EFFECTIVENESS OF MANAGEMENT PROCEDURES ON THE DEVELOPMENT OF VALUES AMONG LEARNERS IN PUBLIC SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA

Abstract

There have been numerous instances of student unrest and indiscipline in secondary schools across Kenya in the past three years, raising questions about the efficacy of the management techniques used. According to reports, student morale had significantly declined, which led to a high level of indiscipline in the majority of Nakuru County schools. It appears that the values produced by these techniques are at odds with what society expects from learners. The purpose of this study was to assess the effectiveness of management procedures in the development of values among learners in public secondary schools in Nakuru County. This study was guided by the following objectives which are: to establish the effectiveness of disciplinary procedures on the development of values among learners; to determine the effectiveness of student leadership selection procedures, on the development of values among learners; to find out the effectiveness of examination procedures on the development of values among learners, and to establish the effectiveness of guidance and counseling procedures on the development of values among learners in public secondary schools. The research philosophy guiding the study was the pragmatism philosophical paradigm. A descriptive research design was used for the investigation. In the 285 public secondary schools in the county, there were 285 principals, 285 teachers in charge of student behavior, and 285 student leaders who made up the target population. In the study, 86 principals, 86 student representatives, and 86 Form three class teachers were selected as the sample size. Of the target population, this made up 30.0%. The study used a multi-stage sampling strategy. In the investigation, both probability and non-probability sampling were used. First, the study chose schools and principals using cluster sampling. The sample of student leaders was then chosen using a straightforward random sampling procedure. The sample for teachers was chosen using purposive sampling technique. Quantitative data was gathered using a checklist. Utilizing both questionnaires and interview schedules, qualitative data was gathered. Teachers and principals received questionnaires, while students received focus group discussion guides and interview schedules. The questionnaires were subjected to reliability tests. Descriptive statistics like frequencies, means, and percentages were analyzed in the quantitative data analysis. The outputs were then presented in form of tables. Qualitative data were analyzed using thematic analyses and presented in prose form. Disciplinary procedures were found effective in developing values such as responsibility and obedience in at least 70% of the schools. However, the procedures were not effective in the development of values such as discipline, responsibility, integrity, peace, and obedience. Student leaders’ appointment procedures in public secondary schools were not effective in creating values such as integrity, responsibility, and honesty in over 90% of the schools. Examination and assessment procedures employed helped develop values such as hard work, honesty, commitment, responsibility, and discipline in over 50% of the schools. Guidance and Counseling procedures were effective in developing values such as respect for teachers, responsibility, peace, sharing, and love in over 70% of the schools. Nevertheless, these values were less than 50% of the schools. However, Stakeholders such as educational officers such as the Ministry of Education, Teachers Service Commission, principals, and teachers may also use this information, as a guide to policy guidelines review or formulation concerning management procedures and values among learners.