STUDENT LEADERSHIP INFLUENCE ON THE MANAGEMENT OF STUDENT DISCIPLINE IN PUBLIC DAY AND BOARDING SECONDARY SCHOOLS IN KALOLENI, KILIFI COUNTY, KENYA
STUDENT LEADERSHIP INFLUENCE ON THE MANAGEMENT OF STUDENT DISCIPLINE IN PUBLIC DAY AND BOARDING SECONDARY SCHOOLS IN KALOLENI, KILIFI COUNTY, KENYA
Rose Mkonza James Mwangudza - Student, Master’s Degree in Education Administration and Management, Kenyatta University, Kenya
Daniel Mange Mbirithi - Lecturer, Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, Kenya
ABSTRACT
The creation of student councils in secondary schools in Kenya was expected to help teachers improve efficiency in school management. However, despite adopting student councils, student unrest and other forms of indiscipline were still experienced in secondary schools in Kaloleni Sub-County. This project research sought to first; determine the influence of student leadership in the boarding section on the management of discipline. Secondly, establish the influence of student leadership in classrooms on the management of discipline. Thirdly, assess the influence of student leadership in clubs and on the management of discipline, and finally, assess the available student leadership training and how effective it was in the management of discipline in public secondary schools in Kaloleni Sub County. House Path-Goal Theory was adopted to guide the study. The study employed a descriptive research design. A multistage sampling technique was used for sampling. In stage one; cluster sampling was used to identify the sampled schools. The study targeted 22 public secondary schools. A sample size of 8 schools representing 30% of the target population. In stage two, individuals were sampled. The study sampled 8 principals and 8 deputy principals. For student leadership, the study sampled 61 classroom leaders, 17 dormitory leaders, 24 leaders from clubs, and 32 leaders from faith-based societies, giving a total of 150 participants. The study employed the use of questionnaires in collecting data. The reliability of the data collection tool was determined by the pilot study which revealed a high internal consistency and reliability with a Cronbach’s alpha value of 0.889. Data were collected from the sampled student leaders, Principals, and Deputy Principals and were classified according to attributes and cross-frequency tables. The data were analyzed using descriptive statistics aided by the SPSS version 26 database and presented by the use of charts, graphs, and distribution tables. The study revealed most aspects of student leadership such as peer mediation, hinting appropriate behavior, and religious teachings had influence on management of students’ discipline. However, the study revealed that the school administration's engagement of student leaders in making decisions affecting students' ratings was moderate. Dormitory or classroom meetings with students to discuss and establish dormitory rules and corrective actions were rated relatively low in the study and students in dormitories and classrooms had a low attitude when punished by student leaders. The rating for whether student leaders have sufficient training to carry out their leadership responsibilities was low. Regarding the ability to manage difficult or stubborn students and exposure to frequent leadership training seminars, the study observed relatively low ratings. The study concluded that student leadership domains (in classrooms, dormitories, clubs, and faith-based societies) positively and significantly influenced the management of discipline in secondary schools. The study further concluded that the student leadership training in discipline management was insufficient. The study recommended that four domains of student leadership; student leadership in the classrooms, dormitories, clubs, and faith-based societies ought to be integrated and the training should seek to address the gaps identified in the leadership abilities and competencies.
