Extent of Parents Involvement in Enhancing Public Secondary School Students' Discipline in Siha District, Tanzania
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Abstract:
This study investigated the extent to which parent involvement can enhance the discipline of public secondary school students in Siha District. The study employed a convergent design under a mixed-method approach. The targeted population of 17 public secondary schools contains 17 heads of schools, 17 discipline teachers, and 7553 students from public secondary schools in Siha District. A stratified random sampling technique was used to sample 380 students from 15 schools, and a total population purposive sampling technique was used for 15 heads of schools and 15 discipline teachers to form a sample of 410 respondents. The study utilised questionnaires and interview guides for data collection, with instrument validation done by experts in educational planning and admiration at Mwenge Catholic University. The established reliability coefficients for students Likert items found in questionnaires were 0.842. The reliability of qualitative research tools was established through triangulation. The qualitative data were presented in narrative form and direct quotations and analysed thematically. The quantitative data were presented in a table and summarised in frequencies, percentages, and mean scores. Rigorous adherence to ethical concerns all over the study. The study found that, to a large extent, parent involvement enhances discipline among public secondary school students. The study concluded that parental involvement is crucial in improving student discipline in public secondary schools. The study recommends prioritising parental involvement in addressing student discipline issues rather than resorting to other strategies.
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