CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter will review the existing literature on parental involvement on student achievement.
The chapter is structured based on the research objectives. It reviews the relevant literature
available focusing on the concept of parental involvement as a predictor of increased academic
achievement.
2.2 Factors Contributing to Indiscipline
Indiscipline as elsewhere is not a new phenomenon. It has engaged the attention of many writers
and authors at different levels. Causes of indiscipline in secondary schools are numerous. They
include school society, wrong ideals, idleness, lack of good leadership, injustice, lack of realistic
rules, bad home training and upbringing, etc. Onyije and Ojedapo, (2010) note that the causes
and symptoms of indiscipline are many and vary from school to school and from place to place.
In their view, some symptoms of indiscipline include general unrest and deliberate breaches of
school rules, peaceful and violent demonstration, mass disobedience, truancy, delinquency,
absenteeism, drug use and abuse, as well as drunkenness.
Zubaida (2009) and Onyije and Ojedapo, (2010) have identified the causes of indiscipline in
secondary schools to include authoritarian methods, bad staff behaviour, harsh school rules, poor
communication, results, lack of adequate school facilities, influence of home and society. In this
context, a multi-dimensional approach to this burning issue of indiscipline in our secondary
schools; hence our consideration of the causes of indiscipline will be multi-dimensional.
1) Social Influence
There has become a sudden shift from merit to lack lustre. Achievements are no longer measured
by commitment and capability but influence and material wealth who you know than what you
are measured up in terms of merit, is what determines promotion. Thus, a student need not burn
the night candle.
2) Corruption
This is the oldest son of indiscipline. This son has grown up that it often stands shoulder to
shoulder with its father indiscipline. What permeates all the stretch of our society today is how to
make it quickly. Public finance meant for welfare programmes that would have stemmed the aid
of mal-behaviour in our youths and adolescents gets diverted to redundant programmes or
private pockets. To such extent, there is no motivation in those who should be seen to be
disciplined. With empty stomach, ragged dressing, hopeless accommodation, intolerable health,
there is no way a person can resist temptation.
3) Rural-urban Drift
Closely related to the issue of government policy and corruption is the issue of rural-urban drift.
A writer once said that everyone is a village by root. The rate, at which our youths and
adolescents migrate from the serene, quiet and less atrocious life in the village to the noisy,
burdensome, busy and unnecessarily over populated cities, is alarming. One identified reason for
this as outright lack of basic facilities and infrastructure in our villages. Where there is any, it is
often in a state of despair so grossly inadequate that no youth would see his mate coming home
from the city without being tempted to taste the city. This sudden transformation from the village
to city life is bound to produce unpalatable consequences. This explains why secondary school
students are engaged in crimes nowadays either to be able to sustain the tempo of life in the city
or in preparation to get to the city.
2.3 Indiscipline in Secondary Schools
Discipline in these schools is now passing through an eclipse. The problem of indiscipline is
found everywhere, therefore, students do no longer believe in hard work as the only honourable
path to success. Slangs connoting examination malpractice like “choke” exhibit, dagbo,
omokirikiri and the like are common during examination time and they are expressed in such
free but shameful that one somehow thinks that it does not mean anything. Children of the high
and low, big and small, powerful and the downtrodden are involved in varying degrees.
At this juncture, it would be worthwhile to highlight some of the prevalent cases and acts of
indiscipline amongst secondary school students.
1) Cult Activities in Schools
Cultism has suddenly become the giant monster that has swallowed up our ethics and morals;
any student who fails to belong is quickly “packed” off the stage by either being intimidated out
of school or killed. Many have been forced to join counter cultist group, which often produced
fatal consequences. Cultism can be defined as (secret cult) as an association that uses secret
signs, oaths, rites or symbols and which is formed to promote a cause, the purpose or part of the
purpose which is to foster the interest of its members and to aid one another under any
circumstance without the regard to merit, fair or justice to the demerit of those who are not
members or whose members are sworn to observe oaths of secrecy.
2) Indecent Dressing
Near naked and other forms of nudity is the order of the day in our schools. Rogers (2003)
argues that peer pressure, self-indulgence, and “dress to kill”-the deliberate habit of putting on
seductive clothes to attract those of the opposite gender sexually or throw off balance
emotionally. In this connection Coombs (2000) states that school discipline is the training which
produces in children self-restraint, orderliness, good conduct, operation and the habit of getting
the best out of themselves. It involves intellectual and moral education as opposed to mere order
and instruction.
3) Curriculum content
Any society whose educational system is careless about the need of the society is doomed. It thus
is not enough to have a curriculum. It is most important that the curriculum relates and
adequately takes care of the entire societal aspiration. Our curriculum today is greatly deficient
in moral education as contained in the curriculum is shabby and neglected. In some schools, it is
not even taught.
The subjects of History, Civic and Nature study and so on that immediately inculcates the ideal
nation building to the youth are abolished social studies and integrated science that is fashioned
in their stead has proved to be incapable in content and practice.
4) Parental Training
Charity it is said begins from home. A parent who is not firm with his children and lets them go
the bad is not kind to them. Parents do not often consider the future welfare and success of
their children as of great importance. Firmness is not shown by constant scolding, beating and
fussing, this is to many educators indicates weakness.
In addition, some parents are always quarrelling and fighting. This definitely makes the students
not to have affection and develop negative attitude to life. In school, that student may be and
always picking quarrel with his peer because this is what he grew up with.
2.4 Effects of Indiscipline
In classroom teaching, discipline implies the control of a class to achieve desirable behaviour.
The concept of school discipline and school rewards has the similar objectives of assisting
students to make maximum achievement in their academic pursuits. According to Onyije and
Ojedapo (2010) discipline behaviour involves characteristics such as self-sacrifice, diligence, co-
operation, integrity, consideration and sympathy for others as well as the fear of God. He goes on
to say that discipline is a system of guiding the individual to make reasonable and responsible
decisions. In classroom teaching, discipline means the control of a class to achieve desirable
behaviour. Discipline involves self-control; a disciplined person knows and takes the right course
of action. He is guided not simply by self-interest, but also by consideration of interest of others.
A disciplined individual is also guided in his behaviour by moral and social principles.
Factors of indiscipline that lead to low academic achievement are common with student from
socio-economic status families (Adesina, 1996). This is because teachers are often prejudiced
against youth from low socio-economic status families and show preferential treatment to
students from high socio-economic status families (Truners, 2002). Another reason is that peer
influences on low socio-economic students are often antisocial and delinquency prone,
emphasizing early marriage for the girls and gang activities for the boys (Conger, 1993). Iburun,
(2003) believes that the quality of interaction among members of the adolescents family
influence the degree of discipline and success in school work. According to him, the studies of
the family relationship of bright, high-achieving students versus under-achieving high school
students shows that the high achievers more often than under-achievers describe their parents as
typically sharing vacation and ideas as understanding, approving, trusting, affection etc.
encouraging (but not pressuring) with respect to achievement and over restrictive or severe in
discipline.
2.5 Measures of Curbing Indiscipline
It is imperative to ensure that the best behaviours and conditions are inculcated, established and
maintained for effective learning to take place in our secondary schools. This can be realized if
we accept that the teacher has the power to impose discipline by using some sort of power over
these students. However, this is only possible to a little extent, for it to have meaningful impact it
must also take into account the psychological needs and development level of the student.
A well-managed school begins with thorough advance planning by the school head and the
teachers. Accordingly, extrinsic and intrinsic motivation should be used, positive and negative
motivation, provision and satisfaction of students need the teacher counselor having adequate
knowledge of the subject, teaching students how to learn and making them to use their time
effectively. The teacher counselor ensures that the school environment is a busy, and an active
place in which the students and teachers know that they are on the same side working together to
achieve something worthwhile. Such an environment is likely to establish mutual respect.
Teacher counselors should be close to both students and the non teaching staff so that these
people can give them the necessary information that may lead to indiscipline if care is not taken.
Through their guidance and counseling, the teacher counselors can help to maintain cleanliness
and tidiness of surroundings, not being excessively noisy or disruptive when others are working,
taking care of communal property, punctuality and exhibition of normal courtesies expected by
the society to be observed. The rules can be established by quite persistence and good example
by the teacher counsellor. In essence, good discipline enables the sort of psychological need
proposed by Maslow and others to be satisfied. This is because most disciplinary cases are as a
result of unfulfilled basic needs. The teacher counsellor should look carefully at each level
including the most basic psychological one of nutrition and ventilation.
2.6Characteristics of Disciplined Schools and Students
In classroom teaching, discipline implies the control of a class to achieve desirable behavior. The
concept of school discipline and school rewards has similar objectives of assisting students to
make maximum achievement in their academic pursuits. According to Onyinje and Ojedapo
(2010), discipline involves characteristics such as:
Self-sacrifice
Diligence
Co-operation
Integrity
Consideration
Sympathy for others
The fear of God
Polite
Honest
Has high self-esteem
Decent
He goes on to say that discipline is a system of guiding the individual to make reasonable and
responsible decisions. In classroom teaching, discipline means the control of a class to achieve
desirable behavior. Discipline involves self-control. A disciplined person knows and takes the
right course of action. He is guided not simply by self-interest, but also by consideration of
interest of others. A disciplined individual is also guided by moral and social principles.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
This chapter is concerned with the various steps that will facilitate execution of the study to
satisfy the study objectives. These steps include: research design, population of interest, Data
collection instruments and procedures and, data analysis.
3.1 Research Design
This is the plan according to which research respondents will be chosen, information collected,
data analyzed and interpretation done. According to Mugenda and Mugenda (1999), descriptive
survey is used to obtain information concerning the current status of the phenomena to describe
what exists with respect to variables in a situation, by asking individuals about their perceptions,
attitudes, behavior or values. The researcher, to systematically and accurately describe the
effectiveness of guidance and counseling in maintaining discipline in secondary schools used the
descriptive survey research design. According to Sekaran (2003) a descriptive study is
undertaken in order to ascertain and be able to describe the characteristics of the variables of
interest in a situation.
3.2 Population
The population of interest was all the public secondary schools located in Kirinyaga Central
District, Kirinyaga County.
Table 3.1: Population
Population
Public Mixed Secondary Schools 26
Pure Boys Secondary Schools 3
Pure Girls Secondary Schools 3
TOTAL 32
Source:Research Data, 2013
3.3 Sampling and Sample Size.
Roscoe (1975) proposes a rule of the thumb for determining a sample size and says that a size of
30 to 500 is appropriate for most academic researches. Stratified random sampling technique was
used to select the sample. The technique produced estimates of overall population parameters
with greater precision. The population was stratified into three strata i.e. Public Mixed Secondary
Schools, Pure Boys Secondary Schools, Pure Girls Secondary Schools. A total sample of 176
respondents was selected for the study. From a random sample of 10 public mixed secondary,3
pure boy’s secondary schools and 3 pure girl’s secondary schools, a random sample of 128
students, 16 teacher counselors and 16 principals,16 deputy principals was selected.
Table 3.2: Sample Size
No. of
Teacher
Total School counselors, Percentage Percentage
Sample Student
no. of Percentage deputy of no. of no. of
Schools Sample
Schools Used principals Teachers students
and
principals
Public
Mixed
Day 26 10 31.25 30 62.5 80 62.5
Secondary
Schools
Pure boys
sec 3 3 9.38 9 18.75 24 18.75
schools
Pure Girls
Secondary 3 3 9.38 9 18.75 24 18.75
Schools
TOTAL 32 16 50 48 100 128 100
Source: Research Data, 2013
3.4 Data Collection instruments
The most common method of collecting data within the study approaches are through
questionnaire methods, observation and interviews (Bell, 1992). Benbasat (1987) stated that a
wide variety of data collection methods are typically used to provide a `rich set of data
surrounding the specific research issue, as well as capturing the contextual, complexity.’' The
study used primary data. Primary data was attained through a semi-structural questionnaire.
(Appendix 1) .The technique used for questionnaire is also noted within the literature. (Stake
1995).Questionnaire was divided into two parts; part A and B. Part A intended to capture general
information about the respondents while part B intended to collect specific information about the
impact of parental involvement in student achievement.
3.5 Validity and Reliability of Research Instruments
3.5.1 Validity of Research Instruments
Validity of the research instruments is the degree to which the study will accurately reflect or
assess the specific concept that the researcher is attempting to measure. Internal validity relates
to whether the questionnaire will be measuring what it is supposed to measure. This was
achieved by carrying out a pilot study for the questionnaire. External validity on the other hand
refers to the generalizability of the study findings to the larger population. This was achieved by
ensuring a representative sample is obtained for the sample.
3.5.2 Reliability of Research Instruments
Reliability of the research instruments is the extent to which a measure, procedure or instrument
yields the same result on repeated trials. This was achieved by ensuring that the same
questionnaire is utilised so as to attain consistency. Quantitative analysis was utilised to evaluate
the reliability of the research study by attempting to determine if any statistically significant
differences indicate the existence of a causal relationship between parental involvement and
student academic achievement.
3.6 Data Collection Procedure
Primary data was collected using a structured questionnaire, which will be presented to the
teacher councellor, the principal, the deputy principal and the students. The questionnaire was
personally administered by the researcher to the respondents. Secondary data was collected from
other already existing sources and previous research i.e. reading relevant literature available in
the library, various documents, publications and reports including, journals, and magazines.
3.7 Data Analysis
In order to make sense of the data collected, analysis of the information gathered through
questionnaires was done. Data analysis involved the interpretation of findings against the
research questions. Data collected was coded and entered into the Statistical Package for Social
Sciences for analysis (SPSS). SPSS aided in organizing and summarizing the data by
the use of descriptive statistics such as measures of central tendency (i.e. mean, mode and
median) and measures of dispersion. Pie charts, frequency tables, bar graphs were used to
present the data collected for ease of understanding.
Use of Mode and Mean
From the respondents’ answers, one can tell that guidance and counseling is either effective or
not effective in maintaining discipline by using the mean and mode.
Use of Mode
The responses from both teachers and students are analyzed and tallying done. Some options will
be very popular. The most popular option is the mode. If the option shows that guidance and
counseling assists in maintaining discipline, then the conclusion is that guidance and counseling
is effective in maintaining discipline. If the mode shows that guidance and counseling does not
assist in maintaining discipline then guidance and counseling is not effective in maintaining
discipline.
Use of Mean
The total number of responses from all the respondents showing that guidance and counseling is
effective is considered. The total number is then divided by the total number of the respondents
who took the test. This gives the mean. If the mean is high, then guidance and counseling is
effective in maintaining discipline.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSION
4.1 Introduction
This chapter presents a detailed discussion of the research findings in an attempt to achieve the
research objectives. Data analysis was carried out based on the following study objectives:
1) To determine the effects of counseling in teacher training in maintaining discipline in
secondary schools in Kirinyaga Central Constituency, Kirinyaga County.
2) To determine the effect of physical resources used in schools to promote guidance and
counseling programmes in maintaining discipline in secondary schools in Kirinyaga Central
Constituency, Kirinyaga County.
3) To determine the effect of guidance and counseling committees in maintaining discipline in
secondary schools in Kirinyaga Central Constituency, Kirinyaga County.
4.2 Response Rate
48 questionnaires were distributed and collected from teacher counselors, deputy principals and
principals in public secondary schools in Kirinyaga District, Kirinyaga County. In addition a
total of 128 questionnaires were also distributed and collected from secondary school students in
public schools located in Kirinyaga Central Constituency, Kirinyaga County.
4.3 General Information of the Teachers
4.3.1 Gender of the Respondents
The study sought to find out the gender of the respondents. It captured the gender of the
respondents. Figure 4.1 shows that 70.0% of the respondents interviewed were male while 30.0%
were female.
Table 4.1: Gender of the Respondents
Frequency Percent
Male 34 70.0
Female 14 30.0
Total 48 100.0
4.3.2 Age of the respondents
The study sought to establish the age of the respondents. From table 4.2 it is evident that most of
the respondents were aged between 31 and 40 years with 40.0% followed by 41 to 50 years with
33.3% years of the respondents in this category, while 23.3% of the respondents were aged 21 to
30 years, with the rest 10.0% indicating 51 to 60 years respectively.
Table 4.2: Age of the Respondents
YEARS Frequency Percent (%)
21-30 11 23.3
31-40 19 40.0
41-50 13 26.7
51-60 5 10.0
Total 48 100.0
4.3.3 Level of Education
The study sought to find out the level of education of the respondents, which is captured in table
4.3 below. It is evident that most (70.0%), of the respondents had university level of education
while30.0% had a college level of education.
Table 4.3: Level of Education
Frequency Percent
University 34 70.0
College 14 30.0
Total 48 100.0
4.3.4 Period as a Teacher
The study sought to find out how long the respondent had been working as a teacher, which is
captured in table 4.4 below. It is evident that most (41.7%), of the respondents had been working
as a teacher for over 10 years with 39.6 % indicating they had been working for between 2 and 5;
and over10 years. The rest, 18.8% indicated they had been working for less than 2 years.
Table 4.4: Period as a Teacher
Frequency Percent
Over 10 Years 20 41.7
Between 5 and 10 Years 19 39.6
Between 2 and 5 Years 9 18.8
Total 48 100.0
4.3.5 Respondents Current Position
The study sought to find out the current position of the respondents, which is captured in table
4.5 below. It was observed that 33.3%, of the respondents were teacher counselors, 33.3% being
the deputy principals and 33.3% indicating they were principals
Table 4.5: Current Position
Frequency Percent
Teacher counselors 16 33.3
Deputy Principals 16 33.3
Principal 16 33.3
Total 48 99.9_100
4.3.6 Length of Stay at Current School
The study sought to find out how long the respondents had been working in the school, with the
results indicated in table 4.6 below. It is evident that most (41.7%), of the respondents had
worked at the school between 5 and 10 years, with 14.6% having worked at the respective
schools for between 2 and 5 years and only 22.9% having worked at the respective schools for
less than 2 years and 20.8% having worked at the respective schools over 10 years.
Table 4.6: Length of Stay at Current School
Frequency Percent
Over ten Years 10 20.8
Between 5 and 10 Years 20 41.7
Between 2 and 5 Years 7 14.6
Less than 2 Years 11 22.9
Total 48 100.0
4.3.7 Program for Guidance and Counselling
The study sought to find out whether the school had any program for guidance and counseling in
relation to the students. It is evident that all (100%), of the respondents indicated that there was
indeed a program for guidance and counseling. This can be attributed to the fact that the
Kamunge Report (1988) recommended that schools establish guidance and counseling services
with senior teachers being responsible for them (Republic of Kenya, 1988, p. 34). This policy
still stands as noted below:
“It is the responsibility of the head teacher to ensure that Guidance and Counseling
services are offered to pupils. Each school should establish a guidance and counseling
committee headed by a teacher appointed by the head teacher.” (Republic of Kenya,
1988, p. 34).
4.4 Effectiveness of Guidance and Counseling in Secondary Schools
The main purpose of this study was to determine the effectiveness of guidance and counseling in
maintaining discipline in secondary schools in Kirinyaga Central Constituency, Kirinyaga
County.
4.4.1 Effects of Guidance and Counseling in Maintaining Discipline.
The study sought to find out whether guidance and counseling did have positive effects in
maintaining discipline. All the respondents indicated that guidance and counseling indeed had
positive effects in maintaining discipline in the schools.
4.4.2 Involvement in Guidance and Counseling.
In the bid to accomplish the objectives of the study, the respondents were given different types of
involvement in guidance and counseling. They were then asked to rank the type that
works best on a scale of 1-5; ((1= To no extent, 2= To a less extent, 3= To a moderate extent 4=
To a great extent, 5= To a very great extent). The results are as indicated in the table 4.7.
The study sought to find out whether guidance and counseling was going on in schools and if it
was, was it of any assistance to the students? Majority of the students (96.7%)responded that it
was there and that it was very useful. Only a small portion of 3.3% felt that it was not useful.
The study sought to find out whether peer counselors were good role models (43.3%) of the
students felt that this was to a great extent, while only 6.7% felt that this was to aless extent.
Measures should be taken to ensure that there are no peer counsellors who are not good role
models to the other students.
The study sought to find out whether all the teacher counsellors are good at keeping secrets so
that the students can have more faith in them and so confide in them.
Majority of the students (46.6%) had feelings that this was to no extent up to less extent. This
makes students not to be free with their counseling teachers. Teacher counselors should review
the qualities of a good counselor and abide with them so that the students can have trust in them.
The study sought to find out the closeness of peer counselors to the students. Majority of the
students expressed the fact that this was from a moderate to a great extent. This is quite
encouraging because the peer counselors can win the students to their side if they are good role
models.
Table 4.7: The effect of Home Facilitation and Support on Student Academic Achievement
1 2 3 4 5
n % n % n % n % n %
Guidance and counseling 3 3.3 3 3.3 16 16.7 29 30.3 45 46.7
going on in schools
assists students to be
well behaved
The peer counselors in - - 6 6.7 32 33.3 42 43.4 16 16.7
schools are good at
keeping secrets and so
students confided in
them
All teacher counselors 13 13.3 32 33.3 22 23.3 22 23.3 6 6.7
are good at keeping
secrets and so students
confided in them
Peer counselors are close 6 6.7 - - 32 33.3 26 26.7 32 33.2
to students and so they
win all the students to
their side. This makes
the students to move in
the positive direction
4.4.3 Effects of Training Teacher Counselors in Maintaining Discipline.
The study then sought to find out the effects of training teacher counselors in maintaining
discipline in secondary schools. The respondents indicated that teacher training at all levels did
not provide the teacher with adequate knowledge and skills in guidance and counseling. They
noted that guidance and counseling teachers in the schools did not meet the expectations of the
institutions due to lack of relevant training of the staff. The respondents also indicated that
teachers lacked the necessary skills to implement guidance and counseling programmes.
Teachers felt that the guidance and counseling programmes failed to take into account that most
of the schools were staffed by ill-prepared teachers. Some of the teachers
were not willing to advocate for guidance and counseling because of its demand in terms of time
and besides this, it does not produce instant results since it requires patience. The study
findings are in line with Kiprop (2012)as he notes that it is imperative that all teachers have some
basic skills in guidance and counseling services so that they can manage learners effectively.
4.4.4 Effects of Physical Resources and Maintaining Discipline in Secondary Schools.
The respondents were asked about the effects of physical resources used in schools to promote
guidance and counseling programmes in maintaining discipline. The study noted that the
secondary schools lacked the necessary resources like books and offices. This they noted
hampered their efforts in implementing guidance and counseling as a means of maintaining
discipline at the schools.
4.4.5 Effects of Guidance and Counseling Committees in Maintaining Discipline.
When asked whether guidance and counseling committees were effective in maintaining
discipline in the secondary schools, the respondents indicated that the committees which
consisted of BOG, PTA, and sponsors were not very effective. They stated that they were not
effectively utilized in guidance and counseling except for situations where incidences of
indiscipline had already occurred.
4.4.6 School Engagement in Guidance and Counseling Activities.
The respondents were asked to rate the extent to which the school engaged and emphasized the
following activities relating to student academic achievement in relation to school-home
communication and consultation on a scale of 1-5; (1= To no extent, 2= To a less extent, 3= To a
moderate effect, 4= To a great extent, 5= To a very great extent).
The majority (12) of the respondents indicated in table 4.8 below that the school engaged and
emphasized on communicating to parents that their involvement and support in guidance and
counseling makes a great deal of difference in their children's school disciplineto a great extent. 6
indicate to a very great extent while 5 indicate to a moderate extent. This revealed that
communicating to the parents that their involvement and support in guidance and counseling
makes a great deal of difference in their children's school discipline. Only 10 and 2 who
indicated to a less extent and to no extent respectively.
Communicating to parents that they need not be highly educated or have large amounts of free
time for their involvement in guidance and counseling to be beneficial to be beneficial was rated
by 18 of the respondents to a moderate extent, 11 indicated that it was to a great extent while 2
respondent indicated that it was to a very great extent. This reveals that majority of the
respondents indicated that the school engaged and emphasized school-home communication
consultation and guidance and counseling on student discipline to a great extent. Encouraging
parents involvement from the time children first enter school was ratedby19 of the respondents to
a moderate extent, 11 indicated that it was to a great extent while 10 of the respondents indicated
that it was to a very great extent. This reveals that majority of the respondents indicated that for
guidance and counselling to become effective in maintaining discipline, the parents need to be
involved with the students from the time children first enter school.
Developing parent guidance and counseling involvement programs that include a focus on parent
involvement in instruction and conducting discipline activities with children in the home was
rated by 18 of the respondents to a moderate extent, 8 indicated that it was to a great extent while
3 of the respondents indicated that it was to a very great extent. This reveals that majority of the
respondents indicated parental involvement programmes focusing on instruction and conducting
discipline activities influenced maintaining discipline in secondary schools to a great extent.
Providing guidance and counseling orientation and training for parents was rated by 13 of the
respondents to a great extent, 10 indicated that it was to a moderate extent while 1 respondent
indicated that it was to a very great extent. This study thus revealed that it was vital to provide
guidance and counseling orientation and training for parents, as it impacted on maintaining
discipline in secondary schools to a great extent. Continued emphasis that parents are partners of
the school and that their involvement in guidance and counseling is needed and valued was rated
to a great extent by the respondents. This is evidenced by 12 of the respondents rating the factor
to a moderate extent, 11to a great extent while 5 indicated that it was to a very great extent.