Education performance and discipline: the case of secondary schools in Karemo Division, Siaya District, Kenya
K’odera, Sawanda Luke
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Indiscipline in educational institutions has become a major concern not only for educational managers, but for the society at large. Over the years, indiscipline cases have been reported across school categories. The impact has implications for schools in general and school administration in particular. Teachers cannot perform their core duty of facilitating learning. Consequently, education performance is likely to suffer. This study sought to investigate the relationship between school discipline and education performance in secondary schools. The main objective of the research was to determine the impact of discipline on educational performance. The specific objectives were to analyze the factors causing indiscipline in secondary schools and to determine the factors leading to good educational performance. The population of the study was thirteen (13) secondary schools in Karemo Division of Siaya District, Nyanza Province. Stratified random sampling was used to select six schools and simple random sampling used to select the actual respondents to whom the research instrument was administered. From a total population of 227 teachers, 58 were taken for the sample and from 5200 students, 1560 were taken. The researcher used two different questionnaires, one for the students and another for the teachers. The Kenya Certificate of Secondary Education (KCSE) results were also used in the analysis. The KCSE results, as an indicator of performance, were looked at vis-a vis the schools‟ history of indiscipline cases, or lack of such cases. The results of the study showed that there was a significant relationship between education performance and discipline. Schools that reported fewer indiscipline cases had relatively better educational performance as compared to those that had more indiscipline cases over the five year period under review. The major conclusion drawn was that school discipline holds the key to good performance in institutions of learning. The study therefore recommends that schools should adopt disciplinary procedures that enhance personal discipline among all the stakeholders, and more so among the students. Schools should involve learners in formulating discipline codes and encourage guidance and counseling for handling errant cases.