Factors Responsible for Discipline at Ofafa Jericho High School, Nairobi
Date
2005-05
Authors
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Journal ISSN
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Publisher
Tangaza University College/Saint Mary university of Minnesota(Nairobi Campus)
Abstract
The goal of every school should be the creation of a discipline culture where teaching and
learning are possible without any kind of fear. It is for this reason that an investigation of
the Factors Responsible for Discipline at Ofafa Jericho High School Nairobi was carried
out, with the intention that the outcome of the investigation would help the school to
strengthen and improve the discipline of the school and that others schools may find the
findings helpful in strengthening and improving their own discipline cultures.
Questions that guided the investigation are as follows:
What structures put in place are responsible for discipline in Ofafa Jericho High School
Nairobi? What are the attitudes and perceptions of students and teachers toward discipline?
A survey research design was applied in this investigation. The investigation targeted
students from form two, three and four, teachers, the Principal and the Deputy Principal.
Students and teachers were randomly sampled while the Principal and the Deputy Principal
were purposively sampled. Questionnaires and interview guides were used for the collection
of data.
The study found a number of factors responsible for the discipline culture of Ofafa Jericho
High School. Some of the factors include: self-discipline in students, teachers and
administrators, Principal and teachers' professionalism and competence, guidance and
counseling service, teacher-student rapport, and appropriate family upbringing, among
others. It was found that the attitudes and perception of students and teachers towards
discipline was positive. The administrators, teachers and students see discipline as an important component of any society or organization that strives for success and fraternal
living.
The study found corporal punishment in school a disturbing issue with respondents calling
for its abolition. There were fewer students' involved in drawing up discipline policies and
selecting of prefects. There was also some lack of cooperation from parents on discipline
issues, among other findings.
The research findings suggest that the school should involve students in discussion about
drawing up discipline policies and selecting of prefects if ills to improve and strengthen the
existing disciplined culture. Parents should take an active part in the smooth running of the
school, and teachers and the administrators should display more their competence and
professionalism in classroom management and the general management of the school.
Guidance and counseling should be strengthened and school rules revised as frequently as
possible.
The overall concern of the school should be individual students because without them there
would be no schools. The concern should manifest itself in a number of ways such as
involving students in decision-making, and the setting of the school goals. In so doing,
students will have a sense of ownership of the school and strive to make the school
discipline better. There should be forums where students are given the opportunity to air
their views freely and without fear or intimidation. There should also be forums where
administrators, teachers, students and parents come together to discussion issues that will
improve and strengthen the culture of discipline in the school.
Description
Keywords
disciples, Causes of Indiscipline, Administration and Discipline, Guidance, Counselling and Discipline, Corporal Punishment and Discipline, Rewards as a Means of Fostering Discipline, Role of Student Leaders in School Discipline, Teachers and Discipline, The Role of Parents in Discipline