School factors influencing students' discipline in Public secondary schools in Kinangop district, Kenya
The purpose of this study was to establish the school factors which influence secondary school students' discipline in Kinangop District, Kenya. The study was guided by five objectives which included; identification of major discipline problems in public secondary schools; establishing the extent to which the head teachers work experience influence students discipline; investigating the influence of peer group pressure on discipline among secondary school students, establishing the influence of school size on students' discipline and determining the influence of teachers' supervisory role on students' discipline. The researcher developed research questions to gather information in order to meet the objectives of the study. Related literature of the study was reviewed. The study was based on the Erikson theory on psychological stages of development which argues that at adolescence stage, life gets more complex as one attempts to find his own identity, struggles with social interactions and grapples with moral issues. The researcher applied descriptive survey research design. Data were collected by use of self administered questionnaires and analyzed based on descriptive statistical method. A pilot study was conducted to test the reliability of the instrument and was found suitable. The study findings revealed that there were major discipline problems among students in Kinangop District, such as truancy, theft, defiance, lateness and immoral relations. In the study, it was revealed that head teachers with long experience were capable of handling discipline problems with ease unlike the less experienced ones. The findings further revealed that peer pressure influence was deeply entrenched among students and largely contributed to students' indiscipline. The sizes of the schools as well as the involvement of teachers were found to have direct relationship with the students' discipline in Kinangop district. In view of the above, there is need to strengthen and enforce the school rules and regulations, strengthen guidance and counseling department, train the head teachers, deputy head teachers, teachers and prefects and arm them with news skills of countering new trends of student's indiscipline. This would go a long way in reducing occurrence of indiscipline cases hence creating a conducive learning environment for the students. The study further concludes that the school administrators and the teachers on duty should remain vigilant all the time and seal all the loop holes that can be exploited by sly students. This helps a lot in curbing indiscipline problems long before they occur. It also enables the teachers to handle discipline issues consistently. Further there is need to deploy well qualified head teachers to secondary schools because experienced head teachers consults widely and have developed ability to foresee discipline problems before they emerge. They also put in place administrative structures that would deter them. Peer counselors are crucial because they teach others the positive aspects of behaviour. They enlighten their fellow peers on the dangers of negative peer influence and how to choose friends wisely. School size also is an important factor that contributes to students' indiscipline in schools. Thus proper administrative mechanisms need 1'1} be out in place to check indiscipline irrespective of the school size. Taking the limitations and delimitations of the study, the researcher made the following suggestions for further research: a research should be done on whether there are any other factors that influence students' discipline in public secondary schools. There is also need for research to be carried out on how discipline in private secondary schools compares with discipline in public secondary schools. A research also needs to be conducted on how supervision can be enhanced to counter the ever rising indiscipline cases in secondary schools.