Parenting styles and their influences on the management of students discipline in secondary schools in Meru County, Kenya
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Date
2024-03
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Kenyatta University
Abstract
Discipline management in Kenyan secondary schools has grown increasingly complex due to the lack of parental guidance, leading to challenges in fostering respect for authority and adherence to established rules. Changes in social structures have resulted in shifts away from traditional cultural norms and values, contributing to indiscipline cases in Meru County. This study aimed to explore the influence of parenting styles on the management of students' discipline in public secondary schools in Meru County, guided by Attribution Theory. The research focused on four objectives: (i) assess the influence of authoritative parenting style on discipline management, (ii) examine the influence of permissive parenting style, (iii) analyse the effect of authoritarian parenting style, and (iv) Investigate the impact of negligent parenting style. The study employed a descriptive survey design, incorporating both quantitative and qualitative approaches, conducted in 36 purposefully selected schools representing various strata. A population of 192 public secondary schools in Meru County was targeted, with 522 respondents sampled using the Krejcie and Morgan table. Data were collected through questionnaires and interviews, analysed quantitatively using descriptive and inferential statistics, and qualitatively through thematic analysis. Validity of instruments was established through expert judgement from specialists in educational management. Cronbach alpha was used to determine reliability, where an average alpha of 0.79 was realised implying that the instrument was sufficiently reliable. The results indicated that authoritative parenting significantly influenced discipline management for both mothers and fathers (x2=28.453, df=1, p=0.000<0.05 for mothers; x2=28.547, df=1, p=0.003<0.05 for fathers). Permissive parenting did not exhibit a significant influence on discipline management (X2=.000, df=1, p=1.000>0.05; X2=.676, df=1, p=0.411>0.05). Authoritarian parenting showed no statistically significant impact on discipline management, while negligent parenting significantly influenced students' discipline (x2=4.018, df=1, p=0.030<0.05; x2=26.428, df=1, p=0.000<0.05). In conclusion, authoritative and negligent parenting styles emerged as significant influencers of student discipline. The study recommends that parents set guidelines, strike a balance between parental authority and friendship, and adopt a structured approach to parenting that fosters responsible behaviour. These recommendations aim to enhance discipline management in schools, contributing to a more orderly society. The study's findings can inform the Ministry of Education and Secondary School Management in formulating policies addressing school indiscipline, ensuring accountability for both students and parents.
Description
A thesis submitted in partial fulfilment of the requirement for the award of the degree of doctor of philosophy of education (educational management) in the school of education and lifelong learning of Kenyatta University, March 2024
Suprvisors; Dr. Hellen Kiende Guantai and Dr. Daniel Mange Mbirirhi