Abstract: The study aimed to examine the relationship between temporary withdrawal from class/school activities and pupil discipline. The researcher employed a cross-sectional survey design, utilizing both qualitative and quantitative data collection methods. The study population included 209 teachers and 220 pupils. The sample included 127 teachers and 136 pupils, totalling 263 respondents. The researcher used Krejcie and Morgan’s (1960) table guide to determine the sample size. The researcher analyzed the data using means, standard deviations, correlation coefficients, and regression analysis methods. The researcher correlated temporary withdrawal from class or activities with pupil discipline, finding a correlation coefficient of r =.590. The regression analysis further supported these findings. The B-value for temporary withdrawal from class/school activities and discipline for pupils was 0.565. In conclusion, the study highlights the significant impacts of counselling, guidance, and discipline on pupil discipline. It emphasizes the importance of incorporating these factors into interventions to promote positive outcomes. The study also underscores the role of manual work in promoting the discipline of pupils and the impact of temporary withdrawal from class/school activities on pupil discipline. These findings have implications for creating a rule-abiding environment and fostering pupil engagement in learning. The major recommendations are that it is crucial to prioritize the implementation of comprehensive counselling and guidance programs that are tailored to the specific needs of pupils in the district. These programs should focus on fostering positive communication, conflict resolution, empathy, and cooperation.

Abstract: This study explored the role of parents and teachers in promoting student discipline for enhanced learning and academic performance in secondary schools in Nandi County, Kenya. The research involved 1,000 respondents, including Form Three students, teachers, principals, parents, and chiefs. Data were collected using questionnaires (for students) and interview schedules (for teachers, principals, parents, and chiefs). Purposive sampling was employed to select the participants. Data analysis involved descriptive statistics-frequencies, percentages, means, and standard deviations. Inferential statistics, including Analysis of Variance (ANOVA) and Pearson’s correlation, were used to examine group differences and relationships among variables. Instrument reliability was confirmed with a Cronbach’s alpha coefficient of 0.743. The study found that the mean score for discipline was 2.03 and that of the learning process was 2.22, indicating that poor discipline negatively impacts the learning process and, consequently, academic achievement. The study concludes that discipline plays a crucial role in facilitating effective learning and recommends that both parents and teachers uphold consistent disciplinary support to enhance educational outcomes.

Abstract: This research investigated the nature of influence of principals’ discipline management strategies on students’ academic performance of public secondary schools. Investigation was guided by General Systems Theory and Theory of student participation. Mixed methodology and descriptive design were used. The research target population was 2, 212 participants, 1 Sub-County Director of Education, 4 principals, 94 teachers, 1, 627 students and 486 parents. By use of Yamane’s formula, a sample of 339 participants including 1 Sub-County Director of Education, 4 principals, 40 teachers, 194 students and 100 parents were selected. Questionnaires, interview guide and focus group guide tools were used to collect data. Testing for validity of instruments was done through vetting by experts where content validity was done with consultation with supervisor, but face validity was improved through preliminary testing. The instrument’s reliability was tested using Cronbach’s alpha formulae and adjusted to increase reliability coefficients to 0.70. Quantitative information was analyzed by use of frequency tables, but qualitative data analysis was done thematically then presented in narration while use of Karl Pearson correlation coefficient to test relationship was applied then results interpreted by use of graphs, percentages a long with frequency tables. Based on the research findings, it was revealed that discipline management needs to be effective, fair and consistent to facilitate academic performance of students. The study recommends motivation practices such as teachers’ capacity building to help teachers develop enthusiasm to aid in change of attitude and creation of morale among students to study hence reducing cases of students’ indiscipline.

Abstract: The study explored the challenges encountered by school administration in promoting students’ discipline in public secondary schools in Itilima District Council. The study employed Theory X by Douglas McGregrory (1960). The study employed a mixed method research approach with a convergent parallel design. The population was 483 teachers and 33 heads of schools. The sample size was 75 teachers. Purposive sampling and total population sampling were used to obtain respondents for the study. Data was collected through interviews and questionnaire guides, and were analyzed thematically and statistically. Research ethics were considered before, during, and after data collection. The study showed challenges faced by school administration in promoting students’ discipline, it includes students ignoring teachers’ instructions, lack of stakeholder involvement, and limited resources. The study concluded that school counselors are very much needed to always offer guidance and counselling in order to develop students’ positive behavior. The study recommended that school administration should use different strategies in shaping students’ behavior and avoid using the same strategy repeatedly, as this might lead to an increase in negative behavior.

Abstract: This qualitative study explored the perspectives of school administrators and teachers regarding bullying in secondary schools of the Midlands province and Matabeleland South province of Zimbabwe. Utilizing semi-structured interviews with 30 participants, including school heads and educators, the research aims to understand the prevalence, forms, causes, and consequences of bullying in these contexts and develop strategies of creating a bullying proof school environment. Findings reveal that bullying manifests in various forms—physical, verbal, relational, cyber, and psychological. It irrevocably results in significant emotional distress, academic decline, and school dropout syndrome among victims. The study highlights the common challenges faced by schools: including parental disengagement, insufficient disciplinary measures, and a lack of trained staff to handle bullying cases effectively. Participants lamented a culture of silence among victims due to fear of retaliation, which further perpetuates the cycle of bullying. To address this issue, educators advocated for clear bully-proofed school rules, regular counselling sessions, and the implementation of anonymous suggestion boxes, which provide a safe channel for victims to report incidents. Effective deterrents include perpetrator temporary exclusion from school activities, and collaboration with law enforcement for severe cases. The research emphasizes the need for a comprehensive approach to tackle bullying, integrating community involvement, and more vibrant systemic changes within school policies. By applying Bronfenbrenner’s ecological systems theory, this study underscores the interconnectedness of individual, relational, and societal factors in shaping the bullying landscape. Ultimately the study seeks to feed into the development of effective strategies for fostering safe educational environments in Zimbabwe.

Abstract: Globally, countries are working out to abolish the use of corporal punishment in schools. With no exclusion, Tanzania has been making different efforts to attain full eradication of corporal punishment (CP) in schools, including introducing the policy on how to administer corporal punishment in schools. Despite the efforts, teachers are witnessed using CP in managing discipline to their students. Studies revealed that the manner and extent for implementation of CP policy differs from one school to another. This study focused on exploring factors accounting for the level and manner of implementing the policy. The study used quantitative approach, and descriptive design which applied questionnaire as a tool for data collection. The data were collected from 13 Tanzanian primary school teachers. The findings show that students’ discipline; poor society involvement; lack of support from school and teachers not being updated of the policy are factors associated with manner and level of implementation of the policy. There is a need to find inclusive methods on how schools and community can work on improving students’ discipline, the responsible body for the policy needs to work on how it updates teachers on the policy. This will help them to see challenges and find collective ways to mitigate.

Abstract: This study investigated the contribution of Hidden Curriculum (HC)on students’ discipline in public secondary schools in Kigoma District, Tanzania. Objectives were to; determine the effectiveness of aspects of HC on students’ discipline in public secondary schools and examine the strategies to enhance the effectiveness of HC on students’ discipline in public secondary schools in Kigoma District. Hidden Curriculum Theory guided the study. Convergent mixed methods design was adopted. Interview guide and questionnaires were used to collect data from 65 students, 25 teachers & 5 school administrators. Stratified & simple random sampling techniques were employed to select students & teachers while school administrators were purposively sampled. Validity was established through expert judgment. The reliability index, SQ; r=0.83 & TQ; r=0.61 for questionnaire were obtained. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings revealed aspects of HC such as teachers’ and parents’ dressing code, time management, self-drive, teamwork and public relations that influence students’ discipline. In conclusion, various strategies employed to enhance the effectiveness of HC on students’ discipline include encouraging students to imitate positive values from adults, guidance and counselling. The study recommends awareness among teachers that it is relatively easier for learners to pick up the manners and way of life of teachers and other actors in the school and internalise them better than even what is actually taught.

Abstract: Parents are key component in dealing with students’ discipline. Once parents get encompassed in student’s matters, students tend to have positive effects on their development, including discipline issues. However, their involvement is still low, which results into the increase of disciplinary cases in most community secondary schools. Thus, the study sought to assess the effectiveness of parental activities in students’ discipline management in community secondary schools in Misungwi district, Tanzania. The study used a mixed research approach and convergent parallel design. Data was obtained using questionnaires together with interview guides. The sample size of the study involved 101 respondents including teachers, parents, education quality assurance, ward education officers, students and students discipline leaders. Content and face validity were checked to establish the validity of research instruments. The questionnaires achieved a correlation coefficient of 0.81, which indicated high reliability of research instruments. Quantitative data was analyzed using descriptive statistics with the help of (SPSS) version 20 and the qualitative data were analyzed through thematic analysis. The results revealed that parents played little role in providing guidance and counseling and teaching good moral rather than communicating with teachers. The study recommended that government under MoEST should provide education to parents on their roles so that they can voluntarily engage in students’ discipline management.

Abstract: The morals of the secondary school former students in colleges and in society do not reveal the acquisition and practice of values learnt through Christian Religious Education (CRE). This study is designed to assess the role of CRE in the formation of moral values to the learners in secondary schools. The objectives of the study were: To establish the effectiveness of secondary school CRE syllabus in the formation of moral values, and to establish the methods that CRE teachers use to form moral values to students. The study was guided by Kohlberg’s theory of moral reasoning which holds that morality depends on the environment in which people are exposed to. The study used descriptive survey design. The target population for the study was 100 who included 10 CRE teachers, 5 HODS and 85 Form III students making a total of 100. Simple random sampling was used to select the 61 respondents who participated in the study. Information was collected by use of self-administered questionnaires and face-to-face interview. The data was analyzed using descriptive statistics. The study found that students’ moral development was greatly influenced by: CRE syllabus and the methods used by school CRE teachers. The research results provide a feedback to teachers to enable them reflect on their methodologies in teaching CRE subject with respect to character change of students in the school.

Abstract: In the recent past, students have participated in the destruction of school properties such as burning of dormitories, to a level that is completely unprecedented. This has necessitated the need for a study on the challenges facing teachers in enhancing discipline among secondary school students in Arusha City. Two objectives guided the study; to identify the challenges facing teachers in enhancing discipline of students in secondary schools and to determine the remedial measures to the challenges facing teachers in enhancing discipline of students in secondary schools.The study employed convergent parallel design and mixed methods approach. The sample size of 96 teachers and 8 head of schools were used. Data were collected by using questionnaire and interview guide.The study used test re-test in pilot study on respondents and the result was 0.9, Cronbach coefficient Alpha (α).The qualitative instruments were tested and the credibility and dependability established through trustworthiness. The quantitative data were analyzed using statistical analysis through SPSS package version 20 and qualitative data were coded into themes for narration. The study shows that teachers face challenges in enhancing discipline among secondary school students. The study recommended that the government should introduce discipline as a subject in schools to enable students know the way they should behave; emphasis to be placed on the need to delink education from politics; the government should formulate strong regulation to be used for all schools in the country; and finally the government should promote/reward the schools which are leading in good students’ discipline.