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.

Early childhood center directors need to effectively function in their workplace so that they can provide leadership that supports quality. Their personal and professional well-being may affect how they support other educators. Few studies have investigated work-related well-being from directors’ perspectives. This qualitative study investigated the directors’ common experiences about well-being. Specifically, interpretative phenomenological design was used to explore the directors’ work-related stress, work-related support, and well-being. Four early childhood center directors serving children from low socio-economic backgrounds in Mid-Western State were interviewed individually to understand how they understood work-related well-being, sources of work-related stress, and work-related support. Five themes emerged from the data: understanding of well-being (physical and mental health, salary, relationships, and self-care practice); sources of work-related stress (compassion fatigue, role, and learning); managing work-related stress (self-discipline, mindfulness); sources of support (leadership, staff, self-support, family, and friends); source of inspiration (opportunity and value). Implications include establishing formal support networks, and policy review and provision of resources to effectively support directors from burnout.