The Relationship between Rules and Regulations and Students’ Discipline in Public Schools in Eldama Ravine Sub-County, Baringo Kenya

Abstract

Schools offer education that is supposed to shape the moral behaviour of students by ensuring compliance to rules and regulations. However, students often do not follow these rules and regulations. This study assessed the influence of rules and regulations on students’ discipline in public secondary schools in Eldama Ravine Sub-County, Baringo, Kenya. Bandura self-efficacy theory was used. A descriptive survey was applied to collect data from 14 public secondary schools. The respondents were 215 teachers and 4,515 students. Forty-three teachers were sampled using a simple random sampling technique. Seventy-six students were sampled using stratified and purposive sampling techniques. Two sets of questionnaires were utilized to collect data; one for students and another for teachers. A pre-test was conducted in Batolimo boys’ high school in Baringo North Sub-County. School principals/deputies were also interviewed accordingly. The data were analyzed using SPSS to get descriptive statistics such as median, frequencies and percentage. Inferential statistics such as model summary, ANOVA and regression coefficients were used and results given using tables. The study attested that there was a problem with the present rules and regulations. This was because students were aware of the consequences of breaking the rules but still chose to be indiscipline. Hence, the study recommends that the teachers devise creative ways that could be used to offer alternative punishments to students. This study is relevant to school management since they can note the issues raised and develop various platforms such as class meetings that students get a chance to express what they feel needs to change on rules.