INFLUENCE OF STUDENT COUNCILS’ INVOLVEMENT IN SCHOOL

GOVERNANCE ON STUDENTS DISCIPLINE IN PUBLIC SECONDARY

SCHOOLS IN KATHONZWENI SUB-COUNTY, KENYA

Kilonzo Dominic Kyalo

A Research Project Submitted in Partial Fulfillment of the Requirements for

the Degree of Master of Education in Corporate Governance

UNIVERSITY OF NAIROBI

2017
 DECLARATION

This research project is my original work and has not been presented for award of

degree in any other university.

Kilonzo Dominic Kyalo

73924/2014

This research project has been submitted for examination with our approval as
university supervisors.

Mr. Edward Kanori

Lecturer
Department of Educational Administrational and Planning
University of Nairobi

Dr. Lucy Wangui Njagi

Lecturer
Department of Educational Administrational and Planning
University of Nairobi

ii
 DEDICATION

I dedicate this project to my family for standing by me throughout the preparation

of this research project. Indeed, the journey and the waiting has been long, thank

you for the patience and understanding.

iii
 ACKNOWLEDGEMENT

I have a special appreciation to God for life and the good health he gave me

throughout this Project writing. Through him all things are possible.

I have a special mention for my supervisor, Mr. Edward Kanori and Dr. Lucy

Wangui Njagi for their patience and guidance during the research. I am greatly

indebted to them for their guidance, support and the timely comments to this

proposal. The staff and the Administration of University of Nairobi, the teaching

fraternity and colleagues who contributed in one way or another, your words of

encouragement and pieces of advice were very crucial.

Lastly, I wish to acknowledge the invaluable support of my family who gave me

all the necessary support as I tried to complete this project. Your words of

encouragement moved mountains, and to my friends, who contributed in various

ways, love you all.

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 TABLE OF CONTENT

Content Page

Declaration............................................................................................................... ii

Dedication ............................................................................................................... iii

Acknowledgement .................................................................................................. iv

Table of content ........................................................................................................v

List of tables..............................................................................................................x

List of figures......................................................................................................... xii

Abbreviations and acronyms................................................................................. xiii

Abstract ................................................................................................................. xiv

CHAPTER ONE

INTRODUCTION

1.1 Background to the study............................................................................... 1

1.2 Statement of the problem ............................................................................. 6

1.3 Purpose of the study ..................................................................................... 7

1.4 Objectives of the study................................................................................. 7

1.5 Research questions ....................................................................................... 8

1.6 Limitations of the study ............................................................................... 9

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1.7 Delimitations of the study ............................................................................ 9

1.8 Significance of the study............................................................................ 10

1.9 Assumptions............................................................................................... 10

1.10 Definition of significant terms ................................................................. 10

1.11 Organization of the study ......................................................................... 12

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction ................................................................................................ 13

2.2 The concept of student council involvement and school governance........ 13

2.3 Student councils involvement in making decisions and discipline ............ 14

2.4 Students councils’ involvement in implementation of school rules and

policies and students discipline................................................................. 17

2.5 Student councils’ involvement as a link of communication between

students and administration and students discipline ................................. 19

2.6 Student councils involvement in student welfare activities and students

discipline ................................................................................................... 22

2.7 Summary of literature review..................................................................... 23

2.8 Theoretical background.............................................................................. 24

2.9 Conceptual framework ............................................................................... 25

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction ................................................................................................ 27

3.2 Research design.......................................................................................... 27

3.3 Target population ....................................................................................... 27

3.4 Sample determination................................................................................. 28

3.5 Research instruments ................................................................................. 29

3.6 Validity of instruments............................................................................... 29

3.7 Reliability of instruments........................................................................... 30

3.8 Data collection procedures......................................................................... 31

3.9 Data analysis techniques ............................................................................ 31

3.10 Ethical considerations .............................................................................. 32

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction ................................................................................................ 33

4.2 Instruments’ response rate.......................................................................... 34

4.3 Distribution of respondents by demographic characteristics ..................... 35

4.3.1 Distribution by gender ......................................................................... 35

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 4.3.3 Distribution of respondents by levels of education.............................. 37

4.3.4 Period of service of the respondents .................................................. 38

4.4 Prevalent indiscipline cases among students.............................................. 39

4.5 Student councils’ involvement in decision making and student’s

discipline ................................................................................................... 40

4.6 Student councils’ involvement in implementation of school rules and

student’s discipline.................................................................................... 44

4.7 Student councils’ as a link of communication to the administration and

student’s discipline.................................................................................... 48

4.8 Involvement of student councils in welfare activities and student’s

discipline ................................................................................................... 53

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction ................................................................................................ 58

5.2 Summary of the study ................................................................................ 58

5.3 Conclusions ................................................................................................ 61

5.4 Recommendations for the study................................................................. 62

5.5 Suggestions for further study ..................................................................... 63

viii
REFERENCES......................................................................................................64

APPENDICES .......................................................................................................68

Appendix I: Letter of introduction ................................................................... 68

Appendix II: Questionnaire for teachers .......................................................... 69

Appendix III: Questionnaire for students......................................................... 74

Appendix IV: Interview guide for principals .................................................. 77

Appendix V: Research authorization ............................................................... 78

Appendix VI: Research permit......................................................................... 79

Appendix VII: Sub County authorization permit............................................. 80

Appendix VIII: Map of Kathonweni Sub County............................................ 81

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 LIST OF TABLES

Table Page

Table 3.1: Sampling frame.................................................................................... 28

Table 4.1: Response rate ....................................................................................... 34

Table 4.2: Distribution of respondents by gender................................................. 35

Table 4.3: Distribution of respondents by age ...................................................... 36

Table 4.4: Distribution of respondents by levels of education and form .............. 37

Table 4.5: Period of service of the teachers .......................................................... 38

Table 4.6: Prevalent indiscipline cases among students ....................................... 39

Table 4.7: Student councils’ involvement in decision making and students’

discipline........................................................................................................ 41

Table 4.8: Chi square test for independence between student councils’

involvement in decision making and student’s discipline ............................. 43

Table 4.9: Student councils’ involvement in implementation of school rules

and student’s discipline.................................................................................. 45

Table 4.10: Chi square test for independence between student councils’

involvement in implementation of school rules and student’s discipline...... 47

Table 4.11: Prefects’ involvement in management............................................... 48

Table 4.12: Student councils’ as a link of communication to the

administration and student’s discipline ......................................................... 49

Table 4.13: Chi square test for independence between students council as a

channel of communication and student’s discipline ...................................... 51

x
Table 4.14: Involvement of student councils in welfare activities and

student’s discipline ........................................................................................ 53

Table 4.15: Chi square test for independence between Students council

involvement in welfare activities and student’s discipline ............................ 56

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 LIST OF FIGURES

Figure Page

Figure 2.1: Student council practices and discipline ............................................ 25

xii
 ABBREVIATIONS AND ACRONYMS

KESI Kenya Education Staff Institute

KSSHA Kenya Secondary Schools Heads Associations

KSSSC Kenya Secondary school Students’ Council

MOEST Ministry of Education Science and Technology

RCL Representative Council of Learners

SASA South African Schools Act: Act

SC Student Council

SPSS Statistical Package for Social Sciences

UNCROC United Nations Conventions on the Rights of the Child

UNICEF United Nations Children’s Emergency Fund

xiii
 ABSTRACT

The purpose of this study was to investigate the influence of student councils’
involvement in school governance on students’ discipline in public secondary
schools in Kathonzweni Sub-County, Kenya. The study objectives were: to
establish the influence of student councils’ involvement in decision making on
students’ discipline in public secondary schools; to establish the influence of
student councils’ involvement in implementation of school rules and policies
among students on their discipline in public secondary schools; to establish the
influence of student councils’ involvement as a link of communication between
students and administration on student’s discipline in public secondary schools;
and to establish the influence of student councils’ involvement in student welfare
activities on their discipline in public secondary schools. The study adopted a
descriptive survey design. The target population was 30 public secondary schools
in Kathonzweni Sub-County. Stratified random sampling was used to select a
sample size of 108 students, 162 teachers and 28 principals. Questionnaires and
interview guides were used to collect primary data. The questionnaires were also
subjected to pilot test to ensure that research instruments were reliable. The data
collected were analyzed using Statistical Package for Social Sciences computer
programme version 20.0. The results were presented in form of frequency tables
and chi square tests. Chi square tests were used to show the relationship between
the variables. The results of the study indicated that schools where student
councils were not involved in decision making were characterized by high levels
of indiscipline compared to those schools where students were involved in
decision making process. Further, school where a student council is not involved
in implementing school rules was characterized by high levels of indiscipline than
those that involved students in implementing school rules. A school where a
student council did not act as a link of communication was characterized by high
levels of indiscipline than those where student council acted as a link to the
administration. Finally, a school where a student council are not involved in the
deciding over students welfare activities was characterized by high levels of
indiscipline than those where student council was involved deciding over students
welfare activities. It is concluded that student council involvement in decision
making ensures that students participate in the management of schools. It is also
concluded that involving student council in implementing school rules influences
students’ discipline. It is also concluded that involving student council to act as a
link between students and school administration influences students’ discipline. It
is recommended that students be involved in decision making through student
councils selected. This ensures that students are accommodated by building a
sense of belonging to the school. It is also recommended that student councils be
involved in implementing school rules and policies. This will ensure that school
rules and policies are implemented effectively. It is also recommended that
student councils are involved in deciding the welfare of the other student.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

The persistent waves of students’ strikes in secondary schools in Kenya since

independence continued to be witnessed hence the need to allow students to be

heard through their representatives (Wachira, 2010 in Mukit,i 2014). There are

many reasons advanced supporting the need for student councils. The major

argument advanced being the need to change attitude towards youngsters and the

need to promote student involvement in school governance (Keogh & Whyte,

2005).

Student councils’ involvement in school governance entails active involvement

in school based decision making. Within the newly emerging international focus

on children’s competence are calls for children to become active participants in

the operations and management of primary schools. According to Davidsff and

Lazarus (2007), administrative decentralization can be defined as a means of

distributing authority to the different agencies, groups and stakeholders. This is

based on the thinking that schools know their needs better and are in the best

position to solve or manage their problems.

Globally, student councils across many different countries have different

structures but serving the same purpose. Generally, student councils are meant to

represent other students within the school. Student councils are also regarded as

mouth piece on behalf of the other students (Keogh & Whyte, 2005).
1
 In Ireland, student council is defined as a representative structure where

students are involved in school affairs (National Youth Council of Ireland, 2002).

The student councils (SC), formerly referred to as prefect bodies exist in in most

schools but their level of effectiveness is influenced by the election process,

training, size of the student councils, school size and principals’ administrative

experience (Keogh & Whyte, 2005).

In Denmark every school is required by law to have a students’ council. In

France, the high education is structured in a manner to allow student involvement

in decision making. In Canada there are students unions where at least one should

be a member (Wikipedia, 2012).

In the United States, the United Kingdom (UK), Finland, Ireland, Norway and

Singapore, student councils are vibrantly active at high school level. The

Norwegian laws require all learning institutions to form student councils whose

members are chosen by the students themselves (Critchley, 2003). In Britain or

Germany students are offered some opportunity to participate in school

governance (Miller, 2004).

Further in the United States of America, the elementary school students elect

class presidents. He/she is charged with the responsibility of ensuring the class

issues are presented for deliberations at the student councils. They are also

charged with the responsibility of chairing cabinet meetings and organizing class

activities (Brady, 2005). Class presidents are elected by students in the particular

2
classes and usually serve for a maximum term of one academic year with the

option of seeking re-election.

In South Africa the ruling government came up with some policies indented to

encourage student governance. In public secondary schools, students in the eighth

grade or higher at the school must be represented on the Representative Council

of Learners (RCL) (Mabovula, 2009). These schools must establish a

Representative Council of Learners (RCL), elected by the students. The student

representatives in school governing bodies provide the students with a legitimate

role to play in school governance (Mabovula, 2009). The particular rationales

underlying student participation in making decisions is the need to ensure their

involvement in school affairs.

In Kenya students’ involvement in governance is concentrated within elected

students’ representatives (Kenya Secondary School Student Councils

Constitution, 2009). Student councils or student governments are not an entirely

new phenomenon in Kenya and in the world at large. Kenya Secondary School

Students’ Council - KSSSC (2010) noted that in Kenya the councils have been

active in many tertiary education institutions.

Students’ leadership is composed of prefects who are appointed by the

teachers. In this method, students do not have much input in the process. The

principal, deputy principal and the teachers have heavy influence in the process of

selection of the students’ leaders. This has been a major source of conflict

between the school administration and students’ body where they feel that the
3
students’ leadership is not reflective of their preferences as indicated during the

election process (Oyaro, 2005).

Most schools do not really use the Representative Council of Learners to

promote democratic participation. The majorities of schools are still authoritarian

and reinforces passive subordination amongst the learners (Duma, 2011). The

policy maintains that the Representative Council of Learners acts as alink of

communication between students and the school management (Hilda, 2004).

Schools should build the necessary frameworks and communication avenues for

developing student councils .Thus, school administration should put in place good

communication systems in schools to ensure a smooth two-way flow of

information to all prefects, students, and teachers and support staff (Muli, 2012).

Student involvement in decision making refers to the involvement of students

in school affairs through established systems like the students council

(Tikoko&Kiprop, 2011). Traditionally, decisions about education lay squarely in

the domain of the parents, principals and teachers, while learners should

concentrate on studies only (Zafar, 1999, p.3). So, involving students in decision

making is seen as by educators as losing their status and influence in schools. The

empowerment of both student leaders and educators is assumed to contribute to

effective school governance.

Decision-making relating to the student welfare and academic affairs is not

fully developed in most schools. Very often there is lack of effective involvement

by students’ council when deciding on the welfare of students. Students feel

4
accepted and loved if they are given a chance to make decisions in the school

concerning their welfare. School administrations which involve prefects in

decision- making on matters concerning their welfare face fewer problems as

compared to those who do not.

In most schools, prefects are involved in a number of governance roles such as

supervising duties and ensuring that rules and regulations were followed. They are

also given authority to punish wrong-doers (Shikami, 2006). Student leaders are

mostly involved in enforcing discipline in schools. The main duties for student

councils are to direct and guide other students (Muli, 2012).

Students council’s play an important role in school management because they

are given very many roles like students’ welfare, coordinating co-curricular

activities, supervising learning activities like early morning and late evening

preps. They also check students’ attendance to such activities and monitor

indiscipline cases. This therefore denotes that student councils’ are the link

between the school administration and the entire student population in the school.

It also denotes that student councils bridge all good or bad happenings in the

school hence the administration is fully informed with whatever takes place

without being in direct contact with the student population (Mwikali, 2015).

School management should take into consideration student opinions in

establishing policies, which directly affect programs, activities, privileges and

other areas of student concern. Student councils’ under all roles given are on duty

at all time in all places during their stay in school. They are believed to be models
5
to other students therefore expected to ensure order and harmony among other

students more especially on punctuality. In so doing they defend and enforce the

school rules and regulations by being at the fore front and prepared to observe the

set school rules and regulations (Mwikali, 2015).

Strikes in secondary schools in Kenya have become significantly more

frequent in the past recent. This has prompted educational stakeholders to form

task force in to look into the issues leading to these disruptions from students and

an inquiry on the effect of student involvement when making decisions in post

primary education in Kenya (Ajowi, & Simatwa, 2010).

1.2 Statement of the problem

Student indiscipline has been on a rise over the years in Kathonzweni Sub-

County compared with the neighbouring sub-counties; as indicated by frequent

strikes, student unrest and poor school performance (Kenya Ministry of

Education, 2016).From the Kathonzweni District Education office report (July

2016) five schools within the district were involved in strikes, destruction of

property hence closed indefinitely with others requiring law enforcers to guard the

schools.

Mwiria and Ngethe (2007) analyzed the reforms in school governance but

focused more on students’ representations in governance with less emphasis on

decision making process in Kenyan universities; the same can be applied in the

6
secondary schools within Kathonzweni Sub-county, Makueni County. A study by

Cook-Sather (2002) and Fletcher (2005), Bukaliya (2012) and Vundi, Majanga

and Odollo (2014) advocate for student participation in decision making. From

the past studies highlighted, the study identified conceptual gap and contextual

gaps which the study filled by investigating the influence of student council

involvement in school governance.

1.3 Purpose of the study

The purpose of this study was to investigate the influence of student councils’

involvement in school governance in Kathonzweni Sub-County, Kenya.

1.4 Objectives of the study

i. To examine the influence of student councils’ involvement in decision

making on student’s discipline in public secondary schools in

Kathonzweni Sub-County.

ii. To establish the influence of student councils’ involvement in

implementation of school rules and policies among students on their

discipline in public secondary schools in Kathonzweni Sub-County.

iii. To establish the influence of student councils’ involvement as a link of

communication between students and administration on student’s

discipline in public secondary schools in Kathonzweni Sub-County.

7
 iv. To establish the influence of student councils’ involvement in student

welfare activities on their discipline in public secondary schools in

Kathonzweni Sub-County.

1.5 Research questions

The study had the following research questions:

i. How does student councils` involvement in decision making affect

students discipline in public secondary schools in Kathonzweni Sub-

County?

ii. What is the influence of student councils` involvement in implementing

school rules and policies on discipline among students in public secondary

schools in Kathonzweni Sub-County?

iii. What is the influence of student councils’ involvement as a link of

communication between students and administration on discipline in

public secondary schools in Kathonzweni Sub-County?

iv. What is the influence of student councils` involvement in student welfare

activities on their discipline in public secondary schools in Kathonzweni

Sub-County?

8
1.6 Limitations of the study

The respondents were unwilling to answer the questions. This was mitigated

by assuring them of the confidentiality of their identity .Further, the research

relied much on respondents’ perceptions which could be influenced by their

characteristics and bias could affect the validity of the study. However the

researcher asked the respondents to be truthful.

1.7 Delimitations of the study

This study was restrained to cover only public secondary schools only leaving

out other private secondary schools in Kathonzweni Sub-County. This is because

the focus of the study was on student council involvement in prompting discipline

in public secondary schools. Due to the fact that the characteristics of public

secondary schools are the same to some extent, the findings of this study were

generalized across the other schools. Other stakeholders including Board of

Management were left out though they have some influence on the extent of

student council on school related matters. This is because the study focused on

students’ involvement in running schools.

9
1.8 Significance of the study

Research findings from this study may help schools’ management to reduce

student indiscipline and to promote collaboration and democracy in secondary

schools for smooth running .The findings may be useful to educational

stakeholders in the development of educational policies that can help combat

student unrests in schools. Further, the study findings may also contribute

knowledge to the current stock of literature about the role and importance of

student councils in school management in secondary schools.

1.9 Assumptions

The outlined assumptions guided the study:

i. That the respondents of the study provided truthful and honest responses.

ii. That the schools within the area of study had established student councils.

1.10 Definition of significant terms

The definitions of terms are listed as;

Communication link refers the way information flows within an institution

among different groups of persons.

Implementation of rules and policies it refers to the process of enforcing a plan

into action

10
Involvement refers to the act of including and considering students opinions in

the process of making major decisions and policy formulation on

student related matters.

School governance refers to process put in place to ensure accountability,

transparency, responsiveness and good management of schools.

Student Council refers to student bodies formed to represent students’ views to

the school management.

Student discipline refers to the level in which students are adhering to the set

school rules and policies.

Student welfare activities refer to all activities that cut across boarding, sports

and provision of meals to students.

Decision Making Process This refers to the stages involved in making

appropriate and acceptable conclusions that are acceptable both by

students and administrators through student representatives and public

administration on education matters.

11
1.11 Organization of the study

The study is organized into five chapters. Chapter one consists of the;

introduction, background of the study, problem statement, purpose, research

objectives, research questions, limitation of the study, delimitations of the study

,significance of the study, assumptions of the study, definition of significant terms

and study organization. Chapter two presents the introduction, concept of student

council participation in school governance, students’ council participation in

decision making and students discipline, student council’s involvement in

implementation of school rules and policies and students discipline, student

council’s involvement as a link of communication between students and

administration and student discipline, student council’s involvement in student

welfare activities and students discipline, summary of literature review,

theoretical and conceptual presentation. The research methodology is explained in

Chapter three, which describes the study design used, study population, sample

size and sampling technique, research instruments, instruments validity and

reliability, data collection mechanisms and data analysis appoaches and ethical

issues to be considered before, during and after the study. Chapter four presents

the discussion of findings while conclusion and recommendation are outlined in

chapter five.

12
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter looked at empirical studies on the influence of student council

participation in school management and discipline. The study looked at the

theoretical background, the concept of student council participation in school

governance and also reviews studies carried out previously by other authors. The

chapter also summarized the research gaps.

2.2 The concept of student council involvement and school governance

The student council is among the many reforms in the education sector that the

government of Kenya has been undertaking in the last four years. There is need

for workable students councils. With students’ councils in Kenya today, who were

directly voted in by fellow students and then endorsed by the administration, it is

expected that participatory management of schools has moved schools further

(Zahra, 2010). Okumbe (2001) agrees with Otieno’s (2001) views about the

appointment of student councils. Okumbe explains that in the appointment of

student councils, it is more appropriate to allow them participate in proposing

who can fit to be their leaders.

Students’ council involvement in the governance of schools is important as

decisions always made affect them directly. These decisions range from school

13
management, academics and co-curricular activities (Tikoko & Kiprop, 2011).

Involving students in school governance cultivates their democratic rights.

Adored school management entails participation of students in governance

through their representatives, the prefects (Njue, 2014). The role of student

council in public schools can therefore not be under estimated.

The student councils provides a chance for student involvement in school

governance The school head should thus make sure that there is a functional

student body that links the school administration to the students. According to

Otieno (2001) study most schools depend on teachers to appoint student councils

without considering need for student involvement. Student councils’ involvement

in school management entails active involvement in school based decision making

(Mulwa, Kimosop & Kasivu, 2015). Thus, students who should be allowed to

participate in choosing their student councils should identify a credible student

council system (Maitles & Deuchar, 2006).

2.3 Student councils involvement in making decisions and discipline

Student participation in decision making refers to the work of student

representative bodies - such as school councils, student parliaments and the

prefectorial body. It is also a term used to encompass all aspects of school life and

decision-making where students may make a contribution, informally through

individual negotiation as well as formally through purposely-created structures

and mechanisms. Student participation also refers to participation of students in

14
collective decision-making at school or class level and to dialogue between

students and other decision-makers, not only consultation or a survey among

students.

Student participation in decision making in schools is often viewed as

problematic to school administrators, parents and society at large. This is often

due to the fact that students are viewed as minors, immature and lacking in the

expertise and technical knowledge that is needed in the running of a school. Thus

student participation in decision making is often confined to issues concerned

with student welfare and not in core governance issues.

The Decision making process may be considered to be the series of activities

undertaken from the time of identification of a situation that needs resolving by

way of choosing one of many alternative actions to fit the demand of the situation.

Gerald. A Cole (2002) says that there are some kinds of decisions that require a

number of minds to wrestle with them either because they are complex or because

they need to be acceptable by the majority of those who will be required to

implement (or are affected by) them.

The tasks to be performed by Principals in managing student discipline in

institutions have become more complicated, particularly after the withdrawal of

the cane, which was used as a disciplinary method (Nyasani, 2001). Hence there

is now a greater need of involving students in the decision making process

(Mulkeen et al. Kyeyune, 2008).

15
 Student involvement in making decisions refers to the duties of student bodies.

It is also a term used to refer to the process where students participate in school

governance (Chemutai & Chumba, 2014). Established student councils are avenue

to improved school governance (Fielding et al., 2003).

The current trend in the international community recognizes the right of the

child to access to education, and also requires the right of the student to

participate in decision-making (Carr, 2005). The inclusion of students in school

governance is a practical way to promote democratic values and develop

democratic school governance.

Mule (2011) did a study on factors affecting student leaders’ participation in

governance. By adopting a descriptive survey design the study found out that all

school heads appreciated participation of student councils in governance. The

further indicated that there is significant influence of studnts participation in

school governance.

Chemutai and Chumba (2014) contend that encouraging students’ participation

in making decisions cultivates democracy. They also become responsible

generation. This is always possible through student councils’ representation.

Muchiri (1998) observes that when students are encouraged to take part in the

administration of the school, they learn to cultivate democratic attitudes, right

attitudes towards work and a sense of belonging to both school and society. They

also learn to be self-directing, responsible and law abiding. Proper school

16
management means involvement of students in decision making through their

representations. But what is found on the ground in that students are not involved

in decision-making of what directly affects them (Muchiri, 1998).

2.4 Students councils’ involvement in implementation of school rules and

policies and students discipline

Student participation in decision making refers to the work of student

representative bodies such as school councils, student parliaments and the

prefectural body. It is also a term used to encompass all aspects of school life and

decision-making where students may make a contribution, informally through

individual negotiation as well as formally through purposely-created structures

and mechanisms.

Sithole (1998) affirms this by saying that students’ involvement in formulation

of school rules and regulations in school is viewed as total problem to the

administrators, teachers, parents and the entire society. This is because student

councils’ are seen as immature and lacking knowledge that is necessary to

running of a school.

Issues relating to the discipline of students have captured the ears of parents

and other educational stakeholders (Ching, Jiar & Jaffri, 2015). A working

student’ councils should be active discussing various issues ranging from

administration and discipline of students. It is advisable that school management

17
should not infringe into the management of the students’ councils (Huddleston,

2007).

Student council plays an exceptionally viable train in learning institutions. For

example Christie et al (1998) noted that dynamic contribution of understudies in

train process is seen as integral to having dependable outcomes. They include that

co-making discipline arrangements add to possession for the understudies an

impetus for long haul capable conduct. In think about examining disciplinary

procedures utilized in Kenyan optional schools, Kiprop (2007) additionally found

an extensive level of assention among her subjects on student participation

disciplinary issues.

Ching, Jiar and Jaffri (2015) conducted a study titled, instilling discipline on

students through Social-Emotional Learning (SEL). Issues related to discipline

were discussed in Malaysia and how SEL approach can used to address them.

SEL approach was viewed as alternative way of cultivating morals among

students. Otieno (2001) gives the following pieces of advice as regards the role of

student councils with reference to discipline that classroom discipline is important

for effective learning; and class student councils should ensure that students

maintain silence while in class.

Sabitu (2014) did a study on students’ assessment role in promoting discipline

in Osun state, Nigeria. Data was collected from 500 students. Sabitu concluded

that courses and seminars can be adopted in cultivating morals among students.

18
 Otieno (2001) gives the following pieces of advice as regards the role of

student councils with reference to discipline: all student councils should take

collective action whenever they come across cases of indiscipline; student

councils involved in school outings are responsible for the discipline of the party

and that classroom discipline is important for effective learning; and class student

councils should ensure that students maintain silence while in class.

2.5 Student councils’ involvement as a link of communication between

students and administration and students discipline

The indiscipline cases reported in Kenya show evidence of a communication

breakdown between the schools administration and the prefects. Ozigi (1971) says

that the student councils, serves as a link to communicate to the school

administration. Ozigi points out that the student councils is one of the means of

involving students in school governance. Thus, the procedures of communication

are a two-way flow of information from top to bottom and bottom-up involving

prefects. This goes in line with Max Weber’s Theory of Bureaucracy.

The main task of the student councils normally is to help in running school on

behalf of the teachers. The structure in many schools with the prefects system

have a unidirectional flow Students’ councils, whose members should be elected

by the students themselves, are the most democratic way of making school

decisions (Kimotho, 2012).

19
 Student councils’ are forums where complaints are raised and settled.

Students’ councils can be organized in a variety of ways, with some being ‘safety

valves’ where the principals or teachers listen to students’ problems and explain

them away. Thus students’ councils in a democratic structure are able to air the

students’ ideas, opinions, and grievances to the relevant authorities. A major

argument against students’ councils is that they can easily breed chaos in schools

(Marwa, 2014).

In an attempt to improve communication and involve students more in decision

making in Kenya, other structures such as students open forums ‘barazas’ and the

suggestion boxes have been designed. Open forums were strongly proposed by

some educationists through which students were required to raise any issues with

the school principal and necessary reactions were given. The success of school

governance is depended on communication among students, teachers and the

school management (Lethoko et al., 2001). Limited communication among

students and the school management is the main course of indiscipline cases

(Kiprop, 2012).

According to Having a Say at School (HASAS) Survey (2010), time allocated

for SCs may be looked in terms of how often the council meets; how long each

session lasts; planning or preparation time; implementation of decisions made ;

and communication with both adult decision makers and fellow students

(Bukaliya & Rupande, 2012). Lack of enough time to talk at meetings about all

20
the issues was identified as an obstacle by 55% of both student councils and

school staff.

Wambulwa (2004) raised a number of advantages of learner representation in

school governing body. The first one is that there is a link between learners and

school governing body therefore contribution by learners can influence decisions.

Secondly it contributes to the improvement and maintenance of discipline.

Learners can offer their opinions regarding students’ discipline as a result adults

are made aware of learner thinking regarding school governance. This suggests

that if given the opportunity to serve on committees and exercise their right to

vote consequently learners and educators get a chance to solve problems together.

Indimuli (2012) says that transforming students’ leadership from the prefect to

more representative body was a voice in their leadership while changing the role

of prefect from being master to being a bridge of communication between the

students and school administration. Most of the times, decisions that teachers

impose on students were the same that students themselves could gladly owned if

they were given an opportunity to participate in their deliberations. The true

reward to student council members was to give chance to give service to the

school (Griffin, 2000).

21
2.6 Student councils involvement in student welfare activities and students

discipline

Both the head teacher’s manual and the KESI suggest that students be involved

in community welfare and development activities that include participation in tree

planting (Muritu, 2012). Student councils play a crucial role in welfare activities

(Patmor, 1999). They assume daily activities in school on behalf of the teachers.

The activities range from organizing out of class activities like games, solving

minor indiscipline cases and other welfare programs like ensuring all students get

meals. They also undertake supervision of school activities (Ozigi, 1995).

Students council’s play an important role in school management because they are

given very many roles like students’ welfare, coordinating co-curricular activities,

supervising learning activities like early morning and late evening preps. They

also check students’ attendance to such activities and monitor indiscipline cases.

This therefore denotes that student councils’ are the link between the school

administration and the entire student population in the school (Kouzer, & Posner,

2013). It also denotes that student councils bridge all good or bad happenings in

the school hence the administration is fully informed with whatever takes place

without being in direct contact with the student population.

Tikoko and Kiprop (2011) conducted a study regarding involving students in

running schools. Questionnaires were used to collect data. The results showed that

though students’ views are considered, they were not extended to core

22
management guidelines of the school. Though involved in welfare programs, they

were not involved in school administrative issues.

2.7 Summary of literature review

Summary of empirical studies entailed student councils` involvement in school

governance. Various studies have been done in this area. For example,

Huddleston (2007) has shown that some teachers and school management do not

with the seriousness it deserves issues affecting students. Njozela (1998)

established that school heads and other stakeholders should appreciate the roles

played by student councils and help them cultivate leadership skills, while

Hannan (2003) points out that out of class activities for example games and music

should not always be decided by the Ministry, but should also leave some room

for student council participation. Sagle and Kowlosky (2000) found out those

school managers in Netherlands involved student councils’ in ensuring

punctuality in the schools as a social duty. On the other hand, Riley (2002) found

that student councils’ had an influence in school management in the maintenance

of hygiene and sanitation in the schools.

23
2.8 Theoretical background

This study is anchored on the Social Systems Theory. Social Systems theory

elucidates key principles that can be employed at different disciplines of life.

School system is a live and always changing institution. A school is comprised of

other social institutions which include departments, committees and students’

council experiencing continued interaction and interdependency amongst

themselves. A learning institution is thus a system. This Theory was suitable the

school was viewed to comprise other sub units like student councils, departments

and the administrative unit interacting at different levels to bring about

harmonious school management.

24
2.9 Conceptual framework

This is an analytical tool representing different variables that interact together at

different levels resulting to a common output. A figurative illustration of the

variables interacting is shown in figure 2.1.

Involvement in
decision making
 Curricular
 Co-curricular

Involvement in Inclusive Student discipline

Implementing school management  Number of
rules and policies process involving student strikes
 Number of students, BOM,  School
mistakes parents and performance
reported daily teachers

As a link of
communication
 Complaints

Involvement in
student welfare
 Catering
 Boarding

Figure 2.1: Student council practices and discipline

The conceptual framework shows the relationship between variables in the

involvement of student councils’ in school governance. The figure shows that

when students council are involved in various aspects of school governance such

25
as decision making, implementation of school rules and policies, as a

communication linkage between students and administration and involvement in

student welfare activities leads to improved discipline in a school. Further, if there

is a communication breakdown between the prefects and the school

administration, there is likelihood of indiscipline rising since the administration

may not be aware of what is going on.

26
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This section covers the methodology that the researcher adopted. The sections

include design, population, sample size and sampling methods, research tools,

instrument’s validity and reliability, data gathering procedure, data analysis

mechanisms and moral issues to be adhered.

3.2 Research design

A descriptive survey design was employed. A survey design enables a

systematic gathering of data from a given study unit (Mugenda & Mugenda,

2003). The survey helped describe influence of student councils’ involvement on

student discipline. The researcher collected data, tabulated and made

interpretations. The core task of the researcher is to explore the relationship that

exists, practical part of it, beliefs and attitudes, processes and effects felt or trends

that are developing (Best & Kahn, 2001).

3.3 Target population

Target population is a collection of objects considered in any field of study. It

refers to a large group from which the sample is taken (Orodho, 2008), defines

target population as items to be studied. The target population was 30 public

27
secondary schools in Kathonzweni Sub-County, Makueni County. The study

targeted a population of 1000 student representatives, 800 teachers and 30

principals. The study units were student representatives, teachers and principals.

3.4 Sample determination

A sample is a representative proportion of the target population (Mugenda &

Mugenda, 2003). This study used stratified random sampling when selecting the

sample sizes for the study. According to Adejimi et al. (2010), stratification is

beneficial as it considers each stratum independently. The target populations

were stratified into three strata (student representatives, teachers and principals).

Krejcie and Morgan (1970) the sample-population table was used and thus

settling on 108 student representatives, 162 teachers and 28 principals from their

respective target population. Stratification method was used to choose a sample

size 108 student representatives, 162 teachers and 28 principals .The sample size

of the study was 298 respondents. The sampling frame is demonstrated in Table

3.1.

Table 3.1

Sampling frame

Unit of the study Target population Sample

Student representatives 150 108
Teachers 280 162
Principals 30 28
Total 460 298

28
3.5 Research instruments

Orodho (2008) defines a questionnaire as a method to collect both quantitative

and qualitative data. Both the questionnaires and the interview guide were

developed by the researcher. Questionnaires and interview guides were developed

in line with study objectives and distributed by the researchers. Questionnaires

and interviews were used to gather primary data. Interview guide was designed

for head teachers while questionnaires will be administered to the teachers and

student representatives. Interview guide was used to collect qualitative data

regarding involving student councils in school governance on students’ discipline.

The questionnaire comprised 5 sections. Section A captured demographic data,

while section B, section C, section D and section E captured statements in line

with study objectives.

3.6 Validity of instruments

Kombo and Tromp (2006), define validity as the ability of the research tool to

capture what is intended to collect. In this study, a pilot test was performed by

considering three learning institutions that were not included in the study

population. Ten percent (10%) of the sample size for teachers and students was

used .Therefore, the sixteen teachers and eleven students were asked to make

comments on the instrument. This enabled the researcher to make corrections

where necessary and assess the appropriateness of the method used. Assistance

29
was also sought from the experts who are the supervisors in improving content of

the instrument.

3.7 Reliability of instruments

Reliability is the measure of consistency (Mugenda & Mugenda, 2003). The

researcher used test-retest technique by presenting the same tool two times to a

similar population at different times within an interval of fourteen days.

Cronbach’s test was carried to determine the reliability of the data collecting

instrument where a value of 0.7 or more is considered fit.

To conduct pilot testing, 11 students and 16 teachers were randomly selected.

A total of 27 respondents were drawn for pilot. This was 10% of the sample size

and was not be included in the final study. Cronbach's alpha is presented as a

function of test items and the average inter-correlation.

Cronbach's formula is presented as

Where N equals number of items, c-bar represents the average inter-item

covariance among units and v-bar shows the average variance. The formula shows

that as you increase the number of units, the alpha α increases.

30
3.8 Data collection procedures

An introductory letter was requested from university before the actual study. A

authorization letter to conduct the research was also requested from NACOSTI. A

courtesy visit to the Sub-County Education Officer will also be was made to

inform of the intention to carry out the study. The researcher administered the

questionnaires in person and the respondents given enough time to respond. The

filled questionnaires were collected .Interview questions were read to the

principals.

3.9 Data analysis techniques

Collected data (quantitative) was keyed in into SPSS software version 20.0.

The results generated included average and deviations from the mean. The results

were presented in frequency tables. The chi square tests checked the relationship

of research variables. The chi square test was meant to compare the students’

level of discipline between the schools which involve students in school

governance and those that do involve students in school governance. Qualitative

data gathered by use of interview guide was analyzed through content analysis

and presented in prose form.

31
3.10 Ethical considerations

Basit (2013) highlights ethical standards to be observed before and during

research. Consent to conduct the study was sought from all respondents before

handing over the questionnaires. The identity of respondents was kept

confidential. The aim of the study was explained to the respondents and assured

that the data collected will not be used for other purpose other than academic

research.

32
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction

This chapter presents the findings and discussions of the study. The aim of the

study was to establish the influence of student councils’ involvement in school

governance. The study objectives were; to examine the influence of student

councils’ involvement in decision making on student’s discipline, to establish the

influence of student councils’ involvement in implementation of school rules and

policies among students on their discipline, to establish the influence of student

councils’ involvement as a link of communication between students and

administration on student’s discipline and to establish the influence of student

councils’ involvement in student welfare activities on their discipline in public

secondary schools in Kathonzweni Sub-County. Analysis of data was done using

descriptive statistics and correlations analysis. Findings are presented in tabular

form.

33
4.2 Instruments’ response rate

The return rate provides a profile of study units that participated. The

respondents of the study were teachers, student councils and school principals.

The return rate is indicated in Table 4.1.

Table 4.1

Response rate

Respondents Percentage
category Administered Returned Unreturned returned
Teachers 162 134 28 82.7
Student
representatives 108 104 4 96.3
Principals 28 28 - 100
N1= 162 N2= 108 N2= 28

The response rate for teachers was 82.7 percent; the response rate for student

representatives was 96.3percent while the participation rate for principals was 100

percent. According Kothari (2004), a return rate of more than 50 percent is

sufficient. Therefore, a response rate achieved for this study was adequate for

analysis.

34
4.3 Distribution of respondents by demographic characteristics

It was important to understand the background study for the respondents

which included age, gender, level of education and period of service of the

respondents. This was inspired by the need to establish whether there exists any

close relationship among respondents’ demographic characteristics and students’

discipline.

4.3.1 Distribution by gender

The study investigated the gender composition of teachers. It was helpful to

indicate the gender of the population to identify any relationship between gender

composition of teachers and provision of discipline among students in

Kathonzweni Sub-County. Gender of teachers was, therefore, considered in order

to enable the researcher establish their perception towards promoting discipline

among students. The findings are illustrated in Table 4.2.

Table 4.2

Distribution of respondents by gender

Demographic Students
characteristics Teachers councils
Frequency Percent Frequency Percent
Gender
Male 69 51.5 57 54.8
Female 65 48.5 47 45.2
Total 134 100.00 104 100.0
N1= 162 N2= 108

35
 Findings in Table 4.2 show that there were more male teachers than females in

Kathonzweni Sub-County. Acker (2006) argued that gender equality promotes

unity and togetherness at place of work. Normally the population of females in

Kenya is higher than that of males hence consequently the situation may as well

be the same for school teachers. The results also showed that the male student

representatives were more than females. However, the gender disparity is low.

The results also agree with. This is in agreement with Education for All (EFA)

movement by UNESCO aimed at achieving global gender equality in education.

4.3.2 Distribution of respondents by age

The study described the participants of the study in terms of age distribution. Age

closely related to behavioral discipline of person. It was necessary to study the

age of respondents. The findings are indicated in Table 4.3.

Table 4.3

Distribution of respondents by age

Distribution by Student
age Teachers councils
Frequency Percent
Age set Frequency Percent Age group
Less 21 21.2
< 30 years 19 14.2 than 14years
31 to 40 years 56 41.8 14 to15 years 41 39.4
41to 50 years 42 31.3 16 to17 years 34 32.7
51 years & above 17 12.7 Above 18 7 6.7
Years
Total 134 100.0 104 100.0

N1= 162 N2= 108

36
 Table 4.3 shows that majority of teachers were aged 31 years and above.

Results further indicated that majority of students representatives were aged

between 14 and 17 years. This is in agreement with Ganai and Muhammad (2013)

who observed that students’ behavior is affected by household characteristics such

as age. Abubakar and Adegboyega (2012) studied the effects of age on academic

achievement, gender and behavior. The study revealed that a relationship between

age and academic prowess, however gender did not have any significant effect on

the academic achievement of the students.

4.3.3 Distribution of respondents by levels of education

Academic qualification of teachers was important to establish whether the

level of education of the respondents influences their desire to involve student

councils in school governance. School governance is related to students’ levels of

discipline. Educational programs are powerful tools for building connections

between teachers, parents and students and a moral society.

Table 4.4

Distribution of respondents by levels of education and form

Student
Level of education Teachers councils
Frequency Percent
Education Frequency Percent Form
Diploma 19 14.2 Form 1 26 25.0
Bachelors 67 50.0 Form 2 24 23.1
Masters 45 26.1 Form 3 30 28.8
PhD 13 9.7 Form 4 24 23.1

Total 134 100.0 104 100.0

N1= 162 N2= 108

37
 Table 4.4, shows that majority of teachers had bachelors level of education.

Results also show that the number of student representatives was represented

fairly from form 1 to form 4. The level of education of teachers relates to their

instructional skills and pedagogical skills that are needed when shaping students

moral behavior and levels of discipline. Collins (2002) indicated that guidance

and counseling lessons are crucial for shaping students behaviours.

4.3.4 Period of service of the respondents

Sorensen (2008) noted that workers who have worked for long possess more

skills as compared to those with short tenure. Long time of service means enough

experience in a particular field. Results are shown in Table 4.5.

Table 4.5

Period of service of the teachers

Work Duration Teachers

Frequency Percent (%)
less than 1year 13 9.7
1 to 5 years 59 44.0
6 to 10 years 27 20.1
> 10 years 35 26.1

Total 134 100

N1= 162

Table 4.5 shows that majority 59 percent of teachers had worked for a period

of 1 to 10 years. This is an indication that teachers are experienced enough to

38
understand school governance practices. Duration of work service is related to

work commitment.

4.4 Prevalent indiscipline cases among students

According to Otieno (2012) discipline entails guiding the learners to make

reasonable decisions. He further observes that good management of discipline

saves substantial resources and time for the stakeholders. Sound discipline is

necessary if the school has to implement the curriculum effectively and achieve

maximum performance. Student representatives were asked to indicate the most

common indiscipline cases in their schools. Results of the study are presented in

Table 4.6.

Table 4.6

Prevalent indiscipline cases among students

Indiscipline case Frequency Percent

Strikes 33 31.7
Bullying 34 32.7
Involvement in drugs 17 16.3
Sneaking 8 7.7
Others 12 11.5
Total 104 100
N1= 162

Schools were grouped into high indiscipline schools and low indiscipline

schools depending to the levels of discipline. Schools that were characterized by

frequent cases of strikes, bullying and use of illegal drugs were termed to have

high levels of indiscipline. Schools that witnessed only sneaking and other petty

39
mistakes were termed to be have low levels of indiscipline. Results of the study

showed that cases of bullying at 32.7 percent and strikes at 31.7 percent were the

most common indiscipline cases among secondary schools in Kathonweni Sub-

County. This is in agreement with the Institute of Education Sciences (2004) that

public schools have constantly reported indiscipline cases. The other cases of

indiscipline happening in secondary schools included arson, bullying, vandalizing

school structures, physical fight by students on teachers and other students,

alcoholism, abuse of drugs and substances, absenteeism among others (Mabeba,

2010).

4.5 Student councils’ involvement in decision making and student’s discipline

Student council involvement in decision making refers to the work of student

representative bodies such as school councils (Chemutai & Chumba, 2014). The

respondents were asked to examine the influence of student councils’ involvement

in decision making on student’s discipline. The responses were rated on a five-

point Likert scale and presented in Table 4.7. The choices were presented as (5=

never, 4= rarely, 3= can’t tell, 2 = frequently and 1= all the time.

40
Table 4.7

Student councils’ involvement in decision making and students’ discipline

all the freque Can’t

Role time ntly tell Rarely Never Mean SD
Selecting school
prefects 7.5% 17.2% 5.2% 14.9% 55.2% 3.9 1.4
Time for preps 11.9% 13.4% 17.9% 25.4% 31.3% 3.5 1.4
Involvement in
governance 11.9% 14.9% 13.4% 26.9% 32.8% 3.5 1.4
Enacting school
rules and policies 10.4% 19.4% 11.2% 21.6% 37.3% 3.6 1.4
Implementation
of school rules 11.9% 13.4% 7.5% 35.1% 32.1% 3.6 1.4
Average
N1= 162

Table 4.7 revealed that majority of the respondents, 70.1 percent, indicated that

student councils were not involved in electing school prefects. Majority of the

respondents (56.7%) indicated that student councils were not involved in deciding

time for preps. The results also indicated that majority of the respondents 59.7

percent of the respondents indicated that student councils were not involved

school governance. Further, 58.9 percent of the respondents indicated that student

councils were not involved when enacting school rules and policies. Finally, 67.2

percent of the respondents indicated that student councils were not involved in

implementation of school rules.

The results agree with Mule (2011) that there is a close association between

students’ involvement and school governance. The current trend in the

international community recognizes the right of the child to access to education,

41
and the right of the student to participate in decision-making (Carr, 2005). The

inclusion of students in school governance is a practical way to promote

democratic values and develop democratic school governance. The average mean

of 3.6 and standard deviation of 1.4 indicated that there was a high variation in the

responses from the respondents with regard to student councils’ involvement in

decision making and students’ discipline.

During an interview session, school principals were asked to indicate how

students’ council is involved in decision making process in their schools. They

indicated that student’ councils were involved when deciding on their welfare

programmes. However, they were not much involved in deciding over school

rules and policies. They further indicated that involving students in implementing

school policies ensures that school rules and policies are implemented effectively.

A Chi square test for independence between student councils’ involvement in

decision-making and student’s discipline was conducted. Student councils’

involvement in decision making was categorized into those schools that involve

students in decision making and those schools that do not involve students in

decision making. This was tabulated against students’ level of discipline that was

categorized into high indiscipline cases and low indiscipline cases. Table 4.8

shows how student level of discipline was evaluated against student council

involvement in decision making.

42
Table 4.8

Chi square test for independence between student councils’ involvement in

decision making and student’s discipline

Students discipline
High Low
indiscipline indiscipline Chi-square (p
cases cases value)
Students council
Decision not involved in
making decision making 103 3
Students council
involved in
decision making 4 24 94.572 (0.000)
N1= 162

Findings indicated that, there were high indiscipline cases when student

councils were not involved in decision making as indicated by 103 respondents as

compared to 4 respondents who indicated that student councils were involved in

decision making. Further, student indiscipline cases were low when student

council was involved in decision making as indicated by 24 respondents as

compared to only 4 who indicated that students are not involved in making

decisions. The study findings were statistically significant supported by a chi

square of (λ =94.572, p=0.000).

These findings therefore imply that involving student council in decision

making influences students’ discipline. Traditionally, decisions about education

lay squarely in the domain of the parents, principals and teachers, while learners

should concentrate on studies only (Zafar, 1999, p.3). So, involving students in

43
decision making is seen as by educators as losing their status and influence in

schools. The empowerment of both student leaders and educators is assumed to

contribute to effective school governance.

4.6 Student councils’ involvement in implementation of school rules and

student’s discipline

The respondents were asked to establish the influence of student councils’

involvement in decision making on student’s discipline in public secondary

schools. In most schools, prefects are involved in a number of governance roles

such as supervising duties and ensuring that rules and regulations are followed.

They are also given authority to punish wrong-doers (Shikami, 2006). The

responses are presented in a five Likert scale and presented in Table 4.9. The

choices were presented as (5= never, 4= rarely, 3= can’t tell, 2 = frequently and

1= all the time.

44
Table 4.9

Student councils’ involvement in implementation of school rules and

student’s discipline

all the frequ Can’t Me

Role time ently tell Rarely Never an SD
Implementation of
school rules and
policies 5.2% 5.2% 7.5% 39.6% 42.5% 4.1 1.1

Reviewing existing
rules and policies 11.2% 14.9% 11.9% 28.4% 33.6% 3.6 1.4
Formulating school
policies to guide
students 10.4% 11.9% 13.4% 30.6% 33.6% 3.6 1.3

Representing other
students in school
discipline committee 12.7% 9.0% 2.2% 33.6% 42.5% 3.8 1.4
Implementing school
policies 3.0% 5.2% 17.2% 34.3% 40.3% 4.0 1.0

Petitioning
administration on
behave of students 6.0% 11.9% 13.4% 28.4% 40.3% 3.9 1.2

Involvement in
punishing students 5.2% 4.5% 7.5% 32.8% 50.0% 4.2 1.1
Average 3.9 1.2
N1= 162

Table 4.9 showed that majority of the respondents (82.1%) indicated that

student councils were not involved in the implementation of school rules and

policies. The results also showed that majority of the respondents (62. 0%) felt

that students’ councils were not involved in reviewing existing rules and policies.

The results also showed that majority of the respondents 64.2 percent of the

45
respondents indicated that student council is not involved formulating school

policies to guide students.

Student councils play a very effective discipline in schools. For instance,

Christie et al (1998) noted that involvement of students in discipline process is an

avenue to harmony in schools. Kiprop (2007) acknowledged that student leaders

participated in enforcing school rules.

On a likert scale, the mean response was 3.6 which means that majority of the

respondents were not agreeing to the statements in the questionnaire. The

deviation from the mean was 1.4 meaning that the responses were clustered

around the mean response. The average mean of 3.6 and standard deviation of 1.4

indicated that there was a high variation in the responses from the respondents

with regard to student councils’ involvement in decision making and students’

discipline.

A Chi square test for independence between student councils’ involvement in

the implementation of school rules and student’s discipline was conducted.

Student councils’ involvement in implementation of rules was categorized into

those schools that involve students in implementing rules and those schools that

do not involve students in implementing school rules. This was tabulated against

students’ level of discipline that was categorized into high indiscipline cases and

low indiscipline cases. Table 4.10 shows how student level of discipline was

evaluated against student council involvement in implementing school rules.

46
Table 4.10

Chi square test for independence between student councils’ involvement in

implementation of school rules and student’s discipline

Students discipline
High Low
indiscipline indiscipline Chi-square (p
cases cases value)
Implement Students not
ation of involved in the
school implementation of
rules school rules 102 1
Students involved
in the
implementation of
school rules 5 26 101.781 (0.000)
N1= 162

A school where a student council is not involved in implementing school rules

was characterized by high levels of indiscipline than those that involved students

in implementing school rules. Result findings indicated that, there were high

indiscipline cases when student council was not involved in implementing school

rules as indicated by 102 respondents as compared to 5 respondents who indicated

that student councils are involved in implementing school rules. Further, student

indiscipline cases were low when student council was involved in implementing

school rules as indicated by 26 respondents as compared to only 1 who indicated

that students are not involved in implementing school rules. The study findings

were statistically significant supported by a chi square of (λ =101.781, p=0.000).

These findings therefore imply that involving student council in implementing

school rules influences students’ discipline.

47
Further, the study sought to know whether it is important to involve student

councils in the management of the school. This is important in strengthening their

relationship with the school management. Results of the study are shown in Table

4.11

Table 4.11

Prefects’ involvement in management

Should prefects involve management? Frequency Percent

No 40 29.9
Yes 94 70.1
Total 134 100
N1= 162

Results of the study shows that majority of the respondents (70.1%) agreed

that student councils should be involved in the management of schools. This

implies that student council is a right ingredient in the management of secondary

schools.

4.7 Student councils’ as a link of communication to the administration and

student’s discipline

Ozigi (1971) says that the students’ council serves as a communication router

to the school administration. The respondents were asked to establish the

influence of student councils’ involvement as a link of communication between

students and administration on student’s discipline in public secondary schools.

48
The responses were rated on a five Likert scale and presented in Table 4.12. The

choices were presented as (5= never, 4= rarely, 3= can’t tell, 2 = frequently and

1= all the time.

Table 4.12

Student councils’ as a link of communication to the administration and

student’s discipline

all the frequen Can’t Me

Role time tly tell Rarely Never an SD

Presentation of
students problems 5.2% 6.0% 5.2% 35.8% 47.8% 4.1 1.1

Presentation of
students views
regarding welfare
programmes 4.5% 11.9% 9.0% 48.5% 26.1% 3.8 1.1
Passing students
views regarding
school
management 4.5% 12.7% 9.7% 23.1% 50.0% 4.0 1.2
Evaluating
student-teacher
relation 6.7% 8.2% 2.2% 31.3% 51.5% 4.1 1.2
Holding regular
meetings with
school
administration 11.9% 10.4% 20.1% 29.9% 27.6% 3.5 1.3
Discussing mode
of punishment 6.7% 10.4% 5.2% 43.3% 34.3% 3.9 1.2
Overall state of the
school 20.9% 2.2% 8.2% 35.8% 32.8% 3.6 1.5
Average 3.9 1.2
N1= 162

Table 4.12 showed that majority of the respondents (83.6%) indicated that

student councils were not involved in the presentation of students’ problems. The
49
results also showed that majority of the respondents (74.6%) indicated that

student’s councils were not involved in presenting of students views regarding

welfare programs. Further, majority of the respondents (73.1%) percent of the

respondents indicated that student council is not involved passing students’ views

regarding school management. The results also show that (82.6%) of the

respondents indicated that student council is not involved in evaluating student-

teacher relation.

This is in agreement with Kyungu (2009) emphasizes the need for clear duties

for students councils. Communication between students and school administration

is one of the duties. Effective communication must be enhanced. This will enable

effective day to day management of schools. Thus, school administration should

put in place good communication systems in schools to ensure a smooth two-way

flow of information to all prefects, students, and teachers and support staff (Muli,

2012).

On a likert scale, the mean of the responses was 3.9 indicating that majority of

the respondents were not agreeing to the statements in the questionnaire. The

deviation from the mean was 1.2 meaning that the responses were clustered

around the mean response. The average mean of 3.9 and standard deviation of 1.2

indicated that there was a high variation in the responses from the respondents

with regard to student councils’ involvement as a link of communication and

students’ discipline.

50
 A Chi square test for independence between student councils’ involvement as a

link of communication and student’s discipline was presented. Student councils’

involvement as a link of communication was categorized into those schools where

student council act as a link of communication and those schools where student

council do not act as a link to the administration. This was tabulated against

students’ level of discipline that was categorized into high indiscipline cases and

low indiscipline cases. Table 4.13 shows how student level of discipline was

evaluated against student council involvement as a link of communication of

communication to the school administration.

Table 4.13

Chi square test for independence between students council as a channel of

communication and student’s discipline

Students discipline
High Low
indiscipline indiscipline Chi-square (p
cases cases value)
Students council
Channel of not involved as a
communicati channel of
on communication 104 1
Students council
involved as a
channel of
communication 3 26 111.127 (0.000)
N1= 162

A school where student council does not act as a link of communication was

characterized by high levels of indiscipline than those where student council acted

51
as a link to the administration. Result findings indicated that, there were high

indiscipline cases when student council did not act as a link of communication as

shown by 104 respondents as compared to 4 respondents who indicated that

student councils act as a link of communication. Further, student indiscipline

cases were low when student council acted as a link of communication as shown

by 26 respondents as compared to only 1 who indicated that student council act as

a link of communication. The study findings were statistically significant

supported by a chi square of (λ =111.127, p=0.000). These findings therefore

imply that involving student council to act as a link between students and school

administration influences students’ discipline.

An interview session was conducted with school principals. The school

principals indicated that, student council is helpful in acting as a link between

students and school administration. This ensures that information lapses that are

common in learning institutions are mitigated.

52
4.8 Involvement of student councils in welfare activities and student’s

discipline

The respondents were asked to establish the influence of student councils’

involvement in student welfare activities on their discipline in public secondary

schools in Kathonzweni Sub-County. The responses were indicated on a five

Likert scale and presented in Table 4.14. The choices were presented as (5=

never, 4= rarely, 3= can’t tell, 2 = frequently and 1= all the time.

Table 4.14

Involvement of student councils in welfare activities and student’s discipline

all the frequen Can’t Me

Role time tly tell Rarely Never an SD
Type of meals and
diet 9.7% 8.2% 6.7% 32.8% 42.5% 3.9 1.3
Games and co-
curricular
activities 8.2% 16.4% 8.2% 41.0% 26.1% 3.6 1.3
Prompt medical
attention to sick
students 8.2% 15.7% 9.7% 23.1% 43.3% 3.8 1.4
Psychological
support through
Guiding and
counseling 6.0% 14.2% 2.2% 30.6% 47.0% 4.0 1.3
Provision of safe
and conducive
boarding facilities 8.2% 8.2% 19.4% 37.3% 26.9% 3.7 1.2
Provision of safe
and clean
environment 10.4% 11.9% 4.5% 42.5% 30.6% 3.7 1.3
Provision of safe
and conducive
learning
environment 11.9% 4.5% 6.0% 40.3% 37.3% 3.9 1.3
Average 3.8 1.3
N1= 162

53
 Table 4.14 showed that majority of the respondents (75.3%) indicated that

student councils were not involved in deciding type of meals and diet. The results

also showed that majority of the respondents (67.1%) indicated that student’s

councils were not involved in deciding time games and co-curricular activities.

The results also showed that majority of the respondents who were 66.4 percent of

the respondents indicated that student council is not involved deciding prompt

medical attention to sick students. This is in agreement with Tikoko and Kiprop

(2011) that though there attempts to include views of students in school policy,

such attempts did not extend to core management issues. Students were involved

in student welfare issues but were deemed to be immature and therefore were not

involved in administrative issues.

Decision-making relating to the student welfare and academic affairs is not fully

developed in most schools. Very often, there is lack of effective involvement by

students’ council when deciding on the welfare of students. Students council’s

play an important role in school management because they are given very many

roles like students’ welfare, coordinating co-curricular activities, supervising

learning activities like early morning and late evening preps (Backman, &

Trafford, 2006).

On a likert scale, the mean of the responses was 3.8 indicating that majority of

the respondents were not agreeing to the statements in the questionnaire. The

deviation from the mean was 1.3 meaning that the responses were clustered

around the mean response. The average mean of 3.8 and standard deviation of 1.3

54
indicated that there was a high variation in the responses from the respondents

with regard to student councils’ involvement in student welfare activities and

students’ discipline.

During interviews, school principals indicated that student’ councils were

involved when deciding on their welfare programmes.

A Chi square test for independence between student councils’ involvement in

students’ welfare activities and student’s discipline was conducted. Student

councils’ involvement in welfare activities was categorized into those schools

where student council are involved in the welfare activities of students and those

that do not involve student council in students welfare activities. This was

tabulated against students’ level of discipline that was categorized into high

indiscipline cases and low indiscipline cases. Table 4.15 shows how student level

of discipline was evaluated against student council involvement in the welfare

activities of students.

55
Table 4.15

Chi square test for independence between Students council involvement in

welfare activities and student’s discipline

Students discipline
High Low
indiscipline indiscipline Chi-square (p
cases cases value)
Students council
Students not involved in
welfare students welfare
activities activities 106 2
Students council
involved in
students welfare
activities 1 25 115.823 (0.000)
N1= 162

A school where a student council are not involved in the deciding over

students welfare activities was characterized by high levels of indiscipline than

those where student council was involved deciding over students welfare

activities. Result findings indicated that, there was high indiscipline cases when

student council was not involved in the welfare of students as shown by 106

respondents as compared to 1 respondent who indicated that student councils act

are involved in deciding over welfare activities of the students. Further, student

indiscipline cases were low when student council was involved in deciding over

welfare of students as indicated by 25 respondents as compared to only 2 who

indicated that student council is involved in deciding over welfare of students.

56
 The study findings were statistically significant supported by a chi square of (λ

=115.823, p=0.000). Chi square test was meant to show whether there existed any

significant association between involving student council in deciding over welfare

activities and students levels of discipline. These findings therefore imply that

involving student council in deciding over students’ welfare activities influences

students’ discipline.

57
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter addresses the summary of the findings, the conclusions and the

recommendations. This is done in line with the objectives.

5.2 Summary of the study

The purpose of this study was to investigate the influence of student councils’

involvement in school governance on students’ discipline in public secondary

schools in Kathonzweni Sub-County, Kenya. The study objectives were; to

establish the influence of student councils’ involvement in decision making on

student’s discipline in public secondary schools in Kathonzweni Sub-County, to

establish the influence of student councils’ involvement in implementation of

school rules and policies among students on their discipline in public secondary

schools in Kathonzweni Sub-County, to establish the influence of student

councils’ involvement as a link of communication between students and

administration on student’s discipline in public secondary schools in Kathonzweni

Sub-County and to establish the influence of student councils’ involvement in

student welfare activities on their discipline in public secondary schools in

Kathonzweni Sub-County.

The study adopted a descriptive survey design. The target population was 30

public secondary schools in Kathonzweni Sub-County, Makueni County. The

58
study therefore targeted 1000 student leaders, 800 teachers and 30 principals.

Stratification technique was used to select a sample size 108 student

representatives, 162 teachers and 28 principals. Questionnaires and interview

sessions were used to gather primary data. Interview guide was used to collect

qualitative data from head teachers while questionnaires were administered to the

teachers and students.

Content validity was used by the researcher to check whether the items in the

interview guide answer the research objectives. The questionnaire was also

subjected to pilot test to ensure that research instrument was reliable. The data

collected were analyzed using SPSS computer programme version 20.0 Chi

square tests were used to check on the relationship between the variables. The

results were presented in frequency tables.

The first objective was to examine the influence of student councils’

involvement in decision making on student’s discipline in public secondary

schools in Kathonzweni Sub-County. Chi square test for independence results

(λ=94.572, p=0.000) indicated that schools where students’ councils were not

involved in decision making were characterized by high levels of indiscipline than

those that involved students in decision making process. The study findings were

statistically significant. These findings therefore imply that involving student

council in decision making influences students’ discipline.

The second objective was to establish the influence of student councils’

involvement in implementation of school rules and policies among students on

59
their discipline in public secondary schools in Kathonzweni Sub-County. Chi

square test for independence results (λ=101.781, p=0.000) indicated that schools

where a student council is not involved in implementing school rules was

characterized by high levels of indiscipline than those that involved students in

implementing school rules. The study findings were statistically significant. These

findings therefore imply that involving student council in implementing school

rules influences students’ discipline.

The third objective was to establish the influence of student councils’

involvement as a link of communication between students and administration on

student’s discipline in public secondary schools in Kathonzweni Sub-County. Chi

square test for independence results (λ=111.127, p=0.000) indicated that schools

where a student council did not act as a link of communication was characterized

by high levels of indiscipline than those where student council acted as a link to

the administration. The study findings were statistically. These findings therefore

imply that involving student council to act as a link between students and school

administration influences students’ discipline.

The forth objective was to establish the influence of student councils’

involvement in student welfare activities on their discipline in public secondary

schools in Kathonzweni Sub-County. Chi square test for independence results

(λ=115.823, p=0.000) indicated that schools where a student council are not

involved in the deciding over students welfare activities was characterized by

high levels of indiscipline than those where student council was involved deciding

60
over students welfare activities. The study findings were statistically. These

findings therefore imply that involving student council in deciding over students’

welfare activities influences students’ discipline.

5.3 Conclusions

The conclusions of this study were informed by the findings based on each

study objective. Each objective was examined and a conclusion provided. The

purpose of this study is to investigate the influence of student councils’

involvement in school governance on students’ discipline in public secondary

schools in Kathonzweni Sub-County, Kenya.

Based on research finding it can be concluded that involving student council in

decision making influences students’ discipline. During decision making process,

students make a contribution, informally through individual negotiation as well as

formally through purposely-created structures and mechanisms.

Further, it can be concluded that involving student council in implementing

school rules influences students’ discipline. They are involved in ensuring that

school rules are implemented effectively.

It is also concluded that involving student council to act as a link between

students and school administration influences students’ discipline. Representative

Council of Learners acts as an important instrument for liaison and

communication and must meet at fairly regular intervals, with educators and other

61
school stakeholders to consider ideas, suggestions, comments and even

complaints from the students. Schools should build the necessary frameworks and

communication avenues for developing student councils. Thus, school

administration should put in place good communication systems in schools to

ensure a smooth two-way flow of information to all prefects, students, and

teachers and support staff.

Finally, it can be concluded that imply that involving student council in

deciding over students’ welfare activities influences students’ discipline. Students

council’s play an important role in school management because they are given

very many roles like students’ welfare, coordinating co-curricular activities,

supervising learning activities like early morning and late evening preps. They

also check students’ attendance to such activities and monitor indiscipline cases.

5.4 Recommendations for the study

The following recommendations were made;

1. The school administration should involve student in decision making

through student councils selected. This ensures that students are

accommodated by building a sense of belonging to the school.

2. It is recommended that student council be involved in implementing

school rules and policies. This will ensure that school rules and policies

are implemented effectively.

62
 3. It is recommended that the sustainable communication link between

students council and school administration. This will take care of

information lapses that are common in learning institutions.

4. Finally, the study recommends that students are involved in welfare

activities like meals and time for preps. This will ensure that we do not

experience conflicts between the school administration and students.

5.5 Suggestions for further study

Based on the study findings, the following were the suggestions for further

research;

1. Influence students’ level of discipline on school academic performance.

2. The role of parents in behavioral development of school going children.

63
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 APPENDICES

Appendix I: Letter of introduction

University of Nairobi

Department of Education Administration

P. O. Box 30197

Nairobi

The Principal,

………………………. Secondary school,

Makueni

Dear Sir/ Madam,

RE: REQUEST FOR PARTICIPATION IN RESEARCH

I am post graduate student at University of Nairobi pursuing a Masters Degree in

Corporate Governance in Education. I am carrying out a study on influence of

student council involvement in school governance on students’ discipline in

public secondary schools.

I kindly request you to assist me gather information in your institution. The

information provided will only be used for the purpose of this study and the

identities of the respondents will be held in strict confidence.

Yours faithfully,

Kilonzo Dominic Kyalo

68
 APPENDIX II: Questionnaire for teachers

Section A: Demographic data for Teachers

1. What is your gender? a) Male [ ] b)Female [ ]

2. What is your highest level of education?
a) Diploma [ ] b) Bachelors [ ]
c) Masters [ ] d) PhD [ ]
3. How many years have you been in your current employment?
a) less than one year [ ] b) 1 to 5 year [ ]
c) 6 to 10 years [ ] d) More than 10 years [ ]
4. What is your age bracket?
a) Less than 30 years [ ]
b) 31-40 years [ ]
c) 41-50 years [ ]
d) 51 years and above [ ]

Section B: Influence of student councils involvement in decision making on

discipline

5. How often are the student councils in your school involved in the following

roles? Please tick (√) in the box where necessary. The choices are given as All

the time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequently
time tell
Selecting school prefects
Time for preps
Selecting board of
governance
Enacting school rules and
policies
Implementation of school
rules

69
6. List factors hindering effective involvement of student council in decision

making?

………………………………………………………………………………………

Section C: Influence of student councils’ involvement in implementation of

school rules and policies among students on discipline

7. How often are the student councils in your school involved in the following

roles? Please tick (√) in the box where necessary. The choices are given as All

the time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequently
time tell
Implementation of school
rules and policies
Reviewing existing rules and
policies
Formulating school policies
to guide students
Representing other students
in school discipline
committee
Implementing school
policies
Petitioning administration on
behave of students
Involvement in punishing
students
What are the other ways student council can use to foster and promote student

discipline?

………………………………………………………………………………………

………………………………………………………………………………………

70
Section D: Influence of student councils’ involvement as a channel of

communication between students and administration on discipline

8. How often are the student councils in your school involved in the following

roles? Please tick (√) in the box where necessary. The choices are given as All

the time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequently
time tell
Presentation of students
problems
Presentation of students
views regarding welfare
programmes
Passing students views
regarding school
management
Evaluating student-teacher
relation
Holding regular meetings
with school administration
Discussing mode of
punishment
Overall state of the school

9. Should prefects be involved in the way the school is managed?

a) Yes [ ] b) No [ ]

10. What are the recommendations that you can put forward to improve
communication between student council and the school?
………………………………………………………………………………………
………………………………………………………………………………………

71
Section E: Influence of student councils involvement in student welfare

activities on discipline

11. How often are the student councils in your school involved in the following

roles? Please tick (√) in the box where necessary. The choices are given as All

the time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequently
time tell
Type of meals and diet
Games and co-curricular
activities
Prompt medical attention to
sick students
Psychological support
through Guiding and
counseling
Provision of safe and
conducive boarding facilities
Provision of safe and clean
environment
Provision of safe and
conducive learning
environment

72
Section F: Students’ discipline

12. Indicate students’ levels of discipline based on the following indicators?

Please tick (√) in the box where necessary. The choices are given as All the

time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequent
time tell
Students’ discipline has
deteriorated
There are more strikes
Increased cases of arson
Increased cases of sneaking
Drugs and substance abuse
Fighting among students
Disrespect to teachers and
other school workers

73
 APPENDIX III: Questionnaire for students

Section A: Demographic data for Students

1. What is your gender? a) Male [ ] b) Female [ ]

2. Which form are you?

a) Form 1 [ ] b) Form 2 [ ]
c) Form 3 [ ] d) Form 4 [ ]

3. What is your age bracket?

a) Less than 14 years [ ]
b) 14-15 years [ ]
c) 15-17 years [ ]
d) 18 years and above [ ]

4. Which is the most prevalent indiscipline issue in your school?

a) Strikes [ ] b) Bullying [ ] c) Involvement in drugs [ ]
d) Sneaking [ ] e) Others [ ]……………….

5. How often are the student councils in your school involved in the following
roles? Please tick (√) in the box where necessary. The choices are given as All
the time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequently
time tell
Supervising duties
Guiding and counseling
other students
Involved in formulating
school policies to guide
students
Representing other students
in school discipline
committee
Implementing school
policies
Petitioning administration on
behave of students
Involvement when selecting
student leaders

74
6. How often are the student councils in your school involved in the following
welfare activities? Please tick (√) in the box where necessary. The choices are
given as All the time, Frequently, Can’t tell, Rarely and Never

All the Can’t Rarely Never

Statement Frequently
time tell
Type of meals and diet
Games and co-curricular
activities
Prompt medical attention to
sick students
Psychological support
through Guiding and
counseling
Provision of safe and
conducive boarding facilities
Provision of safe and clean
environment
Provision of safe and
conducive learning
environment

7. How often are the student councils in your school involved in the following
decision making activities? Please tick (√) in the box where necessary. The
choices are given as All the time, Frequently, Can’t tell, Rarely and Never
All the Can’t Rarely Never
Statement Frequently
time tell
Selecting school prefects
Time for preps
Selecting board of
governance
Enacting school rules and
policies
Implementation of school
rules

75
8. As a link of communication between students and school administration. What

are your roles?

………………………………………………………………………………………

………………………………………………………………………………………

10. Are you involved when implementing school rules and policies?

Yes [ ] No [ ]

Section F: Students’ discipline

9. Indicate students’ levels of discipline based on the following indicators?

Please tick (√) in the box where necessary. The choices are given as All the

time, Frequently, Can’t tell, Rarely and Never

Strongly Can’t Agree Strongly

Statement disagree
disagree tell agree
Students’ discipline has
deteriorated
There are more strikes
Increased cases of arson
Increased cases of sneaking
Drugs and substance abuse
Fighting among students
Disrespect to teachers and
other school workers

76
APPENDIX IV: Interview guide for principals

1. In what ways are students’ council involved in decision making process in your

school?

………………………………………………………………………………………

………………………………………………………………………………………

2. In what ways do you think student council is helpful in implementation of

school rules and policies among students in this school?

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3. In what ways do you find student council help link students to the school

management?

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4. How do you involve students when it comes to their welfare programmes?

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Appendix V: Research authorization

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Appendix VI: Research permit

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Appendix VII: Sub County authorization permit

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Appendix VIII: Map of Kathonweni Sub County

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