Principals’ Leadership Practices And Their Influence On Students’ Discipline In Public Secondary Schools In Makindu Sub County, Kenya

ABSTRACT The purpose of the study was to investigate the principals‟ leadership practices and their influence on students‟ discipline management in public secondary school in Makindu Sub County, Kenya. The study was guided by four research objectives: To examine the influence of principals‟ democratic leadership style on public secondary school students‟ discipline in Makindu Sub County; determine influence of principals‟ communication on public secondary school students‟ discipline in Makindu Sub County; assess the extent to which the principals‟ use of school student council in decision making influences public secondary school students‟ discipline in Makindu Sub County and lastly examine the influence of principals use of school rules and regulations on students discipline in public secondary schools in Makindu sub county. This study was based on the Self Determination Theory developed by Deci and Ryan (2002). The research design used in this study was descriptive survey. The target population of the study was 20 principals, 156 teachers and 1979 from form three and four students. The sample comprised of 20 principals, 46 teachers and 197 students who were selected by simple random sampling. Data in the study was collected using questionnaires. Descriptive statistics methods was used for evaluating headteachers‟ transformative leadership styles on teachers‟ job satisfaction. Pearson correlation coefficients were computed to find out the relationships between principals leadership practices and student discipline. The study established that principals in their respective secondary schools encourage open door policy where students are free to see the head of the institution to explain their problems. Principals were and tasked encourage democratic form of school organization in which students elect their own leaders, provision of a suggestion box for the students to give independent views about the school administration and even allowing students to have a say in determining the dress code of the school. Principals communicated in time, for example, school rules and daily routine pinned at notice-boards, classrooms and dining halls. Student council is consulted when major school decisions, for example, on diet, dressing code and cancellation of trips, affecting them is made. In the same vein, it is evident that principals ensure that students have a copy of school rules and regulations, are strict on students‟ dressing code, maintain that students get permission before leaving the school, are strict on students‟ class attendance and ensure that rules are clearly laid out in the school notice board. Rules and regulations specify in most cases what school members should do and what they should not do. The study thus recommends that principals should adopt leadership skills and mechanisms which are aimed at minimizing instances of students‟ indiscipline. Schools should organize for seminars and workshops for student leaders to acquire skills necessary to help reduce instances of indiscipline amongst their colleagues. Principals should adopt collaborative approach which brings all school stakeholders to help address students‟ indiscipline. Students should be sensitized on the importance of adherence to school rules and regulations. Rules for the membership to the student council should be flexible for all students so that they can own its leadership. This will go a long way in guaranteeing respect to the leaders.