article · International Journal of Research Publications
This research investigates the relationship between school discipline management strategies and student retention in selected government-aided secondary schools in Kampala City, Uganda. Using a quantitative correlational research design, the investigation analysed data using descriptive and correlational methods. The findings reveal strong, statistically significant positive relationships between student retention and three distinct discipline management approaches: preventive discipline, corrective discipline, and rehabilitative discipline. Improvements across these varied discipline strategies correspond to higher levels of student retention in the examined institutions. Consequently, the research recommends that secondary schools transition away from punitive approaches toward positive discipline. Creating a disciplinary environment that is supportive and fair rather than exclusionary fosters student engagement, reduces dropout rates, and ultimately improves overall student retention.
High student dropout rates undermine educational attainment and community development. By showing that preventive, corrective, and rehabilitative discipline approaches positively correlate with student retention, this research demonstrates that non-punitive, supportive discipline environments can help keep students engaged in school and reduce the likelihood of exclusionary dropouts in urban secondary education settings.
The findings could inform the development of positive discipline training programmes, consultancy services, and policy toolkits for secondary school administrators and educational authorities. This work represents applied research that is ready to inform policy and school management practices directly, though the abstract does not indicate any direct technology transfer or proprietary product pathway.
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The main purpose of the examination is to inspect the collaboration amidst school discipline management strategies and students’ retention under opted government supported secondary educational institutions across Uganda’s Kampala City. The following specific goals guided this examination; i) To examine the relationship between preventive discipline management strategy and students’ retention, ii) To examine the relationship between corrective discipline management strategy and students’ retention, and iii) To examine the relationship between rehabilitative discipline management strategy and students’ retention in selected government-aided secondary schools in Kampala City, Uganda. A correlational research design was adopted focused on a quantitative approach. Correlation and descriptive analysis methods were utilized through the examiner to analyze the quantifiable statistics collected. This study found an existence of sturdy positive and statistical considerable collaboration amidst preventive discipline management strategy and scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. This examination also found an existence of sturdy positive and statistical considerable collaboration amidst corrective discipline management strategy and scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. This examination further found an existence of sturdy positive and statistical considerable collaboration amidst rehabilitative discipline management strategy and scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. The examination concludes that school discipline management strategies such as preventive discipline management strategy, corrective discipline management strategy, and rehabilitative discipline management strategy are strongly and significantly correlated with scholars’ retention whereby an advancement under the diverse schools’ discipline management strategies resultantly leads towards an advancement within scholars’ retention under selected government-aided secondary educational institutions across Uganda’s Kampala City. The examination commends that schools must shift from punitive to positive discipline as this increases student engagement when discipline feels fair and supportive rather than exclusionary which reduces dropout rates, resultantly improving students’ retention in selected government supported secondary educational institutions u dern Kampala City, Uganda.
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DOI: 10.47119/ijrp1002031820269726
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