Capacity Development, an Indispensable Determinant of Student Councils’ Effectiveness in Public Secondary Schools in Siaya County, Kenya

Capacity Development, an Indispensable Determinant of Student Councils’ Effectiveness in Public Secondary Schools in Siaya County, Kenya

Phoestine Simiyu

Educational Management, Kenyatta University, Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000756

Received: 08 August 2025; Accepted: 27 August 2025; Published: 29 October 2025

ABSTRACT

The Ministry of Education in Kenya introduced the Student Council Policy in 2009 to promote student participation in school governance and reduce unrest. Despite the formation of student councils, disciplinary issues continue, raising concerns about their effectiveness. This study explores how capacity development for student leaders influences the effectiveness of student councils in public boys’ secondary schools in Siaya County, Kenya. It examines the methods used to develop student leadership, the impact of these efforts, and ways to improve student council performance. The research involved 14 deputy principals, 178 student leaders, and the County Director of Education, using a mixed-methods approach with purposive sampling. Data were gathered through interviews and questionnaires, then analyzed using both statistical and thematic techniques. Results showed that most schools support student leaders through mentorship, coaching, and leadership training, though benchmarking and inter-school workshops are rare. A significant positive correlation was found between leadership development and student council effectiveness. The study recommends increased investment in leadership training, mentorship, and regular meetings by school administrators and the Ministry of Education. Additionally, mandatory induction for newly elected student leaders is advised to ensure readiness and effectiveness in their roles.

Keywords: Student Council; Capacity Development; Student Council Effectiveness

INTRODUCTION

Children have the right to participate in decision-making, as stated in the 12th Article of the United Nations Convention on the Rights of the Child (UNCRC) (United Nations, 2009). According to Blackbourn (2015), in accordance with Article 12 of the UNCRC, most nations have mandated that children participate in creating structures that reflect students’ opinions at all levels and in decision-making processes. This is intended to uphold democratic values and firmly establish democracy in school governance. Mncube and Harber (2015) list the benefits of having well-organized and managed student leaders as improved discipline, student cooperation, morale development, responsible leadership, self-motivation, and astute followership.

The term “student council” is rooted in the ideas of early philosophers such as Plato, who suggested that both tutors and students should choose student leaders for various roles in the academy, such as managing property and classrooms (Oliech et al., 2018). Student councils are in place in many educational institutions worldwide, including Finland, Canada, Norway, Tanzania, Uganda, the USA, and South Africa (KSSSC, 2013). In Britain, the first student councils were founded in the 1920s (KSSSC, 2013), and Ireland established its student councils under the Education Act of 1998.

Student councils serve various functions globally, such as providing peer mentorship, academic support, and facilitating conflict resolution (Peterson & Chingos, 2015). In many African countries, including South Africa, Tanzania, and Uganda, student councils also represent students in school administration and decision-making, contributing to students’ wellbeing and the overall harmony within the school community (Duma, 2015; Kamau, 2017).

In Kenya, the Ministry of Education replaced the prefect system with student councils in 2009 in an attempt to reduce student unrest and enhance participation in school governance (Kamau, 2017). However, despite the introduction of student councils, instances of student unrest and indiscipline remain prevalent, as shown by studies highlighting the ineffective role performance of student councils (Anjichi, 2016; MoE, 2021). These challenges have led to further research on how to enhance the effectiveness of student councils, particularly in relation to the development and training of student leaders.

Research Hypothesis

H₀₁: Capacity development has no statistically significant influence on SCs’ effectiveness.

LITERATURE REVIEW

Organizational capacity development should be embedded within the broader school culture, structures, and communication strategies, where both teachers and students are involved in decision-making, particularly when such decisions impact student learning and well-being (Mitchell & Sackney, 2011). Mitchell and Sackney (2011) identified three dimensions of a capacity-building framework: personal (developing individual student skills), interpersonal (students working with teachers to make school decisions), and organizational (involving school culture, structures, and communication practices). Capacity building for student leaders may be achieved through induction, training, mentorship, coaching, and role modeling (Mitchell & Sackney, 2011).

According to Nduta (2018), induction programs, especially at the start of the school year, focus on explaining to new student leaders and teachers how to handle school-related issues. Vundi et al. (2014) also emphasize the importance of proper induction and training for student leaders to ensure they perform well. Achieng et al. (2017) add that training and guidance on the procedures and rules are crucial for the effective functioning of student council members. School management should develop manuals on student leader training that cover relevant aspects of student leadership.

Caracelo (2016) argues that the effectiveness of a student council largely depends on whether leadership training has been provided to newly elected leaders. The development of student leadership offers learners an opportunity to maintain and develop leadership skills early on (Nduta, 2018). Cansoy et al. (2017) support this, stating that effective leadership training for student leaders emphasizes skills such as goal setting, communication, and problem-solving, alongside values like respect, honesty, and responsibility.

Capacity building for student leaders is often linked to better management of school operations (Cansoy et al., 2017). The idea is that when student leadership is nurtured, there is an opportunity for personal growth and academic achievement. To support this development, student leaders should be assigned mentors. A mentor, typically a teacher or seasoned leader, acts as a point of contact for advice on leadership issues and serves as a role model (Vundi et al., 2014).

Lyons (2018) conducted a study on fostering leadership skills among high school students in New York City, focusing on personal, organizational, and interpersonal scales. The study found that these scales were crucial for developing student leaders who can act as change agents in schools and bring together various stakeholders to maintain discipline. However, the study’s limitations included its narrow focus on New York City schools, preventing the generalization of findings to other areas, and the absence of a comparison between rural and urban schools. The current study, in contrast, explores a wider range of capacity development opportunities and their influence on student council effectiveness in Siaya County, Kenya.

Omaali (2018) examined student leaders’ involvement in managing daily routines at Olila High School in Saroti, Uganda, and found that student leaders in schools with successful student councils had attended benchmarking programs. This study identified that student leaders’ inefficiency in managing school routines was a challenge, but it did not address the role of training in improving their effectiveness. However, it emphasized the relationship between student council effectiveness and the capacity of school principals in building student leaders. The current study aims to evaluate the impact of capacity development on the effectiveness of student councils in Siaya County.

Nyaga (2018) conducted research on the impact of leadership training for student councils on school discipline in Kirinyaga East Sub County. Nyaga found that leadership training equipped student leaders with skills to manage disciplinary issues. Indicators such as self-awareness, confidence, assertiveness, organizational skills, and coordination were all enhanced through training, which enabled student leaders to handle issues independently, without seeking guidance from school heads or teachers. The current study in Siaya County focuses on various capacity development strategies such as leadership training, coaching, mentorship, seminars, workshops, role induction, and benchmarking, and their influence on student council effectiveness.

Student council leadership training is also linked to the ability of student leaders to maintain order in the school, particularly with daily operations. When leadership competencies are supported and developed by the school administration, the student council’s effectiveness improves. This, in turn, can lead to reduced internal conflict, better interpersonal relationships, fewer instances of bullying, improved coordination of school activities, and greater student participation in school governance. However, one limitation of previous research is the lack of focus on the impact of administrative systems on student council performance, and the fact that studies have generally focused on schools in specific counties or regions.

Kinyua (2015) investigated factors affecting the effectiveness of student councils in Kirinyaga East Sub County, Kenya, and concluded that training student leaders is essential for enhancing school performance. While Kinyua’s study highlighted the importance of training, it categorized training as either formal or informal and did not delve into the specifics of the training process. The study also failed to measure the effectiveness of student councils across various domains. The current study, by contrast, examines the types of training provided to student leaders in terms of induction, mentoring, formal training, and benchmarking, using a mixed-methods approach to determine the extent of their influence on student council effectiveness in Siaya County.

Jepkemboi et al. (2019) researched the roles of student council members in ensuring discipline in Wareng Sub County, Kenya, and found that leadership training helps student leaders align their functions with the mission and vision of the school. This training also equips them with problem-solving and public speaking skills, enabling them to guide their peers effectively. Jepkemboi et al. (2019) recommend that the Ministry of Education integrate governance systems that allow student leaders to participate in decision-making, as this involvement helps them focus on their roles and improves the management of school activities. However, their study did not assess the effectiveness of student councils in areas like peer counseling, preventing school unrest, and conflict management, which the current study seeks to address.

Nduta (2018) stresses the need for student leaders to have clear roles, be accepted by their peers, and demonstrate exemplary leadership. School administrations should provide resources and training to support student leadership, as this is key to effective student council performance. The current study focuses on how various aspects of capacity development, including leadership training, coaching, mentorship, and benchmarking, influence the effectiveness of student councils in public boys’ boarding secondary schools in Siaya County, Kenya.

Conceptual Framework

Figure 1: Relationship between the independent and dependent variable

The figure above illustrates the relationship between student leaders’ capacity development and the effectiveness of student leaders. Training plays a crucial role in equipping student leaders with essential knowledge about their roles and leadership skills. This is often achieved through orientation and induction programs organized at the school level for newly elected student council leaders.

Benchmarking and mentorship programs with other schools are equally important. When such programs are offered immediately after the student leaders are elected, they have a clearer understanding of what is expected of them, unlike when no programs are provided. However, when these programs are delayed or not provided at all, student council leaders may feel uncertain about their roles and responsibilities. The effectiveness of student councils can also be influenced by the personality, character, and motivation of council leaders, but this study specifically focuses on the influence of student leaders’ capacity development on student council effectiveness.

RESEARCH DESIGN AND METHODOLOGY

This study employed a mixed-method research approach, specifically the convergent parallel design. According to Creswell (2014), the convergent parallel research design involves the researcher collecting both quantitative and qualitative data and merging them for a comprehensive analysis of the problem under study. The researcher adopted this design because a single set of data would not be sufficient to analyze the subject at hand, and collecting both quantitative and qualitative data allows one set of data to complement the other, facilitating a more effective analysis and understanding of the subject (Creswell, 2012). The convergent parallel design was deemed appropriate for this study because it enabled the researcher to gather both types of data and merge them concurrently to exhaustively analyze the influence of institutional determinants on student council effectiveness (Creswell, 2014).

Quantitative data were generated from ordinary students and student council leaders using questionnaires, while qualitative data were gathered from the Deputy Principals and the County Director of Education through interviews. The two sets of data were integrated during the interpretation phase to identify points of convergence and divergence in the findings. The qualitative data primarily served to explain and support the quantitative results. This approach, according to Creswell (2014), allowed for a detailed analysis of how institutional determinants influenced the effectiveness of student councils in their roles. Additionally, this design provided a means to validate data from various sources in the study, including literature reviewed, allowing the researcher to gain a clearer and broader understanding of the study findings (Creswell, 2012).

A total of 14 Deputy Principals (who are responsible for student council affairs in secondary schools), 178 student council members in public boys’ boarding secondary schools in Siaya County, Kenya, and the County Director of Education comprised the respondents for the study. Questionnaires were administered to the student council leaders, and the items in the questionnaire were based on a 5-point Likert scale to assess the nature of capacity development in the schools.

In-depth interviews were conducted with the Deputy Principals and the County Director of Education to obtain detailed information regarding the student leaders’ capacity development, focusing on their suggestions to improve the effectiveness of the student councils in the selected schools. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically according to the study objectives and presented in a narrative format with verbatim quotations.

DATA ANALYSIS, FINDINGS, AND DISCUSSION

Research has consistently shown that training is critical for providing student leaders with the skills and knowledge required to fulfill their responsibilities. This is often accomplished through orientation and induction programs at the school level for newly elected student council leaders. Mentorship programs and benchmarking with other schools are also vital components. When these programs are available to student leaders immediately after their election, they are clear about their roles and what is expected of them. Conversely, when such programs are delayed or not offered, student council leaders may become confused about their responsibilities. This study sought to examine the influence of student leaders’ capacity development on the effectiveness of student councils in public boys’ boarding secondary schools in Siaya County.

Capacity Development for Student Leaders as Conducted in Secondary Schools

Respondents involved in this study expressed diverse opinions regarding the capacity development approaches and activities used in public boys’ boarding secondary schools, as shown in Table 1.

Table 1: How capacity development for student council leaders is conducted in schools

The analysis of particular components related to the student leaders’ capacity development is presented in Table 1 above. According to the results, slightly more than half of the student council (SC) members (123, or 72.8%) indicated that they were inducted immediately after being elected. The mean and standard deviation for this item were M = 3.63, SD = 1.31, suggesting that SC members strongly agreed with the statement that they were indeed inducted into their roles after elections. However, 46 SC members (27.2%) reported that they were not inducted into their roles immediately after being elected. This indicates that not all schools provided induction after elections.

Similarly, the researcher explored the availability of training programs for SC members. The responses showed that more than half of the SC members (100, or 59.2%; 109, or 64.5%; and 91, or 53.8%) agreed that mentorship, coaching programs, external speakers, and motivational sessions were offered in their schools. The mean scores for these items were M = 3.25, SD = 1.33, M = 3.33, SD = 1.33, and M = 3.08, SD = 1.38, indicating that while many SC members agreed that these training programs were available, not all schools implemented them consistently. Negative responses from 63 (37.3%), 60 (35.5%), and 72 (42.6%) SC members highlighted that some schools did not offer these training programs. These findings are consistent with Achieng’s (2017) study, which emphasized the importance of training student leaders to enhance their role performance.

In terms of participation in seminars and workshops for student leaders, the responses were mixed. Slightly more than half of the SC members (90, or 53.3%) disagreed with the statement that they attended regional and national seminars and workshops, while 79 (46.7%) agreed. The mean and standard deviation for this item were M = 2.95, SD = 1.28, reflecting a moderate level of agreement. This suggests that not all SC leaders attended regional and national seminars and workshops.

Regarding the frequency of regular SC meetings, the majority of SC members (103, or 60.9%) disagreed that they held regular meetings. The mean score of M = 2.76, SD = 1.25 indicated a moderate level of agreement, revealing that regular meetings, which are vital for evaluating performance and discussing student issues, were not consistently held by all schools.

Table 1 also shows that the majority of SC members (117, or 69.2%) disagreed that they participated in benchmarking activities or joint training sessions with SC leaders from other schools. The mean and standard deviation for these two items were M = 2.50, SD = 1.20 and M = 2.40, SD = 1.30, indicating low agreement (high disagreement) with the statements. This suggests that benchmarking programs and joint training sessions were not common across all schools.

Interviews with deputy principals and the County Director of Education (CDE) indicated that there were efforts by school administrations to support SC members. The SC members work under the guidance of deputy principals, and their support is considered crucial. One deputy principal mentioned:

“We offer guidance, motivate them through the annual prefects’ tour, they have special uniforms different from other students; we offer them training after their inauguration. We also invite facilitators to inspire and encourage them… also have termly meetings with them about program activities in their departments.” (Deputy Principal, Siaya County).

Despite this support, it was acknowledged that the costs associated with training programs could delay or limit their implementation, as illustrated in the following statement:

“Yes. We offer them orientation and training immediately after election to office although they are costly. They are formal trainings from the sub-county level including Chaplaincy training in leadership (religious leadership), training by counseling groups on leadership, and alumni sensitization days (which inspire them to work towards becoming future leaders).” (Deputy Principal, Siaya County).

Several deputy principals also noted that training programs were crucial for student leaders’ role performance. For example, one deputy principal mentioned:

“To a large extent, the training helps them to look at their duties as divine responsibility. They fear the consequences of failing in their roles, and they take their responsibilities seriously. The training inspires them—some even want to be future leaders after meeting alumni who are political leaders.” (Deputy Principal, Siaya County).

These findings align with the study by Cansoy et al. (2017), which emphasized the importance of training student leaders in communication, interpersonal skills (teamwork), and problem-solving to help them manage school operations more effectively.

Regarding the impact of Covid-19, many deputy principals reported that the SC members’ participation in workshops and seminars was interrupted. Prior to the pandemic, SC members attended seminars such as the Annual Prefects’ Tour, where they benchmarked with well-established schools in the region. One deputy principal stated:

“Not of late but they used to attend… like the Annual Prefects’ Tour where they would be taken to benchmark with well-established schools in the region and big schools like Nairobi School, Lenana School, and Alliance High School.” (Deputy Principal, Siaya County).

Concerning the frequency of SC meetings, deputy principals acknowledged their importance but indicated that time constraints, particularly after the Covid-19 disruption, limited their ability to hold regular meetings. One deputy principal noted:

“We recognize the importance of these meetings but honestly speaking, after Covid interfered with the school calendar, we rarely get time to meet. All the time, including weekends, is dedicated to syllabus coverage.” (Deputy Principal, Siaya County).

The CDE’s views were consistent with those of the deputy principals. The CDE confirmed that SC members in most schools were inducted immediately after elections and that training programs were held to support their development. The CDE also acknowledged the effects of the Covid-19 pandemic on these programs:

“Yes; we have had programs organized by World Vision called ‘Best Me’ for student leaders; Red Cross also has such programs. Immediately after elections, SC leaders are inducted internally by teachers… they are given duties. In fact, in big schools, they are taken for retreats; and they visit other schools for benchmarking though after Covid such programs have not picked up.” (County Director of Education, Siaya County).

These views align with findings from Omaali (2018), who identified benchmarking as a significant aspect of student leadership effectiveness.

Hypothesis Testing

H₀₄: Capacity development has no statistically significant influence on the effectiveness of student councils among public boys’ boarding secondary schools in Siaya County, Kenya.

To test this hypothesis, multiple regression analysis was conducted. Table 4.31 presents the regression model summary, which provides insights into the relationship between capacity development and student council effectiveness.

Table 2: Model Summary for Capacity Development and Effectiveness of Student Councils

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Table 2: Model Summary of Regression Analysis on Capacity Development and Effectiveness of Student Councils (SCs)

Table 2 displays the model summary for the regression model examining the relationship between capacity development for students and the effectiveness of student councils (SCs) in secondary schools, expressed as Y=b0+b4X4+eY = b_0 + b_4X_4 + e. According to the findings, the correlation coefficient R=0.675R = 0.675 indicates a strong positive relationship between capacity development and the effectiveness of SCs, as the value exceeds the threshold of 0.5 (Creswell, 2014). This suggests that higher levels of capacity development are associated with greater effectiveness in the performance of SCs in secondary schools.

Moreover, Table 2 presents the coefficient of determination (R2R^2), which quantifies the proportion of variance in the effectiveness of SCs that can be explained by capacity development. The R2R^2 value of 0.456 indicates that, within the regression model, capacity development accounts for 45.6% of the variation in the effectiveness of SCs in secondary schools. This highlights the substantial influence of capacity development on the role performance and effectiveness of SC leaders.

To further understand how specific aspects of capacity development predict the effectiveness of student councils, an analysis of the regression coefficients was conducted. The results of this analysis are presented in Table 3.

Table 3: Regression Coefficients for Capacity Development and Effectiveness of SCs

1. Dependent Variable: Effectiveness

The results show that an improvement in aspects of capacity development by one unit will lead to a consequent improvement in the effectiveness of student councils (SCs) by 0.383 times. The regression model can be summarized as:

Y= 0.918 + 0.622X₄,

where:

Y=Effectiveness of SCs

X₄=Capacity development

These findings indicate that the relationship between capacity development and the effectiveness of SCs was statistically significant, as the p-value was 0.000, which is less than the significance level of 0.05 (p = 0.000 < 0.05). Therefore, the null hypothesis (H0H_0: Capacity development has no statistically significant influence on the effectiveness of student councils among public boys’ boarding secondary schools in Siaya County, Kenya) was rejected. This led to the acceptance of the alternative hypothesis, implying that capacity development has a statistically significant influence on the effectiveness of SCs in secondary schools.

These results align with the findings of Cansoy et al. (2017), who identified a high correlation between capacity building of student leaders and the operations of the school through the student council. These findings also corroborate the descriptive results and opinions expressed by the deputy principals and the County Director of Education (CDE). Further, they echo the conclusions of Caracelo (2016), who emphasized that the effectiveness of a student council largely depends on capacity-building programs for newly elected student leaders through leadership training.

CONCLUSIONS

The purpose of this study was to assess the extent to which the student council election process influences the effectiveness of student councils in public boys’ boarding secondary schools in Siaya County, and to recommend suitable measures to enhance their effectiveness for better operations of the secondary schools. From the findings, it was established that most of the schools inducted student leaders into their roles after elections or appointments, which was complemented by other capacity-building activities, including mentorship, coaching, and leadership training programs. However, there were minimal efforts by most schools to facilitate student leaders’ attendance at benchmarking programs in other schools, seminars, and workshops, particularly after the disruption caused by the Covid-19 pandemic. Additionally, student council meetings were not held regularly in most of the schools.

Regarding the influence of capacity development on the effectiveness of SCs, regression analysis was conducted to test the stated null hypothesis. The findings from the analysis revealed a strong positive relationship between capacity development for student leaders and the effectiveness of SCs, which was statistically significant (p = 0.000 < 0.05). Hence, the null hypothesis was rejected, and the alternative hypothesis was accepted, confirming that capacity development has a statistically significant influence on the effectiveness of SCs in public boys’ boarding secondary schools in Siaya County, Kenya.

Suggested measures to enhance the effectiveness of student councils included allowing students to elect SC leaders (rather than appointing them), conducting leadership training through seminars and workshops, facilitating benchmarking with other schools, holding frequent meetings to remind leaders of their roles, providing motivation through incentives, intensifying mentorship programs, and involving student leaders in decision-making.

RECOMMENDATIONS FOR POLICY

Based on the critical role capacity development plays in ensuring the effectiveness of student councils, this study recommends that school administrators, as well as the Ministry of Education, invest more in capacity building for students through leadership training seminars and workshops, mentorship and coaching, benchmarking, regular student council meetings, and motivation programs. Induction of newly elected student leaders should be mandatory in all schools and should occur before they start their work, not at a later date.

Recommendations for Further Research

1. The student council policy applies to all schools across the country; however, there is limited research directed at its implementation and effectiveness. Therefore, a large-scale study across several other counties is recommended to test the variables explored in this study, allowing for more confident application of the findings.
2. Capacity development is undoubtedly not the only determinant of SCs’ effectiveness. There is a need to extend the study to include other factors and establish their magnitude of influence on the effectiveness of student councils.

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