ASSESSMENT OF ADMINISTRATIVE PRACTICES INFLUENCING PUPILS DISCIPLINE IN PUBLIC PRIMARY SCHOOLS IN MANDERA EAST SUB-COUNTY, KENYA

Abstract

Good discipline is essential for the establishment of a safe and respectful environment for learning because all stakeholders focus on teaching and learning process. The emotional, social and moral progress of children is dependent on good discipline. This study aimed at determining the administrative practices influencing pupils’ discipline in public primary schools in Mandera East Sub-County. The specific objectives included; to determine how sensitization of school rules and regulation influence pupils’ discipline, to establish whether strengthening of guiding and counseling services influence pupils’ discipline, to examine how administration of punishment influence pupils’ discipline and to assess whether involvement of pupils’ representatives in decision making influence pupils’ discipline in public primary schools in Mandera East Sub county. The study was guided by Social Cognitive Learning Theory. This study employed descriptive cross-sectional survey design. The study targeted 30 head teachers and 200 teachers in Mandera East Sub-County. Simple random sampling was used to sample nine head teachers and systematic random sampling to sample 60 teachers. The study used questionnaire, interview guide and document analysis as the tools for data collection. The tool was tested for validity and reliability through a pilot test. Both descriptive analysis and inferential statistics were used for data analysis using SPSS. Ethics of anonymity and confidentiality, voluntary participation and fair reporting were observed before, during and after carrying out the study. Findings showed that; there is a significant relationship between sensitization on the school rules and regulation and pupils discipline (p=0.048), a significant relationship between strengthening guidance and counselling and pupils discipline (p=0.003), a significant relationship between administering punishment effectively and pupils discipline (p=0.021), and a significant relationship between involving pupils representatives in discipline management and pupils discipline (p=0.007). The study recommends that; there should be forums to constantly remind pupils on the rules and regulations, guidance and counseling in primary schools should be reinforced through capacity building, the school should adopt different disciplinary strategies in dealing with pupils who are involved in disciplinary cases, and school administrators need to embrace leadership style that appreciates the importance of consensus in decision making.