Anderson Biwott Project
Anderson Biwott Project
Anderson Biwott Project
RESEARCH PROJECT
PRESENTED BY: BIWOTT K. ANDERSON
REGISTRATION NUMBER: BED/0317/2017
JANUARY, 2022
DECLARATION
I hereby declare that this project is my original work. I also affirm that it has not been presented
to this institution or any other university for academic purposes, or for any other purpose.
Submitted by
Name: Biwott K. Anderson
Sign………………………………………
Reg. Number…………………………
This research project has been submitted for examination with my approval as the university
supervisor.
Signature……………………….
Date………………………………
Madam Agness Muteti
Department of Education
The East African University
DEDICATION
I dedicate this project to my immediate family members, relatives, University colleagues and
friends for their love, support, care, encouragement and understanding during the entire period.
ACKNOWLEDGEMENT
I wish to express my sincere thanks to all those who have given me assistance, encouragement
and educational insights during this work. Above all, I wish to thank the Almighty God, for
giving me a good health, life and even strength to go through this study. My utmost sincere
thanks goes to my head of department for supporting, directing and even guiding me through this
study. I believe that this work is worthy of all the confidence that everyone assisted me.
iv
TABLE OF CONTENT
Content Page
Title page………………………………....………………………………………..i
Declaration..............................................................................................................ii
Dedication.............................................................................................................. iii
Acknowledgements................................................................................................ iv
List of tables........................................................................................................... ix
List of figures...........................................................................................................x
Abstract.................................................................................................................xii
CHAPTER ONE
INTRODUCTION
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction..................................................................................................... 12
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction..................................................................................................... 24
CHAPTER FOUR
4.1 Introduction..................................................................................................... 30
CHAPTER FIVE
5.1 Introduction..................................................................................................... 50
5.3 Conclusions..................................................................................................... 54
5.4 Recommendations........................................................................................... 56
REFERENCES.................................................................................................... 58
APPENDICES......................................................................................................64
viii
LIST OF TABLES
Table Page
students’ unrest.......................................................................................................36
Table 4.7: Best category in supporting guidance and counseling in the schools.. 40
problems.................................................................................................................44
Table 4.12: Extent to which drugs and substance abuse influence students’
unrest......................................................................................................................48
ix
LIST OF FIGURES
Figure Page
Figure 4.3 Management of access points to drugs and substance abuse and
students’unrest......................................................................................35
x
ABBREVIATIONS AND ACRONYMS
xi
ABSTRACT
The study aimed at investigating the influence of school-based factors on student’s
unrest in public secondary schools in Baringo County, Kenya. The study was guided
by the following objectives; to establish how principals management of access to
drugs and substance, teachers’ use of guidance and counseling, teachers’ discipline
management approaches and teachers’ compliance with children’s rights influence
students’ unrest in public secondary schools in Baringo County, Kenya. This study
was based on System theory by Ludwig von Bertalanffy (1996). The study used
descriptive survey design. The target population of this study comprised 60 public
secondary schools, 60 principals, 600 teachers, 120 prefects form 3 and 4 classes in
Baringo County, Kenya. The sample size was 240 respondents that included 30
principals, 120 teachers, 60 prefects (form 3 and 4) and 30 school presidents. One
hundred and ninety five responded of which 30 were principals, 95 teachers, 40
prefects form 3 and 4 classes and 30 school presidents. The BOM members were
stratified in to two to involve 8 male and 7 female members from each school.
Stratified sampling was used to select the respondents. Questionnaires for teachers
and class prefects and interview schedules for principals were used for data
collection. Reliability analysis was done through test-retest method. Reliability
coefficient of 0.7 deemed the instrument reliable. Validity was ensured through
discussion with the experts including supervisors and colleagues. Primary data was
collected and analyzed using quantitative and qualitative techniques and presented in
tables and graphs. Secondary data was obtained from journals and schools data base.
Data collected was analyzed using SPSS (Statistical Package for Social Sciences).
Descriptive statistics and thematic analysis were used. The findings showed that the
four schools that were effective in the management of access to drugs and substance
abuse in terms of principals’ management had three cases of school unrests compared
to six for those schools that were not effective in managing drugs and substances. The
study also found out that the two schools which had teachers’ practice better guidance
and counseling among the students had only two cases of school unrests compared to
six for those schools that did not have better guidance and counseling. Schools that
were effective in using various discipline approaches and whose teachers complied
with children’s rights had only one case of students’ unrest in their secondary schools
compared to three for those schools that lacked. The study recommends that
government initiate programmes that enhance principal’s management of access to
drugs and substance since the current methods being applied seem not to be effective.
This is because the teachers highlighted lack of proper practices to check on drugs
and substance abuse in the public secondary schools. This can be done through the
DEOs and principals in the public secondary schools. There should be further
research on the influence of head teachers’ leadership styles on students’ unrest in
public secondary schools in Baringo County, and the effect of teacher – students’
ratio on student unrest in public secondary schools in Baringo County, Kenya.
xii
CHAPTER ONE
INTRODUCTION
Student unrest refers to any form of disruptive behavior that interferes with smooth
UNESCO (2010) education is a basic need that must be attained and conferred to
every child. This is strengthened by the major goals outlined in the Millennium
Development Goals (MDGs) that outline and insist on Education for all by the year
2015 (MDGs, 2009). Thus, education has a definite role to play in the development
of people and countries. It has been cited as one of the most important determinants
Education increases labour productivity in both urban and rural sectors, and
A 1994 national survey in suburban, urban and rural schools in the United States of
America found that two major factors were held responsible for students’ unrest
that led to school violence were not numerous and not limited to: disintegration of
the family; and increased depiction of violence in the media and popular music.
Other factors included; alcohol and drug abuse, and easy access to weapons, such as
1
The developing countries have been the major receptors of students’ unrest that
has often given birth to major violent and destructive outcomes (World Bank
old children in Bangladesh, unrest that led to violence among children was
considered a global health problem and was the most inhuman type of intentional
Recent studies from Africa have also shown that physical fighting among school
going adolescents is prevalent especially when they feel that their voices are never
heard (Human Rights Watch, 2010). For example, Rudatsikira, et al. (2007)
reported that 50.6% of adolescents had engaged in a physical fighting with their
fellow students, teachers, authority or prefects within the past 12 months prior to
the survey in Namibia, southern Africa. While deaths were the most severe
interference with the normal learning activities of students; weapon carrying for
defensive purposes on school grounds; serious injury and increased medical costs
schools (Achoka, 2003; MoE 2012). Despite the existence of policy guidelines
in coeducational schools.
violence between two or more different religions or ethnic groups. For centuries,
violence has been a commonplace feature of school life with its causes embedded
in the social, cultural, historical and economic contexts of its time (Leach, 2003;
Achoka, 2009). The focus of unrest that leads to violence can be individuals,
objects or the school itself, and the nature of the damage can be psychological,
physical or material. Since the middle of the 20th century, violence against
rights, in particular of their right to physical safety and psychological security and
As pertains to Kenya, the students’ unrest behavior has a long history and several
pieces of evidence attests to this increased surge. From the beginning of the 20th
century, cases of student unrest are evident in Kenya (Republic of Kenya, 2001;
MoE, 2012). The first case of student unrest was reported in Maseno School in
1908. During the 1980s and 1990s, the number of schools experiencing student
tremendously from 0.9 percent in 1980 to 7.2 percent in 1990 (Republic of Kenya,
3
2009). These comprise of the known and recorded cases of student unrest though
the figures are likely to be higher because of the unknown and unrecorded cases.
Students’ unrest has not spared urban schools as was witnessed in Nairobi
province with unrest rocking upper hill school ,dormitory burnt one student dead.
Nairobi school, Lenana school, Moi girls Nairobi and Dagoreti high school in
2008 (Omari, 2011). In Coast province schools have not been spared by unrest
Malindi high school during July, 2010 students went on strike destroying the
administration block and baying for the principal’s blood. (Education Newspaper,
July, 2010) Baringo high school in July 2011 went on strike burning a dormitory
protesting against the mock examination, Waa High school of Kwale County in
March 2011 walked out of school protesting failure of the school administration
DEO’s office Msambweni July 2011 protesting high handedness of the principal
among others (Kiprop, 2012). This study therefore investigated the influence of
County.
Despite the numerous efforts that include formulating policies to guide school
(MoE, 2012). Like any other organization, a school is a social agent through
which students socialize and learn to appreciate one another (Kibera &Kimokoti,
2007). It shapes a child’s values, beliefs and emotions. However, this key role of
education is unattainable if adequate policies are not put in place to regulate the
management of students. This has left room for external influence on students
many Kenyan schools as recently seen in many schools in Baringo County like
Most scholars have recently concentrated their research on the causes of students’
unrest in higher institutions of learning while the elementary and secondary level
of learning have not been given the best share of the research they deserve,
although, they are the most affected by either mild or eruptive students’ unrest
(UNICEF, 2011). The need for a safe and non-violent environment is a necessity
environment that can become violent and unsafe. The secondary education system
in Kenya has been prone to students’ unrest that has not been addressed for a long
time.
5
Table 1.1: Number of strikes in secondary schools in Baringo County from
2012 to 2014
Baringo Central 23 7 6 5
Baringo South 17 5 4 3
Baringo North 20 4 6 5
Total 60 16 16 13
The table indicates that 75 percent of secondary schools in Baringo County have
had increase number of school unrest cases. Therefore, this study sought to
The purpose of the study was to investigate the influence of school-based factors
Kenya.
County, Kenya?
ii. How does teachers’ use of guidance and counseling influence students’
iv. To what extent does teachers’ compliance to children’s rights affect students’
school stakeholders.
Others who may benefit from the study included BOM’s and PTA’s being the
greatly from research findings while giving seminars and workshops to secondary
The respondents were not willing to reveal detailed information sought for in this
the study. The researcher furthermore presented a letter from the institution
explaining the purpose of the study is for academic work only and assuring them
of anonymity.
This study was confined in public secondary schools in Baringo County, Kenya. It
would have been more appropriate to conduct this study in the whole country
since in school based factors in public secondary schools and their role in students
8
The study was concerned with the specific objective of finding out if principals’
(i) The participants were cooperative and able to give the required information
attention to the rights of students to special protection and care afforded to minors
by the teachers. The rights include freedom of thought, conscience and religion,
Autocratic leadership style refers to a situation the leader makes all decisions
concerning what, when, where and how things are done and who will do them.
9
Compliance with human rights refers to the observance of the stipulated
to control oneself.
management of students that assist them overcome the number of challenges they
at school.
that influences drugs and substance circulation among students that involves
The study comprises of five chapters. Chapter one presents the introduction
the study, objectives of the study, research questions, significance of the study,
study.
10
Chapter two comprises of literature review regarding influence of principals’
instruments and validity and reliability data collection procedure and data analysis
procedures.
Chapter four contains data analysis, interpretation and discussion. Chapter five
11
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
conceptual framework.
According to Khan (1972) cited by Davies (2010), the student unrest does not
exist in vacuum. It reflects a deep and growing unrest in the society as whole. The
Kenyan society is passing through a spiritual and moral crisis. The average man is
righteousness and morality to the winds. In the same strain, the youth conscious
of the troubled present and a perplexing future have fallen into moral nihilism.
Similar opinion has been expressed by Loomis Steven and Jacob Rodriguez,
(2009) who analyzed the causes of student unrest. He opined that the deterioration
of general social and economic conditions tends to give serious turn to student
and the socio-economic demands of natural life. Youth unrest is a symptom of the
defections for personal ends. Similarly, the restlessness among youth is framed
and influenced by the malaise existing in the adult world. It is in fact surprising
experienced in the country during the 2008 was greatly associated with the
outcome of the 2007 disputed election and the post violence results that grouped
The social grouping was too strong that it once saw students rise against each
other. This was because they believed they belonged to the „wrong’ social
class/tribe, teachers and even management that came from one who was not „their
own’ (Simatwa, 2010). A massive transfer of students from one school that
The real cause of student indiscipline is related to the general problems which
students in Kenya face in their day to day lives. The continuing pressure of
reaction of some students who are convinced of the sickness of the modern
society and see school as mere reflection of that society and want to destroy them
viewed not as an isolated phenomenon, but as a part of the total system. The
present revolt of the youth is symptomatic of the sickness of our schools from
According to Gillis (1996) cited by UNICEF (2011) young people are individuals
in the process of development and change. Gillis further notes that during this
period they experiment with newly discovered aspects of their physical and
emotional selves. During this period the youth are likely to experiment with drugs
Another survey of youth in southern Nigeria, also found out that the source of
drugs for drug using-students was friends in the same or neighbouring schools,
and students who reported using drugs had more drug using than abstinent friends
14
(Nevadomsky, 1982:75 cited by WHO, 2010). Confirming this finding, Kiiru
(2004) argues that peer pressure influences youth to use substances under the false
impression that some drugs stimulate appetite for food, increase strength and give
wisdom as well as courage to face life besides the power to pass exams. Although
substance use between young people in rural and urban areas, it is also generally
assumed that, at least for some drugs, there are clear differences.
abusing parents experience a higher rate of parental and /or family problems than
do adolescents whose parents do not abuse substances. This may cause poor
facilitator to students’ deviant behaviours. It further adds that youths with poor
home support tend to seek support and understanding elsewhere. Many find
Imbosa (2012) carried out a study in six boys’ secondary schools in Nairobi with
the aim of finding out the strategies and programmes used in the schools to
increase drug awareness and curb their use and abuse. The study involved both
students and teachers. It established that drug use and abuse occurs in the student
to address the problem. This drugs abuse was found to have a great negative
impact on the overall observance to the rules and regulations in the schools by the
Guidance and counseling services were set up within the department of education
assist students overcome the number of challenges they experience at home and at
the family, parents tend to have little time with their children to give them the
necessary guidance. The parents expect the school to provide solutions to the
adds that “African adults have become more concerned with earning money and
are less occupied with many traditional practices that formerly contributed to the
16
upbringing of young people”. Rapid sociological changes emanating from
In Malawi the need for guidance and counseling is recognized when a survey was
done of 20 school counselors in southern and central regions and the main
problems examined. It was proven that, there is great need for a clear rationale
and guidelines for Guidance and Counseling programmes, (Taylor & Francis,
1998). The main goal is to help the counselee learn to deal more effectively with
himself and the reality of his environment. Allis and Kamel (1999) conducted a
Egypt. Indiscipline among school students and its predictors were investigated.
Few indiscipline cases were related to family background whereas the majority
was related to the children themselves. Schools are social systems which have
several objectives to achieve and the role of guidance and counseling is vital in
Larfela (2010) outlines the ways in which teachers can contribute to positive
they are praised; Cultivating friendship and partnership with students; Being
rules and the enforcement of the agreed code of conduct; and, They should act as
role models to the students by being disciplined and upholding moral standards.
Some of the discipline management practices that can enhance students discipline
According to a research carried out by African Network for the Prevention and
Protection against Child Abuse and Neglect (ANPPCAN) cited by Omari (2011)
corporal punishment could actually trigger students’ unrest. With the outlawing of
methods which teachers in Kenya use as; smacking, pulling ears, scolding,
tapping, forcing child to kneel on hard floor, standing in the sun, physical
exertion, denying child use of toilet, pulling hair, isolating the child, burning their
is to teach, it is worth noting that the kind of teaching and behaviors that they
demonstrate in school can either generate or hinder violence in the same schools.
The Nation Team in “School closed as students run riot” which appeared in the
Daily Nation (2005, September p.6) , noted that in September 2005, the students
of Chebisaas Girls Secondary School in Nandi South District rioted leading to the
18
closure of the school. They complained of shortage of teachers among other
grievances like poor handling being received from the teachers perceived as bad.
the part of students, the most pervasive is that of teachers, this is because they
and observable actions are all factors that determine the effectiveness of a
teacher’s relationships both with students and colleagues. The personality of the
understanding, radiate warmth among the students. Teachers in this respect are
Ejieh and Akinola (2009) study on children’ rights and participation in schools,
explored the awareness levels and views of Nigerian primary school children. A
case study approach was adopted in this study. The findings revealed that nine out
of the 144 pupils in the study (less than 1%) showed that they were aware that
they had some rights as children by mentioning some of those rights, such as right
to life, right to education and right to play. Fifty six of them (or about 39%)
claimed to be aware of their rights but had wrong notions of what rights are by
mentioning these, among others as some of their rights: „right to respect from
things in my own way’; „Right to separate children who are fighting’; and, „right
19
to help my parents at home’. The rest of the pupils stated that they had not heard
of the term. Seven out of the nine pupils that were aware of children’s rights were
in the primaries five and six of the private school located in the university.
The reasons for the persistent and illegal use of corporal punishment include the
2005). Flaws regarding the rules, within this approach, are that they can be
2003).
and students in secondary schools in Nairobi province. The study established that
students themselves. The study revealed that, rising cases of students' unrest in
secondary schools stem out from students' rights violations. It was established that
intra-student rivalry, which has resulted to a lot of suffering and sometimes death,
secondary schools was found to be another factor that leads to students' unrest.
20
2.7 Summary of literature review
There have been a number of studies done on student discipline, its causes and
(2009) observed that strategies used in most schools in the management of student
Larfela (2010) outlines the ways in which teachers can contribute to positive
of trust and teamwork; respecting students’ rights and a sense of expression. This
study does not highlight other factors leading to school unrest like principals’
of children’s rights. Therefore this study seeks to fill the knowledge gap.
This study was based on the System Theory by Ludwig von Bertalanffy (1901-
1996). Systems theory emphasizes that real education systems are open to, and
interact with, their environments, and those they can acquire qualitatively new
It aims to specify possible courses of reactions and actions, together with their
risks, costs and benefits. Four major concepts underlie the systems approach:
recognizing why the system as a whole is greater than the sum of its parts.
reconstructing, optimizing, and controlling the education sector, while taking into
This theory that relates to a real education system can be related to the different
factors that influences school unrest. This study investigated the influence of
variables as discussed in the literature review and elaborated in the Figure 2.1.
22
Management of access to
drugs and substance abuse
Picketing
Teachers’ compliance to
children’s rights
Figure 2.1 indicates the interaction between the variables that students’ unrest in
secondary schools in Baringo County. The independent variables are the variables
23
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter outlines the methodology used in the research. It focuses on the
research design, target population, sample size and sampling procedures, research
survey design was used since it helps to obtain information concerning the current
phenomenon and wherever possible to draw valid general conclusions from facts
the results of the research (Jwan, 2010). There were 60 public secondary schools
in Baringo County. These involved two National schools: one girls another boys
school, 10 county boarding schools: six girls schools and four boys schools, 18
24
district boarding and day while 30 are district day schools (Baringo County
Education office, 2014). The study targeted the 60 principals, 600 teachers, and
120 prefects of Form 3 and 4 classes. The target population was 780 respondents.
heterogeneous due to the nature of the schools in the region, stratified random
sampling was used to allow full participation of the schools. Three categories of
respondents were targeted that include the principals, teachers, and class prefects.
percent for a descriptive study. The study purposively sampled the two national
schools one boys’ school the other girls’ school. Six County/provincial schools:
three boys’ and three girls’ schools were included in the sample. In the district
boarding category, four schools were sampled to represent each gender. The rest
were sampled from the mixed boarding /day and day schools as outlined in the
sample grid. The study sampled 20 percent of the 600 teachers to randomly
involve 120 teachers. Two teachers were randomly picked to be the respondents
in each sample school. Two prefects from form 3 and 4 were randomly picked to
represent the schools randomly selected and 50% of the 60 school presidents to
Principals 60 30 50
School presidents 60 30 50
From the target population of 780 the study sampled 30% to involve 240
respondents.
These are tools that are used by the researcher to collect data from the sampled
respondents in a study (Kombo & Tromp, 2006). The questionnaires Appendix III
and IV were used to collect data from the teachers and class prefects while the
with some open ended questions. It was necessary to combine the closed and a
few open-ended response items. Most of the items adopted a Likert scale (1-
26
3.5.1 Validity of the instruments
to measure (Mugenda & Mugenda, 2003). Validity is the degree to which results
were piloted in six schools that are 10% of the 60 targeted public secondary
schools (Jwan, 2010). The procedure repeated in two weeks. Piloting helped the
generate valid results of the research. The schools where piloting took place were
not part of the actual study. Validity was established through close consultation
and expert judgment of the supervisors; they verified the validity of the research
consistent results after a repeated trial (Mugenda & Mugenda 2003, Orodho
2004). Test-retest method was used to test the reliability of the instruments. Test-
retest technique involved administrating the same instrument twice to the same
group within two weeks. Reliability correlation coefficient (r) was calculated
27
n = the number of pairs of observation.
researchers (Orodho, 2004). This study picked r of 0.7 which was above 0.5 as an
The first step will be to get permit from the National Commission for Science,
Technology and Innovation. The researcher got permission from the County
(SCDEs) to undertake research in the district then request permission from the
head teachers so as to undertake the study in their schools. The County Director
of Education (CDE) was informed that the study would take place in the region.
The researcher visited the sampled schools and administered the questionnaires
Data analysis is the process of bringing order, structure and meaning to the
(2008), data analysis includes sorting, editing, coding, cleaning and processing of
data. The data therefore was sorted, edited, coded, cleaned and processed. This
was done using SPSS (Statistical Package for Social Sciences) software of version
24. Qualitative data was analyzed thematically. The analysis was used to analyze
28
the information from the interview schedule. The content was organized as per
themes drawn from study objectives. Descriptive statistics that is mean and
standard deviation was used to analyze quantitative data and then presented using
29
CHAPTER FOUR
4.1 Introduction
This chapter deals with data analysis, presentation and the interpretation of findings.
The data presented analyzes the influence of school-based factors on students unrest
in public secondary schools in Baringo County, Kenya. The study was guided by the
secondary schools in Baringo County, Kenya. The data was analysed using frequency
(form 3 & 4), 30 school presidents. This represented an 81.25 percent response
rate, which is considered satisfactory to make conclusions for the study. This can
be related to Mugenda and Mugenda (1999) who said a 50 percent response rate is
adequate, 60 percent good and above 70 percent rated very good. This implies
30
that basing on this assertion; the response rate in this case of 81.25 percent is very
good.
Table 4.1
Response rate
Principals 30 30 100
Teachers 120 95 79
The main purpose of this study was to find out the influence of school-based
As such, the study found it paramount to find out the demographic information;
since they form the basis under which the interpretation of the data collected
demographic data sought in the study included general profile of the study’s
31
respondents with regards to gender, academic qualification, duration for
Table 4.2
Principals Teachers
Gender Frequency Percentage Frequency Percentage
Male 18 60 50 53
Female 12 40 45 47
From Table 4.2, it can be deduced that the finding on the influence of school-
Table 4.3
PGDE 5 16 8 8
BA/BSC 20 68 69 72
Diploma 0 0 6 6
while only 5 (16 percent) had masters and post graduate. From this it can be deduced
that majority had a bachelor degree. Majority 69 (72 percent) of the teachers had
bachelors while 12 (14 percent) had masters degree, a few 8 (8 percent) had post
graduate diploma education. This shows that the principal and teachers were educated to
From the Figure 4.1 above, majority of the principals 19 (65 percent) had been
principals for a period of 5-10 yrs respectively while 3 (13 percent) of the
principals reported to have had below 1 year. From this it can be deduced
majority of principal had been there for duration of 5-10 years. This implies that
students’ unrest.
33
The students were also requested to respond to an item which sought to establish
50%
50%
Form 3
Form 4
From the Figure 4.2, there was equal number 20 (50 percent) of Form 3 and 4
prefects. From this it can be deduced that both form 3 and 4 prefects were
involved in the study. Being in form three and four implies that they had
34
Figure 4.3 Management of access to drugs and substance abuse and students’
unrest
Majority 38 (95 percent) of the prefects respondents indicated that the principals’
while 2 (5 percent) disagreed. Imbosa (2012) carried out a study in six boys’
secondary schools in Nairobi with the aim of finding out the strategies and
programmes used in the schools to increase drug awareness and curb their use and
abuse. The study involved both students and teachers. It established that drug use
and abuse occurs in the student population as result of a complex range of factors
difficulties and low self-esteem, all of which are beyond the scope of the
programmes put in place by the schools to address the problem. This drugs abuse
was found to have a great negative impact on the overall observance to the rules
and regulations in the schools by the abusers leading to frequent students’ unrests.
35
Table 4.4
students’ unrest
Strongly Strongly
Statements
agree Agree undecided Disagree disagree
Indiscriminate checks
36
Majority 71 (74 percent) of the teachers respondents disagreed that there is
through check at point of entrance has reduced access to drugs and substance
while 69 (73 percent) agreed that security laxity enhances access to drugs by
students drug peddling in school while 79 (84 percent) indicated that Principals
majority 51 (54 percent) agreed that the use of informers controls access to drugs
and substance while 90 (94 percent) indicated that the installation of CCTV can
southern Nigeria, found out that the source of drugs for drug using-students was
friends in the same or neighbouring schools, and students who reported using
drugs had more drug using than abstinent friends (Nevadomsky, 1982:75 cited
by WHO, 2010). Confirming this finding, Kiiru (2004) argues that peer pressure
influences youth to use substances under the false impression that some drugs
stimulate appetite for food, increase strength and give wisdom as well as courage
to face life besides the power to pass exams. Although it is presumed that there
people in rural and urban areas, it is also generally assumed that, at least for
37
4.5 Teachers’ use of guidance and counseling and students’ unrest,
students’ unrest. The researcher studied the area that students benefit most from
teachers guidance and counseling. The students preference for counseling, best
category in supporting guidance and counseling in the schools and the challenges
Table 4.5
Area that students benefit most from teachers guidance and counseling
Response Yes No
area that students benefit most from teachers guidance and counselling. Guidance
Organization (UNESCO), were taken up, Summit (1997). Globally, guidance and
38
counseling services are essential elements in discipline management of people in
all societies.
Table 4.6
cases
Peer counselor 12 31 3
Teacher counselor 16 40 2
Parents 7 17 4
School principal 5 12 4
Total 40 100
Majority 16 (40 percent) of the prefects indicated that students prefer teacher
number of challenges they experience at home and at school. The schools that
practiced teacher counselling had fewer school unrest cases. Nziramasanga (1999)
states that because of many pressures imposed on the family, parents tend to have
little time with their children to give them the necessary guidance. The parents
caused by their children. UNESCO (2002:2) adds that “African adults have
39
become more concerned with earning money and are less occupied with many
students.
Table 4.7: Best category in supporting guidance and counseling in the schools
administration
material
Total 40 100
Majority 15 (37 percent) of the respondents indicated that the best category in
supporting guidance and counselling is there being support from the school
school students and its predictors were investigated. Few indiscipline cases were
40
related to family background whereas the majority was related to the children
themselves. Schools are social systems which have several objectives to achieve
and the role of guidance and counseling is vital in shaping the discipline of the
students.
Inexperienced teacher 14 9 24 48
Majority 42 (44 percent) of the teacher respondents agreed that few guidance and
serious challenge. Majority 61 (64 percent) indicated that lack of moral support
from the school administration was a fairly serious challenge. Majority 60 (63
percent) indicated that no involvement from peer counsellors was not a serious
challenge. In Malawi the need for guidance and counselling is recognized when a
survey was done of 20 school counsellors in southern and central regions and the
main problems examined. It was proven that, there is great need for a clear
rationale and guidelines for Guidance and Counselling programmes, (Taylor &
Francis, 1998). The main goal is to help the counselee learn to deal more
students’ unrest. The study investigated if the teachers’ play a role in resolving
42
Figure 4.4 Teachers’ role in resolving students discipline
Majority 35 (88 percent) of the prefects respondents indicated that the teachers’
percent) disagreed.
According to a research carried out by African Network for the Prevention and
Protection against Child Abuse and Neglect (ANPPCAN) cited by Omari (2011)
corporal punishment could actually trigger students’ unrest. With the outlawing of
methods which teachers in Kenya use as; smacking, pulling ears, scolding,
tapping, forcing child to kneel on hard floor, standing in the sun, physical
exertion, denying child use of toilet, pulling hair, isolating the child, burning their
43
Table 4.9
Strongly Strongly
Statement
agree Agree undecided Disagree disagree
Creating an atmosphere of trust 8 2 0 7 23
and teamwork. (21%) (5%) (0%) (17%) (57%)
24 11 3 0 2
Respecting students’ rights (61%) (27%) (7%) (0%) (5%)
Willingness to accept dissenting
opinions from students without 4 7 0 13 16
being abusive. (11%) (17%) (0%) (32%) (40%)
12 17 0 9 2
Being accessible to students. (31%) (42%) (0%) (22%) (5%)
Recognizing whatever 4 9 4 18 5
accomplishment a child has. (10%) (23%) (10%) (45%) (12%)
Cultivating friendship and 11 4 0 19 6
partnership with students. (28%) (10%) (0%) (47%) (15%)
Participating in the formulation of
rules and the enforcement of the 6 3 10 0 21
agreed code of conduct (15%) (8%) (25%) (0%) (52%)
13 9 2 11 5
Demonstrate qualities of kindness (34%) (22%) (5%) (27%) (12%)
Act as role models to the students 12 6 0 13 9
by upholding moral standards (30%) (15%) (0%) (33%) (22%)
Majority 30 (74 percent) of the prefects respondents disagreed that the methods
44
creating an atmosphere of trust and teamwork while majority 35 (88 percent)
indicated respecting students’ rights. Majority 29 (72 percent) disagreed that the
students without being abusive while 29 (73 percent) agreed that the teachers
were accessible to students. Majority 23 (57 percent) indicated that the teachers
method used by the teachers. Majority 21 (52 percent) of the prefects disagreed
that the teachers participated in the formulation of rules and the enforcement of
the agreed code of conduct while 22 (56 percent) of the prefects agreed that
that the teachers act as role models to the students by upholding moral standards.
Larfela (2010) outlines the ways in which teachers can contribute to positive
they are praised; Cultivating friendship and partnership with students; Being
45
rules and the enforcement of the agreed code of conduct; and, They should act as
role models to the students by being disciplined and upholding moral standards.
unrest. The study probed the type of discipline most commonly applied in the
schools and the extent to which drugs and substance abuse influence students’
unrest.
Table 4.10
unrest
Preventive 5 12 3
Corrective 1 2 6
corrective
Total 40 100
preventive and corrective types of discipline are the most common in their schools
while 5 (12 percent) indicated preventive as the type used by the teachers. One (2
percent) indicated that their school apply corrective types of discipline used in
46
their schools. The schools that employed preventive type of discipline had fewer
cases of school unrest than those that employed corrective or both creative and
preventive measures.
and students in secondary schools in Nairobi province. The study established that
students themselves. The study revealed that, rising cases of students' unrest in
secondary schools stem out from students’ rights violations. It was established
that intra-student rivalry, which has resulted to a lot of suffering and sometimes
death, is associated with those violations. Lack of avenues for dialogue in most
secondary schools was found to be another factor that led to students' unrest.
Table 4.11
Societal influence 10 10 3
Drug abuse 45 47 5
Peer pressure 30 31 6
Political interference 2 4 1
Total 95 100
47
Many 45 (47 percent) of the teachers respondents indicated the most common
cause of student indiscipline as those from drug abuse while 30 (31 percent)
indicated it to be from peer pressure influence. Drug abuse and peer pressure was
found to be the most common causes of student unrest. The schools with higher
number of students abusing drugs had the most number of school unrest at 5 as
compared to 2 for those schools that did not face the problem of drug and
substance abuse.
Table 4.12
Large extent 9 9
Little extent 5 5
Not at all 2 2
Total 95 100
Majority 38 (41 percent) of the teachers respondents indicated that the drugs and
substance abuse influence the students’ unrest to a very large extent. A few 41 (43
percent) indicated it to be to a fairly large extent. Ejieh and Akinola (2009) study on
children’ rights and participation in schools, explored the awareness levels and
48
views of Nigerian primary school children. The findings revealed that nine out of
the 144 pupils in the study (less than 1%) showed that they were aware that they
had some rights as children by mentioning some of those rights, such as right to
life, right to education and right to play. Fifty six of them (or about 39%) claimed
to be aware of their rights but had wrong notions of what rights are by mentioning
these, among others as some of their rights: „right to respect from teachers’; „right
way’; „Right to separate children who are fighting’; and, „right to help my parents
at home’. The rest of the pupils stated that they had not heard of the term. Seven
out of the nine pupils that were aware of children’s rights were in the primaries
49
CHAPTER FIVE
5.1 Introduction
This chapter summarizes the study and makes conclusions based on the results.
The purpose of the study was to investigate the influence of school-based factors
study was guided by the following objectives; to determine the extent to which
The study aimed to find out the influence of school-based factors on students
singled out four factors that he deemed are the school-based factors influencing
students’ unrest.
Out of 240 respondents that included 30 principal, 120 teachers, 60 prefects (form
50
40 prefects (form 3 and 4), 30 school presidents. Questionnaires and interview
schedules were used for data collection. Reliability analysis was done through
reliability. Validity was ensured through discussion with the experts including
supervisors and colleagues. Primary data was collected and analyzed using
Secondary data was obtained from journals and schools data base. Data collected
was analyzed using SPSS (Statistical Package for Social Sciences). Descriptive
The findings on the principals’ management of access to drugs and substance and
students’ unrest found that majority of the prefects respondents indicated that the
thorough check at point of entrance has reduced access to drugs and substance
while others indicated that security laxity enhances access to drugs by students.
drug peddling in school while others indicated that principals being accessible to
students can control access to drugs and substances. A majority 51 (54 percent)
agreed that the use of informers controls access to drugs and substance while
others indicated that the installation of CCTV can control access to drug and
51
Findings on teachers’ use of guidance and counseling and students’ unrest found
that majority of the teacher respondents agreed that few guidance and counseling
indicated that lack of financial support from the school administration was a very
serious challenge. Majority 61 (64 percent) indicated that lack of moral support
from the school administration was a fairly serious challenge. Majority 60 (63
percent) indicated that no involvement from peer counsellors was not a serious
that students benefit most from teachers guidance and counselling. Majority of the
prefects indicated discipline observation as the area that students benefit most.
that the best category in supporting guidance and counselling is there being
support from the school. Majority 34 (54 percent) indicated that the peer
reference material.
indicated that the teachers’ play a role in resolving students discipline problems in
school. Majority 30 (74 percent) of the prefects respondents disagreed that the
52
methods teachers use in preventing and resolving students’ discipline problems
disagreed that the teachers use the method of willingness to accept dissenting
opinions from students without being abusive. Majority 23 (57 percent) indicated
that the teachers recognizes whatever accomplishment a child has while others
indicated that the teachers cultivation of friendship and partnership with students
disagreed that the teachers participated in the formulation of rules and the
that the teachers act as role models to the students by upholding moral standards.
indicated that majority 34 (86 percent) of the teachers respondents indicated that
both preventive and corrective types of discipline are the most common in their
schools. One (2 percent) indicated that their school apply corrective types of
discipline used in their schools. Many 45 (47 percent) of the teachers respondents
indicated the most common cause of student indiscipline as those from drug abuse
indicated that the drugs and substance abuse influence the students’ unrest to a
53
5.3 Conclusions
entrance and security laxity enhances access to drugs and substances by students.
being accessible to students can control access to drugs and substances. Informers
controls access to drugs and substance same to the installation of CCTV can
of financial support from the school administration was a very serious challenge
while lack of moral support from the school administration was a fairly serious
challenge. There being no involvement from peer counsellors was not a serious
challenge. Relationships as the area that students benefit most from teachers
the area that students benefit most and also problem solving. Students prefer
counsellor. A few preferred parents while others preferred the school principal.
The best category in supporting guidance and counselling is there being support
54
from the school. Peer counselling method and availability of reading and
dissenting opinions from students without being abusive while others indicated
accomplishment a child has and teachers were found to cultivate friendship and
in the formulation of rules and the enforcement of the agreed code of conduct
Teachers did not demonstrate qualities of kindness and not act as role models to
students’ unrest. The findings indicated that the schools practice both preventive
and corrective types of discipline. The most common cause of student indiscipline
is drug abuse and a few was from peer pressure influence. Some schools had most
and from political interference. Drugs and substance abuse influence the students’
55
5.4 Recommendations
the public secondary schools in Baringo County. This can be done through the
Education enlightening the principals and teachers on how best they can
formulate better discipline management practices that will guide the schools
through the help of the principals and the teachers in enforcing them in the
secondary schools.
teachers’ compliance to children’s rights. This will help reduce the school
56
5.5 Suggestions for further research
ii. The effect of teacher – students’ ratio on student unrest in public secondary
57
REFERENCES
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and Determinants of Corporal Punishment in Schools, Child Abuse and
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unrest in Nigeria Universities: Looking back and forward. Journal of
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Duflo, O., Dupas, P. & Kremer, M. (2012). School governance, teacher incentives
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nd
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63
APPENDICES
Nairobi.
Dear Sir/Madam,
County.” Please allow me to carry the study in you school. The research is meant
to help in fulfilling the research objectives. The researcher assures you of the
Yours faithfully,
Anderson Biwott
BED/0317/2017
64
APPENDIX II: INTERVIEW SCHEDULE FOR THE PRINCIPALS
Responses to these questionnaires will have no identities. Please tick (√) where
Answer the questions as indicated by ticking in the box or filling in the blank
space.
students’ unrest
students’ unrest?
Yes [ ] No [ ]
………………………………………………………………………………………
65
3. How does the following aspects on principals’ management of access to drugs and substance
abuse influence students’ unrest? Strongly disagree 1, Disagree 2, Not sure 3, Agree 4 and
Strongly agree 5
Statements 1 2 3 4 5
substance
Security laxity
Indiscriminate checks
Use of informers
CCTV
seriously? Yes [ ] No [ ]
5. What is the area that students benefit most from teachers guidance and
8. Apart from guidance and counseling, what can be done to promote discipline in
your school?
............................................................................................................................
............................................................................................................................
9. Please indicate the challenges in terms of how serious they are in your school?
Yes [ ] No [ ]
unrest
11. Does teachers’ play a role in resolving students discipline problems in school?
Yes [ ] No [ ]
………………………………………………………………………………………
………………………………………………………………………………………………………………………………………..
12. In preventing students’ unrest teachers’ use the following methods in preventing and
resolving students’ discipline problems? Strongly disagree 1, Disagree 2, Not sure 3, Agree 4
Statement 1 2 3 4 5
teamwork.
68
Recognizing whatever accomplishment a
child has.
students.
13. Which methods can teachers use to ensure they prevent and resolve students’
discipline problems?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
13. Which type of discipline do you most commonly apply in your school?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
69
14. Which is the most common cause(s) of student indiscipline which are
( ) Political interference ( )
16. To what extent does drugs and substance abuse influence students’ unrest in
70
APPENDIX III: TEACHERS’ QUESTIONNAIRE
This research is meant for academic purpose. It will try to find out the challenges
tick (√) where appropriate or fill in the required information on the spaces
provided.
(c) How many years have you been teaching? 1 year and below ( ) 2-5 years ( )
3. What are the main causes of indiscipline in your school in the order of gravity?
(i) _______________________________________________________________
(ii) _______________________________________________________________
(iii) ______________________________________________________________
4. List down the main measures used by the administration in dealing with the
above cases.
(i) _______________________________________________________________
71
(ii) _______________________________________________________________
(iii)_______________________________________________________________
6. During the orientation week for the form one students, do teachers meet the
students and explain the school culture, rules and regulations?(a) Yes ( ) (b) No ()
7. Do you feel the school administration react to the students complaints fast
8. (a) Have you had an agenda in the staff meeting to discuss the well
(b) If your response for 8 above is yes, how often is the said exercise done?
Yearly basis ( ) Termly basis ( ) When students have completed their course ( )
_______________________________________________________________
10. Do you agree or disagree with this statement. “Caning should never have been
11. (a) Does your school have a set of school rules and
regulations? Yes ( ) b) No ( )
72
(b) Where are they displayed? ____________________________________
12. (a) Have you ever punished a student by using discouraging language?
(b) How often do you punish students? Always( ) Sometimes( ) Rarely( ) Never( )
(c) With outlawed corporal punishment list alternative forms of punishment you
use
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14. In your opinion, how effective is the use of punishment as a measure to instill
discipline?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
15. How many students with problems have your identified and counseled this
16. The table below contains statements designed for you to evaluate your school
by giving your opinions and feelings. Indicate whether you Strongly Agree (SA)
73
Agree (A) are undecided (U), Disagree (D) or strongly Disagree (SD) against the
Statement SA A U D SD
in the school.
students
17. What support have you received from the headteacher moral support to
18. List the discipline problems you have encountered in the process of
(i) _______________________________________________________________
(ii) ______________________________________________________________
(iii) ______________________________________________________________
discipline in school?_________________________________________________
74
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
20. Would you say the way the headteacher manages student discipline is
75
Appendix IV: Questionnaire for class prefects
requested to fill this questionnaire. Your response will be used for purpose of
study only. Please tick (√) where appropriate or fill in the required information on
2. (i) Does your school have incidences of bad behaviour? (a) Yes ( ) (b) No ( )
3. How often are the students referred for guidance and counseling?
5. The table below has statements on control of discipline in this school. Indicate
whether you Strongly Agree (SA), Agree (A) are Undecided (U) Disagree (D) or
Strongly Disagree (SD) with the statement below by putting a tick (√).
Statement SAAUDSD
76
ii. Teachers often use punishment
is good
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(b) In your opinion what could be causing the above mentioned misbehaviors in
this school.
77
6. (a) List some offences for which students have been punished for committing
(b) Would you say the teacher was fair? Yes ( ) (b) No ( )
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. Which other methods are currently used by teachers in this school to discourage
indiscipline?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
8. What are the effects of student’s bad behaviour to learning in this school?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
78
9. What do you think administrators should do to minimize incidences of
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
79