Influence of school disciplinary strategies on students’ discipline in public secondary schools in Tana north sub-county, Tana River county, Kenya

Abstract

Prevalence of students’ indiscipline has been steadily increasing in secondary schools within Tana North Sub-county, resulting in a pressing issue that requires investigation. This investigation sought to evaluate the influence of disciplinary strategies on students’ discipline in public secondary schools in Tana North Sub-county, Tana River County, Kenya. The objectives were; to assess the influence of enforcing school rules, engaging stakeholders, providing guidance and counseling services, and implementing school mentorship programs on students' discipline in public secondary schools. The study was based on the systems theory and assertive discipline theory. Employing a mixed-method approach, this research study adopted a concurrent triangulation design. The target population was 291 participants comprising deputy principals (10), teachers (123) as well as student leaders (158). To determine an appropriate sample size, the researchers applied Yamane's Formula, resulting in a total of 168 respondents. Utilizing a stratified sampling technique, the researchers categorized the population into two strata, taking into account the number of zones in Tana North Sub-county. From each zone, a purposive selection was made, with a focus on schools with a history of recurrent student indiscipline incidents. This process led to the selection of three deputy principals and 46 teachers from each zone. Furthermore, to ensure impartiality, 35 student leaders were chosen randomly from each zone. As a result, the final sample size comprised deputy principals (6), teachers (92), and 70 student leaders. Quantitative data from teachers were collected using questionnaires, while qualitative data from deputy principals were gathered through interviews. Qualitative facts from student leaders were obtained using a focus group discussion guide. A pilot investigation was shepherded among 17 participants from secondary educational institutions in the Sub-county of Tana North to ensure the validity, reliability, credibility, and dependability of research tools. Expert judgment was used to establish validity, and the test-retest technique was used to determine reliability. The study used the Cronbach Alpha Method to calculate a reliability coefficient of r = 0.726, indicating internal consistency between the two sets of scores. Multiple analysts were involved to ensure credibility, and comprehensive reporting achieved dependability. Qualitative data were thematically scrutinized and presented narratively, while quantitative information was evaluated descriptively and inferentially using SPSS 23. The findings showed a rise in indiscipline among public secondary school students, due to ineffective disciplinary strategies such as rule adherence, stakeholder involvement, counseling, and mentorship programs. Recommendations include stricter rule enforcement, MoE workshops for stakeholder education, access to counseling materials and trained teacher-counselors, continued mentorship programs, and MoE funding for effective mentorship planning.