ABSTRACT
Each year about 50 schools go on strike during the month of July, this year (2008) over 300 schools were on revolt dnring the second tenn. It is a tension filled month because of the mocks, schools running out of money and meals way below standard. Students have endured six months of what they cons,der ill treatment, incompetence and absenteeism of teachers, adrn.inistrative conuption, poor maintenance of buildings and no one to listen to their normally reasonable complaints and suggestions. It is also the cold season in the highlands and students have little to kceep themselves warm, physically and morally. The only way to attract attention they reasnn is by radical means: striking though rarely w1fo arson until recently. Post-election violence could be a caw,e. Some student's moral responsibility was totat'.y killed during the 'troubles'. They burnt houses; saw people running away, children falling from exhaustion, from hunger and thirst for water. They became immune to any feelings of humanity. They regarded then- deeds «s successful when they saw people being killed or maimed and property destro ye:!. The perpetrators of such deeds (who included student.:) were not reprimanded but were regarded as heroes, some students got an idea that in order to successful, one needed to disrupt anri destroy systems. The study adopted a Descriptive research design. This enhanced the researcher to obtaio a better understanding of the stlidents' participation and reinforcement of school rules in selected secondary schools ir. Rongo division,Rongo district. The method chosen allowed a collection of comprehensive anJ intensive data and provided an in-depth understanding c.Y the topic under study.
TABLE OF CONTENTS
DECLARATION........... ............... . ............................................................................... i
APPROVAL ................................................................................................................... ii
ACKNOWLEDGMENT'., ............................................................................................. ii;
DEDICATION ............................................................................................................. iv
TABLE OF CONTENTS ............................................................................................. v
ABSTRACT .............................................................................................................. Vil
CHAPTER ONE ................................................................................................................. I
INTRODUCTION........... . ............................................................................................. .
1.1 BACKGROUND TO THE PROBLEM .................................................................... l
1.3 Purpose of the study ................................................................................................. 3
1.4 Research questions ................................................................................................... 4
1.5 Scope of the study ..................................................................................................... 5
1.6 Significance of the study ......................................................................................... 5
1.7 Limitations of the study· ............................................................................................. 5
CHAPTER TWO ................................................................................................................. 7
REVIEW OF THE RELATED LITERATURE .............................................................. 7
2.0 INTRODUCTION ..................................................................................................... 7
2.lConcept of the term discipline• ................................................................................. 7
2.2Causes of indiscipline: m Secondary Schools ............................................................. 8
2.3 Students Involvemerl in the Decision Making .......................................................... )
2.4 Punishment and Schcd Discipline .......................................................................... 1 O
2.5 Leadership and Discipline ....................................................................................... 1 0
2.6 Participatory school ,leadership, in promoting democracy and discipline ................ l 0
2.7 Role of prefects in fr .. hancin;: schools discipline ................................................... '.1
2.8 Communication in FfP~ents' mvolvement in secondary school discipline process., 1
2.8 Interpersonal relationship in students' involvement in secondary school disciplin~
...................................................................................................................................... 12
CHAPTER THREE ....................................................................................................... 14
METHODOLOGY ....................................................................................................... 14
3.0 INTRODUCTION ................................................................................................. 14
3 .1 Research Design ..................................................................................................... 14
3.2 Target Population ................................................................................................... ! 5
3 .4 Sampling procedure. .. ............................................................................................ l 5
3.6 Data collection procedure ........................................................................................ l 7
3.7 Data Analysis .......................................................................................................... 17
CHAPTER FOUR ............................................................................................................ 18
4.0 DATA PRESEN1'ATION AND ANALYSIS ................................................... 18
4.1 INTRODUCTION .................................................................................................. 18
4.2. TEACHERS BIO-DAT A .................................................................................. 19
4.3. PUPILS BIO-DATA .............................................................................................. 20
4.4 TEACHERS ANALYSIS ...... : ............................................................................... 22
PERCENTAGE ............................................................................................................ 22
RESPONDENTS ........................................................................................................... 22
V
FREQUENCY ............................................................................................................... 23
FREQUENCY .............................................................................................................. 24
CHAPTER FIVE ............................................................................................................. 25
DISCUSSION, CONCLUSIONS P.ND RECOMMENDATIONS .............................. 25
5.0 INTRODUCTION.... . ........................................................................................... 2.,
5.1 DISCUSSION OF THE FINDINGS ....................................................................... 2'.i
5.2 CONCLUSIONS ................................................................................... : ................ 26
5.3 RECOMMENDATIONS....................................................................................... 27
5.4 AREAS OF FURTHER STUDIES ......................................................................... 28
APPENDIX I QUESTIOlNAIRE FOR HEADTEACHER .......................................... 29
APPENDIX TWO ASSISTANT TEACHER'S QUESTIONNAIRE .......................... 3:1
APPENDIX THREE QUESTION1'iAIRE FOR STUDENTS ...................................... 35
