Students' discipline is critical to the attainment of positive school outcomes. Level of students' discipline depends on whether the principal-as the chief executive of the school-enlists the support of teachers and parents in discipline management. The study hypothesized that an inclusive discipline management approach is more likely to increase teachers' and parental input on discipline management. This may in turn raise the level of discipline. The study investigated and analysed the relationship between principals' management approaches and level of students' discipline in selected public secondary schools in Nyandarua and Laikipia districts, Kenya. Analysis of the relationship was based on school-size. Data were collected using a self-administered questionnaire from a sample of 211 teachers, 28 principals and 22 chairpersons of parent-teachers association. Data were analysed using frequency counts and percentages and hypotheses tested using chi-square at 0.05 level of significance. The key findings revealed that principals heading large-sized schools were more inclusive compared to their counterparts in small schools. In addition, level of teachers' and parental input on discipline management increased with increase in school-size. However, the level of students' discipline was negatively related with school-size. These findings have important implications on school management with respect to training of principals and enhancing students' discipline.

The study sought to investigate the extent to which selected, school based factors contributed to pupils" low progression in primary schools in Trans-Nzoia West Sub-County. The study adopted ex-post facto research design. The target population was 1815 teachers drawn from 91 public primary schools. Data was collected from a sample of 313 teachers through self-administered questionnaires. Proportionate, stratified and simple random sampling techniques were used to select the subjects. The teachers" questionnaires were piloted in 5 schools in Bungoma North Sub-County and their reliabilities established after testing using the internal consistency method and Cronbach Alpha coefficient of 0.92 was realised. Data was analysed using both descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS) version 21. Data was described and summarised using frequencies and percentages while hypotheses were tested at the .05 level of significance and using simple regression analysis. The results revealed that school factors influence progression of pupils in the public primary school. The results of the study may inform the Ministry of Education, Boards of Management, parents and teachers in Trans-Nzoia West Sub-County and the country at large on factors to be addressed to enhance pupils` progression in public primary schools in the sub-county.

Abstract:The purpose of this study was to assess the relationship between teacher commitment to students learning needs and level of students' discipline in public secondary schools in Naivasha subcounty, Kenya. The study targeted a total of 197 respondents (constituting 28 head teachers and 169 teachers). A total of 195 respondents participated in the study (169 teachers and 26 principals) participated giving a response rate of 99%. Purposive sampling technique was used to sample head teachers while Krejcie and Morgan's (1970) table for determining sample size for teachers. Questionnaires were used as instrument for data collection. SPSS was used to analyze the data where both descriptive and inferential statistics were used. The analyzed data were presented in terms of graphs and tables. The results showed that there was a significant positive relationship between teacher commitment to students learning needs and level of students' discipline (r = .271, p = .000). Therefore, the null hypothesis that there was no significant relationship between teacher commitment to students learning needs and level of students' discipline was rejected at .05 level of confidence. The study therefore concluded that teacher commitment to students learning needs influences students' discipline in secondary schools in Naivasha sub-county. It was recommended that teachers should be more committed to meeting the students' learning needs. This can be achieved through holding discussions with parents on their children's academic performance and character development.

IntroductionJob satisfaction and motivation are very crucial to the long-term growth of any educational system around the world. As Ololube (2006) points out, job satisfaction is important in the same way as professional knowledge, teaching skills, and access to educational resources. This, as Patrick ( 2007) points out, is due to the strong link between job satisfaction and academic achievement of students. A satisfied teacher has a friendly attitude and greater enthusiasm which contributes immensely towards the educational advancement of the students, whereas a dissatisfied teacher has an irritable and hostile attitude thereby causing great harm to the institution as well as to the society (Sankar&Vasudha, 2015). A study carried out by Akomolafe, Ogunmakin and Fasooto (2014) in Nigeria emphasized that the consequences of job dissatisfaction among teachers are absenteeism from schools, high turnover, aggressive behaviour towards colleagues and learners, early exit from the teaching profession and psychological withdrawal from work. Otto and Arnold (2005) have linked teacher turn over or the motivation to leave the teaching profession to dissatisfaction with various aspects of their job. A higher turnover leads to teacher shortfall, and consequently high student-teacher ratio whose deleterious effect on students' learning gains cannot be overstated.Job satisfaction of teachers is a function of an individual's needs fulfilment since teachers are not similar in terms of temperament, interests, and experience. Therefore, their needs and consequently levels of job satisfaction may differ (Steers, Porter &Bigley, 1996). In view of teachers' heterogeneity, Evans (1998) has averred that the best approach in an attempt to study teacher satisfaction is to adopt the individuality dimension, where the focus is on individual characteristics such as age. Research on the age-job satisfaction relationship has yielded mixed results. For instance, Crossman and Harris ( 2006) identified significant differences in job satisfaction among teachers in different age groups,

Teacher motivation is by and large the major determinant of students' success during the schooling process. This is primarily because a motivated teacher is likely to be more engaged and enthusiastic in the workplace. Kenya's education sector has in the recent past experienced industrial disharmony which has been occasioned by teachers' demand for higher remuneration. This demand, however, could be a pointer to the existence of other unmet needs among teachers in the country. This is what informed the study whose overall objective was to determine whether besides compensation other factors, specifically work environment, opportunities for career progression, performance appraisal, recognition and training opportunities could also be impacting teachers' motivation in public secondary schools in the country. Additionally, the study sought to establish the relative influence of the six factors (predictor variables) on teachers' motivation (criteria variable). Data were collected through a self -delivered questionnaire from 255 teachers who were randomly selected from 752 teachers in public secondary schools in Kwale County. Data were analyzed by way of arithmetic mean and multiple regression analysis at 0.05 alpha level. The findings demonstrated that the factor that had the highest teachers' motivation impact was opportunities for career progression (mean=3.720; β=0.238), followed by compensation (mean=3.477; β=0.175), recognition (mean =2.489 β=0.0168), performance appraisal (mean =2.410;β=.120), training opportunities (mean=2.388; β=0.075) and lastly work environment (mean =2.053;β=.041).The six predictor variables accounted for 81% of total variation in teachers' motivation. These findings have important lessons and implications for teachers' motivation in the country. Specifically, teacher managers at the school and national level should rethink their approach to teachers' motivation. In particular, they need to not only focus on teacher remuneration but also the unmet needs in areas relating to work environment, performance appraisal, training opportunities and recognition.