ANALYSIS OF PRINCIPALS’ CULLED HUMAN RESOURCE SKILLS ON MANAGEMENT OF STUDENT DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

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.