The Influence of Principals’ Student Disciplinary Practices on Student Retention in Public-Day Secondary Schools in Nakuru County, Kenya

Abstract

Low secondary school retention has long been a source of concern in Kenya. Existing literature emphasizes that the reasons for this low student retention are complex, multifaceted, and poorly understood. Furthermore, there is a lack of understanding about how students experience these reasons, particularly during their secondary school education. The goal of this study was to determine the impact of principals' student disciplinary practices on student retention in Nakuru County public day secondary schools. The concurrent triangulation research design was used in a mixed-methods research approach. The study involved 396 participants, including 90 principals, 363 teachers, 110 students, and 11 Sub-County Directors of Education. The study established that the regression coefficients (β) of peer counselling in helping to solve student disciplinary issues and the issuance of copies of school rules and regulations during admission were both negative and insignificant (β= -.128, = -.179, p ˃ 05). The practices of involving learners in the setting of school rules and regulations, organizing guidance and counselling sessions for students with social problems, and invitation of parents and guardians to school to discuss amicable solutions for serious disciplinary issues had positive but insignificant regression coefficients (β= .114, = .283,= 0.238; p ˃ 05). However, the practice of regularly informing parents and guardians of students' disciplinary issues had a statistically significant regression coefficient (β= .561; p < 05). The multiple regression model produced an adjusted R² = .190, p < 0.05, which implied that principals' disciplinary practices explained 19% of the variance in retention of students in public day secondary schools in Nakuru County, Kenya. From the findings of the study, it is evident that school principals should prioritize disciplinary measures that have an influence on the retention of students to create a favorable learning atmosphere for academic performance. These findings can assist educational administrators in developing effective student disciplinary and management techniques that will boost student retention in their schools.