Influence of headteachers’ student management principles on students’ well-being in secondary schools in Kisii south district, Kenya

Abstract

This study was to establish the influence of head teachers’ student management principles on students’ well- being in secondary schools in Kisii South District, in Kisii County, Kenya. The objectives of the study were to ascertain how the provision of guidance and counselling services by head teachers influence the students’ well-being in selected public secondary schools, to determine the extent to which provision of students’ safety by head teachers influence the students’ well-being, to determine the extent to which provision of recreational facilities by head teachers influence students’ well-being and to determine the extent to which the head teachers’ governance influence the students’ well-being in public secondary schools in Kisii South District, Kisii County. The study targeted all public secondary head teachers, teachers and students in Kisii South District. This population was involved in the study as it is directly involved in the implementation of the students’ well-being in schools. The target population was therefore 5439.Sample size selection was done according to (Mugenda & Mugenda, 2003). The sample size comprised of 10 public secondary schools, 10 head teachers, 49 teachers and 1564 students from Kisii South District. Public secondary schools were classified into three educational zones from which proportionate random sampling was used to select a total of 31 schools to participate in the study. The questionnaire was piloted in Kisii Central district a neighbouring district and spilt –half method was used with the aim of assessing the reliability while validity of the research instruments was done through the expert advice of the supervisors. The findings of the study on guidance and counselling indicated that head teachers, teachers and students agreed that there was provision of guidance and counselling. Head teachers ensured that there was continuous provision of guidance and counselling in their schools and they selected teachers to head the guidance and counselling department. This was done according to their management principles hence influencing students’ well-being. The findings also indicated that to a greater extent there was provision of students’ safety and recreational facilities by head teachers which in turn influenced the students’ well-being. Finally on governance, the study indicated that students’ council was in existence and also students were involved in planning, designing, and implementation of school rules and regulation. This study, however established that most of these services have not been offered fully in public secondary schools. Head teachers have faced various challenges in trying to have these services in their schools. These challenges included inactive student councils, poor delegation of school duties to teachers, lack of disciplinary committees in schools, lack of involvement of parents in the well-being issues of their children in schools, students not well involved in the formulation of school rules, lack of enough teachers, lack of guidance and counselling personnel and resources and generally lack of funds to put in place facilities and employ adequate personnel for the proper implementation of the students’ well-being services. However the study recommends that Guidance and counselling department in Schools should often invite young mentors for counselling and guest speakers as well as xiv improving the counselling committee to include parents, BOM representatives and other stakeholders at all times of the term to maintain the tempo of well-being services in schools, head teachers should improve on their leadership in the schools to appreciate the importance of dialogue and democratic approaches in ensuring students well- being. MoE and TSC should ensure that best behaviours and conditions are inculcated, established and maintained for effective learning to take place in our secondary schools .Finally it should be noted that the school environment should be busy, and an active place in which the students and teachers know that they are on the same side, working together to achieve something worthwhile.