Browsing by Author "Hesketh Clinton Ngobi"

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    DISCIPLINE MANAGEMENT STRATEGIES AND STUDENT RETENTION IN GOVERNMENT-AIDED SECONDARY SCHOOLS
    (Uganda Christian University, 2025-09-22) Hesketh Clinton Ngobi
    This study investigated the relationship between discipline management strategies and student retention in government-aided secondary schools in Luuka District. The research specifically focused on examining how counselling services, teacher-student relationships, and parental involvement influence student retention. The problem addressed was the persistent challenge of student dropout despite the presence of universal secondary education. A cross-sectional survey design was adopted, employing both quantitative and qualitative approaches. The study targeted a population of 1,392 participants, including students, teachers, head teachers, and district education officials, from which 183 valid responses were obtained. Data were collected using questionnaires, focus group discussions, and interview guides. Reliability of the instruments was confirmed with a Cronbach’s Alpha coefficient of 0.888, and a Content Validity Index of 83.3%. Quantitative data were analysed using SPSS version 20, with descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed thematically using verbatim quotations. The findings revealed a statistically significant moderate positive correlation between counselling services and student retention (r = .603, p < .001), teacher-student relationships and student retention (r = .552, p < .001), as well as parental involvement and student retention (r = .552, p < .001). These results indicated that improvements in these discipline management strategies were associated with higher levels of student retention in government-aided secondary schools. The study concluded that counselling, supportive teacher-student relationships, and active parental involvement are vital components in enhancing student retention. It recommended that schools strengthen counselling services through professional staffing, invest in teacher training to build positive relationships with learners, and establish regular communication channels with parents to promote shared responsibility in education.