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

Abstract

Mentorship interventions could be a panacea to indiscipline in schools. This paper examines the influence of mentorship interventions on discipline among public secondary school students in Kiambu County, Kenya. Founded on the Personal Construct Theory (PCT), the study adopted the correlational research design, the study targeted the 227 principals 3,479 guidance and counseling teachers and the 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 was analysed 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 show that there was a positive and significant correlation between students' discipline and mentorship interventions (r=0.403, p<0.05). These findings indicate that mentorship interventions indeed influence students’ discipline in the study area. The study recommends that mentorship programs should be initiated where they lacked to tap into the potential they offered in enhancing students’ discipline.