Influence of Student Councils’ Involvement in School Governance on Students’ Discipline in Secondary Schools in Migori County, Kenya

The establishment of student councils in Kenyan secondary schools following the 2009 ban on corporal punishment aimed to foster learner discipline through participatory governance. However, persistent student unrest from 2015 to 2018, with Migori County recording the highest incidence rate at 31.2% (compared to Homabay at 11.7%, Kisii at 10.2%, and Narok at 5.7%), and continuing into 2024, highlighted gaps in implementation despite government directives. This study investigated the influence of student councils' involvement in school governance on students' discipline in secondary schools in Migori County, Kenya. Specifically, it examined councils' roles in supervising student welfare activities (e.g., hygiene, meals, and extracurriculars), formulating school rules and regulations, establishing communication channels (e.g., barazas, suggestion boxes, and BOM meetings), and participating in decision-making processes (e.g., on routines, canteen operations, and remedial teaching). Employing a mixed-methods approach with descriptive and correlational research designs, the study was grounded in Astin's Theory of Student Involvement (1984; 1999), which posits that active student engagement enhances responsibility and outcomes. The conceptual framework illustrated how these independent variables (welfare supervision, rule formulation, communication, and decision-making) impact discipline, measured by indicators like academic performance, strikes, complaints, and petty offenses. The target population included 283 principals, 283 deputy principals, 283 guidance and counseling teachers, 283 student council presidents, and 8 sub-county quality assurance officers (SCQAOs) across Migori's eight sub-counties (Awendo, Kuria East, Kuria West, Nyatike, Rongo, Suna East, Suna West, and Uriri). Stratified random sampling selected 85 schools, yielding samples of 85 principals, 85 deputy principals, 85 guidance teachers, and 85 council presidents, while purposive sampling included all 8 SCQAOs. Data were collected via questionnaires (for quantitative data) and interview schedules (for qualitative data), with instruments validated through expert review and pilot testing, achieving a reliability coefficient of 0.74 via Cronbach's alpha. Hypotheses were tested using regression analysis at a 0.05 significance level, while qualitative data underwent thematic analysis. Quantitative results revealed statistically significant positive correlations between student council involvement and discipline: welfare supervision (r=0.45, p<0.05), rule formulation (r=0.52, p<0.05), communication channels (r=0.48, p<0.05), and decision-making (r=0.50, p<0.05), rejecting all null hypotheses. Qualitative insights from SCQAOs corroborated these findings, emphasizing that effective discipline stems from properly constituted councils with clear responsibilities, training, and integration into governance. Challenges included leadership absenteeism, underutilization of councils, inadequate sensitization, reluctance from administrators to delegate authority, and external factors like proximity to economic hubs (e.g., quarries and plantations) exacerbating indiscipline. Systemic barriers, such as symbolic rather than substantive participation, were noted as undermining councils' effectiveness. In conclusion, meaningful student council engagement in governance significantly enhances discipline by promoting ownership, peer accountability, and a positive school climate. The study recommends policy reforms for mandatory council training, inclusive decision-making, and resource allocation to empower councils. Findings offer practical insights for students, school leaders, policymakers (e.g., MOE, TSC, KEMI), and stakeholders to reduce unrest and improve educational outcomes. Ethical considerations, including informed consent, confidentiality, and NACOSTI/MUSERC approvals, were upheld throughout. This research addresses gaps in empirical evidence on student councils' statistical impact in Kenyan contexts, advocating for democratic governance to align with global best practices.

Education

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