Abstract:
Students' discipline is a critical determinant of successfiil learning in schools. The level of discipline is dependent on the extent to which a principal enlists the support of teachers and parents. The study hypothesised that the level of principals’ inclusiveness is dependent on the school-type. The latter referred to school categorisation on the basis of whether a school was Day, Boarding, or Day and Boarding. In this regard, school-type was used as the unit of analysis. The objective was to determine whether there was any relationship between school- type, principals’ level of inclusiveness and level of students ’ discipline. The study applied the survey research design. Data were collected through a questionnaire which was self-administered to a sample of 306 teachers, 28 principals and 28 chairpersons of Parent-Teachers Association in public secondary schools in Nyandarua and Laikipia districts, Kenya. Formulated hypotheses were tested through chi- square at 0.05 level of significance. The study revealed that the level of principals’ inclusiveness was highest in Day and Boarding schools, followed by Boarding schools, and lastly Day schools. A similar pattern was observed with regard to teachers‘ and parents’ input on discipline management. However, the level of students ' discipline was highest in Day schools, followed by Day and Boarding, and Boarding schools. This has the implication that an inclusive management approach has a positive eflizct on teachers’ and parents’ support in discipline management. However, the latter may not generate the expected impact in Boarding, and Day and Boarding schools which implies that a different factor is needed to enhance discipline in these institutions. These findings have important implications on principals‘ approach to discipline management irrespective of the type of school a principal could be heading. -
