INFLUENCE OF PRINCIPALS’ DISCIPLINE MANAGEMENT STRATEGIES ON PSYCHOLOGICAL WELL-BEING OF ORPHANED STUDENTS IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA.

Abstract

Principals are supposed to utilise different strategies to address the issues affecting orphaned learners to promote their psychological well-being, especially in public secondary schools. Such tactics should be used in regions such as Makueni where orphaned children undergo difficulties and challenges. Considering the identified situation, this study sought to assess the influence of principals’ discipline management strategies on the psychological well-being of orphaned students in public secondary schools in Makueni County, Kenya. The objectives were: to establish the influence of principals’ enforcement of rules and regulations, involvement of stakeholders, counselling strategies and mentorship programmes on the psychological well-being of orphaned students in public secondary schools in Makueni County, Kenya. The study was guided by the assertive discipline theory and the theory of psychological well-being. The study adopted a descriptive correlational research design. The target population comprised 393 principals, 1003 teacher-counsellors, and 583 orphaned students in the 393 public secondary schools, totalling 1,979 respondents from which a sample of 333 respondents was determined using Yamane’s Formula which is a statistical formula used to calculate sample size. A sample of 66 principals, 169 teacher-counsellors and 98 orphaned students using stratified simple random technique such that the sample for each category was proportionate to the target population. Questionnaires were used to collect quantitative data from teacher-counsellors whereas interview guides were used to collect qualitative data from principals and orphaned students. Qualitative data was analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies, percentages, means, and standard deviation and inferentially using Spearman’s correlation analysis using Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses (α= 0.05). Quantitative findings were presented using tables and figures. The study’s findings were; a positive correlation (r=0.380, p<0.05) between the principals’ enforcement of rules and regulations and the psychological well-being of orphaned students in public secondary schools in Makueni County which suggests that consistent application of rules may foster a sense of stability and security for orphaned students, a positive correlation (r=0.414, p<0.05) between the involvement of stakeholders in decision-making and the psychological well-being of orphaned students in public secondary schools in Makueni County which indicates that when teachers, parents, and community members participate in school decisions, it may enhance students’ sense of belonging and value, a positive correlation (r=0.401, p<0.05) between the counselling strategies and the psychological well-being of orphaned students in public secondary schools in Makueni County which highlights the importance of accessible and effective counseling services, and a positive correlation (r=0.320, p<0.05) between the mentorship programmes and the psychological well-being of orphaned students in public secondary schools in Makueni County which suggests that having mentors may positively influence the mental and emotional well-being of these students. The study concluded that a significant relationship was established between the extent to which principals enforce rules and regulations and the psychological well-being of orphaned students. Also, the study recommended that orphaned students should actively seek support and engage with counseling services, mentorship programs, and peer counseling centers provided by the school, as these resources have been shown to significantly contribute to their psychological well-being. Potential beneficiaries of the study findings include educators, policymakers, and community stakeholders, who can use the insights to develop effective strategies for supporting the psychological well-being of orphaned students and promoting inclusive and healthy school environments. Future research should include longitudinal studies, challenges in discipline management, educational settings comparisons, policy impact assessment, trauma-informed approaches, and parental/community support programs.