EXAMINING THE LEGAL FRAMEWORK GOVERNING TEACHERS' AUTHORITY IN DISCIPLINE WITHIN NIGERIAN SECONDARY SCHOOLS IN THE 21ST CENTURY

Abstract

In this study, the researcher examined the legal framework governing teachers' authority in discipline within Nigerian secondary schools in the 21st century, highlighting the complexities and challenges faced by educators and administrators. The study begins by contextualizing the historical evolution of discipline in Nigeria, noting the shift from authoritarian practices to approaches that emphasize students' rights and equitable treatment. It explores pertinent legal instruments, including the Nigerian Constitution, the Child Rights Act of 2003, and various state-level regulations, which collectively protect both students and teachers while delineating the responsibilities of educators in administering discipline. By analyzing the inconsistencies and ambiguities in these laws, the paper identifies significant challenges such as cultural attitudes towards discipline, inadequate training, and institutional constraints that hinder effective implementation. Additionally, the study emphasizes the ethical considerations that underpin teachers' disciplinary authority, including fairness, respect, and transparency. Through an exploration of these dimensions, the paper aims to provide recommendations for enhancing legal literacy among educators, fostering restorative practices, and creating a supportive school culture that upholds the rights and dignity of all students. Ultimately, this examination seeks to contribute to a more profound understanding of the dynamic interplay between law, ethics, and educational practices in shaping a conducive learning environment in Nigerian secondary schools.