INFLUENCE OF STUDENT COUNCIL INVOLVEMENT IN GOVERNANCE ON DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN MERU COUNTY, K ENYA

Abstract

Cases of indiscipline have persisted in secondary schools in Kenya. They involve disruptive behaviour that takes the form of strikes, bullying, violence, drug abuse, burning schools, school dropout rates and teenage pregnancies. These issues are on the rise and have adversely affected learning outcomes in education across many high schools in Meru County. This study sought to assess the influence of student councils’ involvement in governance on discipline in secondary schools in Meru County, Kenya. The objectives which guided the study were to assess the influence of student councils’ involvement in policy formulation, subject selection, mentorship programmes, teacher supervision and infrastructural management on students’ discipline in public secondary schools. The study was guided by Social Contract Theory and adopted descriptive survey research design. The target population included deputy principals, Heads of Departments, Guidance and Counselling, and presidents of student councils drawn from 326 secondary schools of Meru County, totalling 978. Stratified sampling was done based on the number of sub counties (nine) in Meru County and selection of four schools from every sub county was done through random sampling. A sample of 36 public secondary schools was selected. Hence, the study sample was 36 deputy principals, 36 heads of guidance and counselling department and 36 presidents of student councils. Data from heads of guidance and counselling department and presidents of student councils was done using Questionnaires and interviews schedules used for deputy principals. Piloting was done in four secondary schools from Embu County. The researcher liaised with subject matter experts from the University and triangulating the pilot study findings to establish validity of the research instrument. Reliability of the instruments was established via test-retest technique where a reliability index, R≥0.7, was assented. Qualitative data was analysed thematically along the objectives and presented in narrative form. Quantitative data was analysed using descriptive statistics and inferentially using logistic regression. After coding, cross – case analysis was conducted. The quantitative data was presented in tables and charts. The study established that the level of students’ discipline was at 60% with a few cases (30%) of students’ indiscipline. While student councils were a feature in all secondary schools, they were not engaged equally across board. The research established that full involvement of student councils in all aspects of school governance including policy formulation, subject selection, mentorship programmes, teacher supervision and infrastructural management resulted in reduced cases of indiscipline amongst the students. Schools with less engagement of the student council had higher cases of student indiscipline. The study thus recommends that the school administration improve their engagement of school councils in school governance; provide capacity building for the student council members, and develop training programs to build their leadership skills. The Ministry of Education should develop a policy to guide on the involvement of student councils in all aspects school governance.