Mogoi, Everlyn Nyasani2024-09-052024-09-052024-04https://ir-library.ku.ac.ke/handle/123456789/28726A Research Project Submitted in Fulfillment of the Requirements for the Award of the Degree of Master of Education in Guidance and Counseling of Kenyatta University April, 2024 Supervisor. Crispus Koinange WawireIt is estimated that about 20% of secondary school students display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. The aim of this study, was to investigate the correlation between behaviour support strategies, emotional intelligence and disruptive behaviours among form two students in Dagoretti Sub County. From the literature reviewed, it is clear that disruptive behaviour may be attributed to punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. Studies on the relationship between self-control, adaptability and disruptive behaviours have mainly been conducted in developed countries leaving a gap in the local context. The study was based on Problem Behaviour Theory by Jessor (1987), and Emotional Intelligence Theory by Mayer and Salovey (1990). To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. The study used mixed-method data collection technique to collect both quantitative and qualitative data. This study primarily utilised structured questionnaires that included behaviour support strategies questionnaire by Webster (2001), which was used to collect data on behaviour support strategies among teachers, the emotional intelligence scale developed by Singh (2004), and the disruptive behaviour questionnaire developed by Karimy et al. (2018), which were used to collect emotional intelligence, and disruptive behaviour among students respectively. The researcher also used self-constructed interview schedule to collect qualitative data from the guidance and counselling teachers. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyse quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson Product Moment Correlation coefficient was employed to test hypotheses. Qualitative data were analyzed and presented thematically. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = - .29, p < 0.05. The findings of this study may provide an empirical basis for resolving disruptive behaviours among secondary school students. The results may provide useful information to all stakeholders on the factors associated with disruptive behaviours among secondary school students.enThesis