Title: Factors Correlating with Student Discipline in Ugandan Secondary Schools: A Multidimensional Analysis
Authors: Nabaasa Desire, Dr. Arinaitwe Julius
Volume: 9
Issue: 9
Pages: 64-72
Publication Date: 2025/09/28
Abstract:
Background: Student discipline remains a critical determinant of educational success in Uganda's secondary schools, particularly following the 2006 prohibition of corporal punishment which necessitated the adoption of alternative disciplinary approaches. Despite ongoing policy reforms, many schools conti nue to struggle with disciplinary challenges that negatively impact academic performance and school climate. Problem: The complex interplay of factors influencing student discipline in Ugandan secondary schools remains inadequately understood, limiting the development of comprehensive, evidence-based disciplinary interventions that could enhance educational outcomes while promoting positive behavioral development among students. Objective: This study examined the multidimensional factors that correlate with student discipline in Ugandan secondary schools and their collective impact on educational outcomes and school climate. Methods: A mixed-methods approach was employed involving 2,400 participants (1,200 students, 800 teachers, 400 administrators) from 120 secondary schools across Uganda's four regions. Quantitative analysis included univariate, bivariate, and multilevel modeling accounting for individual, school, and district-level factors. Qualitative data were analyzed using thematic analysis, with results presented through detailed descriptions, illustrative quotes, and thematic mapping. Key Findings: School leadership practices demonstrated strong positive correlations with disciplinary effectiveness (r = 0.742, p < 0.01), while socio-economic factors, particularly family income (? = -0.189, p < 0.001) and home environment quality (? = -0.267, p < 0.001), significantly predicted student behavioral outcomes. Mixed disciplinary approaches combining positive reinforcement, restorative justice, and counseling elements produced superior results, with schools implementing comprehensive strategies achieving 17% higher academic scores (M = 81.34) and 72% fewer disciplinary incidents (1.6 vs. 5.7 per term) compared to traditional approaches. Conclusion: The study confirmed that effective student discipline in Ugandan secondary schools requires multidimensional approaches supported by strong leadership, adequate resources, and comprehensive teacher preparation. Mixed disciplinary strategies proved most effective when implemented within supportive institutional contexts that address underlying socio-economic disparities. Key Recommendation: Implement comprehensive leadership development programs coupled with mixed-approach disciplinary frameworks that integrate positive behavioral supports with individualized interventions, while establishing multi-tiered support systems to address socio-economic disparities that influence student behavioral outcomes.