School-based Factors Influencing Pupils’ Discipline in Public Primary Schools in Nyando Sub-county, Kisumu County, Kenya
The purpose of this study was to investigate school based factors influencing pupils’ discipline in public primary schools in Nyando Sub-County, Kisumu County, Kenya. The objectives of the study included; to establish the extent to which Head teachers’ dialogue/negotiation skills influences pupils’ discipline in public primary schools in Nyando Sub-county Kisumu County , to ascertain the influence of pupil-teacher ratio on the pupils’ discipline in public primary schools in Nyando Sub-county Kisumu county, to establish the influence of peer pressure on pupils’ discipline in Nyando Sub-County Kisumu, County, to examine the influence of class teacher’s support on the pupils’ discipline in Public Primary schools in Nyando Sub-County Kisumu County. This study adopted the descriptive survey design where the target population for this study was 100 Head teachers, 800 teachers and 2,100 pupils’ leaders from class six, seven and eight. On sampling 20 Head teachers were purposively sampled based on 20% per zone while a total of 40 teachers were sampled based on class six and seven class teachers per school and 40 pupils’ leaders were sampled based on pupils’ president and cabinet secretary in charge of welfare and special needs from the sampled 20 schools. To collect the data, a set of semi-structured questionnaires were used and an interview guide were used. Before the actual data collection, piloting of questionnaires and the interview guides were done on five public primary School in Nyando Sub-county. To establish the reliability of the instruments, the researcher used the test-retest r value was 0.6. From the study it was concluded that head teachers don’t accept dialogue/negotiation as a way of addressing pupils’ grievances. Teachers on the other hand were not entertaining dialogue/negotiations with their learners to sort out discipline matters. Head teachers and teachers should embrace dialogue/negotiation in their schools. In addition most teachers have never attended an in-service training on classroom management. Peer pressure had a great impact on school discipline because it was noted that most pupils copy what their peers are doing whether good or bad. The study indicated that pupil-teacher ratio is a great factor influencing discipline since most schools are understaffed. The researcher recommends that more teachers should be employed. Class teachers should be in serviced on class management and control. The researcher suggests the following areas for further study, given the scope and limitations of this study. The study should be carried again in some other sub-counties for comparative purpose.