Structure and functions of student councils in secondary schools in Kericho county, Kenya

Abstract

In Kenyan secondary schools, student conflicts pose significant challenges in the 21st century. This study aimed to evaluate the structure and functions of student councils in secondary schools in Kericho County, Kenya, based on the functionalism theory. The evaluation research design was employed, targeting students, teachers, and school principals, school boards of management, County director of education, and sub-county directors of education in Kericho County. A combination of probability and non-probability sampling techniques was used to select 568 respondents, including 384 students, 120 teachers, and various school administrators. Data was collected through questionnaires, interviews, and focus group discussions. Quantitative data was analyzed using descriptive statistics, presenting frequencies, percentages, mean, and standard deviation. Qualitative data was analyzed through data coding and narrative analysis, presented using graphs, charts, and tables. Results showed that 81% of respondents indicated the student council was elected by students, although the administration had significant input. Only 16% agreed that there was no administration interference in the council formation process. Most student councils (47%) comprised 21-40 prefects, with only a few (10%) having 1-20 students. Regarding effectiveness, 68% of respondents were comfortable with the council's performance, while 20% believed it was too large to be effective, and 12% considered it too small. In conclusion, the student council structure allows for effective discipline management and conflict resolution. However, the administration's influence in council formation affects its perceived efficacy, leading to student perception of loyalty to the administration. The study recommends government intervention to limit administrative interference in student council formation, fostering true democratic processes in school governance.