GUIDANCE SERVICES AND STUDENT DISCIPLINE IN GOVERNMENT-AIDED SECONDARY SCHOOLS IN MBALE CITY’S NORTHERN DIVISION

Abstract

This study sought to ascertain the effects of guidance services on student discipline in government-aided secondary schools located in Mbale City’s Northern Division. The study's objectives were to determine the effects of educational guidance on student behaviour in Northern City Division Mbale City's government-aided secondary schools, the effects of personal guidance on student behaviour in the same division, and the effects of vocational guidance on student behavior in the same division. The study population consisted of 136 respondents selected from the four secondary schools in Mbale City. Stratified random sampling procedures were employed in the study to get a sample size of 101 respondents. The primary instrument used to gather information was a questionnaire. However, interview guides were also used to collect qualitative data. The collected data was analysed using descriptive statistics in SPSS version 20. The findings revealed that educational, personal, and vocational guidance significantly contribute to shaping student behavior, with an R Square value of 0.482, indicating that 48.2% of the variation in students’ discipline was explained by guidance and counseling practices. Interviews with teachers further affirmed that learners who actively participated in guidance sessions demonstrated improved responsibility, respect for school rules, and positive peer interactions. The study concluded that guidance and counseling play a central role in promoting discipline, though challenges such as limited trained counselors and inadequate resources were reported. It is recommended that schools strengthen guidance units, provide continuous training for counselors, and integrate guidance services into the overall school management system. The findings are relevant to policymakers, school administrators, and education stakeholders seeking strategies to enhance student discipline and academic outcomes.