School Connectedness and Its Effects on Student’s Discipline in Public Secondry Schools in Tharaka-Nithi County, Kenya
No Thumbnail Available
Date
2025-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Schools are fundamentally designed to foster personal and social growth among
students, yet this objective is often undermined by indiscipline which has become a
major challenge in many public secondary schools in Tharaka-Nithi County.
Persistent indiscipline has not only hindered academic achievement but has also led
to significant financial burdens to families, stemming from both lost instructional
time and damage to school infrastructure. This study set out to examine the effect of
school connectedness on student discipline in public secondary schools in Tharaka
Nithi County, Kenya. The investigation focused on four key dimensions: teacher
support, peer group networks, commitment to education, and the physical school
environment. The research was anchored in Invitational Theory, which posits that
cultivating inviting and supportive school environments through people, places,
programs, processes, and policies can meaningfully shape student outcomes.
Employing a convergent-parallel mixed methods design, the study integrated both
qualitative and quantitative approaches. The total population encompassed 51,363
students, 2,737 teachers, and 154 principals across the county’s public secondary
schools. From this, a sample of 400 students, 200 teachers, and 40 principals was
selected using systematic random, stratified, and purposive sampling techniques.
Data collection instruments included questionnaires for students and teachers and
structured interview schedules for principals. Cronbach’s Alpha showed strong
reliability for both student (0.831) and teacher (0.731) tools. Quantitative results
were processed through descriptive and inferential statistics, while qualitative input
was thematically examined. All four school connectedness aspects were found to
meaningfully shape student discipline. Specifically, teacher support (F(2, 389) =
5.694, p = .004), peer networks (F(2, 389) = 35.672, p = .000), commitment to
education (F(2, 389) = 81.571, p = .000), and the physical environment (F(2, 389) =
141.691, p = .000) each emerged as significant predictor. Collectively, these factors
explained 57.5% of the variance in student discipline (R² = 0.575, F = 130.93, p =
.000), with the physical environment exerting the strongest influence. The study
concludes that student discipline is closely linked to the degree of school
connectedness. Supportive teachers, constructive peer relationships, strong student
engagement, and an orderly school environment collectively foster positive
behaviour and self-regulation. The research recommends that educational
policymakers and school leaders prioritize teacher-student relationship building,
implement peer mentoring initiatives, promote comprehensive student engagement,
and maintain safe, friendly and inviting school environments. This study presents
evidence on how various aspects of school connectedness affect discipline, offering
a practical guide for nurturing well-managed and supportive school environments in
Kenya.
Description
A Thesis Submitted In Fulfillment of the Requirements for the Award of the Degree of Doctor Of Philosophy (Educational Management) in the School of
Education and Lifelong Learning of Kenyatta University. November 2025
Supervisors
Peter Nyaga Muchanje
John Ndiritu