Evaluation of Involvement of Faith based Clubs in Management of Discipline among Learners. A case of Public Secondary Schools in Kiambu, Murang’a and Kirinyaga Counties, Kenya

  • Susan W. Njanja School of Education and Social Science, Karatina University
  • Lucy W. Ndegwa School of Education and Social Science, Karatina University
  • Johannes N. Njoka School of Education and Social Sciences, Karatina University, Kenya
Keywords: Faith Based Clubs and Societies, Discipline, Spiritual Guidance, Religious Values

Abstract

This paper evaluates the involvement of faith based clubs in management of discipline among learners in public secondary schools in Kiambu, Murang’a and Kirinyaga Counties, Kenya. Descriptive survey research design was adopted for the study. The target population comprised of 351 teachers and 351 principals. The study sampled 10% of the population which comprised 35 teachers and 35 principals using simple random sampling technique. Data was collected by means of a questionnaire administered to the sampled respondents. Piloting of the instruments was conducted in-order to determine both reliability and validity of the research instruments. Alpha coefficient of 0.703 was obtained for the tool. Data analysis revealed that most of the schools had faith based programmes that were relevant to management of student discipline. However, the overall computed mean score = 0.19, s=.34) on a scale of 0-4, for involvement of faith based clubs in management of students discipline in schools indicated that the level of involvement of faith based clubs and societies in management of student discipline were very low. The study concluded that in view of the revelation that faith based clubs and societies play a crucial role in the management of students discipline in secondary schools there is need to assert their authority fully as key stakeholders in education. Based on the findings of this paper, it is recommended that there is need to support measures that strengthen faith based clubs and societies in secondary schools for inclusive discipline management practices that take into consideration all education stakeholders.

References

Ajaegbu, O. (2012). Religion and national development in Nigeria. American Academic & Scholarly Journal, 4(4), 1-6.

Escobar, J. S. (1997). Religion and social change at grassroots. Thousand Oak: sage publishers.

Fagan, F.P (1992). Why religious matters, the impact of religious practice on social stability. New York: Press NY.

GOK (2013). The basic education act, Kenya. Nairobi: Government Printers.

Kamaara, E. (2000). The role of the Christian church in socio-economic and political development of Kenya. Journal of third world studies. Kenya Nairobi 17(1)

Kenya Episcopal Conference (2000). Policy document for Catholics in Kenya. Kenya Nairobi: Oxford University Press.

Kimaita, J., Owich, G, Warambo, K. (2006). Foundation Christian religious education. Nairobi: Jomo Kenyatta Foundation.

Mbiti, J..S. (1999). African Religion and philosophy. Johannes burg: Heinemann publishers

Nthamburi, Z. J. (1982). A history of Methodist church in Kenya. Nairobi: Uzima press.

Ochanda, R.M, (Were), Wamalwa, F. & Kabugi, J. (2003). National Catholic Youth needs assessment. Nairobi: Pigeon printers.

Okullu, H. (2003) Church in nation building and human development. Nairobi: Uzima press.

Olarin, M. (2012). Faith based organizations and development: Prospect and constraints. An international Journal of Holistic Mission studies 29(1). 1-14.

Shillington, K. (2005). History of Africa (revised 2nd edition). New York City: Palgrave Macmillan.

Bevans, K., Bradshaw, C., Miech, R., & Leaf, P. (2007). Staff- and school –level predictors of school organizational health: A multilevel analysis. Journal of School Health, 77(6), 294- 302.

De Grauwe, A. (2000). Improving school management: A promise and a challenge International Institute for Educational Planning Newsletter, 18(4), 1–3.

Simkins, T., Sisum, C., & Memon, M. (2003). School leadership in Pakistan: Exploring the head-teachers role. School Effectiveness and School Improvement, 14, 275-291.

Balfanz, R., Byrnes, V., & Fox, J. (2013). Sent home and put off-track: The antecedents, disproportionalities, and consequences of being suspended in the ninth grade. In Closing the School Discipline Gap. Washington, DC: Research to Practice conference.

Kendziora, K., & Osher, D. (2009). Starting to turn schools around: The academic outcomes of the Safe Schools, Successful Students initiative. Washington, DC: American Institutes for Research.

Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. Best Practices in School Psychology, 4, 1263-1278.

Fuller, J. (2018). Discipline Rules and Procedures: Kids’ Club New Braunfels Christian Ministries. http://nbkidsclub.org/discipline-rules-procedures/

Psunder, M. (2005). Identification of discipline violations and its role in planning corrective and preventive discipline in school. Educational Studies, 31(3), 335-345.

Liu, X.S., & Meyer, J.P. (2005). Teachers’ perceptions of their jobs: A multilevel analysis of the teacher follow-up survey for 1994-95. Teacher College Record, 107(5), 985-1003.

Fenning, P., Golomb, S., Gordon, V., Kelly, M., Scheinfield, R., Morello, T., et al. (2008). Written discipline policies used by administrators: Do we have sufficient tools of the trade? Journal of School Violence, 7, 123–146.
Published
2018-12-31
How to Cite
Njanja, S., Ndegwa, L., & Njoka, J. (2018, December 31). Evaluation of Involvement of Faith based Clubs in Management of Discipline among Learners. A case of Public Secondary Schools in Kiambu, Murang’a and Kirinyaga Counties, Kenya. African Journal of Education,Science and Technology, 4(4), pp 264-272. Retrieved from http://ajest.info/index.php/ajest/article/view/332
Section
Articles