Cases Of Indiscipline Research Articles

GESTÃO ESCOLAR DEMOCRÁTICA X PERSPECTIVA DE PARTICIPAÇÃO DOS PAIS NA ESCOLA UMA DISCUSSÃO TEÓRICA NA GESTÃO PÚBLICA

This work ddresses the importance of parental participation in schools, highlighting their roles and the necessary strategies to create a healthy and productive school environment. The goal is to foster a space where all stakeholders contribute to the effective functioning of the institution, making it a pleasant place to study and work. Parents expect the school to provide a welcoming and high-quality environment, with an educational team that motivates their children. Therefore, it is essential for schools to develop strategies that facilitate this participation, allowing parents to engage with their children’s school life, which benefits both parties.The research was conducted quantitatively, using questionnaires with parents and interviews with the principal to analyze how parental participation occurs in school management. The results indicate that participation is mainly limited to meetings and events, and many parents are unfamiliar with the documents that guide the school’s pedagogical work. This reveals that including parents in school management still represents a challenge.It concludes that the absence of parental participation is correlated with cases of indiscipline and learning difficulties among students. However, the school demonstrates a commitment to promoting open dialogue, creating a favorable environment in which parents, students, and administrators collaborate to achieve quality education.

STUDENT LEADERS INVOLVEMENT IN DECISION MAKING AND DISCIPLINE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN RWANDA A CASE OF NYARUGENGE DISTRICT

Despite the government sustained efforts to improve discipline among students in secondary schools, cases of indiscipline still persist in secondary schools in Rwanda. This study involved an investigation of effects of student leaders involvement in decision making on discipline management in secondary schools. The specific objectives of the study included to assess the effects of student leaders involvement in formulating rules and regulations on discipline management, to determine the effects of student leaders involvement in time keeping on discipline management and lastly to examine the effects of student leaders involvement in disciplinary meetings on discipline management in secondary schools. The study utilised descriptive survey design and causal research design to achieve study objectives. The target population was 378 consisting of head teachers, dean of studies, dean of discipline and other teachers and student leaders from public and private secondary schools. The study used purposive and simple random sampling techniques in selecting the sample population. Questionnaires and interview guides was used to collect the data from respondents. Data was analysed using IBMSPSS version 21 and findings were computed using descriptive statistics including means, frequencies and percentages and inferential statistics including Pearson correlation coefficient, beta coefficients and p-values. The findings were presented in tables and charts. Cronbach Alpha value was 0.83 which indicated the instruments were reliable and the experts opinions were also incorporated to ascertain instruments validity. The findings did indicate that over 65% of respondents agree that student participate in decision making including drafting rules and regulations, time keeping and disciplinary meetings. The mean for all items was approximately 4 with less than 1 standard deviation. Additionally, the beta coefficients for drafting rules and regulations, time keeping and disciplinary meetings were 26.9%, 30.1% and 30.5% respectively with p values of 0.001, 0.004 and 0.001. The study did conclude that there is positive significant effect of student leaders involvement in drafting rules and regulations, time keeping and disciplinary meetings on discipline management. The conclusion of the study was that head teachers should ensure student are represented in school decisions particularly when amending or introducing new rules and regulations, when drafting time tables that guides school activities and when having disciplinary meetings through their leaders. The government through education ministry should also enforce mandatory law in schools that ensures student leaders are involved in decision making process in schools by engaging their leaders. The study is important to school administrators, teachers and students in enhancing discipline.

Effects of Drugs and Substance Abuse on Students’ Academic Performance in Secondary Schools in Turkana County, Kenya: Research Methodology Formulation

The problem of drug abuse in secondary schools has various adverse effects on student learning, performance and moral habits. Unless this menace of drug abuse is minimized, the schools would become unmanageable since indiscipline cases would become very overwhelming. Investigation of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya is still extremely limited. This paper discusses in detail drug and substance abuse in Kenya focusing on its causes, forms and effects on secondary school students. Some previous research studies were cited and presented to support the aforementioned. Various strategies of addressing the associated problems were presented using results from previous studies as yardsticks. This paper succinctly discusses on the research methodology formulations for the future study of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya. Questionnaire and other relevant tools shall be the instruments for investigation. The study will target County Director of Education, principals, non-teaching staff, teachers/teaching staff and students in public secondary schools in Turkana County. The thorough investigation is expected to be carried out between August - November 2024 using the formulated questionnaires and interview schedules as data collection tools. In conclusion, the research methodology formulation is expected to be applicable to handle the research objectives.

The Role Played by Students’ Government in Managing Discipline in Public Secondary Schools

The study aimed at assessing the role played by students’ government in managing discipline in public secondary schools in Bukoba municipality, Kagera, Tanzania. This study adopted a mixed methods research approach supported with a convergent parallel research design. The participants were 120 (i.e., 15 HBs, 15 HGs, and 90 SLs). Data collection methods were questionnaires and interviews. Findings have indicated that, prevalent student’s misbehaviours are the use of abusive words among students and to teachers and stealing of others’ property; others are students’ absenteeism in school without excuse, lateness to school, failure to complete assignments and exercises provided by the teacher, noisemaking in class, fighting and examination malpractices. In regard to the involvement of students’ leaders in the formulation of rules and regulations, findings have established that, students’ leaders are not given an opportunity to provide their views on the already prepared school rules and regulations, on co-curricular activities (sports, games or cultural trips), to formulate rules concerning the design of school uniforms or in the preparation of school rules and regulations. On the issue of the challenges encountered by students’ leaders, findings show that, students’ leaders are challenged with irregular meetings which interfere with academic calendars, lack of feedback from teachers, failure by the students to take instructions from their government. Other challenges failure to complete class assignments and exercises on time, lack of cooperation from students and lack of enough time to engage in private studies. On the strategies employed by students’ leaders in alleviating indiscipline cases in public secondary schools, students’ responses have shown that, students’ leaders inflict corporal punishments to their deviant fellow students or verbal warnings or guidance and counselling groups. Based on the findings above, suggestions and recommendations are provided.

Factors leading to high levels of indiscipline cases among pupils: A case of selected secondary schools in Lusaka District, Zambia

Indiscipline among pupils refers to a situation in which pupils do not control their behavior or obey school rules. Indiscipline entails any act that diverges from acceptable societal norms and values. It is a violation of school rules and regulations which is capable of obstructing the smooth and orderly functioning of the school system. Discipline in a classroom situation, is the ability to guide and control the class towards the attainment of predetermined objectives of education, while Indiscipline on the other hand entails a situation whereby energy and impulses are uncontrolled by moral principles or external authority. To this end, indiscipline in a school may be defined as the unwillingness of pupils and staff to respect authority, obey school rules and regulations, and maintain a high standard of moral and attitudinal behavior conducive to the teaching-learning process as essential to the smooth running of the school. It was for this aim that the study was conducted to analyze factors that lead to a high level of indiscipline among pupils in secondary schools of Lusaka district. The study employed a mixed-method approach and a descriptive survey design that sampled head teachers, teachers, and pupils. Data was obtained from the respondents by means of interviews and questionnaires. The sample consisted of three hundred respondents. Percentages, tables, graphs, and pie charts were used to analyze the data with a combination of software MS Access and MS Excel (version 26). The results of the analysis showed that pupils and teachers agreed on the causes and effects of indiscipline cases in secondary schools which included among others; the Influence of peers, Negative attitudes towards education, Irresponsible parents, and Schools’ inability to enforce rules and regulations. The study therefore recommended that the Ministry of Education should intensify monitoring of schools to ensure that teachers and pupils are fully involved or committed to the teaching and learning process. Additionally, Rules and regulations should be realistic and stated clearly for the absorption of all pupils in all secondary schools.

Strategies Employed by Schools to Mitigate Pupil Indiscipline in Selected Secondary Schools of Choma District, Zambia

This paper is based on a study that focused on indiscipline cases among secondary school pupils of Choma District of Southern Province. The study was both qualitative and quantitative research and used a descriptive survey design with a total population of 108 sampled from six (6) secondary schools. Using descriptive statistics of frequencies, the data was themed and coded then analyzed further. The findings of this study indicate the nature of pupil indiscipline in form of absenteeism, fighting, rudeness to teachers, reporting late, and truancy, noise making in and outside the classroom, promiscuity, and stealing among others. The prevalence of pupil indiscipline was due to many factors, these include both internal and external forces. Internal forces meant indiscipline generated within the school, and external forces involved indiscipline generated outside the school environment. According to teachers, 67% of the respondents indicated home environment as the most prominent source of indiscipline. About 42% of the teachers held that effective management of discipline does not depend on the numbers of teachers available, but on quality and consistency of application of discipline strategies such as every teacher coming on board, disciplinary committees, school rules, school councils and parental commitment The study recommends for the involvement of various stakeholders in the management of discipline in the schools such as school administrators, teachers, pupils among themselves through prefects and parents.

THE PLACE OF CORPORAL PUNISHMENT IN SECONDARY SCHOOLS IN KENYA IN THE 21ST CENTURY

In the recent past, corporal punishment administration on both primary and secondary school learners was an effective corrective measure for instilling and maintaining discipline among children. This custom was generally accepted by all stakeholders in the education system. Over the years, this practice has been disputed by most legal ministries, employers, and parents who view it as harsh and inhumane. This paper examines the relevance of corporal punishment in secondary schools in Kenya. The paper focuses on the role of corporal punishment in the process of instilling positive values and eradicating vicious personality development among learners. It also examines reasons for the sudden rise in indiscipline cases in schools and rots in society since the prohibition of corporal punishment. Most learners exhibit extreme moral decay in schools and even back home. Most parents have neglected their parental role of raising morally upright children, a burden that is then tossed to the teacher to deal with even when corporal punishment which functioned best at this obligation is out of the equation. Children are left untamed since the teacher who should be the disciplinarian is faced with challenges such as laws on the rights of children, parents’ accusations and insults, employers’ threats of dismissal, and even extreme disrespect by young learners.

Practice of Guidance and Counselling Appraisal Services on Learners’ Discipline in Primary Schools in Mbeere South Sub County, Kenya

This study sought to assess the effects of practice of guidance and counselling appraisal/assessment services on learners’ discipline in primary schools in Mbeere South Sub County, Kenya. Survey research design was employed in the study. The population was 162 headteachers, 162 teacher counsellors, 4563 class eight pupils. The sample was 48 headteachers, 48 teacher counsellors and 376 pupils. Data for the study was collected by use of questionnaires. Data was analyzed quantitatively using descriptive statistics which included frequencies and percentages and also means and standard deviation. Data was presented by use of frequency distribution tables (FDT). Findings revealed that teachers did not employ important guidance and counselling services such as assisting pupils minimize frustrations in life, assisting pupils balance academic work and recreation, assisting pupils realize their fullest potential in school, they also did not make referral cases on pupils with severe challenges. Findings also revealed that teacher counsellors did not provide appraisal/assessment services on learners. The study concluded that teacher counsellors did not employ the required guidance and counselling practices which could be a cause for indiscipline cases in the schools. It was also concluded that schools did not have appropriate appraisal/assessment services to enhance discipline among the pupils. Among the recommendations that the study came out with included a replication of a similar study in an urban setting. It was also recommended that a study on parental upbringing and its influence on learner discipline may be carried out. Lastly there was a recommendation of a study to establish how integration of guidance and counselling has influenced curriculum implementation in schools.

Effects of Discipline Management Strategies Employed By Teachers on Students’ Learning Process in Public Secondary School in Rorya District Tanzania

This study aimed at investigating effects of discipline management strategies employed by teachers on students’ learning process in public secondary school in Rorya district in Tanzania. This study was guided by the following research questions: what are the types of indiscipline cases in public secondary schools in Rorya district? What are discipline management strategies employed by teachers in public secondary schools in Rorya district? How do discipline management strategies employed by teachers in public secondary schools affect teaching and learning activities in Rorya district? The study was based on choice theory and social learning theory. It adapted mixed methods research design, specifically convergent parallel mixed method research. A total of 135 respondents from five public secondary schools participated in the study. The major research instruments used were questionnaires, interview guide and document analysis. The Statistical Package for Social Science version 26.0 was used in analysis of quantitative data, the data was analyzed by using frequencies and percentages, the results were presented by using tables and pie charts. Qualitative data was analyzed by using thematic analysis through coding. The results revealed that The study revealed that some discipline management strategies used by teachers like corporal punishments like severe canning do not help students but discourage students ability to learning process hence truancy. The study suggested that teachers should use more guidance and counselling to control students’ behavior. Construction of hostel will reduce late comers and truancy.

The Influence of Indiscipline on Teacher’s Attrition in Public Secondary Schools in Kilimanjaro and Manyara Regions, Tanzania

This paper intended to assess the influence of indiscipline on teacher attrition in public secondary schools in Kilimanjaro and Manyara regions. Specifically, the paper aimed at examining the indiscipline cases that cause teachers’ attrition; examine the frequency of cases on indiscipline issues; and the measures taken to address indiscipline cases. The paper was guided by motivation theory based on conduct for efficient management and administration of punishment to violators. The study employed cross section research design with mixed approaches. The sample size of the study was 140 respondents. Simple random and snow ball sampling was used to select in-service and teachers who left teaching respectively. Quantitative data were analysed using descriptive and binary logistic regression. The findings revealed that examination malpractices, student sex harassment and truancy influenced teacher attrition. Among the measures taken were: transfer, summary dismissal and reduction in salary that led to teachers quitting teaching. As for frequency of indiscipline cases among teachers, the study revealed the mean score of indiscipline as above 50 per cent which revealed that the variable influences teacher attrition. The study concludes that indiscipline cases influences teacher attrition. The study recommends to the President’s Office Regional Administration and Local Government to improve teachers discipline by equipping Teacher Service Commission staff with all necessary inputs to supervise accordingly. School management should remind their staff on professional code of ethics, and the Government should execute the law number 3 of 1972 for teachers who engaged in indiscipline cases by imposing severe punishment to offenders.

ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA

In recent times, the Kenyan education sector has experienced increased cases of students' indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don’t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory’s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children’s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term’s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time. Keywords: academic outcomes, homeschooling, conventional schooling, comparative research, ace curriculum

Strategies used by Heads of Secondary Schools in Managing Students' Discipline for Academic Achievement in Ilemela District, Mwanza, Tanzania

The strategy to maintain student discipline in secondary school is a crucial which guide students for future self-sustainability and the right to learn since a well-disciplined student learn without any distraction. The study examined the strategies used by heads of secondary schools in managing indiscipline problems for students’ academic achievement in Ilemela District in Mwanza Region, Tanzania. The study used convergent parallel mixed research design and applied assertive discipline theory. Data were collected from 113 respondents using questionnaires and interview guide. Qualitative data was analyzed thematically and quantitative data were analyzed through descriptive statistic with the help of the SPSS Version 20, IBM, USA. The study revealed that the strategies used to curb the indiscipline cases include the use of guidance and counseling, cooperation between teachers and parents, provision of positive and negative rewards, and rules and regulations have to be enacted. The study recommended that teachers should have good relationship with both parents and students, parents should play their parenting roles effectively.

Impact of Student Councils involvement in School Policy Formulation on School Discipline in Public Secondary Schools in Meru County

The cases of students’ unrests in secondary schools have been rampant across the country. The purpose of this study was to assess the influence of student council’s involvement in school policy formulation on students’ discipline in public secondary schools in Meru County. The study adopted mixed methods approach. The target population was deputy principals, heads of departments of guidance and counselling, and presidents of student councils all drawn from 326 secondary schools of Meru County summing up to a total population of 978 respondents. Questionnaires were used to collect data from heads of guidance and counselling department and presidents of student councils while interviews schedules were used to collect data from deputy principles. The findings indicated that students’ council involvement in policy formulation was statistically associated with the level of students’ discipline in secondary schools. This was supported by the log odds result where a unit increase in students council involvement on policy formulation does improve the odds of the level of discipline being satisfactory as indicated by the exponential beta results (Exp (B) = 6.271). An improvement on student councils’ involvement on policy formulation increases the probability of having satisfactory discipline in secondary schools by 6.271 times. Therefore, at P= 0.023<.05 level of significance the null hypothesis is rejected and accepts the alternate hypotheses implying that student council’s involvement in school policy formulation has a significant influence on students’ discipline. It can therefore be concluded that schools with high students’ council involvement on policy formulation have higher chances of having higher level of students discipline as compared to those without or with low student council involvement in policy formulation. The school administration should involve student’s council in the management of discipline by engaging them in amendment, formulating and enforcing school rules and regulations. This would reduce indiscipline cases in the school and improve on their management of students’ discipline. Keywords: Student Council’s Involvement, School Policy Formulation to enhance, Students’ Discipline, Public Secondary Schools

Strategies Used by Heads of Schools in Enhancing Discipline in Secondary Schools in Siha District

The study investigated the strategies used by the heads of schools in enhancing discipline in public secondary schools in Siha District, Tanzania. The study was guided by two research questions. This study adopted a mixed method approach under which a concurrent embedded design was be used. The sample for this study consisted of 4 heads of schools, 16 teachers, 240 students and 8 parents making a total number of 268 respondents. Data necessary to answer the research questions of this study was collected using questionnaires and interview guides. The study found that heads of school use punishment strategies to manage indiscipline cases in secondary schools. The study also found that sweeping, grass cutting, flogging, kneeling down, suspension and extra class work was used by heads of schools to manage students discipline problem. The study also found that heads of schools involve parents as strategies to manage students’ indiscipline cases. The study concluded that heads of schools have to use punishment to manage indiscipline cases to students. punishment as school management tool has however resulted to some violent incidents of students’ unrest in some secondary schools. The study also concluded that heads of schools have to involve parents in their children indiscipline cases. The study was recommended that Ministry of Education should provide policy guidelines on the use of guidance and counselling for the management of discipline in secondary schools. Increased efforts should also be made by the Ministry of Education, Department of Directorate of Quality Assurance and Standards to regularly supervise and monitor the schools which were not adhering to the ban on corporal punishment and were violating the child rights

Types of Resources Available for the Implementation of Guidance and Counselling in Public Secondary Schools in Ndeiya Division, Kiambu County

Guidance and counseling programs have been implemented in Kenyan secondary schools to help students improve their personal, social, and academic skills. The success of these programs, however, has been questioned due to a paucity of studies attempting to clarify this idea, a problem that this study discussed. The aim of this study was to look at the current state and challenges of guidance and counseling. The study's aim was to ascertain the types of services available for implementing guidance and counseling programs, as well as the most common cases of indiscipline among secondary school students. Noise making, theft, property damage, and truancy were found to be the most common forms of indiscipline in schools, according to the report. According to the findings, the schools under investigation have a long way to go in terms of maintaining disciplinary management by supervision and counseling. According to the report, schools can first invite parents, churches, other supporters, and the surrounding community to endorse guidance and counseling programs for students' social adjustment. Secondly, the Ministry of Education should reinforce guidance and counselling units in the implementation of the program in schools by requiring all teacher counsellors who do not have basic guidance and counselling training to attend mandatory in-service training. Finally, the Ministry of Education should make peer counseling training more accessible so that advice and support can be provided.

Multi Agency Response to International Terrorism in Kenya: A Comparison of Dusit D2 and Westgate Terror Attacks

This study set out to assess responses to international terrorism in Kenya. This stems out of the fact that the terrorism menace has had been a major security challenge facing the country. The study draws a comparison of the Dusit D2 and Westgate terror attacks. Data was collected from a purposive sample of academics as well as serving and retired diplomats, senior police officers and military personnel. Primary data was collected from the respondents using interviews. The findings show that the West gate shopping mall in 2013 and the DusitD2 Hotel attack in January 2019 are replete with major differences. A critical comparison between both attacks shows an immense difference in the response to the terrorist attacks in Westgate Mall and Dust D2. In both cases, there was prior intelligence of the looming attack. However, there was no clear policy framework on intelligence sharing between the various security agencies in Westgate. Additionally, policies on timely multiagency deployment were disjointed in Westgate but improved in Dusit D2. Although the friendly fire was recorded in Westgate, this was not the case in Westgate. There was also a lack of clear policies on hierarchical coordination between different security agencies in Westgate Mall as opposed to Dusit D2. The law had also been more enhanced with the domestication of the 2012 Prevention of Terrorism Act and the creation of the institutions enshrined therein during the Dusit D2 attack. Accountability mechanisms for security agencies had also been improved during the Dusit D2 attack as opposed to Westgate Mall attack where there were cases of indiscipline and looting by state security personnel. Coordination between government officials and security agencies was also smoother in the Dusit D2 attack. Although the terrorists could communicate for some time between themselves and their command center and share publicity information, this was not the case with Dusit D2 where such communication was curtailed immediately. In both attacks though, communication between victims and outside help was poor and unreliable, and false information was passed. This was more prone and documented in the Dusit D2 attack. It is recommended that multiagency response teams should constantly review their operation guidelines and standard operating procedures so as to deal with the ever-changing sophistication in terrorist attacks. The government should put in place ways aimed at checking disparities in capabilities and equipment among various tactical and intelligence teams in Kenya for a uniform response to terrorism. There is a need for multinational frameworks for undertaking financing and creation of joint information infrastructure for security agencies so as to reign in on international terrorism in the East African Region. Training should also be synchronized across security agencies.

Relationship Between Peer Counseling Activities and Pupils’ Discipline in Public Primary Schools in Mathioya Sub-county, Murang’a County,

Cases of disruptive behavior problems such as inattentiveness, bullying, violence, drug abuse, hitting other pupils, teasing others, yelling and complaining amongst pupils in public primary schools in Mathioya Sub-county are on the rise. The purpose of this study was to evaluate the relationship between peer counseling activities and pupils’ discipline in public primary schools. A sample size of 196 respondents were selected. The study established that there was significant relationship between peer counseling activities and pupils’ discipline at the p<0.05[r = 0.001, p = 0.001]. This indicates that, in public primary schools where teachers frequently engage in peer counseling activities, pupils manifest few cases of indiscipline. The implications of this finding are discussed.

Students’ Perception of the Influence of Guidance and Counselling Services and Academic Performance in Baringo Country, Kenya.

The purpose of the study was to determine the perceptions of students of the influence of guidance and counseling services on academic performance in Baringo County, Kenya. The objectives of the study were to: investigate the perception of students on the various guidance and counseling services and determine the perceptions of students on the influence of guidance and counseling on academic performance. The study was guided by the self-perception theory. The ontology was constructivist. The epistemology was interpretivist. The research method was qualitative. The research design was phenomenology. Samples of 12 secondary schools, 130 students, 12 teachers were selected. Focus Group Discussion (FDG) and interview guides were used to generate data. The data was thematically analyzed. The study major findings were; that students perceived guidance and counseling services positively and that they had contributed significantly to their academic performance. The study recommends that there is need to further develop and strengthen guidance and counseling in Baringo County Secondary Schools and develop a theory to guide this process, informed by increased cases of indiscipline and truancy among students.

Effectiveness of studentsandrsquo; disciplinary strategies, as perceived by principals and teachers in public secondary schools in Ondo state, Nigeria

This study investigated the effectiveness of students' disciplinary strategies, as perceived by principals and teachers in the Public Secondary Schools in Ondo State, Nigeria. It adopted descriptive and survey designs. The 304 Public Secondary Schools in the State were the main population while all the government-employed and full-time teachers in the schools were the targets. 1 question was raised while 2 hypotheses were formulated for the study. Multi-stage, stratified and simple-random sampling techniques were adopted to select 15 schools and 150 full-time teachers for the study. A self-constructed questionnaire, validated (r-0.82) and tested for reliability was used to collect data, analyzed using Statistical Package for Social Sciences (SPSS). Hypotheses were tested using t-test statistic. It was found among others that verbal condemnation, expulsion of students, reprimanding students in the presence of staff and other students, among others are effective for managing indiscipline of students. No significant difference was found in the perception of principals and teachers, male and female teachers, on the effectiveness of strategies for managing the indiscipline of students. It was recommended among others that schools should provide support systems like Guidance and Counseling Centre nationwide, to be well equipped while schools should have a functional Disciplinary Committee to handle cases of indiscipline.

Nature of Student Unrest in Secondary Schools in Kericho County Kenya

Student conflicts in secondary schools are one of the most common challenges faced in the 21st century in the modern world. Kenya has faced several incidents of student conflicts in Secondary schools mainly attributed to the cases of indiscipline and conflicts among students in the schools. In Kericho County, several incidences of student conflicts have been witnessed in the different schools, which have caused widespread material losses and other social impacts. The Specific objective was to examine the nature of Student Unrest in secondary schools in Kericho County. The study was underpinned by participative leadership theory and the functionalism theory. The study utilized the evaluation research design. The study was conducted in Kericho County. The study targetedthe following categories of respondents; students, teachers, school principals or head teachers, School boards of management, County director of education and Sub-county directors of education in Kericho county. Only 14% of the respondents agreed that there have been incidences of unrest in their schools within the last 3 years. However, this number is high considering the harm that the unrest causes. Manifestation of student unrest is usually through burning of dorms, fighting among students, boycotting classes, theft of school property, refusing punishment, bullying and striking against school administration. The causes of students include changes in government policies, poor administrative skills, congestion, inadequate and poor food quality, social media and political agitations.