directly impacts the learning environment and overall school climate. The author further emphasizes the importance of understanding the root causes of such behavior, which can range from socio-economic factors to psychological issues.

In a study conducted by Oghuvbu (2008), it was found that the most common forms of deviant behavior in Lagos secondary schools include truancy, bullying, and vandalism. The study further revealed that these behaviors often result from a lack of proper guidance and counseling services in schools. This finding aligns with the assertion by Omoegun and Akanle (2007) that the absence of effective counseling services in schools contributes significantly to the prevalence of deviant behavior among students.

The role of teachers in managing deviant behavior cannot be overemphasized. According to Akinboye (2002), teachers play a crucial role in shaping students’ behavior and attitudes. However, the author notes that many teachers in Lagos secondary schools lack the necessary training and skills to effectively manage deviant behavior. This gap in teacher training has been identified as a significant barrier to effective school administration.

In a more recent study, Omoegun and Akanle (2015) explored the impact of school leadership on the management of deviant behavior. The authors found that school leaders who adopt a participatory leadership style tend to have lower rates of deviant behavior among students. This finding suggests that involving students in decision-making processes can help reduce deviant behavior.

However, managing students’ deviant behavior is not solely the responsibility of school administrators and teachers. Parents and the wider community also play a crucial role. According to Oghuvbu (2008), parental involvement in school activities and open communication between parents and school administrators can significantly reduce the prevalence of deviant behavior.

In conclusion, managing students’ deviant behavior for effective administration of secondary schools in Lagos requires a multi-faceted approach. This approach should involve teachers, school administrators, parents, and the wider community. Further research is needed to explore innovative strategies for managing deviant behavior in schools.


Chapter One:


1.1 Background of the study

1.2 Statement of Problem

1.3 Purpose of the study

1.4 Significance of the study

1.5 Scope of the study

1.6 Research questions

Chapter Two:



Conceptual Framework

Theoretical Framework

Empirical Review

Chapter Three:


3.1 Design of the study

3.2 Area of the study

3.3 Population of the study

3.4 Sample and Sampling Technique

3.5 Instrumentation

3.6 Validity of the Instrument

3.7 Administration of the Instrument

3.8 Method of Data Analysis

Chapter Four:


Data Analysis

Chapter Five:


5.1 Discussion of the Research Findings

5.2 Conclusion

5.3 Recommendations


Appendix I



Project – Managing Students’ Deviant Behavior for effective Administration of Secondary Schools