STRATEGIES ADOPTED BY TEACHERS TO MANAGE DISCIPLINE IN SECONDARY SCHOOLS AT LANGATA DISTRICT, NAIROBI COUNTY, KENYA
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Date
2015-03
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study looked into the strategies adopted by teachers in disciplining students in Langata District of Nairobi. It used mixed method research paradigm. Eight Private and 4 public secondary were used as samples alongside their principals while 92 teachers were sampled using stratified sampling. Data collection instruments were Questionnaire, Interview guide and Document analysis guide. The reliability test of the questionnaires have coefficient of reliability as 0.72 and 0.8 for the teachers and principals respectively. Quantitative data were analyzed descriptively using frequencies and percentages while qualitative data were analyzed thematically. Chi-square test for independence was used in testing the hypothesis and the results showed that there was no significant difference in strategies used by male and female teachers and between the private and public schools. Findings revealed that teachers use all the six strategies but rated cognitive and supportive strategies as very effective and punitive strategy as moderate. Major challenge faced by teachers in disciplining students after the ban of corporal punishment is students being unaffected and not wanting to change with the minor punishments given to them. Teachers suggested that partnering with all stakeholders and employing professionals in guidance and counseling will be of great help in improving students’ discipline. Based on the finding the researcher recommended a whole school community approach where all stakeholders will be involved in students’ discipline. Ministry of education should provide practical guidelines on students discipline and review Child’s Right. Marvin Marshal and Curwin and Mendler’s Models was also recommended for teachers use.
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DISCIPLINE--SECONDARY SCHOOLS, LANGATA--NAIROBI