Interventions in managing indiscipline of learners with divergent gender orientations in Nyeri County, Kenya
Keywords:
Education stakeholders, Divergent gender orientations, Discipline managementAbstract
Discipline of learners in secondary school has been an issue of concern to educational stakeholders. The purpose of this study was to determine educational stakeholders’ perceptions on interventions employed in managing discipline issues affecting learners with divergent gender orientations. The study was guided by Watson’s Behavioral Theory. The study adopted descriptive survey research design. Target population was 214 school principals, 214 teacher counselors and one County Quality Assurance and Standards Education Officer, and eight Sub County Directors of Education (SCDE) from Nyeri County, Kenya. Krejcie and Morgan’s Table was used to obtain sample size of 140 principals and 140 teacher counselors. The County Quality Assurance and Standards Education Officer and all the three SCDEs were included in the study. Stratified sampling was used to select 140 schools. Simple random sampling was used to select 140 principals and 140 teacher counselors while purposive sampling was used to select County director of Education and sub counties directors of education. . Data was collected using questionnaires and interview guides. The Statistical Package for the Social Sciences, Version 21 was used to analyze data. Findings show that key interventions to manage discipline issues affecting learners with divergent gender orientations in Nyeri County, Kenya include; guiding and counseling (96%), suspension (79.3%), strict school rules (74%), enhancing school security through installation of CCTV (71%), corporal punishment (63.4%), role modeling of students by peer counselors (65.2%), religious session for spiritual nourishment (53.7%), parental involvement in management of school discipline (30.8%), and expulsion (21.1%). Recommendations include principals to have a parent-mentoring program to educate and sensitize parents on parental duties in molding students discipline, parents to control children’s television consumption, principals to recognize school counselors and provide resources for counseling and Teacher Service Commission to intensify on capacity building for teachers and school principals to educate them about gender diversity and inclusivity.
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