Abstract
This research study explores the perceptions and causes of indiscipline among teachers and students in secondary schools. The research methodology involved a survey conducted in the Ifelodun Local Government Area (LGA) of Nigeria. The research study focused on perspectives of stakeholders', including teachers, students, and parents. A total of 100 respondents participated, with 54% males and 46% females, predominantly students (85%), followed by teachers (7%) and parents (8%). The research study identified various factors contributing to indiscipline, as perceived by stakeholders, such as unprofessional relationships between teachers and students, peer pressure, broken homes, excessive parental involvement, bullying, and negative attitudes towards corporal punishment. Recommendations was made based on the findings put forward which include the establishment of professional teacher-student relationships, students combating peer pressure and social media exposure centre, parents avoiding dysfunctional family dynamics, and collaborative efforts among teachers, students, and parents to promote discipline in schools. By addressing these factors and fostering a culture of respect and understanding, secondary schools can create a supportive learning environment conducive to academic success and student well-being. This study underscores the importance of adapting disciplinary approaches to meet the evolving needs of students and society, emphasizing the collaborative role of stakeholders in addressing students’ indiscipline more effectively in schools