Abstract:
The purpose of this study was to establish the effects of leadership styles on student
discipline in secondary schools. The study objectives were to identify the leadership
styles, identify communication channels, investigate the level of student discipline and
establish the relationship between leadership styles and student discipline in secondary
schools at Koibatek District. The study adopted the descriptive survey design, used both
qualitative and quantitative methodology and was guided by contingency theory of
leadership. The target population included headteachers, teachers and students from the secondary schools in Koibatek District. The study utilized stratified proportionate random sampling techniques to select 5 single sex and 15 mixed sex from a total of 40 secondary schools. The researcher used questionnaires, interview schedules and document analysis to collect the data. Questionnaires were administered to 10% of form three students in each of the selected schools,.a total of 60 teachers and 20, while 20 head teachers were treated to interview schedule. The data collected was analyzed using descriptive statistical techniques which included frequencies, percentages and means. The hypothesis was tested using Chi-square and the null hypothesis was rejected meaning that there was no significant relationship between the headteacher's leadership styles and student discipline in secondary schools. Data was presented using frequency tables and charts. The study findings indicated that the principals applied different leadership styles of which democratic approach was the most frequent. These styles had direct and indirect bearing on student discipline. It was established that common channels used by school headteachers to pass information to the students were assemblies, notice boards and open forum meetings. It was also established that majority of the respondents rated the level of student discipline to be good. The study recommended that principals should involve students in decision making process, train student leaders and also embrace teamwork among teachers, students and non-teaching staff, while executing leadership. It is expected that the findings of the study will be helpful to school administrators and managers who will use them to improve leadership and student discipline