Wachira, Isaac Kiiru2026-03-132026-03-132025-11https://ir-library.ku.ac.ke/handle/123456789/32736A 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 NdirituSchools 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.enThesis