Compliance to Rules and Regulations. The cultural norms influence how people behave by providing rules and regulations on what to do and how to behave. When you are unsure of what you are supposed to do or what is expected of you, you typically use the standardized conventions of your culture to guide your behavior. In fact, that is the cardinal rule of much of your behavior: when in doubt, play it sure and follow the rules (Fisher, 1987).
Moreover, compliance is the extent to which individual’s behavior coincides with the set rules and regulations. Kozier et al. (1998) cited that the level of compliance may range from disregarding every aspect of the recommendations to following the total therapeutic plan. He also added that there are many reasons why some people comply and others do not and if you identify non-compliance, it is important to find out why and take steps to assist an individual to comply.
Institutions such as universities promulgate rules and regulations to maintain order and regulate the social conduct of the students. The university, as an academic environment must have harmony in its operation and it is expected to mold young individuals and help them grow holistically. The teacher or school official then employs disciplinary measures to correct the behavior of students (Calauod & Sangumay, 2007).
One of the important functions of a teacher is to motivate his students to develop an attitude of personal responsibility for their behavior in the school, home, and community (Crow & Crow, 1965).
Rules and regulations are laws made by humans that regulate social conduct in a formally prescribed manner (Kozier, Erb, Blais& Wilkinson, 1998). These pertain to such matters as school attendance, preparation of study assignment, proper conduct in and outside the school, and the like.
School people should not ignore a student’s infraction of school rules. Misbehavior may be recognized and corrected. A teacher or other school-related official must administer a punishment that the student recognizes as suitable and just. Punishment, as that term is usually used, is rarely a treatment approach that health care professionals would want to consider or use (Berni& Fordyce, 1976). The major effect of punishment is that it establishes aversive conditions that are avoided by any behavior of “doing something else”; it might even be the behavior of “holding still.” Wenrich (1970 in Berni & Fordyce, 1976), states that an aversive stimulus is any stimulus that an organism will escape from, avoid or terminate. Skinner (1953 in Berni & Fordyce, 1976), states that punishment does not create a negative probability that a particular response will be made; it creates a negative probability that an incompatible behavior will occur. Therefore, the attitude of the adult should be objective and calm.
According to Crow & Crow (1965), school people need to keep in mind that their purpose in administering disciplinary procedures is not so much to punish a single non-conforming act, as it is to help a young person to develop the habit of self-discipline. Hence, teachers and counselors should not only recognize a student’s behavior as undesirable but also attempt to discover the underlying cause or causes for the misbehavior and to help improve the situation or condition that is basic to the young person’s lack of self-control.
Rules and regulations guide an individual to develop his social conduct. It provides a standard of what is expected to an intellectually developed human being (Kozier et al., 1998). Some students visualize rules as something that limits their freedom; and some finds it unnecessary, but rules should be complied with. Bandura (1971 in Decker & Nathan, 1985) stated that people are capable of self-regulatory process whereby they evaluate their own behavior and provide their own reinforcements. This allows a person to control his own action, rather than...
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