The Relationship between Principal Leadership Style and Student Discipline Problems in Secondary Schools

Abstract

The aim of this article is to explore, in a sample of secondary schools in Bungoma and Kakamega Counties of Kenya, if there is a relationship between school leadership, particularly the principal leadership style on students' discipline problems. The study adopts mixed-methods, combining the analysis of questionnaire surveys (teachers and students), structured open-ended interviews (from District Quality Assurance Officers –DQASOs) and focus groups (of parents). This study reports results from the questionnaire surveys of teachers and students, interviews analyses of DQASOs, and the focus group of parents. Analysis of the data collected indicated that school principals used all the leadership styles of the Full range leadership Model but especially Transactional and Passive-Avoidant Leadership styles. It was also observed that all categories of discipline problems were experienced in schools with Routine Discipline Problems occurring more frequently.  A correlation analysis of principal leadership styles and student discipline problems seems to indicate that Transactional and Passive-Avoidant Leadership styles increases discipline problems in secondary schools. It is recommended that for optimal functioning of secondary schools, principals strive to use all the leadership styles of the Full Range Leadership Model contextually.