The Role of Parents and Teachers in Promoting Student Discipline and Academic Performance in Secondary Schools: A Case of Nandi County, Kenya

Mary Chepkurui Keter, Paul Wahonya & Petronilla Ndungwa Mwangi
University of Eastern Africa, Baraton
Email: keterchepkurui@gmail.com

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.