ABSTRACT:-The purpose of the study was to assess the influence of teacher-student relationship on students' indiscipline in public secondary schools in Naivasha sub-county, Kenya. The study was conducted in 26 public secondary schools. The target population for the study compromised head teachers and teachers of public secondary schools in Naivasha Sub-county. Purposive sampling technique was used to sample head teachers while Krejcie and Morgan's (1970) table for determining sample size for teachers. A total of 195 respondents were targeted by the study (constituting 26 head teachers and 169 teachers) out of which 194 responded (constituting 25 head teachers and 169 teachers) giving a response rate of 99%. 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. Results showed that teacher-student relationship had a significant negative relationship with student indiscipline in schools (Phi (ø) = -.796, p=0.000). The Chi-Square (χ²) statistic between teacher-students relationship and students' indiscipline was statistically significant (χ²=321.248, p=0.000).The null hypothesis H01 was therefore rejected at .05 level of significance. The study concluded that the higher the level of teacher-student relationship, the less the level of indiscipline in schools teacher-student relationship influences students' discipline in secondary schools in Naivasha Sub-County. It was recommended that schools should ensure that there is good relationship between teachers and students. By creating good relationship between teachers and students, the school environment may become conducive thus reducing the cases of indiscipline among students.

From 2017, the government of Kenya aimed at attaining 100 percent transition rate of pupils from primary to secondary schools. In Laikipia West Sub-County whose primary schools are focused by the study, transition from primary to secondary schools averaged at 54.9% from 2008 to 2015. Cultural factors are highlighted in literature as to undermine transition of pupils from primary to secondary schools. The purpose of the study was to determine the extent to which cultural factors influence pupils’ transition from primary to secondary schools in Laikipia West Sub-county in Kenya. Using ex-post facto research design, data was collected using self-delivered questionnaire from a target population of 1064 respondents. The study was carried out on a randomly sampled population of 411 respondents, composed of 280 teachers and 131 PTA chairpersons in public primary schools in the area of study. Data was analyzed using simple regression at .05 alpha level. Findings from the study revealed that cultural factors were significantly influencing transition of pupils from primary to secondary schools (β= - .790) at 0.5 significance level. The study recommended that local leaders should organize for civic education in order to address the identified transition challenges so as to attain a 100% rate of progression to secondary schools.

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