Approaches to discipline in Kimilili division of Bungoma District
Wasike, Nasimiyu Jayne
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The main purpose of this project was to investigate the approaches to discipline in Kimilili division of Bungoma District. The following research questions were used to guide the study: 1. What is the nature if indiscipline experienced in Secondary schools? 2. What are the probable cause if indiscipline in secondary schools? 3. What interventions does the school administration employ for the student indiscipline? 4. To what extent have the interventions helped to arrest the situation? The study was done in four secondary schools in Kimilili Division in Bungoma District. The sample included 15 teachers, 4 headteachers and 120 students. The used for the study were a questionnaire for students and teachers and an interview schedule for headteachers. The questionnaires were administered and collected personally by the researcher. The data was summarized and presented by use of tables and was analysed in percentages and frequencies. The findings arrived at after the analysis of data are given below:- 1. Teacher education is a vital aspect in the process of instilling and maintaining discipline as it equips the teacher with appropriate approaches to discipline and gives him or her confidence in handling student discipline. 2. Teachers experience numerous problems from students in and out of the classroom. These range from mildly to severely disruptive. Mild discipline was the most common indiscipline followed by moderate indiscipline, then severe indiscipline. The most common misconduct in mild indiscipline was noise making in moderate indiscipline it was refusal to do manual work, while in severe indiscipline it was theft and possession of others property. 3. Indiscipline in schools is either entirely internal nor externally causes, but it is the result of the interaction of the student and environment. Specifically the physiological, physical and psychosocial environments combine to affect behaviour. In the physiological environment the main cause of indiscipline was failure to cope and recognize the adolescent stage. In the physical environments, lack of parental supervision at home and peer influence at school were the main cause of indiscipline. While in the psychosocial environment, poor interpersonal relationships and inappropriate student values, priorities, interests and low expectations are the main causes of indiscipline according to the respondents. 4. In selecting the mode of intervention, headteachers and teachers consider the degree of severity hence the degree of intervention matches the degree of severity of the indiscipline. For mild indiscipline, the main mode of intervention is minor manual punishment and for severe indiscipline the main modes of intervention are suspension and expulsion. The other common modes of interventions for all the three categories of indiscipline are guidance and counselling and corporal punishment. 5. According to majority of the respondents most of the interventions used for indiscipline have been quite successful in improving student discipline by improving performance of students in terms of conduct are results at National Examinations. This has been due to intensification and expansion of guidance and counselling programs in schools and also due to the fear of the severe consequences for indiscipline in school.