Family Background and Student Discipline in Public Boarding Secondary Schools in Western Region, Kenya

THESIS TITTLE:  Family Background and Student Discipline in Public Boarding Secondary Schools in Western Region, Kenya.

STUDENT’S NAME: Ishmael Mabunde

 SUPERVISORS

1.Dr. Sarah Likoko

2.Dr. Jane Barasa

ABSTRACT

Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of an individual. The purpose of this research was to investigate the influence of family background on student discipline in public boarding secondary schools in the western region of Kenya. The objectives of this study were as follows: to establish the influence of parenting behaviour on student discipline in public boarding secondary schools in the western region of Kenya; to determine the influence of family income on student discipline in public boarding secondary schools in the western region of Kenya; to examine the influence of family structure on student discipline in public boarding secondary schools in the western region of Kenya; and to analyse the influence of parental educational background on student discipline in public boarding secondary schools in the western region of Kenya. Rational Choice Theory and Social Learning Theory served as the foundation for this study. The investigation was conducted using an ex post facto design. The study’s target population consisted of 5,583 class teachers and 369 deputy principals (administrators-in-charge) from 369 public boarding secondary institutions. The sample included 123 deputy principals and 558 class teachers from 123 randomly selected schools. Simple random sampling was used to select the 558 class teachers, while purposive sampling was used to select the 123 deputy principals. For data collection, a questionnaire and an interview schedule were employed. The reliability of the instruments was assessed using the test-retest method. Results of the pilot study revealed that all scales were reliable because their values exceeded the required threshold of 0.7. Data were analyzed using frequencies, percentages, weighted averages, correlations, and multiple regression analysis. The study concluded that parenting behaviour, family income, family structure, and parents’ level of education influenced the discipline of students in public secondary schools. Therefore, it was recommended that schools should host training sessions to increase parents’ understanding of their roles in student discipline, as this would reduce the occurrence of indiscipline among learners.