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*Corresponding author: Ismael Mabunde
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0.
Parenting behaviour and student discipline in public boarding secondary schools in
Western region of Kenya
Ismael Mabunde *, Jane Barasa and Sarah Likoko
Department of Educational Planning &Management, School of Education, Kibabii University, Bungoma County, Kenya.
International Journal of Science and Research Archive, 2024, 13(01), 1961–1971
Publication history: Received on 22 August 2024; revised on 01 October 2024; accepted on 03 October 2024
Article DOI: https://doi.org/10.30574/ijsra.2024.13.1.1849
Abstract
Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment
that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are
indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of
an individual. The purpose of this research was to investigate the influence of parenting behaviour on student discipline
in public boarding secondary schools in Western region of Kenya. Family composition and structural-functionalism
theories served as guiding principles for the research. The investigation was conducted using an ex post facto design.
The study's target population consisted of 5583 class teachers and 369 deputy principals (administrators-in-charge)
from 369 public boarding secondary institutions. The sample included 123 deputy Principals and 558 class teachers
from the 123 randomly selected schools. Simple random sampling was used to select 558 class teachers while purposive
sampling was used to select 123 deputy Principals. For the purpose of data collection from the participants, a
questionnaire and an interview schedule were employed. The assessment of the instruments' reliability was conducted
using the test-retest method, results of the pilot study reveal that all scales were trustworthy because their reliability
values were more than the required threshold of 0.7. Data was analyzed using frequency, percentages, weighted
averages, correlations and multi-regression analysis. The study concluded that parenting behavior influence the
discipline of students in public secondary schools. Therefore, it was recommended that school management boards
should organize for the sensitization meetings on effective parenting behaviour, this will enable curb indiscipline among
students.
Keywords: Behaviour; Boarding; Discipline; Parenting; Student
1. Introduction
The overall practice of raising children, known as parenting, has an impact on their social, mental, emotional, and
physical development over the short- and long-terms. The family's parenting style has a direct effect on the behavior
and behavioral symptoms of the children ( Ashtaputre & Perkar 2023). Parenting practices refer to the actions and
attitudes that parents adopt in relation to their children's socialization or the roles they assume in their children's lives,
such as managing an interactive partner (Darling & Steinberg 2017). Darling and Steinberg (2017) provide clarification
on the distinction between parenting style and parenting practice through various means. To commence, the practice
of parenting is defined or guided by targeted objectives. An instance of parenting behavior that aligns with a parent's
objective of enhancing academic achievement is the act of overseeing their child's assignments. In contrast, parenting
style refers to an all-encompassing constellation of attitudes or conduct directed at the child, encompassing both
situational and disciplinary elements. Furthermore, although parenting practice may partially reflect parenting style, it
is an entirely distinct concept and not merely an extension of it. The term "parenting style" can be used to refer to
various behavioral approaches. As an illustration, an authoritative guardian may mandate that child complete their
academic assignments prior to participating in extracurricular activities. Conversely, an authoritative guardian may
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insist that children engage in outdoor play prior to completing their coursework. Pupils' development is ultimately
impacted directly by parenting practice, as opposed to indirectly by parenting style. A child's approval of the parenting
or socialization process may be influenced by the parenting style, which may also moderate or alter the effect of a
specific parenting practice. In contrast, parenting style has a more global impact; thus, the parenting climate or
environment should be regarded as the indirect and complex consequence of parenting style.
Parental style is an essential and indispensable component of positive child development (Dadds & Tully, 2019). It
pertains to the approaches employed by parents to rectify their children's negative conduct and instill obedience (Quail
& Ward, 2020). Unanimous evidence suggests that disruptive behaviors are more prevalent in schools among children
whose parents administer physical discipline, such as hitting or slapping (Braungart-Rieker et al., 2020). For children
to avoid resorting to disruptive behavior at home or in the classroom, early parental behaviors are crucial for fostering
feelings of security, teaching them safe exploration, and regulating their emotions (Tran et al., 2020).
In a similar regard, Samuel and Changwony (2019) investigated the impact of parental styles on students' discipline in
Nairobi County's secondary institutions. The sample for this study comprised participants selected as respondents and
head teachers, student counselors, and students from sixty public secondary schools in Nairobi County. The data
collection process involved these individuals. A minimum of one to three instances of student misconduct were
documented in the study during the preceding academic year. Parenting style will have a substantial impact on child
discipline and behavior, according to the findings of the study. While authoritative parenting encourages positive child
behavior, authoritarian parenting encourages undesirable conduct. Some parents did not spend sufficient time with
their children, resulting in an increase in instances of disobedience, despite having the financial means to support their
children's education and provide for their needs, according to the study.
Parenting styles encompass both intentional, goal-directed actions that accomplish parenting duties and unintentional
emotional reactions, tone of voice shifts, and gestures (Darling & Steinberg, 2017). Parenting attributes are ascertained
by means of parental demandingness and responsiveness toward their children, according to Benson and Wakachala,
Barasa, and Likoko (2021). Authoritarian, authoritative, permissive, and neglectful are the four categories of parental
characteristics identified by Baumrind in his Theory of parental (1991). Supportive and receptive, authoritative parents
enforce appropriate boundaries, hold their children to elevated standards of development, and encourage
independence. In addition to diminished verbal and emotional expression, authoritarian parenting is characterized by
unresponsiveness, excessive demands, severe punishments, and authoritative directives. Children are not expected to
exhibit mature behavior, and permissive parents refrain from imposing norms on them. They exhibit qualities such as
tolerance, responsiveness, lack of control, and non-punitiveness. Negligent or disengaged parenting was subsequently
identified in research by McCoby (Hoff & Laursen, 2019). Neglectful parents would disregard their children and
concentrate on other pursuits. Additionally, according to Benson and Haith (2010), the majority of parents exhibit more
than one characteristic and do not clearly fit into a single category.
With the aim of determining the impact of parental styles on student behavior in secondary institutions located in
Nairobi County, Munyasia and Oketch (2018) conducted their research. The sample for this study comprised
participants selected as respondents and head-teachers, student counselors, and students from sixty public secondary
institutions in Nairobi County. The data was collected from this subset of students. A minimum of one to three instances
of student misconduct were documented in the study during the preceding academic year. Parenting style will have a
substantial impact on child discipline and behavior, according to the findings of the study. While authoritative parenting
encourages positive child behavior, authoritarian parenting encourages undesirable conduct. Some parents did not
spend sufficient time with their children, resulting in an increase in instances of disobedience, despite having the
financial means to support their children's education and provide for their needs, according to the study. At both school
and at home, the study suggests that parents be actively engaged in encouraging positive conduct in their children.
Rahimi and Rezai (2019) conducted a comparative analysis of the impact of alternative parenting styles—authoritarian,
permissive, and authoritative—on the self-concept, psychological health, and quality of life of children. 180 Iranian
parents of secondary school students were initially administered a parenting style questionnaire for this purpose.
Parents were then categorized as authoritarian, permissive, or authoritative according to the responses to this
questionnaire. 30 children were subsequently selected from authoritative parents, 29 from permissive parents, and 32
from authoritarian parents. Subjects' assent was obtained prior to the administration of the general health
questionnaire, self-concept questionnaire, and quality of life questionnaire. The data were analyzed utilizing
correlations, one-way ANOVA, and multiple comparisons of means. Pupil style had a significant effect on psychological
health, according to the findings. This indicates that the psychological well-being of children was superior when they
were raised under an authoritative parenting style as opposed to those who were raised under authoritarian or
permissive guidelines. Furthermore, self-perception was materially influenced by parental style. This indicates that
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children who were disciplined under authoritative parenting had a more positive self-perception than those who were
instructed under authoritarian or permissive parenting. Life quality was ultimately significantly influenced by parental
style. Thus, the quality of life for children was higher when they were brought under an authoritative parenting style as
opposed to authoritarian or permissive parenting styles.
Parenting approaches and their effects on the behavior of adolescents were examined by Ojukwo and Adjo (2017). As a
research direction, a null hypothesis was developed. Concomitantly, a literature review was conducted. The study
utilized a sample size of 627 respondents. Simple and stratified random sampling methods were utilized in the selection
process. In order to capture data, a questionnaire was utilized extensively. An ANOVA with a one-way design was
implemented. A significance level of 0.05 was applied to the hypothesis test. Parenting styles have a substantial impact
on the conduct of adolescents, according to the findings of the analysis. Based on the findings, the following
recommendations were put forth: parents and adolescents ought to maintain amicable relationships and interactions
in order to prevent family strife, concern, anxiety, melancholy, and aggression in the developing individual.
1.1. Permissive Parenting Style and Student Discipline in Schools
A permissive, neglectful, or uninvolved parenting style is characterized by a lack of demand and concern for one's child.
The parenting style is characterized by parents providing minimal affection, oversight, guidance, and moral support for
their children, as well as protection and supervision (Shahimi, 2018). Parents have a limited understanding of their
offspring. This is due to the fact that the parents spend little time with their offspring. On the contrary, some parents
who exhibit neglectful behavior towards their infant do so inadvertently, according to Morin (2019). This could occur
because the parents are preoccupied with their careers. Children reared in accordance with this parenting style
frequently experience difficulties and crises with their guardians. Due to the limited amount of time the child is able to
spend with their parents, a lack of mutual understanding will develop between the two parties, resulting in the absence
of a close relationship. If parents attempt to demonstrate their affection for their child, the child may develop a sense of
skepticism regarding the value of that love. A child reared according to this particular parenting style is invariably
afflicted with subpar academic achievement and frequently exhibits disruptive behavior (Morin, 2019).
Parenting styles that are permissive are less strict and more relaxed. Permissive parenting styles, according to
Baumrind (1971) and Santrock (2007), do not involve the child in every aspect while maintaining control over certain
aspects. In this parenting approach, children are typically granted complete autonomy and are permitted to engage in
any activity without any form of supervision. Although parents in this parenting style establish norms, they are
amenable to their child's misbehavior and will simply adhere to the child's desires. The parents espouse the view that
an adult ought not to exert dominion over a child, and that they ought to grant the child considerable autonomy (Decey
and Kenny, 1997). On the contrary, an academically underachieving child and disciplinary issues may result from a
permissive parenting style (Wulandari, 2018). Baumrind (1975) posits that adolescent brought up in this particular
parental style are generally immature in a range of psychosocial domains. Additionally, it is worth noting that children
may manifest personality disorders, including but not limited to aggression, defiance, and a desire for power and control
(Nazarudin, 2020). This may result in a child frequently perceiving their parents as being preoccupied with their
professional pursuits rather than their child's well-being. Additionally, a juvenile may engage in risky behaviors such as
unrestricted sexual activity, substance abuse, and alcohol and drug use (Caspi et al., 1995).
Johnson and Kelly (2016) provide a definition of permissive parenting as an approach to parenting characterized by
minimal demand and control and an abundance of acceptance. This parenting style is characterized by an emphasis on
nurturing and minimal expectations of maturity from the children. Permissive parenting is additionally characterized
by minimal levels of command and engagement with the children. The authors additionally contend that this parenting
style contributes little to the development of responsible independence in children, since it merely grants them
autonomy over decision-making and permits them to engage in experimentation, with the parent assuming more of a
supportive role. These minors are granted autonomy and decision-making power despite lacking the necessary
cognitive and affective development (Richfield, 2017). An additional investigation was undertaken by Moreno-Ruiz,
Estévez, Jiménez, and Murgui (2018) to examine the correlation between a permissive parental style and both reactive
and proactive peer violence at school. The study surveyed 2,399 Spanish adolescents ranging in age from 12 to 18 years.
Indulgent or permissive parenting was associated with lower scores on proactive violence, according to the study. Social
learning promotes the development of additional positive behavior characteristics acquired through affection and the
capacity to independently resolve problems in indulgent or permissive families. Due to the high levels of emotional
investment, constructive communication, parental support, and trust between guardians and children, children from
such households have access to a variety of resources that can be utilized to overcome obstacles; therefore, violence
and aggression are the last and least likely options for these children. However, it should be noted that the research was
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carried out exclusively in Spain, which limits the applicability of the results to the local setting on account of cultural
and social variations.
In their study, Gomez-Ortiz, Romera, and Ortega-Ruiz (2016) investigated the correlation between bullying incidences
and parenting approaches, with a particular emphasis on the mediating effects of physical reprimand and parental role
modeling. Using a descriptive research design, 2060 Spanish high school pupils from throughout Spain were selected at
random. The information was collected via questionnaires and analyzed by means of structural equation modeling. The
results of the study indicated that parenting style and indiscipline in secondary schools acted as mediators. Additionally,
the findings demonstrated that offspring of parents who exemplified good behavior, assumed the role of companions,
and conveyed affection and tenderness were more likely to adhere to school regulations and seek counsel from those
in positions of authority. The researcher's results are consistent with those of Tsai and Cheney (2015), who discovered
that emotionally and mentally developed children who revere their peers and demonstrate deference to those in
authority are more likely to be raised by supportive parents who serve as role models. However, the research was
carried out in Spain, a country characterized by distinct social, economic, and cultural elements that might restrict the
applicability of the results to the local setting. Another study conducted by Fatima and Malik (2015) utilized structured
interviews to gather data from a sample of 30 secondary school teachers who were selected at random. The objective
of the qualitative descriptive study, which was carried out in Islamabad, Pakistan, was to determine the origins of
aggressive conduct among secondary school pupils. A negative home and family environment, as well as inhospitable
parents who use profanity, curse, and threaten their children, were identified as factors contributing to an increase in
school indiscipline, according to an analysis of the data. When parents exhibit aggressive behavior, their children's
freedom of choice is restricted, particularly for those whose authoritative parents provoke aggression in both boys and
girls. This phenomenon can be attributed to a dearth of acceptance, which hinders the provision of a nurturing and
compassionate environment and the freedom to choose for the child. According to the researchers, children frequently
imitate the behaviors of their parents. To summarize, the results establish a correlation between students' indiscipline
in the classroom and the parenting style and approach employed by parents when confronted with misbehaving
children at school.
In accordance with the aforementioned findings, Malik, Khatoon, and Khurisgi (2014) assert that parents who employ
affirming, warm, and affectionate language, maintain emotional intimacy with their children, and refrai n from issuing
threats foster healthy behaviors among emotionally and psychologically stable students. Although teachers constituted
the researcher's target sample, the issue at hand encompasses a broader range of stakeholders whose perspectives
could have offered a more comprehensive understanding of the correlation between parental style and indiscipline.
Involving guidance and counseling experts, students, parents, head teachers and deputy head teachers, will be an
extension of the research scope of this study. Checa and Abundis-Gutierrez (2018) discovered in their review of the
literature that permissive parenting is characterized by a focus on the child while lacking strictness; parents who
practice this style are tolerant and embrace their children's desires, impulses, and behaviors. It was discovered that
children exhibited significant self-regulation and were subjected to few expectations regarding mature behavior when
permissive parenting was employed. Furthermore, it was discovered that permissive parents avoid conflict and seek
non-punitive means to achieve their goals. Insufficient emphasis is also placed on the supervision of their children's
conduct. This parenting style was linked to children who have a strong sense of entitlement to themselves and are
relatively indifferent to rules and regulations. Their lack of regard for authority and self-indulgence stem from the
minimal expectations set forth by their parents. An investigation was undertaken in Nigeria by Echedom, Nwankwo,
and Nwankwo to examine the impact of various parental approaches on the reading perspectives of Anambra State
students. In public secondary institutions, the researchers employed a proportionate stratified sampling technique to
select a sample of 4,987 senior secondary students. In order to facilitate the collection of data for the descriptive survey
research method, questionnaires were implemented. The research revealed that a permissive parental style exerts a
moderate yet positive impact on students' reading attitudes. It was discovered that the parents prioritized being
companions with their children over guiding them, and the children were given the opportunity to express their
preferences and the parents had little say in their decisions. This causes children to be self-reliant and to have little
regard for those in positions of authority. The aforementioned study examined various parenting styles; however, it
fails to address a pertinent aspect in the field by concentrating solely on the reading attitude of the students; the present
investigation aims to ascertain the extent to which a permissive parenting style impacts the students' overall behavior.
Additionally, in their study, Chou and Lee (2017) investigated the impact of parenting approaches on junior secondary
school students in Taiwan. It was found that a significant proportion of secondary school students, particularly male
students, were exposed to neglectful or permissive parental styles. In their investigation, Martínez, Murgui, Garcia, and
Garcia (2019) examined parental styles that may function as protective or risk factors for cyber bullying and
victimization of bullying in Spain, while also considering the adolescents' propensity for aggression. The study examined
whether parental style has a protective or risk effect on adolescent-related behaviors, including self-esteem, antisocial
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behavior, and school adjustment. The study included adolescents ranging in age from 12 to 17 years. Indulgent or
permissive parenting, which is distinguished by the application of reasoning and affectionate practices, was discovered
to be a protective factor against victimization by traditional and cyber bullying. The research discovered that the effects
of effusive parenting are comparable to those of authoritative parenting with regard to victimization by traditional
bullying and cyber bullying. Muyalo (2017) also aimed to examine the impact of parent-related factors on students'
KCSE performance in public secondary institutions located in the Igembe North sub-county. Employing a descriptive
research design, the investigator selected participants via straightforward random sampling. The research results
indicated that children who have parents who actively participate in their academic and personal lives—by spending
their free time with them, encouraging them, and serving as positive role models and friends while also allowing them
to make independent decisions—have higher academic achievement. However, these children exhibit less adherence to
rules, as their parents allow them to determine their own pace and social circles. Additionally, the results indicated that
parents who collaborate and demonstrate respect towards the instructors and school administration are more likely to
model similar conduct for their children. The research, although it made a contribution to the understanding of how
parental practices impact students, primarily examined the academic achievement of students. In contrast, the present
study aimed to address this knowledge deficit by focusing on students' school discipline.
1.2. Authoritative Parenting Style and Student Discipline in Schools
With an authoritative parenting style, the guardians are resolute in their approach to the child's education while also
exhibiting a degree of flexibility. Baumrind (1971) asserts that parents who adopt this parenting approach find it more
convenient to engage the child in decision-making processes. This parenting style is characterized by an equilibrium
between demand and responsiveness (Saifuddin Abdullah, 2007). Similar to authoritarian parents, authoritative
parents also establish regulations for their children, accompanied by consequences for noncompliance. However,
authoritative parents will provide the child with an explanation of the rationale behind the established rule and
punishment. Pupils who are authoritative will permit their children to voice their viewpoints. Nonetheless, not every
viewpoint and opinion are recognized. The purpose of this dialogue is to facilitate the child's comprehension of notions
of good and evil. In addition, parental participation in a dialogue with their child can foster effective communication
between the two individuals (Sudiantha, 2014). The impact of an authoritative parental style on a child is predominantly
positive. Anticipating future obstacles, the child will be more self-assured, optimistic, courageous, and independent. A
sense of trust can be bolstered and the child will develop positive social relationships with others (Baumrind, 1971;
Santrock, 1995). According to Sriyanto et al. (2014), this parenting approach can facilitate the development of assertive
behaviors in children, including but not limited to firmness, honesty, openness, and respect for the rights of others. An
open-range Attachment and Parents An authoritative parenting style is exemplified by parents (English, 2016).
However, this parenting approach will engender a lack of self-assurance in the child, impeding their ability to
independently formulate decisions. As a consequence, the child will develop a sense of autonomy and perpetually
anticipate parental assistance in all circumstances. Furthermore, the child may engage in academic dishonesty as an
effort to evade repercussions (Morin, 2019). Tiger Parents and Helicopter Parents are often associated with parents
who adopt authoritarian parenting style (English, 2016).
2. Material and methods
2.1. Sampling procedures and sample size
A sample is a subset of a target population that is selected to serve as a representative (Kindsiko, 2019). Proper sampling
methods and the size of the sample are essential in guaranteeing that the study accurately reflects the target population.
According to Beck (2013), the size of the sample is still crucial in order to achieve the required level of confidence in the
results. A total of 123 public boarding secondary schools, which accounted for 30% of the population, were chosen as a
sample (Mugenda & Mugenda, 2003). Purposive sampling was utilized to select a total of 123 deputy Principals
(Maxwell, 2012). A sample of 1954 class teachers, which accounted for 25% of the target population (5583 class
teachers), was drawn. Mugenda & Mugenda (2003) suggest that a sample size ranging from 10% to 50% is an
appropriate representation of the target population. In order to reduce any potential bias and ensure equal
opportunities for all class teachers, simple random sampling method was used to select 558 class teachers (Levitt et al.,
2018). The allocation of participants is presented in Table 1.
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Table 1 Sample Size of the Study
Participants
Target Population (N)
Sample Size (n)
Sample Proportion
Sampling Technique
Deputy Principals
369
123
33.3%
Purposive
Teachers
5583
558
10.0%
Simple Random
Source: Ministry of Education Office, 2024
2.2. Data Collection
The present study utilized a diverse range of research instruments to facilitate the acquisition of reliable data and
provide the researcher with a wider array of possibilities. This approach aligns with the recommendations of Ntisa
(2015) and allows for the selection of the instrument that best aligns with the characteristics and requirements of the
study. Okoth (2012) argues that there is no universally superior way of data collecting. Astrauskaite et al. (2011)
emphasize that poorly selected research instruments may fail to accurately represent the research. In this regard, the
questionnaire and interview schedule were utilized in this study to collect data for complimentary objectives.
2.2.1. Questionnaire
A structured questionnaire served as the main tool for data collection in this project. When participants must remain
anonymous in order to guarantee truthful and accurate responses, questionnaires are particularly helpful (Mutai, 2014).
Babbie (2013) defines a questionnaire as a tool that consists of questions and other types of items specifically created
to gather relevant information for the purpose of data analysis. Questionnaires are selected as an indispensable tool for
gathering data because they enable the collection of standardized data from a large number of respondents in a
relatively short time period. Additionally, they facilitate easier statistical analysis (Kratina, et al., 2015). A closed-ended
questionnaire yields precise results, reducing information bias and facilitating straight forward data analysis (Kipkebut,
2010). Utilizing structured questionnaires facilitated the attainment of the study's objectives.
A standardized questionnaire was given to a representative sample of class teachers in public boarding secondary
schools within the region. The questionnaires assessed class teachers' opinions using a 5-point Likert scale, which
included the options of Agree, Strongly Agree, Not Sure, Disagree, and Strongly Disagree. The ratings were categorized
as follows: 1 = strongly disagree, 2 = disagree, 3 = unsure/neutral, 4 = agree, 5 = strongly agree. Kothari & Garg (2014)
states that the Likert scale is simple to create, allows for quantification of replies, and enables ranking of items, making
it possible to identify trends. The tool is so convincing that respondents are highly inclined to react to all the assertions.
The questionnaire was divided into many sections based on the study's objectives. The researcher administered the
questionnaires to respondents and were collected after a two-week period, which allowed participants enough time to
respond to questions.
2.2.2. Interview Schedule
An interview schedule was used to collect qualitative in-depth data from the field (Arendt, et al., 2012). A structured
interview schedule was utilized to gather comprehensive qualitative data from the field. An interview schedule provided
the researcher a greater opportunity to elucidate the goal of the study (Kothari, 2011). Interviews were conducted with
the deputy Principals responsible for student discipline in the selected schools to gather detailed information on the
independent variables.
3. Results and discussion
3.1. Parenting Behavior and Student Discipline
The objective of this study was to establish the influence of parenting behaviour on student discipline in public boarding
secondary schools in Western region of Kenya. To address this, the study used the class teachers were required to give
their views on parenting behavior and student discipline.
All respondents were asked their views on whether parenting behaviour affects students’ discipline. The parental
behavior was categorized to the following categories: strict, but supportive, free friendly with their children; very strict,
controlling, less friendly, not free with their children; very lenient, over protective and pampering, set no rules to their
children; not supportive, nor controlling, spares no time and associate less with children. The results are reported in
Table 2.
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Table 2 Parenting behaviour and Students Discipline
Parenting Behaviour
Students
Discipline
A. Strict, but
supportive, free
friendly with their
children
B. Very strict,
controlling, less
friendly, not free
with their children
C. Very lenient, over
protective and
pampering, set no
rules to their
children
D. Not supportive nor
controlling, spares no
time and associate
less with children
N
%
N
%
N
%
N
%
**Relate well
with authority
201
51.5%
130
33.1%
25
6.4%
35
9.0%
Obey rules
136
34.9%
180
46.0%
20
5.0%
55
14.1%
Uncooperative
and unruly
23
5.9%
38
9.7%
185
47.3%
145
37.1%
Influences peers
negatively
11
2.9%
66
16.8%
149
38.0%
165
42.3%
Relate poorly
with colleagues
46
11.8%
98
25.1%
143
36.6%
104
26.5%
** Positive statements changed to Negative statements for analysis
From the findings displayed in Table 2, approximately 50% of the class teachers reported that students who had strict
yet supportive parents had the strongest connection with authority figures. Conversely, students with lenient,
overprotective, and indulgent parents who set no rules had the weakest relationship with authority. Out of the total
number of class teachers surveyed, 201 (51.5%) reported that students who had strict but supportive and friendly
parents had a good relationship with authority. In contrast, only 25 (6.4%) class teachers reported that students with
very lenient, overprotective, and pampering parents who set no rules had a good relationship with authority. Out of the
391 class teachers surveyed, 130 (33.1%) reported that students who had very strict, controlling, less friendly parents
and were not free with their children tended to have a good relationship with authority. On the other hand, only 35
(9.0%) of class teachers indicated that students who were not supportive, not controlling, and did not spend much time
with their children had a good relationship with authority.
180(46%) of the class teachers reported that students with parents who were strict, controlling, less friendly, and not
open with their children had the highest level of compliance with school rules. In contrast, only 20(5%) of class teachers
observed that students with parents who were lenient, overprotective, and indulgent, and set no rules for their children
had the lowest level of compliance with rules. Out of the total number of class teachers surveyed, 136 (34.9%) reported
that students whose parents were both strict and supportive, and had a friendly relationship with their children, were
more likely to obey school rules. On the other hand, only 55 (14.1%) class teachers reported that students with parents
who were neither supportive nor controlling, and did not spend much time with their children, were less likely to obey
authority.
The survey also revealed that 185 (47.3%) of the class teachers reported that students whose parents exhibited
leniency, over protectiveness, and excessive pampering, and did not establish limits for their children, were the most
Uncooperative and unruly. Only 23(5.9%) of class teachers reported that students whose parents were both strict and
supportive, while also being free and friendly with their children, exhibited the least amount of disobedient and
rebellious behavior. Out of the total of 391 class teachers surveyed, 145 (37.1%) reported that pupils whose parents
were neither supportive nor controlling, and who spent less time with their children, were disobedient and disruptive.
Out of the total number of class teachers surveyed, only 38, which accounts for 9.7% of the sample, reported that
students with parents who exhibited severe, controlling, less pleasant, and non-permissive behavior had a tendency to
be uncooperative and rebellious.
Additionally, the class teachers noted that students whose parents lacked support and control tended to spend less time
with their children and had a more negative influence on their peers. On the other hand, students whose parents were
strict yet supportive had a more positive relationship with their children and had a lesser negative impact on their peers.
Out of the 391 class teachers surveyed, 165(42.3%) reported that students' parents were neither supportive nor
controlling, did not spend much time with their children, and had limited interaction with them. These parents had a
International Journal of Science and Research Archive, 2024, 13(01), 1961–1971
1968
negative influence on their children's peers. On the other hand, only 11(2.9%) of the class teachers reported that
students whose parents were strict but supportive had a positive influence on their peers, as these parents were more
friendly and involved with their children. Out of 391 class teachers, 38.0% reported that students with parents who
were very lenient, overprotective, and pampering, and set no rules for their children had a negative influence on their
peers. Additionally, 66 (16.8%) of class teachers reported that students with parents who were very strict, controlling,
less friendly, and not free with their children also had a negative influence on their peers.
Regarding their relationships with colleagues, one-third of the class teachers reported that students whose parents
were excessively permissive, overprotective, and indulgent had the weakest connections with their peers. On the other
hand, students with strict yet supportive parents were the least likely to have poor relationships with their colleagues.
Out of the 391 class teachers surveyed, 143(36.6%) reported that students with lenient, overprotective, and pampering
parents had poor relationships with their colleagues. Additionally, 46(11.8%) of the class teachers reported that
students with strict but supportive parents who were overly friendly with their children also had poor relationships
with their colleagues. Out of the 391 class teachers surveyed, 98(25.1%) reported that students with parents who were
very strict, controlling, less friendly, and not free with their children had poor relationships with their colleagues.
Additionally, out of the 391 class teachers surveyed, 104(26.5%) reported that students with parents who were not
supportive, not controlling, and did not spend time with their children also had poor relationships with their colleagues.
3.1.1. Descriptive summary of parenting behaviour on student discipline
The study documented the class teachers perceptions over parenting behaviour on student discipline. The results are
displayed in Table 3.
Table 3 Descriptive summary of parenting behaviour on student discipline
Parental
behaviour
A. Strict, but
supportive,
free friendly
with their
children
B. Very strict,
controlling,
less friendly,
not free with
their children
C. Very lenient, over
protective and
pampering, set no
rules to their children
D. Not supportive
nor controlling, spares no
time and associate less with
children
Totals
Student’s
discipline
79
105
98
109
391
Percentage
20.3%
26.8%
25.0%
27.6%
100.0%
Table 3 shows that 109 (27.6 %) class teachers felt that students whose parents were not supportive nor controlling,
spares no time and associate less with children were likely to have discipline problems. Another 105 (26.8 %) class
teachers felt that students whose parents were very strict, controlling, less friendly, and not free with their children
were likely to have discipline problems. 98 (25.0 %) class teachers felt that students whose parents were very lenient,
over protective and pampering, set no rules to their children were likely to have discipline problems and 79 (20.3 %)
class teachers felt that students whose parents are strict, but supportive, free friendly with their children were likely to
have discipline problems.
From Table 3, it is evident that students whose parents were not supportive nor controlling, spares no time and
associate less with children have the most discipline problems in schools while students whose parents were whose
parents were strict, but supportive, free friendship with their children have the least discipline problems in schools.
3.1.2. Correlation between the Parenting behaviour and students’ discipline
The study further sought to investigate the relationship between parenting behaviour and student discipline in public
boarding secondary schools in Western region. To do this, a Pearson Product Moment Correlation Coefficient was
computed. A correlation is a number between -1 and +1 that measures the degree of relationship between two variables.
The correlation coefficient value (r) that ranges from 0.10 to 0.29 would be considered weak, from 0.30 to 0.49 would
be considered medium and from 0.50 to 1.0 would be considered strong. Therefore, a positive value for the correlation
would imply a positive relationship and a negative value for the correlation would imply an inverse or negative
association. The study findings are presented in Table 4.
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1969
Table 4 Pearson correlation of Parenting behavior and students’ discipline
Parenting behaviour and discipline (Pearson Correlation)
0
A
B
C
D
0
Students’ discipline
Sig.
1
A.
Strict, but supportive, free friendly with their children
Sig
0.865**
0.000
1
B.
Very strict, controlling, less friendly, not free with their
children
Sig
0.012
0.562
-0.124
0.945
1
C.
Very lenient, over protective and pampering, set no rules to
their children
Sig
0.685**
0.006
0.458**
0.043
0.026
0.352
1
D.
Not supportive nor controlling, spares no time and associate
less with children
Sig
0.568**
0.012
0.395
0.125
0.857**
0.000
0.108
20.654
1
**. Correlation is significant at the 0.05 level (2-tailed)Source: Author 2024
Table 4 findings indicate that there was a statistically significant (p <.05) positive correlation between parenting
behaviour and students’ discipline in public secondary schools in Western region. Three out of the four aspects of
parenting behaviour correlated with students’ discipline in public secondary schools in Western region of Kenya.
Indeed, parenting behaviour correlated with students’ discipline. The correlations were between 0.568 to 0.865.
Therefore, students’ discipline was likely affected by parenting behaviour practices.
The Pearson correlation index obtained on the first variable “strict, but supportive, free, friendly with their children
“was r= 0.865, it is a strong positive correlation with ρ<0.0001 which is less than alpha = 0.05. The third variable “very
lenient, over protective and pampering, set no rules to their children ''. ((r =0.685, ρ=0.006) at α= 0.05)) strongly
positively correlates with student discipline. The fourth variable “Not supportive nor controlling, spares no time and
associates less with children.” moderately correlated with student discipline. ((r =0.568, ρ=.012) at α= 0.05)).
The second variable “very strict, controlling, less friendly, not free with their children” ((r =0.012, ρ=0.562) at α= 0.05))
did not correlate with levels of student discipline.
3.1.3. General Correlation between the Parenting behaviour and students’ discipline
To investigate whether there was any statistical relationship between the parenting behaviour and students’ discipline,
a Pearson Product Moment Correlation Coefficient was computed. Table 5 shows the general correlation analysis
results.
Table 5 General Correlation between the Parenting Behaviour and Students’ Discipline
Pearson Correlation
students’ discipline
Parenting behaviour
Student’s discipline
Correlation
1
0.589**
Sig. (2-tailed)
0.000
n
391
391
Parenting behaviour
Correlation
0.589**
1
Sig. (2-tailed)
0.000
n
391
391
**. Correlation is significant at the 0.05 level (2-tailed)
The findings displayed in Table 5 shows that there was statistically significant positive correlation (r=.589, n=391,
p<0.0001) between the parenting behaviour and students' discipline in public secondary schools in Western region.
3.1.4. Regression Analysis of Parenting behaviour and the influence on students’ discipline.
In order to estimate the level of influence of parenting behaviour on students’ discipline,
International Journal of Science and Research Archive, 2024, 13(01), 1961–1971
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a coefficient of determination was computed using a regression analysis whose results were as shown in Table 6.
The model was of the form: Y = β0 + β1X1 + ε.
Where
Y = Students discipline
X1= Parenting behavior
β = Coefficient of variation
ε1 = the error term
Table 6 Model Summary (n=391)
Model
R
R Square
Adjusted R Square
Std. Error of the Estimate
1
0.598a
0.468
0.423
0.6954
a. Predictors: (Constant), Parenting behaviour
The results for the model summary are as presented in Table 6 where R2 (coefficient of multiple determinants) is shown.
As the model depicts, the adjusted R2 is 0.423, an indication that there is a relationship between parenting behaviour
and students' discipline. This means that a proportion of 42.3 % of students’ discipline can be explained by the parenting
behaviour practices for the sample of 391 class teachers from public boarding secondary schools of Western Kenya.
The model significance was presented using the ANOVA test. The findings were summarized in Table 7.
Table 7 Summary of ANOVA tests (n=391)
Model
Sum of Squares
df
Mean Square
F
Sig.
Regression
63.256
1
143.352
101.32
.000b
Residual
193.584
390
9.652
Total
256.84
391
a. Dependent Variable: students’ discipline b. Predictors: (Constant), parenting behaviour.
The findings of Table 7 shows that the F-statistic from the ANOVA (Analysis of variance) was found to be significant; F
(1, 390) = 101.32, p-value = 0.000 < 0.05. The significant F-Statistics indicates that the linear regression model was a
good fit to model the relationship between the parenting behaviour and student discipline in the public boarding
secondary schools of Western Kenya.
Table 8 Regression Coefficients (n=391)
Model
Unstandardized Coefficients
Standardized Coefficients
t
Sig.
B
Std. Error
Beta
1 (Constant)
14.23
0.562
9.562
0.000
Parenting behaviour
.625
0.254
0.4235
6.253
0.000
a. Dependent Variable: students’ discipline. ; b. Predictors: (Constant), parenting behaviour
The results illustrated in Table 8 indicates that the t-test values for the parenting behaviour coefficient is significant at
0.05 level of significance (t= 6.253, p < 0.05). On the basis of these results, the researcher rejected the null hypothesis,
HO that, “there is no statistically significant influence of parenting behavior on discipline of students in public boarding
secondary schools in Western region of Kenya”. Implying that the parenting behaviour significantly influenced the
students’ discipline in public secondary schools in Western region of Kenya. It follows that parental behaviour clearly
have a significant influence on how their children behave.
The findings in Table 8 of the study supports those of Munyasia & Oketch (2018) who concluded that parental styles
had significant effects on the behaviour of students in secondary schools in Nairobi County.
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1971
Based on the findings in Table 8, the involvement of parents in promoting good behavior among their children, both at
home and at school, is crucial. Therefore, the policy implication of findings could be that school management boards
should cultivate good parenting through sensitization programs. This will enable parents to apply effective parenting
patterns which improves student discipline and behavior.
Data in Table 8 indicate the unstandardized coefficient for the variable was 0.625 and the P-value is 0.000. The new
model now becomes:
Y = 14.23 + 0.625X1 + ε
Where
X1= parenting behaviour
Thus, implying that at a significance level of 0.05, parenting behaviour influences the students’ discipline by up to 62.5
%. The findings also indicate that the t-statistics (9.562) is higher than the t-critical, an indication that parenting
behaviour significantly influences students’ discipline. It is evident from Table 8 that if the parenting behaviour
improves by one standard deviation, then students’ discipline would improve by 0.625 standard deviation units.
4. Conclusion
According to the research findings, the study concludes that parenting behaviour significantly influences the general
discipline among students in public boarding secondary schools in Western region of Kenya.
Compliance with ethical standards
Disclosure of conflict of interest
No conflict of interest to be disclosed.
Statement of informed consent
Informed consent was obtained from all individual participants included in the study.
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