Abstract

This study was undertaken to explore students’ perceptions of effective school discipline practices in some selected public secondary schools in Central East Education Division. Guided by Choice Theory of William Glasser (1998), the study employed a qualitative case study design. Data were generated through face-to-face interviews and focus group discussions with schools’ head prefects and general students respectively The rationale for the study followed other studies findings that students’ views had for so long been neglected despite teaching and learning centering around them. The data which were thematically analysed, revealed that students understood what constitutes effective school discipline practices and causes of students’ indiscipline in schools However, it has also been shown that there barriers to effective school discipline which do not originate from students only, but also from teachers, school managers and the ministry of education. The study concluded that students are aware of, and need effective school discipline practices in their schools; and that they should participate actively in decision-making of the school if effective discipline in schools is to be achieved. By implication, it was noted that teachers, school managers and the MoEST need to be pro-active rather than reactive when dealing with students’ indiscipline; periodically evaluate the school discipline policies to suit the present situation and promote fairness; and need to train both students and teachers on holistic approach to discipline.

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School	: School of Education
Issued Date	: 2019

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