ROLES OF SCHOOL PRINCIPALS IN MANAGING STUDENTS’ DISCIPLINARY PROBLEMS IN SECONDARY SCHOOLS OF KEBRIDAHAR CITY, SOMALI NATIONAL REGIONAL STATE

Abstract

The main purpose of this study was to assess the roles of School Principals in Managing Students’ Disciplinary Problems in Secondary Schools of Kebridahar City, Somali National Regional State. To conduct this study, descriptive survey research design was employed. A total of 182 respondents (135 students, 41 teachers, 2 principals, 2 vice principals, and 2 supervisors) were included in the study. The principals, vice-principals, and supervisors were selected using availability sampling while the students and teachers respondents were selected using simple random sampling techniques. The data were gathered through questionnaire and interview. Data gathered through questionnaire were analyzed using percentage, frequency, rank, mean, and standard deviation. Data obtained through interview and open-ended was qualitatively analyzed. Findings from the data analysis revealed that teachers and students were with moderate level of satisfaction about the student’s disciplinary problem. The study showed that absence of community involvement and shortage of resources such as textbooks, desks, teaching materials, libraries and classrooms is ranked first by students and teachers respectively. Regarding the role of school leaders, the study showed that, school leaders becoming a model in every aspect for student and other staff, serving as counselor and works towards disciplinary problem. In addition, the study showed that there is negative perception towards students’ level of satisfaction and their participation in school activities. Sharing of responsibility, creating favorable condition and facilitating smooth communication amongst school leaders, students and teachers were some of the possible strategies for solving student’s disciplinary problems. On the basis of these major findings, the following conculsion and recommendations were made. Both internal and external to the school setting influence the ability and wasingness of school principals to be involved in school related activities and they widen the gap between policy and implementation. Zonal education office in collaboration with woreda education offcie should provide short and long term training regarding cause and consequence of student’s disciplinary problems in the form of workshops and seminars. School leaders should work more on empowering, capacitating and creating opportunity for all teachers so that teachers are fully involved in approaching and solving student’s disciplinary problems