School Management Practices and Students Discipline in Public Secondary Schools in Rwanda

Abstract

This study investigated the impact of school management techniques on student discipline in secondary schools in the Gakenke District of Rwanda. It assesses management methods, student behavior, and their interrelationship in public secondary schools. The research involved 6,793 respondents, with a sample size of 378, utilizing surveys, interviews, and observations for data collection. Both qualitative and quantitative analysis methods were employed. Key findings revealed that 80% of participants agreed that schools have clear goals guiding activities, and 90.8% acknowledged effective behavior control mechanisms. Additionally, 79.2% affirmed that school resources are used effectively, while 89% noted low absenteeism rates. A strong positive relationship was found between student collaboration, clear objectives, effective communication, and discipline, though the connection between tuition fee reduction and academic performance was insignificant (p > 0.05). The study emphasizes the roles of teachers and parents in fostering positive student behavior. Recommendations include training educators in classroom management and positive reinforcement, maintaining clear communication with parents, implementing reward programs for responsible behavior, and collaborating with local organizations for resource support. Regular evaluation of management practices is crucial for continuous improvement in student discipline. Overall, clear goals, communication, behavior control, and collaboration significantly influence student discipline in these schools.