PDF Chepkwony et al Principals’ Decision-Making Skills and Management of Student Discipline in Schools in Kenya (original) (raw)

2024, Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 – 75.

Abstract

Decision-making is an important set of skills that principals needed in the management of schools. These skills are particularly useful when dealing with student indiscipline. The study examined the relationship between principals' decision-making skills and their ability to manage student discipline among secondary schools in Bomet County, Kenya. The study was descriptive survey by design. The target population was 572, constituting of 5 Sub-County Education Directors, 189 principals and 189 deputy principals and 189 senior teachers. A sample size of 239 respondents, consisting of 78 principals, 78 deputy principals and 78 senior teachers proportionally distributed and all the 5 Sub-County Education Directors, was obtained using Yamane's formula. Simple random sampling and purposive sampling were utilised to select respondents. Data was then collected using a structured questionnaire and an interview schedule. Interview data was subjected to content analysis while quantitative data was analysed using SPSS version 24 to generate descriptive statistics. The results of the study revealed that principals' decision-making skills had a positive and significant effect on the management of student discipline in public secondary schools (β4= 0.261, p=0.005). Therefore, key decisionmaking skills such as focusing on relevant details, working cohesively with teachers and students, reasoning, considering all available and relevant data, instincts, teamwork, emotional intelligence, brainstorming and organizational skills, among others, helped principals to better address student indiscipline problems in schools. It is therefore recommended that school administrators and teachers should enforce school policies consistently to promote positive student behaviour. School principals and teachers should be trained on how to enforce these policies and respond appropriately to disciplinary issues that arise in the schools. This will help create a positive learning environment and promote student discipline.

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Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75. The study results in Table 1 show that majority, 56(77.9%), of the principals agreed that they always focused on relevant details that form the basis for decisions-making more quickly and effectively. On contrary, 12(17.0%) of the principals disagreed with this assertion. Further, based on the mean and standard deviation, the principals generally agreed that they always focused on relevant details that form the basis for decisions-making more quickly and effectively (Mean=4.27, standard deviation=1.31). This agreed with the study done by Stronge (2018), which noted that focusing on specific and relevant details that form basis for decision-making impacts school discipline.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75. The study results in Table 1 show that majority, 56(77.9%), of the principals agreed that they always focused on relevant details that form the basis for decisions-making more quickly and effectively. On contrary, 12(17.0%) of the principals disagreed with this assertion. Further, based on the mean and standard deviation, the principals generally agreed that they always focused on relevant details that form the basis for decisions-making more quickly and effectively (Mean=4.27, standard deviation=1.31). This agreed with the study done by Stronge (2018), which noted that focusing on specific and relevant details that form basis for decision-making impacts school discipline.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75. Table 2 shows that 58(84.0%) of the deputy principals agreed and 7(10.7%) disagreed that they always focused on relevant details to improve their decision-making on student discipline issues. Further, the study findings showed that the deputy principals always focused on relevant details to improve their decision-making on student discipline issues (Mean=4.48, Std. dev=1.10). This agreed with the recommendation by Stronge (2018) that focusing on relevant details can enhance decision-making outcomes on school discipline.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75. Table 2 shows that 58(84.0%) of the deputy principals agreed and 7(10.7%) disagreed that they always focused on relevant details to improve their decision-making on student discipline issues. Further, the study findings showed that the deputy principals always focused on relevant details to improve their decision-making on student discipline issues (Mean=4.48, Std. dev=1.10). This agreed with the recommendation by Stronge (2018) that focusing on relevant details can enhance decision-making outcomes on school discipline.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75.

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75. Table 3 shows that, of the senior teachers, 12(16.7%) agreed and 20(28.9%) disagreed that they always focused on relevant details to find the basis for effective and fast decision-making on student discipline. From the mean and standard deviation, it was deduced that the senior teachers disagreed that they always focused on relevant details to find the with the advice given by Stronge (2018) that focusing on relevant d decision-making on school discipline issues. The findings also s deviation indicated that the respondents were neutral on the s discipline (Mean=3.18, standard deviation=0.98). In relation to this basis for effective and etails can enhance effec how that 41(58.9%) of atement that they wor fast decision-making on student discipline (Mean=2.80, standard deviation=0.77). This disagreed ive the respondents agreed and 20(28.3%) disagreed that they worked cohesively with teachers to make productive choices with long-term impact on students’ discipline. Further, the mean and stand ard ked cohesively with teachers to make productive choices with long-term impact on students’ finding, Ansley et al. (2019) advice that working cohesively with teachers to make productive choices brings about long-term impact on students’ discipline. — ga . at race. ee owe ae

Citation: Chepkwony, E; Matere, A & Ndaita, J. (2024). Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. Journal of Popular Education in Africa. 8(8), 55 — 75. Table 3 shows that, of the senior teachers, 12(16.7%) agreed and 20(28.9%) disagreed that they always focused on relevant details to find the basis for effective and fast decision-making on student discipline. From the mean and standard deviation, it was deduced that the senior teachers disagreed that they always focused on relevant details to find the with the advice given by Stronge (2018) that focusing on relevant d decision-making on school discipline issues. The findings also s deviation indicated that the respondents were neutral on the s discipline (Mean=3.18, standard deviation=0.98). In relation to this basis for effective and etails can enhance effec how that 41(58.9%) of atement that they wor fast decision-making on student discipline (Mean=2.80, standard deviation=0.77). This disagreed ive the respondents agreed and 20(28.3%) disagreed that they worked cohesively with teachers to make productive choices with long-term impact on students’ discipline. Further, the mean and stand ard ked cohesively with teachers to make productive choices with long-term impact on students’ finding, Ansley et al. (2019) advice that working cohesively with teachers to make productive choices brings about long-term impact on students’ discipline. — ga . at race. ee owe ae

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