Mentorship Interventions as Predictors of Discipline among Public Secondary School Students in Kiambu County, Kenya

Anne Kariithi; Mwaura Kimani; Newton Mukolwe

doi:10.51867/Scimundi.2.1.1.8

Authors

Anne Kariithi
annekariithi30@gmail.com
Maasai Mara University https://orcid.org/0000-0002-7706-661X
Mwaura Kimani Maasai Mara University
Newton Mukolwe Maasai Mara University

Keywords:

Mentorship Interventions, Behaviour Management Interventions, Discipline, Public Secondary School Students, Kiambu County, Kenya

Abstract

Mentorship interventions could be a panacea for indiscipline in schools. This paper examined the influence of mentorship interventions on discipline among public secondary school students in Kiambu County, Kenya. Anchored on the Personal Construct Theory (PCT), the study adopted a correlational research design and targeted 227 principals, 3,479 guidance and counseling teachers, and 89,065 students in Kiambu County. From these, the study sampled 23 principals, 97 teachers, and 398 students using the simple random sampling technique. Data was collected using questionnaires, interview guides, and observation schedules. Piloting was conducted to assist in determining the accuracy, clarity, and suitability of the research instruments. The data were analyzed using descriptive statistics (mean, frequency, and percentages) and inferential statistics (Pearson correlation and multivariate regression analysis at a significance level of 0.05). Data from interviews and secondary data sources were subjected to content analysis procedures. The findings showed that there was a positive and significant correlation between student discipline and mentorship interventions (r = 0.403, p<0.05). These findings showed that mentorship interventions indeed influence students’ discipline in the study area. The study recommended that mentorship programs should be initiated where they lacked the potential to enhance students’ discipline.

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