| dc.description.abstract | This study sought to investigate the influence of head teachers' decision-making styles on
students' discipline in public secondary schools in Kisumu West District, Kenya. It was
guided by a number of objectives which included: examining how unilateral decision-making
style by head teachers influences frequency of students' unrest; assessing how head teachers'
rational style of decision-making influences the way students' indiscipline cases are handled;
establishing how head teachers' participatory style of decision-making influences formulation
of school rules and determining the preferred decision-making style among students and
teachers. The study utilized a descriptive survey design which used both quantitative and
qualitative approaches. Self-administered questionnaires with open-ended and closed-ended
questions were administered to secondary school students, teachers and head teachers.
Interview schedule was for the head teacher alone. 34 public secondary schools from form
one to form four in the district were randomly selected to represent schools from both urban
and rural settings. The sample size comprised of 370 secondary school students 132 teachers
and 32 head teachers. Quantitative data was analyzed using frequencies and percentages
multiple regression analysis while qualitative data was analyzed through content analysis.
Major findings established that both students and teachers have similar preference of head
teachers' decision making concerning students' cases of indiscipline. While most students and
teachers indicated dislike for head teachers' unilateral decision-making style. They preferred
participatory and rational decision-making styles by the head teachers. In addition, the study
shows that head teachers' participatory decision-making style has a statistically significant
influence on formulation of rules in public secondary schools. Majority of students and
teachers also reported that teachers and parents are usually involved in making school rules
and that regular meetings are held between teachers and parents to discuss matters related to
students' discipline. Head teachers' rational decision-making style, though reported by
students and teachers as being practiced in the schools does not come out as a statistically
significant predictor of handling indiscipline cases in the schools. It is also evident from the
study that head teachers' unilateral decision-making style contributes to student unrest. The
conclusion of the study was that both students and teachers preferred participatory and
rational decision making styles by head teachers. They are also not comfortable with head
teachers' unilateral decision making in relation to management of student discipline.
According to the study, unilateral decision making style, which doesn't feature significantly
in Kisumu West District, has a positive or negative influence on student discipline. | en |
