Menyene-Abasi Andem Udo, Prof E. F. Adeniyi & Prof M. Balarabe
This study examined the relationship between parenting styles and students’ disruptive behaviour among secondary school students in Uyo metropolis. The sample for the study consisted of 346 students. The study employed correlational design. The instruments used for data collection were parenting styles scale (PSS) and students’ disruptive behaviour scale (SDBC) both designed by Erinisha. Descriptive (mean and standard deviation) were used for analysis of bio data while Pearson Product Moment Correlation statistical tool was used for testing the hypotheses at 0.05 alpha level of significance. Findings revealed that there was significant inverse relationship between authoritative parenting style and students’ disruptive behaviour (r = -0.759, p = 0.002). And there was significant positive relationship between autocratic parenting style and students’ disruptive behaviour (r = 0.799, p = 0.001). Based on the findings, it was recommended that Authoritative parenting such as teaching children good behaviour in loving manner, setting clear rules with positive outcome should be adopted by parents. And there should be less of autocratic parenting style by parents on their children, by not punishing them unnecessarily as this hardens the mind and cause them to exhibits disruptive behaviour in school.