Abstract
This study examined the relationship between Attitude of students towards school discipline and students' disruptive behavior in selected senior secondary schools in the Zaria metropolis of Kaduna state, Nigeria. The study sample consisted of 322 students. The study employed an ANOVA design. The instruments used for data collection were the Attitude of students toward the school discipline questionnaire (AOSTSDQ) and the student's disruptive behavior questionnaire. Data were analyzed using descriptive (frequencies, mean, and standard deviation) for bio-data and t-test for testing hypotheses at 0.05 alpha level of significance. Findings revealed that boys’ and girls’ students differ significantly in Attitude toward school discipline (t = 9.6, p = 1.86). There is a significant difference between boys’ and girls’ students' attitudes toward disruptive behavior (t= 5.8, p = 1.83). That day and boarding students significantly differ in Attitude toward school discipline (t = 7.3, p = 1.86). That there is a significant difference between boarding and day school students' attitudes toward disruptive behavior (t = 3.9, p = 1.83). Based on the findings, it was recommended that Teachers should provide effective instruction to effectively address disruptive behavior by the students whenever it occurs, no matter who is exhibiting it, either male or female students, and that teachers must accurately identify the causes of disruptive behavior, whether it is individual or collective

Keywords
Attitude, Discipline and Destructive Behaviour