STUDENT COUNCILS EFFECTIVENESS IN ENHANCING DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN MURANG’A SOUTH SUB COUNTY, MURANG’A COUNTY, KENYA

Abstract

ABSTRACT The purpose of the study was to determine the Student Councils Effectiveness in Enhancing Discipline in Public Secondary Schools in Murang’a South Sub County-Kenya. Five research questions guided the study. How do School Administrators constitute the Student Councils? In what ways do the School Principals empower Student Councils to handle conflict matters among the students? How do the Student Councils motivate other students to participate effectively in maintaining order and discipline in School? What challenges do the Student Councils encounter in the process of enhancing discipline? How can student councils be made more effective in school encounters? The study was anchored on Astin’s students’ involvement theory. Convergent Parallel Mixed Methods Research Design guided the study. The quantitative approach adopted a Cross-sectional survey whereas the qualitative approach used phenomenology design. The target population included all Principals, Deputy Principals, Boarding Staff, Student Leaders, and Students. Both probability and non-probability sampling techniques whereby stratified random and purposive samplings selected the study participants. Data collection tools included questionnaires, interview guides, and a document analysis guide. Experts validated research instruments in terms of both content and face validity. Cronbach Alpha technique determined the reliability of quantitative items. Qualitative items were determined in terms of their trustworthiness. Descriptive statistics particularly frequencies and percentages analyzed quantitative data that was presented in frequency distribution tables. Qualitative data was analyzed using content analysis and presented in form of excerpts, direct quotes, and narratives. The key findings indicated that some schools still have prefect system hence not shifted to the Student council's leadership. Others had student leaders’ constitutions that guided the electoral process while others did not. The student leaders were empowered through training programs, frequent meetings, communication, and benchmarking. Institutional factors such as peace clubs, conflict management panels, capacity-building programs, empowerment forums, and schools’ core values enhanced the student council's effectiveness. The latter involved other students to enhance discipline through peace talks and clubs, peace rallies, peer counselling, motivational programs that sort their issues. Challenges encountered by student councils were internal, external and personal more so on not observing the school rules and regulations. Lack of balancing between academic work and leadership deteriorated their performance. Student leaders were not involved in crucial sittings held by the Board of Management. Some schools did not involve the students democratically in the selection of the students’ councils. Many schools have not given capacity-building programs for the student leaders a priority and have neglected motivational incentives thus derailing the motivation and effectiveness of leadership. The study recommended that student leaders attendance of Board meetings on matters affecting student life, strengthen their capacity building programs, and involve students in elections by complying with policy guidelines, motivating and rendering them maximum support as ways of maintaining effective discipline in schools.