International Research Journal of Innovations in Engineering and Technology - IRJIET International Open Access, Monthly, Peer Reviewed, Reputed Journal ISSN (online): 2581-3048

Impact Factor (2025): 6.9

DOI Prefix: 10.47001/IRJIET

School Management Practices and Students’ Discipline in Public Secondary Schools in Jinja City, Uganda

Madudu FranciscaSchool of Graduate Studies and Research (SGSR), Team University, P.O. Box 8128 Mengo, Kabaka A’njagala Road, Kampala, UgandaNamugosa IreneSt. Francis Hospital Nsambya, P.O. Box Nsambya, Ggaba Road, Kampala, UgandaOkiira AlexEquity Bank Limited, P.O. Box 10184, Kampala, Uganda

Vol 8 No 11 (2024): Volume 8, Issue 11, November 2024 | Pages: 58-89

International Research Journal of Innovations in Engineering and Technology

OPEN ACCESS | Research Article | Published Date: 12-11-2024

doi Logo doi.org/10.47001/IRJIET/2024.811008

pdf iconFull Text PDF
Abstract

This study investigated the relationship between school management practices and students’ discipline in public secondary schools in Jinja City. The objectives of the research included: establishing the relationship between headteacher-teacher relationships and the students’ discipline of public secondary schools in Jinja City; assessing the relationship between parents’ involvement and students’ discipline in public secondary schools in Jinja City; and examining the relationship between students’ counselling and students’ discipline in public secondary schools in Jinja City. A cross-sectional research design was utilized, incorporating both quantitative and qualitative methodologies. Out of a total population of 474, a sample of 214 respondents was selected. Data collection was conducted through questionnaires and an interview guide. Qualitative data underwent content analysis, while quantitative data was assessed using descriptive statistics (mean and standard deviation) and inferential statistics (correlation and regression analysis). The correlation results indicated a significant and positive relationship between headteacher-teacher relationships and students’ discipline in public secondary schools (r = 0.889); similarly, parents’ involvement showed a strong positive relationship with students’ discipline (r = 0.712), and students’ counselling also demonstrated a significant and positive relationship with students’ discipline (r = 0.657). The regression analysis further indicated that all forms of school management practices (headteacher-teacher relationships, parents’ involvement, and students’ counsellings) significantly and positively influenced students’ discipline, with net relationships of (β = 0.523), (β = 0.286), and (β = 0.673) respectively. Additionally, the regression model summary indicated that school management practices accounted for 79.8% of the variance in students’ discipline in public secondary schools in Jinja City. The researcher recommends secondary school to implement training programs focusing on building interpersonal skills among school leaders; emphasizing effective communication techniques alongside conflict resolution strategies would empower heads when engaging with their teaching staff. Schools should implement programs aimed at educating parents about their roles in supporting their children’s education. Schools should prioritize funding for comprehensive counselling services that include trained professionals capable of addressing diverse student needs effectively.

Keywords

school, management, practices, discipline, and public


Citation of this Article

Madudu Francisca, Namugosa Irene, & Okiira Alex. (2024). School Management Practices and Students’ Discipline in Public Secondary Schools in Jinja City, Uganda. International Research Journal of Innovations in Engineering and Technology - IRJIET, 8(11), 58-89. Article DOI https://doi.org/10.47001/IRJIET/2024.811008

Licence Copyright (c) 2026 International Research Journal of Innovations in Engineering and Technology creative common licence This work is licensed under Creative common Attribution Non Commercial 4.0 Internation Licence
References
  1. Adeyemo, A. (2021). School Counselling Services in Nigeria: A Review of Best Practices, Challenges and Prospects for Development. International Journal of Education & Literacy Studies, 9(3), 34-48.
  2. Akos, P., Khmelkov, V., & Baggerly, J. (2019). The impact of school counselling on students’ discipline outcomes: A causal-comparative examination at the secondary level. Journal of Counselling & Development, 97(3), 275-283.
  3. Bahemuka, J. (2018). The Role of Discipline in Establishing Order and Control. Journal of Behavioral Sciences, 12(3), 45-58.
  4. Brown, C., & Johnson, D. (2021). Meta-Analysis on Parental Involvement Effects on Students’ discipline in Public Secondary Schools. Educational Sciences Journal, 28(3), 211-225.
  5. Busher, H., & Harris, A. (2019). The Strategic Role of Headteacher Leadership: A Conceptual Framework. Educational Management Administration & Leadership, 47(3), 409-427.
  6. Cotton, L. (2020). School Discipline: Strategies for Effective Behavior Management. Educational Psychology Review, 25(4), 321-335.
  7. Department of Basic Education - Republic of South Africa (2019). Education Sector Analysis: South Africa.
  8. Driver, J. (2000). Ethics: The fundamentals. John Wiley & Sons.
  9. Dymnicki, A. B., Henry, D., Smith, E. P., & Henry, K. L. (2020). The impact of targeted counselling on reducing suspension incidents in secondary schools. Journal of Counselling & Development, 98(3), 245-257.
  10. Garcia, A., & Martinez, B. (2019). Support systems for teachers and their impact on school discipline. Educational Psychology Review, 25(4), 321-335.
  11. Garcia, J. M., & Martinez, L. (2019). Integrating counselling services within a multi-tiered system of support framework. Journal of Counselling and Development, 97(3), 312-319.
  12. Garcia, M., Lopez, J., & Martinez, R. (2018). Trust-Building Initiatives in Headteacher-teacher Relationships for Effective Discipline Management. School Leadership & Management Journal, 40(1), 89-104.
  13. Garcia-Reid, P., Peterson, C. H., & Reid, R. J. (2018). The role of headteachers’ decision-making processes in shaping students’ discipline outcomes in urban secondary schools. Urban Education, 53(7), 891-916.
  14. Jinja City Education Office. (2020). Study on headteachers’ collaboration with local stakeholders in addressing disciplinary issues unique to Jinja City.
  15. Jinja City Education Office. (2022). Report on students’ indiscipline in Jinja City schools.
  16. Johnson, A., Johnson, B., & Johnson, C. (2019). The impact of positive headteacher-teacher relationships on students’ discipline. Journal of Educational Administration, 57(2), 206-222.
  17. Johnson, A., Smith, B., & Lee, C. (2021). The impact of counselor-to-student ratios on disciplinary incidents in schools. Journal of Education Research, 25(3), 112-127.
  18. Johnson, D., & Johnson, R. (2019). Building positive relationships between teachers and principals: Strategies for successful collaboration. Corwin Press: Thousand Oaks.
  19. Johnson, E., et al. (2020). Positive Behavior Support Strategies in Public Secondary Schools: A Comprehensive Review. Educational Psychology Review, 35(4), 321-339
  20. Johnson, L., & Johnson, M. (2020). Counselling interventions and students’ discipline: A global perspective from public secondary schools. International Journal of School Counselling, 5(2), 87-96.
  21. Jones, A., & Smith, B. (2019). Parental Communication and Students’ discipline: A Case Study of Public Secondary Schools. Educational Psychology Review, 32(4), 567-581.
  22. Jones, A., et al. (2019). The Role of Parental Support in Shaping Students’ Disciplinary Outcomes.
  23. Jones, B., & Brown, C. (2019). Student-Centered Approaches in Educational Management: A Comparative Study. International Journal of Educational Leadership, 12(2), 45-62.
  24. Jones, K., et al. (2020). “Relationship between Leadership Styles and Students’ discipline.” Educational Management, 42(1), 56-68.
  25. Kasozi, J., & Ssenyonga, J. (2020). Relationship between teachers and headteachers in shaping students’ behavior. Journal of Education and Practice, 8(6), 1-9.
  26. Kiggundu, P., Ssemmanda, F., Mukasa, B., & Mugisha, J. (2021). Exploring factors influencing teaching effectiveness: A case study of selected secondary schools in Jinja district. Journal of Education and Practice, 25(8), 83-93.
  27. Kiprop, J. C. (2017). The role of school administration in maintaining discipline: A case study of selected schools in Bomet County, Kenya.
  28. Kizito-Malunda, J., Mwamwenda, T. S., & Mji, A. (2020). Factors influencing students’ respect for school rules and regulations in selected secondary schools in Tanzania. International Journal of Educational Sciences, 29(1), 123-137.
  29. Lee, C., et al. (2021). Meta-analysis on Parental Involvement and Students’ discipline.
  30. Lee, J., & Kim, S. (2020). Effects of headteachers’ democratic leadership style on students’ discipline in public secondary schools. Educational Psychology Review, 37(2), 189-204.
  31. Lee, J., Smith, A., & Johnson, B. (2021). The impact of counselling support on academic achievement and attendance rates in students. Journal of Educational Psychology, 76(3), 215-230.
  32. Ministry of Education - Ghana Education Service (2020). National Education Sector Development Plan: Ghana.
  33. Ministry of Education - Kenya. (2017). Competency-Based Curriculum (CBC): Basic Education Framework.
  34. Ministry of Education & Sports Uganda. (2020). Parental involvement in the disciplinary process.
  35. Ministry of Education & Sports Uganda. (2021). Report on educational policies impacting school management practices related to students’ discipline.
  36. Mugisha, C., Kajura, E., Nabatanzi, J., & Nalwadda, D. (2020). Parental involvement in primary education: A case study of selected primary schools in Wakiso district. International Journal of Education Research Scholars, 9(3), 55-66.
  37. Mukama, E., Ntinda, K., & Ssenyonga, J. (2021). The Impact of Attendance on Student’s engagement. Journal of Education Research, 15(2), 45-58.
  38. Mulgan, T. (2007). Understanding Utilitarianism. London: Routledge
  39. Mutisya, E. (2019). The influence of headteacher-teacher relationships on job satisfaction among teachers in secondary schools. Journal of Education Research, 7(4), 34-43.
  40. Mwita, J. N., Kariuki, P. W., & Ondima, P. A. (2019). The role of counselling interventions in managing students’ discipline in Kenyan secondary schools. Journal of Educational Psychology, 45(2), 123-137.
  41. Mwita, S. W., & Mbugua, Z. K. (2019). The effectiveness of counselling interventions on students’ discipline in secondary schools: A case of Nairobi County, Kenya. International Journal of Education and Research, 7(6), 143-156.
  42. Namusisi, H., Kizito, J., & Nabacwa, R. (2019). Counselling services in secondary schools: A case study of selected secondary schools in Mukono district. Journal of Education Studies IOSR-JES, 13(3), 77-86.
  43. Namusonge, G. S., Simatwa, E. M. W., & Ayodo, T. M. (2019). Punctuality in Schools: A Case of Public Secondary Schools in Kenya. International Journal of Education and Research, 7(5), 1-12.
  44. Nijhof, A., & Nieuwenhuisma, J.-W van (2018). Integrating school improvement policy: A systemic perspective on collaboration between schools and external partners for improving school performance in deprived areas in The Netherlands Journal of Educational Administration & History 50(3), 237-256 DOI: 10 .1080/00220620 .2018 .1476347
  45. Njoroge, J., & Kariuki, P. W. (2020). Relationship between Head Teachers’ Leadership Styles and Students’ discipline in Public Secondary Schools.
  46. Nkemakolam, C., & Uzoka, F. (2020). Counselor involvement and student disciplinary outcomes in public secondary schools: A study in South Africa. International Journal of School Counselling, 12(3), 210-225.
  47. Nkomo, S., Dlamini, T., & Mthembu, L. (2020). Impact of school-based counselling on students’ discipline in South Africa. South African Journal of Education, 40(3), 289-302.
  48. Oduro–Kwarteng, S., & Osei–Kofi, E.-K (2019). Leadership styles and job satisfaction among teachers in Ghanaian public secondary schools Journal of Educational Administration & History 51(3), 344-363 DOI: 10 .1080/00220620 .2019 .1634879
  49. Okebukola P., Jegede O. (2019). Decentralization Policy for Quality Education Delivery: A Case Study of Nigeria.
  50. Orodho, M. A., & Indoshi, F. C. (2018). Impact of Head Teachers’ Leadership Styles on Students’ discipline in Kenyan Public Secondary Schools.
  51. Osei-Tutu, S., Arthur-Yamora, Y., & Donkor, E.-A.-A.-A. (2019). School Counselors’ Perceptions Regarding Their Role as Agents of Change in Improving Students’ Academic Performance in Ghanaian High Schools: Implications for Counselor Education Programs [ProQuest Information & Learning]. Journal of School Counselling & Leadership, 5(3), 1-36. 

Copyright @ 2026 IRJIET. All Right Reserved.

Licensed underCreative Commons Attribution 4.0 International License.