Influence of Principals’ Involvement of Students in Decision Making on Discipline in Secondary Schools, Kenya (original) (raw)
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Msingi journal, 2022
The persistent student indiscipline in form of unrests in secondary schools and their never-ending desire to destroy school property probably reflects a feeling of disaffection rather than that of a sense of ownership of the schools they attend. The purpose of this study was to investigate the influence of principals' involvement of students in decision making on their discipline in public secondary schools in Baringo County, Kenya. This study was anchored on Assertive Discipline Model as advocated by Canter and Canter (2001). The research employed descriptive survey research design. The study employed proportionate stratified random sampling technique. The target population was 121 principals, 920 class teachers and 242 students. Stratified proportionate random sampling was used to obtain 41 principals 292 teachers and 80 students. Questionnaires for teachers and students were used for data collection, while interview guide was used to gather data from principals. Reliability was determined through test-retest method and calculated using Pearson's correlation coefficient resulting in coefficient value of 0.8 and 0.72 for teachers and students questionnaire respectively. Content Validity was ensured through expert judgment. Data was analyzed using descriptive statistics that included mean and standard deviation while inferential statistics included correlation analysis assisted by SPSS and presented in tables and graphs. The findings showed the existence of a positive relationship between the principals' involvement of students in decision making and students' discipline(r=0.753; p=0.00). Most of the principals used student involvement strategies such as allowing students choice of dressing code and choice of menu decisions. This study concludes that involving students in choosing time of study, food menus and the choice of entertainment, and management of students and welfare issues influenced student discipline reasonably. Thus the study therefore recommends that secondary school board of management should actively involve students in all areas of decision-making in school with particular emphasis on decisions relating to the welfare of the student. The study recommends future research on the influence of BOM governance on students discipline in secondary schools.
2016
This study was conducted to determinethe influence of the principals’ use of participatory decision making on the status of students’ discipline in secondary schools in Kiambu County. The study adopted a descriptive survey method and employed questionnaires and interview schedules to collect data. The study sample consisted of 15 principals, 21 deputy principals, 55 class teachers and 375 students from selected schools in the County. The quantitative data from questionnaires was analysed with the aid of SPSS (Statistical Package for Social Science) and presented using tables, graphs and pie charts. From the principals’ interviews, research questions were analysed along thematic lines and presented using frequencies tables. The findings established that schools that had participative decision making practices had fewer cases of indiscipline (65.97%) as compared to schools which did not (68.87%).The study also noted that schools that did not use class meetings and suggestion boxes had...
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. , 2024
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.
European Journal of Education Studies, 2019
The recurrent student indiscipline in form of unrests in secondary schools and their incessant desire to destroy school property probably reflects the feeling of alienation rather than of ownership of the schools, they attend. By striking and destroying property, the students may be expressing their demands for involvement in the running of the schools. The objective of the study was to determine the extent to which students participate in decision making in secondary school management the study employed mixed method design, specifically triangulation method. Stratified random sampling, simple random sampling, purposive and convenience sampling were used in drawing the samples. The Krejcie and Morgan’s table for determining large sample size was used to determine the sample size of students. The sample consisted of 38 secondary schools, 38 head teachers, 293 teachers, 753 students, 72 student leaders, 24 parents and 3 SCDE. Data collection instruments included questionnaires, interv...
2019
The management of discipline has been and continues to be a thorny issue globally for educational managers. Collaborative decision making is one of the alternative disciplinary methods that governments have come up with for management of students’ discipline in schools to replace corporal punishment. This paper sought to investigate the influence of principals’ use of collaborative decision making as an alternative disciplinary on students’ discipline in public secondary schools. The study objective sough to establish the extent to which principals’ use of class meetings for collaborative decision making as an alternative disciplinary method influences students’ discipline in public secondary schools. The study employed Ex post facto research design and targeted 333 public secondary schools in Kitui County, Kenya. Stratified proportionate sampling and purposive sampling were used to select the sample size. Questionnaires and interview guides were used for data collection. Descriptiv...
IOSR Journal of Mechanical and Civil Engineering, 2016
The purpose of the study was to investigate the principals' leadership practices and their influence on students' discipline management in public secondary school in Makindu Sub County, Kenya. The study employed descriptive survey research design. The sample comprised of 20 principals, 46 teachers and 197 students who were selected by simple random sampling. Data in the study was collected using questionnaires and descriptive statistics method was used for evaluating headteachers' transformative leadership styles on teachers' job satisfaction. Findings revealed that the principals encouraged open door policy for students to discuss their issues with them, the principals consulted with students before any changes are made to the diet provided by the school and also allowed students to have a say in determining the dress code of the school. Further, the principals set aside specific day(s) in a week for meetings with the students to discuss matters pertaining to the running and of the school. Pearson correlation coefficients computed to find out the relationships between principals leadership practices and student discipline generated strong negative correlation coefficients of r=-0.961 with corresponding significant level (p-value = 0.000<0.05) hence there was significant relationship between principals' consultation of the student council and the number of students' disciplinary cases in school. The study established that principals in their respective secondary schools encouraged open door policy where students were free to see the head of the institution to discuss their problems. The study thus recommends that principals should adopt leadership skills and mechanisms which are aimed at minimizing instances of students' indiscipline. Schools should organize for seminars and workshops for student leaders to acquire skills necessary to help reduce instances of indiscipline in the schools. Principals should adopt collaborative approach which brings all school stakeholders to help address students' indiscipline. Rules for the membership to the student council should be flexible for all students so that they can appreciate and support the students'councils' leadership.
A CRITICAL ANALYSIS OF STAKEHOLDERS INTERRELATION AND STUDENTS DISCIPLINE IN KENYAN SCHOOLS
The purpose of the study was a critical analysis on stakeholders' interrelation and students discipline in Kenyan schools. For discipline to be upheld different stakeholders have to come together and forge a healthy interrelation. That is the; Government, Board of management, parents, teachers and students stakeholders contribute to discipline of any learning institution. Every stakeholder has a role to play as the findings bring out. Every stakeholder participates in policy making and healthy interrelation aids smooth running of schools. Without good interrelation between stakeholders the findings show that school unrest rise and student disagree by protesting. Good interrelation is seen to improve learning environment which leads to improved discipline. The findings established that not only is unhealthy interrelation between students and other stakeholders but also between parents, Board of management, Government and teachers. Indiscipline on any part of stakeholder has resulted to conflict and unhealthy interrelation. The purpose of the study critically analyzes the stakeholders' interrelation and students discipline in Kenyan schools. The study aims at analyzing the Board of Management, Parents, Teachers, Students and The Ministry of Education interrelation and students discipline in Kenyan schools. The study recommends a comprehensive policy by all stakeholders and guidelines that would inform and improve the need to interrelate among the stakeholders. In conclusion the role of all stakeholders in maintaining the students discipline in Kenyan schools wholly depends on interrelation between the stakeholders.
Journal of Humanities and Social Sciences, 2012
This paper attempts to establish the relationship between leadership approach and students’ discipline in secondary schools. A descriptive survey design was adopted to obtain data allowing the accurate description of situations or relationships in schools in Koibatek District. The study targeted principals, teachers and students in the schools; the results are presented in form of descriptive statistical techniques. The study found that principals frequently or sometimes involve other stakeholders, particularly teachers, students and to some extent parents, in the management of their schools They communicate clearly to students but frequently retain the final authority over most issues. The study found the existence of a significant relationship between leadership approach and student discipline. It is recommended that principals embrace democratic leadership in their capacities as school leaders by involving teachers, students and other stakeholders in decision making processes. Ke...
Universal Journal of Educational Research, 2016
Although studies have shown that involving students in decisions that impact their educational outcomes may improve their academic performance, little effort has been put in collating students' views on the appropriate extent of such involvement. Students are key stakeholders and beneficiaries of educational outcomes, as well as determinants of examination results. It is therefore important to study the impact of their inclusion into the school key decision systems. Using data from twelve public day secondary schools in Embu West Sub-County of Kenya, this study attempted to seek the views of students on the effect of their involvement in decision-making on two different fronts: choice of schools in which to enroll and formulation of school rules and disciplinary measures for school rule-violators. It was found that students' involvement in the key decisions of their educational process produces motivation, a sense of ownership and therefore a higher inclination to abide by the set rules, personal drive to meet the individual and collective goals, and an overall higher academic performance. It was recommended that students should be involved at all decision-making levels to the extent that is possible and plausible.
Extent of Student Participation in Decision Making in Secondary Schools in Kenya
2011
This study investigated the extent of student participation in secondary schools in Kenya. The study was prompted by the recurrent student unrest in Kenya; often blamed in media and research to unequal decision making opportunities in schools. Data was collected by means of a survey questionnaire distributed among 300 secondary school learners and thirty teachers. The findings revealed that though there attempts to include views of students in school policy, such attempts were mainly tokenistic and did not extend to core management issues. Students were only allowed to participate in student welfare issues but were deemed to be immature and therefore unable to participate neither in administrative issues such as managing funds and budget nor in curriculum issues such as teaching methods or number of exams. It was thus concluded that student participation in secondary schools was still wanting and needed to be expanded to include issues beyond student welfare issues.