Abstract:
Effective management of student discipline is a cornerstone for maintaining a conducive
learning environment and improving academic outcomes in public secondary schools.
However, indiscipline among students continues to pose a major challenge in many schools
across Kenya, affecting not only academic performance but also overall school harmony and
administration. This study examined how selected human resource skills employed by
principals affect the management of student discipline in public secondary schools in Bomet
County, Kenya. The objectives of the study were to establish the effect of principals’
interpersonal skills on the management of student discipline; to explore the effect of principals’
strategic planning skills on the management of student discipline; to examine the effect of
principals’ problem-solving skills on the management of student discipline; and to determine
the effect of principals’ decision-making skills on the management of student discipline in
public secondary schools in Bomet County, Kenya. The study was guided by Human Capital
Theory. A descriptive survey research design was adopted. The target population comprised
572 respondents, including 5 Sub-County Education Directors, 189 principals, 189 deputy
principals, and 189 senior teachers. A sample size of 235 respondents comprising 78 principals,
78 deputy principals, 74 senior teachers, and all 5 Sub-County Education Directors was
determined using Yamane’s formula. Simple random sampling was used to select principals,
deputy principals, and senior teachers, while a census approach was applied for the Sub-County
Education Directors. Data were collected using structured questionnaires for principals, deputy
principals, and senior teachers, and interview schedules for Sub-County Education Directors.
A pilot study was conducted in Kericho County to test the validity and reliability of the research
instruments. Quantitative data collected from questionnaires were coded and analyzed using
the Statistical Package for Social Sciences (SPSS) version 24. Descriptive statistics such as
frequencies, means, and percentages were used to summarize the data, while inferential
statistics, including regression analysis, were used to determine relationships between the
variables. Qualitative data obtained from interviews were analyzed thematically through
content analysis to gain deeper insights into participants’ views and experiences. The study
findings revealed that principals’ interpersonal skills (β₁=0.186, p=0.009), strategic planning
skills (β₂=0.247, p=0.000), problem-solving skills (β₃=0.225, p=0.007), and decision-making
skills (β₄=0.261, p=0.005) all had positive and significant effects on the management of student
discipline in public secondary schools. The study concluded that effective mastery and
application of interpersonal, strategic planning, problem-solving, and decision-making skills
enhance principals’ roles in promoting and managing student discipline. The findings provide
valuable insights to the Teachers’ Service Commission and the Ministry of Education in
formulating policies regarding the appointment, training, and supervision of principals, as well
as in fostering strategies to improve student discipline in schools.
