Relationship between Type of School, Principals’ Management Approaches and Level of Students’ Discipline in Public Secondary Schools in Nyandarua and Laikipia Districts, Kenya

Abstract

The study investigated the extent to which Day, Boarding and Day and Boarding school-types may influence principals‟ willingness to involve teachers and parents in students‟ discipline management and degree to which inclusion of the two categories of school community members may influence students‟ discipline. Using survey research design, data were collected from 306 teachers, 28 principals and 28 chairpersons of Parent-Teachers Association. Hypotheses were tested through chi-square at .05 alpha level. The study revealed that level of principals‟ inclusiveness was highest in Day and Boarding schools followed by Boarding schools and lastly Day schools. A similar pattern was observed with regard to teachers‟ and parental input on discipline management. However, level of discipline was highest in Day schools followed by Day and Boarding, and Boarding schools respectively. This has the implication that an inclusive management approach has a positive effect on teachers‟ and parental support in discipline management. However, the latter may not generate the expected impact in Boarding, and Day and Boarding schools which implies that a different factor is needed to enhance discipline in these institutions. These findings have important implications on principals‟ approach to discipline management irrespective of the type of school a principal could be heading.