Abstract:
The purpose of this study was to investigate the effectiveness of disciplinary
Strategies used in managing student discipline in Secondary schools. These findings
were based on a study conducted in 2016. The study specifically sought to identify
different disciplinary strategies used in managing student discipline of secondary
schools in Rongai Sub-County, Nakuru County. The study adopted descriptive
research design guided by B.F Skinner (1952) and behavioral theory postulated by
Krumboltz and Thoresen (1996).The target population included principals/deputy
principals and teachers. For getting a representative sample, the researcher stratified
the schools into four educational divisions. Stratified proportionate sampling was then
used to select 3 secondary schools from each division that participated in the study.
This formed 30% of the total number of secondary schools in the sub-county. All the
head teachers (12), from the selected schools were purposively sampled for inclusion
in the study. Simple random sampling was used to select 30% of teachers from the
selected secondary schools. The data was collected using questionnaires, interview
schedule and document analysis and analyzed using descriptive statistical techniques
such as frequencies and percentages. The analyzed data was presented using
frequency tables. The study findings revealed that students in most secondary schools
in their respective schools followed school rules and regulations related to student
discipline, concerning use of rewards, the principals support the use of rewards in
managing student discipline. The study also found that there is under staffing of
teachers in schools. The study findings reveal that disciplinary strategies play a major
role in the level of students` discipline and that teachers need to employ effective
disciplinary strategies in secondary schools. The research concluded that disciplinary strategies used to manage student discipline in Kenyan secondary schools are
effective at different levels and recommends that the Teachers Service Commission
(TSC) balance teachers in schools. Schools should also strive to have budgetary
allocation on the issue of rewards for teachers and students. Further, Schools should
also embrace the use of communication as a strategy in managing students` discipline.
