Examining Factors Contributing to Indiscipline in Primary Schools in Nyeri Central Sub-County, Kenya
Patrick Kagoiya 1, Njogu Kagema 1 *
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1 Karatina University, Department of Planning, Administration and Curriculum Development, Karatina, KENYA
* Corresponding Author

Abstract

School discipline is a core indicator of school effectiveness. Learner management is crucial and educational researchers need to focus on factors leading to indiscipline in schools. Guided by Planned Behaviour Theory that explores on guidance, counseling and good classroom management the study used the survey research design to sample 91 teachers randomly selected from 13 schools. Purposive sampling was used to select 13 head teachers. The research instruments used was Head Teachers’ and Teachers’ Questionnaire with a reliability coefficient of 0.76. Data obtained was coded and analyzed quantitatively using Statistical Package for Social Sciences (SPSS ver. 19). Its presentation was done by use of charts, tables, percentages and frequencies. The study found out that 55% of the teachers used guidance and counseling in enforcing discipline in schools while 7.1%) still use corporal punishment. The study concludes that absenteeism, truancy and lying were found to be prevalent in many schools and those teachers and parents are to take a great role in discipline management of learners. We recommend re-training of teachers on alternative methods of discipline. It is expected that the findings of the study will benefit education policy makers to use acceptable disciplinary procedures in schools.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.20897/pr/91650

PEDAGOGICAL RES, 2018 - Volume 3 Issue 2, Article No: 07

Publication date: 03 Jun 2018

Article Views: 2336

Article Downloads: 2006

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