INFLUENCE OF SCHOOL BEHAVIOUR CHANGE INTERVENTIONS ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

Abstract

In Kenya's educational settings, maintaining effective teaching and learning relies upon a well-structured discipline system within schools. However, the prevalence of indiscipline issues, encompassing fights, truancy, drug abuse, academic deterioration, and dropouts, poses significant challenges to the education system. Despite the government's recommendations for robust interventions to counter these issues, students persist in demonstrating behavioural problems. To evaluate the effectiveness of these behaviour change initiatives, a study was conducted in Kiambu County, focusing on public secondary schools. The research aimed to achieve four main objectives: firstly, to investigate the impact of teacher counseling interventions on students' discipline; secondly, to explore how student peer counseling interventions influence discipline; thirdly, to assess the effects of mentorship interventions on discipline; and lastly, to determine the influence of disciplinary actions on students' discipline. The study drew upon the Problem Behaviour Theory, the Ecological Systems Theory, and the Personal Construct Theory as guiding frameworks. The study used correlational research design and targeted 227 principals, 3,479 guidance and counseling teachers, and 89,065 students within Kiambu County. From these, a representative sample of 23 principals, 97 teachers, and 398 students was selected using simple random sampling. Data collection encompassed questionnaires, interview guides, and field observation schedules. Piloting ensured the accuracy and suitability of research instruments, while the questionnaires' reliability was tested using Cronbach's alpha coefficient, yielding good values ranging from 0.76 to 0.87. Quantitative data analysis utilized descriptive statistics, including frequencies, percentages, means, and standard deviations. The Statistical Package for Social Science (SPSS) facilitated data processing. Inferential statistics were applied to test the null hypothesis, incorporating Pearson product moment correlation coefficients (r) and multiple regression analysis at a significance level of 0.05. Qualitative data from open-ended questions, interviews, and secondary data transcripts were analyzed through content analysis procedures. The study's findings revealed a positive and significant relationship between students' discipline and various interventions: teacher counseling interventions (r=0.481, p<0.05), student peer counseling (r=0.476, p<0.05), mentorship interventions (r=0.403, p<0.05), and school discipline actions (r=0.599, p<0.05). These outcomes substantiated the impact of these interventions on student discipline within the study area. The study emphasized the need to strengthen interventions in the areas of school discipline actions, mentorship, student peer counseling, and teacher counseling. It recommended bolstering guidance and counseling programs by recruiting more dedicated professionals. Regular recruitment and training of peer counselors should be prioritized to reach a larger student population, and mentorship programs should be initiated to tap into their potential for enhancing discipline. Moreover, the regulation of school disciplinary actions should be optimized to align with schools' punishment requirements. To ensure adaptability, the Ministry of Education is advised to periodically review the school disciplinary policy. Subsequent research could explore other factors affecting student discipline, including school culture, socioeconomic status, and family background. This study's beneficiaries encompass school administrators, educators, students, parents, and policymakers. Ultimately, by refining and strengthening these interventions, the educational environment can foster enhanced discipline among students in the surveyed schools.