%0 Journal Article %T The of Study principles and methods of discipline from the secondary schools' views %J School Administration %I University of Kurdistan With the Co-operation of The Iranian Educational Administration Association %Z 2538-4724 %A Salimi, Jamal %A GHasemi, Reza %D 2018 %\ 08/23/2018 %V 6 %N 1 %P 244-261 %! The of Study principles and methods of discipline from the secondary schools' views %K Discipline Methods and Principles %K Secondary Schools %K School Staff %K Preventive Discipline %R %X Life in today's widespread world needs to have a plan and use it, and a stable and healthy life also requires a plan and coordination and order in the work. The discipline of the law of life is through the passage of those activities and behaviors in a particular way, and one finds out how to live and how to use it from time to time. Injury afflicts a person, disturbs the mind and mind of man, reduces productivity and easily eliminates time. To combat this harmful pest, it is necessary first to recognize it, then to fight it and to achieve a precious gem of order. The purpose of this study is to study the principles and methods of discipline in secondary schools. The study strategy in this quantitative study and the method of research is a descriptive type that is conducted in the field and through surveying. Because the variables that are influential in the research are high, the researcher only wants to apply disciplinary principles and methods of discipline for the second-grade secondary school (girls-boys) in a specific statistical society. In the present study, the statistical population includes the administrative staff of all secondary schools (girls-boys) in Asadabad city, with a total of 70 students, 45 of them in boys and 25 in girls' schools in Asadabad city. . To select the sample size, the quantitative method was discarded because the research community was limited, and all second-level managers (second period) were included in the research process as a whole, and all responded to the questionnaire. They gave. The data gathering tool was a researcher-made questionnaire whose characteristics (dimensions and levels of reliability) are presented in Table 1. The data were collected by a questionnaire. To assess the reliability of the questionnaire, using the Kruanbach Alpha coefficient, the questions related to the principles of discipline with a reliability coefficient of 93%, and questions about disciplinary methods with a reliability coefficient of 89% were obtained. Based on the preliminary study, 20 questionnaires were used to determine the reliability of the questionnaire for 20 managers and teachers of secondary schools (girls and boys) and were approved. To assess the validity of the questionnaire, the content and form of content validity were used. The questionnaires were provided by the questionnaires to the professors and relevant experts and several subjects. They confirmed the content validity and validity of the questionnaire. For data analysis, two methods of inferential and descriptive statistics were used. In the descriptive statistics section, indicators such as mean, standard deviation, variance, frequency distribution table, percentage and graph are used to show the status of data in the central orientation and dispersion situation. Also, in inferential statistics, tests such as t single-sample, t independent groups (comparison of the mean of two independent groups), one-way ANOVA, were used. To analyze the information after collecting the questionnaire, the information was encoded and then entered into the SPSS computer program. Lastly, using the instructions contained therein, and according to the type of variables and their relationship with each other by tests the above analysis was performed and then the obtained data was analyzed. The results of the research showed that the discipline principles used by the school staff in secondary schools II (girls-boys) were higher than the average level. The most disciplinary disciplines applied in Second Second Secondary Schools (girls-boys) were 4.20 and 3.80, respectively, related to the total number of educational staff, including students, administrators, teachers and parents, for discipline, and the lowest The discipline disciplines used in secondary schools II (male and female) were 1.72 and 1.60, respectively, based on punishment discipline. There is no significant difference between the discipline principles used in schools (girls-boys) by the school staff. But the average disciplinary discipline in girls' schools is higher. The findings of the research about the disciplinary methods used by school officials showed that in pre-disciplinary discipline with an average of 3.28, it can be said that in secondary schools, the pre-disciplinary discipline was used as a method of creating discipline It is used more than the average level. In pre-disciplinary discipline in girls 'and boys' schools, with an average of 3.27 and 3.31, it can be said that in secondary schools, girls and boys from pre-recipient discipline as a method for creating discipline in excess of the average level Is used. Preventive discipline with an average of 3.42 can be said that in secondary schools second, supportive discipline is used as a method for discipline to be greater than the average level. In supporting discipline in girls 'and boys' schools, with an average of 3.46 and 3.36, respectively, it can be said that in secondary schools, girls and boys have a supportive discipline as a method of creating discipline in excess of the average level is used. In correctional discipline in girls 'and boys' schools, with a mean of 3.58 and 3.61, respectively, it can be said that in secondary schools, girls and boys are using corrective discipline as a method of creating discipline in excess of the average level. Corrective Discipline with an average of 3.69, it can be said that in secondary schools second, disciplinary discipline is used as a method of disciplining more than the average level. Using the Friedman test, we ranked these three methods of discipline to determine which method was used more in secondary schools, which shows that correctional discipline generally with a mean score of 2.34, in girls' schools with an average it is rated at 2.26 and in boys' schools with an average rating of 2.50 as the most widely used method. Findings about the difference between the principles and methods of discipline in girls and boys' schools in Asadabad showed that the disciplinary principles in girls' and boys' schools were 3.46 and 3.37, respectively. So, in general, it can be said that there is no difference between the discipline principles used in secondary schools for girls and boys. But there are significant differences in disciplinary methods (preventive, supportive, corrective discipline). The most important thing is that in pre-recipient discipline in girls and boys schools, with a mean of 3.27 and 31 / 3. The supporting discipline in girls 'and boys' schools is respectively 3.46 and 3.36, respectively. In correctional discipline in girls 'and boys' schools, the average is 58.3 and 61.6, respectively. Regarding the above, it can be said that the most common method used in schools (girls-boys) is, in part, more corrective discipline than the preventive and supportive discipline used by school officials, and in order to School disciplines can be used. Each school should use a method that fits the school's conditions. %U https://jsa.uok.ac.ir/article_60864_5091c468d0d344e6c4af295688e3b7ce.pdf