Factors influencing principals' performance In the maintenance of discipline in public secondary schools In central division of Machakos District, Kenya

Abstract

Indiscipline in public secondary schools in Kenya has escalated despite various intervention measures. This study endeavors to unearth the factors influencing principals' performance in maintaining discipline in public secondary schools in Central Division of Machakos District. To meet this objective, the researcher developed research objectives and subsequently research questions. Literature related to the topic under study was reviewed and a conceptual framework was also provided capturing the various variables which determine discipline in schools and whether they have an effect on the maintenance of discipline in schools. The study used ex-post facto design method to study the variables. A target population of 24 headteachers, 324 teachers and one D.B.O was used for the study from which 22 headteachers, 175 teachers and one D.E.O. were sampled randomly. Questionnaires for headteachers and teachers were developed. An interview schedule was developed for the D.B.O. Data were personally collected by the researcher after conducting a pilot study to validate the research instruments. The data were then analyzed and reported .. The major findings of the study were that many schools in the Division experienced indiscipline among the students. The study also found out that there were more male headteachers (77%) as compared to female headteachers (23%), 77% of the headteachers sampled were aged 36-45 years of age, and this did not influence discipline among the v students. In addition, most of the headteachers (72.2%) were found to be a highly trained cadre of professionals. The findings indicated that headteachers who had previously worked as teachers comprised 45.5% of the respondents while 31.5% had served as heads of departments and that 72% of the headteachers were experienced in management prior to their appointment. At the same time 86% said they never attended any in-service course after appointment to headship position. This is despite the findings that 36.7% of the headteachers had served for a period of between 6 - 10 years. The study concluded that, there was no relationship between the gender of the headteachers and indiscipline in schools, that there was a strong relationship between the experience of headteachers and indiscipline in schools and that there was no proper orientation of the teachers who are promoted to head schools though training and inservice courses. The study recommended that the appointment of headteachers should be balanced across all gender since there is no relationship between gender and indiscipline in schools, that for a teacher to be appointed to head an institution the person should have served as a deputy headteacher for a period deemed to be long enough to provide the necessary experience to head an institution; that newly appointed headteachers should be grven in-service training on management in general and particularly in guidance and counselling as a method of handling disciplinary issues in an schools. The study also recommended that headteachers should attend refresher courses in order to keep abreast with the issues affecting the youth globally: