Good conduct and discipline are inseparable from the functioning of every stakeholder, be it a teacher, student or a parent, of an educational institute. The very discipline of an organisation more particularly of an educational institute is dependent upon each of its stakeholders, particularly educators. Acting beyond one’s authority is by itself a breach of discipline and misconduct.
In other words, misconduct is simply improper behaviour, intentional wrongdoing or deliberate violation of a rule of standard behaviour. However, ‘misconduct’ does not mean inefficiency or slackness. It is something more deliberate and intentional having involvement. Misconduct is something more than mere breach of term of the agreement or the rule. It must ordinarily be something which must impinge upon the conduct expected of an employee of an organisation like schools. Misconduct for which Disciplinary Action/Proceedings can be taken need not always be a discharge of duty in the course of employment. Conduct outside the employment may have a bearing on the employment and may constitute sufficient reason for inflicting the one of the penalties given in Conduct Regulations of the educational institute. Any act wherever and whenever committed if it has subverting discipline or good conduct will amount to misconduct.
Notably, breach of manual of instructions, regulatory circulars, specific instructions, orders and directions will constitute misconduct.
As far as discipline is concerned, it does not mean a work situation governed by mere formulation of a set of rules and regulations nor does it imply blind enforcement of the rules framed. It is actually a continuing process of training by which the one can become conscious of his responsibilities and impose self-control for effective performance of his respective job.
For instance, a school has to have a framework of policies, rules, regulations and procedures to carry on its tasks. These are necessary to enable it to function in an orderly way. These also enable its members to discharge their duties systematically and effectively. This orderly conduct based on definite standards and clear guidelines is called discipline. Discipline prevails in a school when its members, be it teachers or students, willingly do what they are required to do under the rules and consciously avoid action that interferes with the rights, privileges and duties of others. In a broader sense, discipline indicates the spirit and confidence with which the tasks are performed in an organisation..
In any group activity, there is no doubt that an erroneous or inadequate deed or a deliberate lapse on the part of its members must receive corrective or punitive action. Hence, apparently, discipline presumes a code of conduct and refers to the administrative measures that are adopted to deal with cases of deviation from such conduct. Intrinsically, however, it is much more than application of rewards and punishments. It is a motivational exercise directed towards building up of an urge amongst the teachers and students to cooperate willingly for realisation of organisational objectives. The ultimate aim of work place discipline is, indeed, the development of compliance behaviour with maximum emphasis on human dignity and sense of self-respect, for ensuring and preserving a smooth and productive relationship.
In the Cover Story of this month’s issue of the magazine we have extensively explained the elements of discipline and how important it is for stakeholders of an educational institute to be disciplined. We fervently hope you will enjoy the read.
-Sajjad Bazaz