Abstract:
This study was conducted to establish and document the management of discipline in primary schools after the ban of corporal punishment in Kenya by taking a case of Kapseret Zone. The study was guided by the following research objectives: to establish the role of school administrators and parents in the management of discipline after the ban of corporal punishment; establish whether primary schools have alternative ways of managing discipline; to determine the benefit of alternative methods of discipline after the ban of corporal punishment and to investigate the challenges faced by school system when applying alternative methods of discipline. The study was based on William Glassars' model of discipline which states that the teacher should provide a classroom environment and curriculum that meets learners basic needs for belonging, power, fun and freedom as a means of motivating learners and reduce deviant behaviour. This study was conducted using descriptive survey design during the month of January and March 2011. The design was proper since the study involves facts finding and inquires of methods used by school management in managing discipline after the ban of corporal punishment. 16 schools and 16 head teachers participated in research of these sixteen schools, two teachers per school participate, 15 learners from each school participated and a total of 288 respondents were sampled out using stratified random sampling and purposive techniques. Data was collected using questionnaires. The data analyzed using descriptive statistics of means, frequencies and percentages. Qualitative data was analyzed thematically through creating package for social scientists (SPSS). Version 17.0 was used to generate frequency distribution tables from where
conclusions and recommendations of the same was made. The research findings showed that parents and the school management had a great role in management of discipline after the ban of corporal punishment. The study established that the ban is full of controversy as others support and others oppose, culture also challenges the ban and most teachers lack skills to offer alternative ways of discipline. It is recommended that alternative ways of discipline be enhanced, periodic appraisal of state of discipline be done, teachers be educated on alternative methods of managing discipline and educate public on effects of corporal punishment.
