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«THE INFLUENCE OF DISCIPLINE MANAGEMENT BY HEAD TEACHERS ON STUDENTS’ACADEMIC PERFORMANCE IN SELECTED PRIVATE SECONDARYSCHOOLS OF BUSIRO COUNTY IN ...»

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The researcher discovered that all the studied schools had disciplinary committees. This was through the interaction with head teachers who confirmed that these disciplinary committees do exist but lack fair handling of students‟ cases of indiscipline. Students feel discontented as almost every offence committed leads to expulsion since there is a ban to canning that used to be the dominant mode of punishment to undisciplined students. Students find this very unfair and can be a cause of misbehavior such as strikes as a way of making their voice loud to school administrators as well as stakeholders. These strikes are known to cause massive damage in schools that affect students‟ general academic performance.

5.2. CONCLUSIONS The study sought to establish how discipline management‟s influence by head teachers affects students‟ academic performance.

The study established that head teachers still have a challenge of students who are not aware of the school rules and regulations much as they are given copies and therefore violet them. Many of the students just dump them without reading through them so as to be able to get their real meanings a sign of lack of sensitization and awareness to students from school administrators.

Students believe that many of their friends have fallen victims, which students believe to be weaknesses from school administrators. Students therefore feel unsatisfied with school judgments in accordance with violated school rules and regulations, which lead to violence in schools that affects their academic performance.

The researcher also discovered that much as school activities are supposed to be guided by a well-designed school timetable, it was however revealed by head teachers, students as well as teachers that, at times it is very hard to respect the time allocated to some activities an indication of poor time management. An example was cited where meals at times are delayed and assemblies tend to exceed their stipulated time on the timetable. As a way of trying to compensate for the lost time, the adjustments made ends up disorganizing the whole timetable, which raises students‟ anger towards school administrators and consequently solidarity that might lead into violence that affects students‟ academic performance.

The study established that students at time are not punished for the right cause. Various forms of punishments were also discovered such as hard labor, caning, cleaning of toilets and compounds, suspension from school and expulsion, kneeling or standing in front of the classes, exercise drills among others. Punishments were also proved by head teachers to be away of keeping order and maintaining discipline in schools provided they fit the committed offences. However all agreed that these punishments are at times unfairly administered, as they are not given for the right cause making students dissatisfied. This raises students‟ anger which could result into violent behavior among them as a way of raising their voice to school administrators. Such violent behavior could result into a lot of damage to school property such as classes, dormitories, and library materials, laboratories all of which affects students‟ academic performance.

Some punishments were found to be excessive such as expulsion, which was found to be the main mode of punishing students in schools. Students feel unsatisfied where almost every offence big or small, they are either suspended or expelled from schools. They mentioned some cases where light offences are given very strong punishments while strong punishments are being given light punishments. Students therefore feel very dissatisfied with the punishments and thus become angry and violent. This was cited as one of the major causes of violence such as strikes in many secondary schools in Uganda.

5.3. RECOMMENDATIONS From the discussion of results and recommendations made, the following recommendations were

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1. School rules and regulations need to be emphasized and given enough awareness so as to enable students understand them. These will help to prescribe the standard of behavior expected of students and teachers. Students will learn to behave like students and so will be the teachers.

2. School administrators should properly and appropriately plan for the time in schools and also emphasize that timetables are respected.

3. Head teachers should design proper ways of handling punishments. Disciplinary committees therefore need to be installed in schools and to be respected in terms of decision-making and be given powers and authority to execute their duties. School timetables need to provide time for counseling and guidance to students so as to prevent occurrence of offences than punishing the

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5.3.1. Recommendation for further research This study was specifically carried out in Busiro County. However there are many other counties in the country where the same research can be carried out. Further research can be carried out focusing on the influence of discipline management and students‟ academic performance in the counties or the whole country for comparative analysis.

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INFLUENCE BY HEAD TEACHERS ON STUDENTS ACADEMIC PERFORMANCE

IN SELECTED PRIVATE SECONDARY SCHOOLS OF BUSIRO COUNTY IN

WAKISO DISTRICT

Dear Respondent, You have been selected as in the above titled study, which is being done as part of educational research in partial fulfillment of requirements for the award of Masters of Arts in Education Management of Makerere University. Your cooperation in administering this instrument will go a long way in ensuring success of this study. Responses will only be used for academic purposes and will be treated with utmost confidentiality, after all the instrument is anonymous. Please endeavor to fill the instrument within two weeks and return it to the Director of Studies of your school. I am so grateful to you for sparing your time and accept to fill this questionnaire.

Thank you.

Kiggundu Herbert.

SECTION A: BACKGROUND INFORMATION

In this section you are requested to tick the alternative about your background information that is most appropriate.

–  –  –

SECTION B: INDEPENDENT VARIABLE: DISCIPLINE MANAGEMENT

This section is divided into three subsections on school rules and regulation, time management and administration of punishments.



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