Abstract:
Mentorship interventions could be panacea to indiscipline in schools. This paper examines the influence of mentorship
interventions on discipline among public secondary school students in Kiambu County, Kenya. Founded on the Personal
Construct Theory (PCT), the study adopted the correlational research design, the study targeted the 227 principals 3,479 guidance
and counseling teachers and the 89,065 students in Kiambu County. From these, the study sampled 23 principals, 97 teachers and
398 students using the simple random sampling technique. Data was collected using questionnaires, interview guides, and
observation schedules. Piloting was conducted to assist in determining the accuracy, clarity, and suitability of the research
instruments. The data was analysed using descriptive statistics (mean, frequency and percentages) and inferential statistics
(Pearson correlation and multivariate regression analysis at a significance level of 0.05). Data from interviews and secondary data
sources were subjected to content analysis procedures. The findings show that there was positive and significant correlation
between students discipline and mentorship interventions (r=0.403, p<0.05). These findings show that mentorship interventions
indeed influence students’ discipline in the study area. The study recommends that mentorship programs should be initiated where
they lacked to tap into the potential they offered in enhancing students’ discipline.
Keywords: Mentorship Interventions; Behaviour Management Interventions; Discipline; Public Secondary School Students;
Kiambu County, Kenya
