Influence of Selected Parenting Styles on Students’ Discipline in Public Secondary Schools in Nairobi County, Kenya

Abstract

Discipline is important for order and realization of set goals in any school. Parenting plays a significant role in a student’s behaviour and discipline. This study sought to establish influence of democratic, authoritarian, indulgent and detached parenting styles shown by variation in parental control, supervision, communication, parent-child relationship and discipline management strategies used by parents on students’ discipline in public secondary schools in Nairobi County. The study was guided by Social Learning Theory by Albert Bandura (1986) and Rational Choice Theory by George Hamas (1961).The study used ex post facto survey design which related students’ levels of discipline to parenting styles. The target population in the study consisted of 46,858 students from where a sample of 381 was drawn using Krejcie and Morgan Table (1970). The final sample consisted of 146 students from Boys boarding 138 students from Girls boarding and 95 students from mixed day schools. Using central limit theorem, 90 class teachers and 30 parents from among PTA from the three school categories were sampled. Data collection tools were for students (questionnaires and interview guide), for class teachers, H.O.Ds of GCDs and deputy principal (questionnaire & interview guide) for parents interview guide.. Split half method used to test reliability gave a coefficient of 0.8. Data was analyzed using descriptive statistics. Pearson Product Moment Correlation Coefficient was used to determine relationship between democratic, authoritarian, indulgent, detached parenting practices and students’ discipline. Results of correlation between democratic parenting style and students’ own rating of discipline levels was significant positive relationship indicated by +.172 coefficients. Secondly, that of authoritarian parenting style was negative as indicated -.109 coefficients. Thirdly, there was no significant relationship with students discipline with indulgent parents. Fourthly, detached parenting had higher association with low levels of discipline as indicated by -.225 coefficients at 0.01% level of significance. It was noted that problems emanating from students’ caused anxiety, lack of concentration and indiscipline which strategies of discipline management were unable to unearth and address. The conclusion was that parental approachability, support, free communication of acceptable values with children, and peaceful homely environment improved parent-student attachment which discouraged students’ involvement in cases of indiscipline for fear of hurting supportive parent and family. The reverse was true when students felt unloved or unsupported. The study recommends preparation of programmes by Ministry of Education to sensitize parents through barazars on their roles in students discipline both at home and at school. Also, that guidance and counseling personnel should be posted on full time basis in schools. Finally, similar studies should be replicated in other counties to compare findings, gain students’ perspective on effective methods of discipline in schools.