School of Education

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Browsing School of Education by Subject "Discipline"

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    Management of Students’ Discipline in the Post Corporal Punishment Era in Uganda Secondary Schools - Northern Region
    (Uganda Christian University, 2025-01-15) Santo Ocii
    The study examined how secondary schools managed students’ discipline in Uganda's post-corporal punishment era. It adopted a qualitative approach and employed a multiple case study design. Purposive sampling was used to select four secondary schools and participants that comprised 32 student leaders, 12 teachers who were members of the disciplinary committee, 4 head teachers, and 4 chairpersons of the Board of Governors. Data was collected using in-depth interviews, focus group discussions, and document analysis. Interview guides developed by the researchers were used as instruments for data collection from the respondents; the collected data was then thematically analyzed. The study was also guided by the interpretive paradigm, which helped the researcher explore the students’ discipline management. The objectives of the study were to explore the students’ perspective on the management of school discipline in the post-corporal punishment era, To explore the disciplinary measures used by teachers in managing students’ discipline in the post-corporal punishment era, to explore school leadership support towards teachers management of discipline in post corporal punishment era, to explore how the influences of school environments help in shaping students’ discipline in a school that has demonstrated good practice of discipline management in the post corporal punishment era. The credibility and trustworthiness of the instruments were checked for consistency throughout the process of interviewing, coding, transcription, and putting into themes. The instrument's trustworthiness was assessed by pre-testing the instrument questions in 2 schools. Data was thematically analysed. The finding was that discipline is defined as a system, and these systems are managed through procedures such as discipline code, consultation, guidance, and counselling to modify inappropriate behaviours, providing effective communication, and make school safe by providing a conducive healthy environment. The study recommends that school educators usher disciplinary problems with empathy for the possible problems students may be experiencing at school that cause their indiscipline. This necessitates the use of alternative discipline approaches in schools. Therefore, school teachers should all be taught alternative approaches to school discipline, such as guidance and counselling, to make the school a safe learning environment.
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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.