ABSTRACT
The study intended to investigate the effects of teachers‟ leadership roles on students‟ discipline in Wakiso secondary schools. The objectives of the study included; to establish the effect of teachers‟ in and outside class pedagogical aspects to students‟ discipline, to establish the effects of teachers‟ supervisory roles on student‟s discipline and to establish the effect of teachers‟ planning roles on students‟ discipline.
The research was conducted in Wakiso district and employed a cross-sectional survey design. Questionnaires were mainly used to collect data in addition to interview guides and documentary analysis. Twenty-seven secondary schools were randomly selected to represent private and government, day and boarding from both a rural setting and urban setting. Data collected was analyzed using descriptive frequency tables.
The study established that teachers play a very crucial role in enhancing the discipline of students in secondary schools. Teachers participate in supervision of students using well-organized records. Thirdly teachers plan their teaching and learning activities by the use of library information.
The study concluded that teachers should be well facilitated by the stake
holders (School administration, Ministry of Education and Sports) in order to successfully accomplish their roles of planning, supervision and as trainers of students.
The study recommends that teachers should select teaching methods that cater to all categories of learners in their classes.
Teachers should also be presentable in terms of dressing and conduct since they are students‟ role models.
The study also recommends that teachers should take keen interest in supervising students and also keep up to date records for proper monitoring of students.
The study finally emphasizes that school administration and the Ministry of Education and Sports should equip school libraries in order to enable teachers carry out effective planning.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Teachers play a significant role in inculcating students‟ discipline in secondary schools. Unfortunately many reports indicated that some teachers do not adequately play this role especially in their in and outside class pedagogical aspects, their supervisory roles and planning roles. As a result cases of students‟ indiscipline on the increase in most Wakiso district secondary schools.
Both Ssekamwa (1997) and Mamdani (1990) noted that the constrained status of the teachers led to a constrained teachers‟ leadership role. Different reports by school inspectors in Wakiso district (20007 – 2008) all indicated that students‟ discipline as well as that of teachers is suspect. Some scholars such as Akankwasa (1997) and Kagoda (1997) attribute the decline in students‟ discipline to teachers whose commitment seems dysfunctional. That is why a study was conducted in order to examine the effects of teachers‟ leadership role on secondary school students‟ discipline in the context of the many indisciplined cases in Wakiso district.
According to Ssekamwa (1997) formal education in Uganda has its origin in the activities of the early Christian missionaries in 1877 Anglicans and 1879
the Roman Catholics respectively. The introduction of formal schooling and the implied formal teaching profession also has its origin from the work of the early Christian missionaries (Akankwasa and Kagoda, 1997). At its inception teaching or the teacher was viewed with respect and honour (Munakukama Nsereko, 1997). The 1972 economic war and Amin‟s regime and the resultant political and economic decline greatly affected the teaching profession (Mamdani, 1990). Though teachers were supposed to be role models, their significant roles as guides declined and many of them, their responsibilities as leaders began being viewed with suspicion (Akankwasa, 1997).