Relationship between Discipline and Performance of Public Secondary Schools in Embu County, Kenya

Abstract

Several academics have suggested that there’s an affirmative association between discipline and performance, while others contend that the relationship is inconsistent and hence remains controversial. Practices of strategic implementation in Kenya, began gradually and progressively in the 1960s, but are now gaining popularity. As important as the theories of Strategy implementation in commercial firms, it is a requirement for public secondary schools to implement strategies as per the guidelines provided by the Ministry of Education’s strategic plan that supports the government's goal of ensuring that every Kenyan kid has access to high quality education and training. Aside from the government's embrace of Strategy implementation as a policy, limited resources, stiff competition have made strategy implementation a necessity. The specific objectives of the study were discipline and performance of public secondary schools in Embu County. The theory underpinning the study was agency theory. The study adopted descriptive research design. Multistage cluster and random sampling technique were employed to select a sample size of 100 that represents 200 respondents of the total population. Semi structured questionnaires were employed to collect data. Multiple linear regression model was employed to analyze the collected data. The findings showed that discipline had a great influence on performance. The findings revealed that discipline (P < 0.000) significantly influences performance of public secondary schools in Embu County. The study’s conclusion was that all the variables influence performance of public secondary schools in Embu County. The study recommends that schools should look for others ways of funding and update their punishment policy to factor other factors such as detention