Influence of Board of Management Practices on Teacher Discipline in Private Junior Schools in Juja Sub-County, Kenya

Abstract

Teacher discipline is essential for maintaining professionalism, accountability, and effective teaching in schools. This study examined the key factors within Board of Management practices associated with teachers’ discipline in private junior schools in Juja Subcounty, Kiambu County, Kenya. The study was guided by the Systems Theory of Educational Management and adopted a quantitative descriptive survey design. The target population comprised 1,508 respondents from 127 private junior schools, including 127 principals, 1,000 teachers, and 381 Board of Management members. A sample of 228 respondents was selected from 38 schools, comprising 38 principals, 76 teachers, and 114 Board of Management members. A total of 224 respondents participated, producing a response rate of 98.2%. Data were collected using structured questionnaires and analysed using descriptive statistics and simple linear regression. The findings showed that participatory decision-making recorded the highest mean score of 3.88, followed by teacher support systems at 3.87 and clear disciplinary guidelines at 3.81. Fair and consistent enforcement recorded the lowest mean score of 3.39, indicating differences in respondents’ perceptions of disciplinary fairness. The regression results indicated a strong positive association between key Board of Management factors and teachers’ discipline, with R = .992, R² = .984, F(1, 222) = 13,427.067, and p < .001. The study concluded that policy clarity, fairness, communication, participatory decision-making, support systems, prompt handling of misconduct, and regular policy review are important in strengthening teachers’ professional conduct. It recommends consistent enforcement of disciplinary policies, transparent communication, regular policy reviews, and greater involvement of teachers and principals in disciplinary decision-making.