Browsing by Author "Atuheire, Grace"

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    Teacher- student communication strategies and discipline among adolescents in public secondary schools in Rukungiri municipality
    (Uganda Christian University, 2026-03-09) Atuheire, Grace
    This study investigated the influence of teacher-student communication strategies on discipline among adolescents in public secondary schools in Rukungiri Municipality, Uganda. The research was guided by three specific objectives: to examine the influence of setting clear boundaries on discipline, to examine the influence of teacher-student communication strategies on discipline, and to examine the influence of positive teacher-student relationships on discipline among secondary school students. A cross-sectional survey design was adopted, utilizing a quantitative approach. Data were collected through a self-administered, structured questionnaire from a sample of 302 students selected from five government-aided secondary schools using a multi-stage sampling process. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 30, employing descriptive statistics and simple linear regression. The findings revealed statistically significant, positive influences on student discipline for all three variables: setting clear boundaries (p < .001), teacher-student communication strategies (p < .001), and positive teacher-student relationships (p < .001). Among these, the dominant influencing factor was the presence of a positive teacher-student relationship, suggesting that the relational aspect of communication is paramount. The results indicate that these communication strategies are not isolated factors but function as an interdependent, synergistic framework. In conclusion, discipline is fundamentally shaped by the communication environment teachers create. The study recommends that teachers and school administrators proactively co-create clear boundaries with students, invest in training for effective, respectful communication techniques, and intentionally foster positive, trust-based relationships. For policymakers, integrating this relational and communicative model of discipline into teacher training and school policy is essential for sustaining a conducive learning environment and developing self-regulated students.