| dc.description.abstract | This study investigated the influence of community participation on the management of
student discipline in selected public secondary schools in Amuria District, Uganda. The
purpose was to explore how community involvement in school activities contributes to
promoting discipline among students. Specifically, the study aimed to (1) identify the types
of indiscipline cases prevalent in public secondary schools, (2) examine the community’s
perception of its role in school activities related to discipline management, and (3) establish
the specific roles played by the community in maintaining student discipline. A qualitative
case study design was employed, involving 20 participants purposively selected from two
public secondary schools. The participants included head teachers, teachers, parents, and
community leaders. Data were collected through interviews, observation, and document
analysis, and were analyzed thematically using an iterative process. The findings revealed
that public secondary schools in Amuria District face several indiscipline challenges,
including peer influence, the abolition of corporal punishment, and limited access to guidance
and counseling. The study also found that many community members hold a passive or
negative perception regarding their role in school discipline management. However, where
community involvement was evident, members played significant roles such as formulating
school rules, offering guidance and counseling, acting as role models, and promoting moral
values. The study concludes that community participation is crucial to the effective
management of student discipline. It recommends that school administrators adopt a whole school approach that actively engages community stakeholders in developing and enforcing
disciplinary frameworks. The study contributes to policy and practice by emphasizing the
need for collaborative discipline strategies in schools. A key limitation of the study was its
focus on a small sample in only two schools, which may affect the generalizability of the
findings. Future research should consider a broader sample and explore quantitative
dimensions of community involvement in discipline management. | en_US |
