Relationship between Teacher Commitment to Students Learning Needs and Level of Students’ Discipline in Public Secondary Schools in Naivasha Sub-County, Kenya.

Abstract

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.

Examining Conflict Management Strategies Used in Tanzania’s Secondary Schools: A Case in Biharamulo District, Tanzania

“…Teachers' responses during conflicts, such as withholding answers and neglecting grading, contribute to students' academic setbacks. There is a contradiction between conflicts and the role of teachers as positive role models [46]. The situation worsens when the conflict involves other teachers against students, exacerbating the situation and creating a hostile environment for students, further impacting academic performance.…”

“…The situation worsens when the conflict involves other teachers against students, exacerbating the situation and creating a hostile environment for students, further impacting academic performance. The collaboration of teachers in the conflict against students not only intensifies the emotional strain on the students but also contributes to an atmosphere of tension and discord that hampers the conducive learning environment that schools should ideally foster [46]. Absenteeism, truancy, and transfers: Findings show that Conflicts manifest in absenteeism among both teachers and students, showcasing a preference for avoiding the individuals involved rather than confronting misunderstandings.…”

Creencias de directores de establecimientos educacionales municipales acerca del compromiso docente

“…Revisiones más actuales que sintetizan los significados del compromiso usados en los estudios empíricos (Sun, 2014;Hussen, Awgichew & Thesome, 2016) identifican cuatro grandes dimensiones: Compromiso con la enseñanza, compromiso con los estudiantes, compromiso con la escuela y compromiso con el cambio. Hallazgos recientes han mostrado la relación entre compromiso docente no solo con el aprendizaje de los estudiantes, sino también con su disciplina (Mwaniki, Kiumi & Ngunjiri, 2018). En términos más globales, el compromiso de los maestros con la enseñanza, los estudiantes y la escuela, contribuiría positivamente al aprendizaje exitoso, la calidad de la instrucción de los maestros, el crecimiento moral de los estudiantes y los logros académicos (Sun & Leithwood, 2015).…”