A Research Project Submitted in Partial Fulfillment for The

RELATIONSHIP BETWEEN PARENTAL OCCUPATION AND

STUDENT DISCIPLINE IN PRIVATE SECONDARY SCHOOL IN

RWANDA

CASE STUDY OF GASABO DISTRICT

THEOGENE HASHAKIMANA

MED/2017/65392

A Research Project Submitted in Partial Fulfillment for the

requirements for the Award of a Degree in Master of

Education (planning, management and administration) of

Mount Kenya University

JULY 2018 DECLARATION

This research project is my original work and has not been presented for a degree in any other University or for any other award. No part of this research should be reproduced without the authors ‘consent or that of Mount Kenya University

Student Name: Hashakimana Theogene

Signature ……………………. Date………………………………..

Declaration by the supervisor

I confirm that the work reported in this thesis was carried out by the candidate under my supervision and submitted with our approval as Mount Kenya University

Name: Dr Hesbon. O. Andala (PhD)

Signature………………………… Date…………………………………

DEDICATION

This research project is dedicated to my lovely father Nzeyimana Norbert, to my lovely mother Bemeriki Esther; to my lovely brother Nsengumuremyi Eduard and to all my lovely friends, this work is dedicated.

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ACKNOWLEDGMENT

Humbly and honestly, I would like to thank our father almighty God for his fruitful results of his plan, guidance, protection and blessing to words me. I acknowledge the moral and financial support of my father Norbert Nzeyimana, Special thanks goes to my supervisor, Dr Hesbon Andala (PhD) because of his guidance and canceling during this work. My appreciation goes to all my brothers, sisters, and relatives for their incredible patience and support, much special thanks go to all my friends and classmates MED students Jan 2017 especially (Faustin and Jado) for their supportive and their strong friendship in my studies, my sincere gratitude is extended to the lecturers of Mount Kenya university, especially those who thought me at Master’s level and to all staff members.

ABSTRACT

This study is entitled “the relationship between parental occupations and student discipline in private secondary schools in Rwanda. It took place in Gasabo District, Kigali city, Rwanda”. This study aimed at examining the relationship between parental occupation and student discipline in Rwanda especially in private secondary schools. The specific objectives of this study was to identify various disruptive behaviors among students in private secondary schools in Gasabo District, to assess effects of parental occupation on students discipline in private secondary schools in Gasabo District, to establish relationship between parental occupation and students discipline in private secondary schools in Gasabo district. This study took place in Gasabo private secondary schools from November 2017 up to May 2018. The population of this study was 565 in which 235 were taken as sample to participate in the study Questionnaire and guided interview were used as data collection instruments. Collected data was analyzed by descriptive statistics with the help of statistical package for the social sciences version 21st (SPSS) program. Sample size was obtained by using solvin’s formula. The researcher adopted descriptive survey design for first objective. Exploratory research design for second objectives and correlation research design for third objectives. Average rate of 56.1% agree on truancy, physical aggression, inappropriate use of school materials, using teachers materials without permission, absenteeism, drug abuse, immoral activities and luck of self respect toward others as the current disruptive behavior among students in private secondary schools and average rate of 55.1% strongly agree that parental occupation (parental jobs, domestic works, chatting with friends on social media and leisure activities of the parents such as watching matches , conditioned visiting public pub every evening and watching movies) affect students discipline. Findings on third objectives showed that parental occupation and students discipline have significant and that Karl Pearson correlation coefficient showed that there is a positive high degree of correlation between parental occupation and students discipline in Rwanda. The study findings will be advantageous to Ministry of education in Rwanda and to all educational stakeholders such as school managers as it spelt out the relationship between parental occupations and students discipline and possible suggestions to improve students discipline was given. Furthermore, findings of this study will help head teachers of secondary school in Gasabo District to know contribution of parental occupation to discipline cases among the students in their schools, findings of study is going to be useful to Mount Kenya University students specifically those who will join school of education. The study recommend students to avoid disruptive behavior because it jeopardize their studies, parents should know that they primary role model to their children they need time to be together, Governments should set up polices that reveals parental responsibilities towards students discipline in schools even outside the school.

TABLE OF CONTENTS

DECLARATION ...... ii

DEDICATION ...... iii

ACKNOWLEDGMENT ...... iv

ABSTRACT ...... v

LIST OF TABLES ...... x

LIST OF FIGURES ...... xi

LIST OF ABBREVIATIONS AND ACRONYMS ...... xii

OPERATIONAL DEFINITION OF KEY TERMS ...... xiii

CHAPTER ONE: INTRODUCTION ...... 1

1.0 Introduction ...... 1

1.1 Background of the Study ...... 1

1.2 Statement of the Problem ...... 3

1.3. Objectives of the Study ...... 4

1.3.1. General Objective ...... 4

1.3.2. Specific Objectives...... 4

1.4 Research questions ...... 5

1.5 Significance of the Study ...... 5

1.6 Limitation of the Study ...... 5

1.7 Scope of the Study ...... 6

1.8 Organization of the Study ...... 6

CHAPTER TWO: REVIEW OF RELATED LITERATURE ...... 8

2.0 Introduction ...... 8

2.1 Review of Theoretical Literature ...... 8

2.1.1 Students Discipline ...... 9

2.1.2 Parental Occupation ...... 10

2.3. Critical Review and Research Gap Identification ...... 14

2.4 Theoretical Framework ...... 15

2.4.1 Classical Conditioning Theory ...... 16

2.4.2 Operant Conditioning Theory ...... 17

2.4.3 Social Learning Theory ...... 17

2.6 Summary of the Chapter ...... 19

CHAPTER THREE: RESEARCH METHODOLOGY ...... 21

3.0 Introduction ...... 21

3.1. Research design...... 21

3.2 Target Population...... 21

3.3 Sample Design ...... 22

3.3.2 Sampling Techniques ...... 24

3.4 Data collection methods ...... 24

3.4.2 Administration of data collection instruments ...... 25

3.7 Ethical consideration...... 27

CHAPTER FOUR: RESEARCH FINDINGS AND PRESENTATION ...... 28

4.0 Introduction ...... 28

4.1 Demographic Characteristics of Respondents...... 28

4.2 Presentation of Findings ...... 32

4.2.1 Various disruptive behavior among students in private secondary schools ...... 32

4.2.2 The effects of parental occupations on students discipline in private secondary schools ...... 34

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4.2.3 Relationship between parental occupation and students discipline in private secondary schools in Gasabo district ...... 37

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS ...... 39

5.0 Introduction ...... 39

5.1 Summary of the Findings ...... 39

5.1.1 Objective one: To identify various disruptive behaviors among students in private secondary schools in Gasabo district...... 40

5.1.2 Objective two: To assess the effects of parental occupation on students in private secondary schools in Gasabo district...... 40

5.1.3 Objective three: Establish the relationship between parental occupation and students discipline in private secondary school in Gasabo district...... 40

5.2Conclusions ...... 41

REFERENCES ...... 44

APPENDICES ...... 47

APPENDIX I. REQUEST FOR CONDUCTING EDUCATIONAL RESEARCH,

GASABO DISTRICT ...... 48

APPENDIX II. LETTER FOR RESPONDENT ...... 49

APPENDIX III: QUESTIONNAIRE FOR DEO, SEOs, Social Affairs, head teachers,

DOS AND PARENTS...... 50

APPENDIX IV: QUESTIONNAIRE FOR STUDENTS ...... 52

APPENDIX V: INTERVIEW GUIDED FOR DEO, SEOS, SOCIAL AFFAIRS,HEAD

TEACHERS, TEACHERS, DOS AND PARENTS ...... 54

APPENDIX VI. RESEARCH AUTHOLIZATION LETTER ...... 57

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APPENDIX VII. APPROVAL IN THE RESPECT OF RWQUEST FOR

CONDUCTING RESEARCH IN GASABO DISTRICT ...... 58

LIST OF TABLES

Table 3.1 Contain population elements and apportioned sample size...... 23

Table4. 1 Gender of the respondents.………………………………………………….29

Table4. 2 Marital Status of the Respondents ...... 29

Table4. 3 Age of Respondents ...... 30

Table4. 4 Educational level of Respondents ...... 31

Table4. 5 Disruptive behavior among students in private secondary school...... 33

Table4. 6 Shows response to achieve first object from guided interview ...... 34

Table4. 7 Effects of parental occupation on students discipline in private secondary schools in Gasabo district ...... 35

Table4. 8 Shows answer given to second objective through guided interview ...... 36

Table4. 9 Responses from Questionnaire ...... 37

Table4. 10 Third objective answers got from guided interview ...... 38

LIST OF FIGURES

Figure 2.1 Conceptual frameworks ...... 18

LIST OF ABBREVIATIONS AND ACRONYMS

DEO : District Education Officer

DOS : Deputy in charge of discipline

MINEDUC : Ministry of education

MKU : Mount Kenya University

MKUR : Mount Kenya University Rwanda

REB : Rwanda Education Board

SEO : Sector Education Officer

TPC :Teacher-parental committee

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OPERATIONAL DEFINITION OF KEY TERMS

Discipline : In this study discipline refers to having the appropriate

behaviors which conform to the organizational rules and

regulations (Sarfraz, 2014).

Student discipline : In this study student discipline refers to appropriate

behaviors of students which conform to the school rules

and regulations (ahmad , 2014).

Disruptive behavior : In this research disruptive behavior refers to a group of

behavioral which is not conforming to the rules of the

society (Daniels et al, 1999).

Parental occupation : Refers to any activities that take parents’ attention such as

their jobs, social medias, domestic works and leisure which

leads to missing appropriate time to control, guide and

enhance discipline of their children (William,2012)

xiii

CHAPTER ONE: INTRODUCTION

1.0 Introduction

This chapter presents a background of the study, the statement of the problem, the research objectives, and research questions, significance of the study, scope of the study and limitations of the study.

1.1 Background of the Study

The children themselves feel good and bring happiness to their parents and the whole community when they get enough time to be with their parents. Bandura (1969) asserted that children were influenced by what they saw their parents doing, since observation was a powerful influence on behavior. He argued that parents were permanent models of their children. The changing world has seen the shift in the role of the parent in directing the development of the child. Valley., M. (2012) stated that a child’s capability to succeed in school depends on how successfully the child is managed by his/her parent in the environment. It is an environment where the child learns skills, attitude and behavior that could mould them into productive and successful students. Sheldon and Epstein (2005) confirmed that Policy makers and practitioners agree that parent involvement in elementary education, contribute to children’s schooling, and enhances the academic, socioemotional, and behavioral outcomes of low-income students who are at risk for poor achievement. Past research on parent involvement has identified a generally positive association between parents’ engagement in their children’s education and students’ discipline (Fan & Chen, 2001;

Hill & Tyson, 2009). Similarly, school intervention studies show that efforts to

1 improve student outcomes can be more effective when the family is involved (Brown, et al., 2011). Previous work, however, has largely focused on academic achievement outcomes rather than student behaviors (Fantuzzo, McWayne, & Perry, 2004;

Gonzalez-DeHass, Willems, & Holbein, 2005).

Yet, a recent longitudinal examination of parent involvement across a nationally representative sample of first, third, and fifth graders found that while involvement did not predict increases in academic achievement, it did predict declines in problem behaviors (El Nokali et al., 2010).Teaching and learning process is a set of activities that require influence of more than one person, here we can say parents, teachers, school leaders, school neighbors’ communities, local leaders etc. So for education to be effective, it requires discipline of students without discipline of students, educational goals could not be achieved. Student discipline depends on the environment in which the students live. This environment differs from one to another. It may depend on parental occupation, geographical location, head teacher’s personality, social economic status of the family etc from my personal experience as teacher in Kigali city I used to meet with students whose discipline is questionable I tried to meet with parents whose children have disruptive behavior through discussion make with them, I have seen that parental occupation could have influence on students discipline. So this research is going to investigate the correlation between the two variables (parental occupations and students discipline in private secondary schools.

1.2 Statement of the Problem

According to Banduras’ social learning theory (1971) learners learn through imitation, through interaction and collaboration children got good behavior from their parents, also according to this theory, people learn by observing what others do, Considering the apparent consequences experienced by those people, rehearsing (at first mentally) what might happen in their own lives if they followed the other peoples’ behavior, taking action by trying the behavior themselves, Comparing their experiences with what happened to the other people, Confirming their belief in the new behavior.

Parents play an important role in the socialization process of young people from there, they learn to regulate their own conduct, respect towards others, manage their time responsibly and thus becoming responsible citizens (Tait, 2003).

However due to economic globalization and competitions this caused many parents to be overtime workers and lost their potential time to be with their children for socialization process. Modernization, which Roger (1969) defined as “the process by which individuals change from traditional way of life to a more complex, technologically advanced and rapidly changing style of life” had seen the involvement of parents in situations where they had to work long hours in order to maintain their families. This led to other changes like leaving the children in the care of house helpers. Other times, the older child; the adolescent was left to his or her own electronic devices which often resulted in collision with the school and societal authority.

Discipline masters, teachers and head teachers are now reporting a wide range of

disruptive behaviors in classrooms and around the schools (MINEDUC Report, 2016).

A lot of students are seen loitering in the streets, villages, cinema halls, and in other

places in school uniforms during class time. Indicators like truancy, classroom

attendances, attention span, dressing style and noise level has created a big concern for

teachers, head teachers, and others educational stakeholders about the lack of discipline

among students in private secondary schools and the contribution of parental

occupations such as parental jobs, domestic works, social medias and leisure activities

on students discipline is now passive and unknown, thus a need for this research.

1.3. Objectives of the Study

This research project has one general objective and three specific objectives.

1.3.1. General Objective

The general objective of this study is to examine the relationship between parental

occupation and students discipline in private secondary schools in Rwanda.

1.3.2. Specific Objectives.

This research is guided by the following specific objectives:

i. To identify various disruptive behaviors among students in private secondary

schools in Gasabo District. ii. To evaluate various effects of parental occupations on students discipline in private

secondary schools in Gasabo District. iii. To establish relationship between parental occupation and students discipline in

private secondary schools in Gasabo District.

1.4 Research questions

Every academic research is guided by research Questions. This one is guided by the following research questions:

i. What are the major disruptive behaviors exhibited by students in private secondary

schools in Gasabo District? ii. To what extent parental occupation affect students discipline in private secondary

schools in Gasabo district? iii. What is the relationship between parental occupations and students discipline in

private secondary schools in Gasabo district?

1.5 Significance of the Study

The findings of this research will be beneficial to sectors and district education officers, The school head teachers, Teachers, students, Parents and others educational stake holders in Gasabo district where the study was cried out since they will be informed about the conclusion of this research. And, the findings of this research will help students of Mount Kenya University by getting knowledge about the relationship between parental occupation and students discipline in secondary school. The knowledge of this study will be used as references of students specifically those who will join school of education.

1.6 Limitation of the Study

The researcher encountered the following limitations in the study:

Some schools administrators weren’t willingly ready to discuss freely the actual state of discipline in their schools probably due to fear for being blamed to solve this he provided assurance and confidentiality of given data. Also different data collection tools like questionnaire, guided interviews and observation was used. This study required face to face meeting with parents, this was a big challenge because parents were displayed in different sector of Gasabo district. To overcome this, sampling method and techniques was used as solutions.

1.7 Scope of the Study

This study focused on founding out the relationship between parental occupation and students discipline in private secondary school in Rwanda. It was conducted in Gasabo district/ Rwanda; especially in private secondary school it took place in schools where

Head teachers, deputy in charge of discipline, teacher-parents committee, head boys and head girls were targeted, District education officer, sector education officers and social affairs researcher met them in their respective officers. All the planned activities of this project were done from December 2017 up to May 2018.

1.8 Organization of the Study

This study is composed by five chapters. Under the introductory chapter researcher discussed the overview of the chapter content, background of the study, problem statement, research objectives, research questions, significant of the study, Limitations of the study, scope of the study, and organization of the study. Under chapter two review of related Literature, introduction with an overview of the chapter content, theoretical literature, empirical literature, critical review and research gap

6 identification, theoretical frame work, conceptual frame work and summary of the chapter. Under the methodology, there was introduction with an overview of the chapter content; research design. Target population, sample design with sample size , sampling techniques and sampling procedure ;data collection method with data collections instruments, administration of data and data collection instruments, reliability and validity of the research, data analysis procedure and ethical consideration. The research findings were analyzed and presented in chapter four. In chapter five the results of the study were summarized and concluded Also recommendations were given in this chapter.

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 Introduction

Literature review is a part of research where different views from different literatures and researchers are displayed. This chapter intends to deal with theoretical literature, empirical literature, critical review and research gap identification, theoretical frame work, conceptual frame work and summary.

2.1 Review of Theoretical Literature

Ewan, and Damer (1999) have listed the most frequent discipline problems in schools as follows: truancy, physical aggression towards others, using hands, feet or objects such as hitting, chocking, pushing, tripping, biting, throwing stones at someone and pinching; disturbing others with hands, feet or objects with malicious intent such as inappropriately touching other students or taking their materials; use of disrespectful and threatening language such as swearing, name calling, demeaning commends and verbal insults; inappropriate use of school materials such as writing on walls breaking fences, taking and using materials from the teachers’ desks without permission; talking are considered as indiscipline, several researchers have listed the most frequent forms displayed by students in class; out of seat behaviors such as moving around for no purposeful activity; non-compliance with teachers’ requests and directions; inability to work independently without adult supervision; non- disruptive disorganized behavior such a slow rate of work completion.

2.1.1 Students Discipline

Discipline is defined as management actions that enforce organizational standards

(Simatwa, 2013). In his views Sumatwa said that there are many standards or code of behavior to which teachers, students and non teaching staff must adhere to. Mbiti (2007) in his study he used the term discipline to mean moral capacity or disposition which is ingrained into the human personality that became powerful habit for self control.

Discipline is a set of procedures designed to eliminating behaviors that compete with effective learning (Mwangi, 2006). It helps students to do those necessary activities in order to increase their studies while limiting those behaviors that are self defeating.

Learners require discipline for positive development and for adequate educational progress (Charles, 2002). Furthermore discipline refers to having appropriate behaviors which conform to the organizational rules and regulations on the other hand students discipline means having behaviors accepted by school code of conduct.

Roles of discipline

Disciplining children is about shaping their behavior (Max I.,2011) max affirmed that if we are careful understood the term discipline, it means to instruct and train a person in particular code of conduct. It refers to the system of teaching and nurturing children to prepare them to achieve competency, self control, self directions and caring for others in this case discipline is used as mechanism to raise and instruct a child. It is the processes that prepare us to live adequately in the family, community and society where we are apart. He concluded saying that discipline is to change and to shape behavior in a desired ways not to punishments (Max I.,2011).

Five basics for discipline, Education implication of discipline can be achieved in five principal ways as it was discussed by max Innes. Max (2011) in his book called Role of discipline in parenting a child he discussed five guidelines to base on: Setting rules to guide behavior, appropriate behavior should be encouraged , inappropriate behavior should be discouraged, parents should set up right learning environment for discipline then parents are example means that parents are the role model to their parents.

2.1.2 Parental Occupation

Marot, (2004) Occupations are ranked into most prestigious occupation and lower ranking occupation. The most prestigious occupations are physicians, surgeons, lawyers, chemical & biomedical engineers, and communication analysts. While lower ranking occupation are food preparation workers, counter attendants, bartenders and helpers, dishwashers, janitors, maids and housekeepers, vehicle cleaners, and parking lot attendants. The job consider as high status in classification provides more challenging works, ability and greater control over working conditions. While those considered less valued in classification paid significantly less and more laborious, very hazardous and provided less autonomy (Marot, 2004).

Gachathi (1976) indicated that occupational prestige is a component of socioeconomic status encompasses both income and educational attainment. To him, occupational status reflects the educational attainment required to obtain a job and income levels.

When parents have a better occupation, they make adequate provision for their children education. They provide economic, social, psychological and emotional support to their children, and this would make it possible for the children to perform well in their educational attainment.

Bandura (1981) asserted that children were influenced by what they saw their parents doing, since observation was a powerful influence on behavior. He argued that parents were permanent models of their children. The changing world has seen the shift in the role of the parent in directing the development of the child. Modernization, which

Roger (1969) defined as “the process by which individuals change from traditional way of life to a more complex, technologically advanced and rapidly changing style of life” had seen the involvement of parents in situations where they had to work long hours in order to maintain their families.

This led to other changes like leaving the children in the care of house helps. Other times, the older child; the adolescent was left to his or her own devices which often resulted in collision with the school and societal authority. The blame, to a large extent fell on the parent rather than the child because it was from the parent that the child learnt. Pannozo F., Voelkl (1995) and Phiri (2011), for them disruptive behavior refers to those actions that seriously interfere with the teaching process and or seriously upsets the normal running of the school (Pannozo F., Voelkl & Phiri, 2011).

Veiga (2009) he attempted to classify indiscipline by categorizing it into three levels.

The first level of indiscipline involves those incidences of disruptive nature whose disturbances affect the good functioning of the school. Conflicts among peers are considered the second level of indiscipline while conflicts with student teacher relationships are considered the third level of indiscipline.

2.2. Empirical literature Review

A number of studies show that parental occupation has significant effects on student discipline. For instance Ajila (2000) pointed out that the home has a significant influence on the psychological, emotional, social and economic state of the students.

The state of the home affects the individual since the parents are the first socialization agent in a person’s life (Ajila, 2000)

It is because the family background and context of a child’s family do the effect in his reaction to life situation and his /her ways of behavior. Although, the school is responsible for the knowledge that make up the individual during the school period, yet

Parents and the person experiences at home play a tremendous role in building the personality and making him what he is.

Modernization, which Roger (1969) defined as “the process by which individuals change from traditional way of life to a more complex, technologically advanced and rapidly changing style of life” had seen the involvement of parents in situations where they had to work long hours in order to maintain their families. This led to other changes like leaving the children in the care of house helps. Other times, the older child; the adolescent was left to his or her own devices which often resulted in collision with the school and societal authority.

A number of studies have been carried out with regard to youth rebellion to authority in the home, school and societal fronts. An example is Kabiru (2006) who emphasizes the need for parents to instill discipline in their children at the family level. He observes that parents contribute to children’s indiscipline in many ways; by being bad

12 role models and by avoiding parental responsibilities such as teaching their children good behavior (Kabiru, 2006).

Increasing global occurrences of ugly incidents relating to student discipline problems have raised concern for the safety and security in schools. An exploration of literature has revealed a variety of descriptions and suggestions as to the nature of student indiscipline. The first case of student gross indiscipline in Kenya involving students strike was reported in Maseno High school in 1908 when the boys refused to participate in manual labor and pressed for more reading and writing (Sifuna, 2000). In

America studies on public attitudes towards education were carried out and discipline was listed the leading Problem (Charles, 2002).

The California department of education released statistics indicating that in 1986, there were 167700 related incidents of crime and violence in California public secondary schools. On May 21, 1998, a 15 year old boy opened fire to his classmates at Thurston high school in USA killing one student and wounding 23 others. Two bodies believed to be of his parents were found at their home (Charles, 2002). Owing to the wide range of behaviors which Bowen, Heron, Steer, and El Komy (2008), did a study with teachers and developed a list of ten top behavioral problems which was similar to the list presented by Mcewan & Damer. However, they excluded the inappropriate use of school materials as well as the use of threatening language which were replaced by disrespect for others, arguing and tattle tale (Bowen, Heron, Steer & El Komy, 2008).

2.3. Critical Review and Research Gap Identification

According to Njoya (1980), the parent mediates security, health, justice, order, knowledge, affection and peace”. Shaw (2005) observed that the parenting trends that had evolved over the last 30 years promoted the development of unattached, uncommunicative, learning-impaired and uncontrollable children although there continued to grow economically a need for more income to bring up a family, the idea of two working parents had a downside to it (Shaw,2005).

Saifullahi, (2011) pointed out that parents’ occupation significantly influence students’ achievement. He used the data from three different colleges in Gujarat district. The result indicated that children of government employees secured more marks (60.02%) than the private job holders, because of the certainty and reliability of the government jobs. Parents with government jobs are more secured, and their family is at peace relatively compared to those who work in the private organization they are always in frustration and lack of confidence and permanent. Likewise, occupation of the mother has an influence on students’ scores. Critical analysis of parental occupation and research ‘studies show that researchers were concentrate on effects of parental occupation on academic performance not on student discipline.

According to Lochan (2010), primary and secondary school teachers in both private and state sector are being confronted with cases of bad learners’ behavior like destruction of school equipment or furniture, lack of respect for each other and for adults which impede normal school routine. In the United States, as reported by

Larson, Smith, and Furlong (2002) the National Centre for Educational statistics

14 revealed that in 2006, 36% of the students in grade 9 – 12 reported that they had physical fight within the last one year. The report adds that 4% of the Inner city teachers and 3% of the suburbs and the rural school teacher were physically attacked by students (Larson, Smith & Furlong, 2002).

In the Caribbean, the problem of school indiscipline seems to be no different.

Heinz (2009), Assistant Vice President to the International University of the

Caribbean, affirms that the administrators, policy makers, teachers, parents and the public at large have been struggling to find solutions to the problems of indiscipline in schools. In spite of this, it seems that the level of indiscipline continues to escalate in many schools it hardly needs to be mentioned that behavioral problems among students constitute a major concern in the field of education in African schools. Also current

Ministry of education report affirms that there is increasing of indiscipline cases in secondary school in Rwanda and influence of parental occupation on student’s indiscipline is still unknown and always raising a big concern, so this study will therefore reveal the relationship between parental occupation and students discipline in secondary school (Larson, Smith & Furlong, 2002).

2.4 Theoretical Framework

There is no single theory that can wholly explain how parental occupation correlate with students discipline and what can be done to improve student discipline. This study adopted a theoretical framework based on the cognitive-behavioral theories. This is a set of theoretical hypotheses on the emotional behavioral functioning of human beings

15 and how it can be changed. A behavioral cognitive approach integrates thoughts and behavior.

Behavior theory was founded on the works of B.F Skinner, Ivan Pavlov, and Albert

Bandura among others. These proponents believed that behavior is not influenced by past experiences.

According to them behavior can be learnt, relearned and unlearnt. They believed that human beings are the product and producers of their environment (Bandura, 1985;

Kiumi, 2012). This study will investigate indiscipline as the product of the student environment taking into account the parental occupations. Behavior therapy assumes that behavior should be measurable and observable based on procedures and principles of the scientific method. It deals with the student’s current problems and the factors that influence them. Thus the researcher assumed that the students discipline problems are influenced by his or her present conditions. Behavior theory can be understood by considering, three major areas of development; classical conditioning, operant conditioning and social learning theory (Bandura, 1985 & Kiumi, 2012).

2.4.1 Classical Conditioning Theory

Classical conditioning theory was developed by Russian psychologist Ivan Pavlov. This theory is based on the belief that behavior can be controlled and that human beings can be made to do things without being aware of them. Pavlov conditioned a dog to salivate at the sound of a bell hence the environment can be manipulated to produce desired behavior. Handling students discipline problems the student can be conditioned to

16 produce desired results. This study will spell out the role of parents in shaping student discipline by conditioning them to behave in right ways (Pavlov, I., 1936)

2.4.2 Operant Conditioning Theory

Operant conditioning theory was propagated by B.F Skinner. He asserts that rewards and punishment make people behave in certain ways. He speaks about reinforcement which can either be positive or negative. Positive reinforcement aims to increase the frequency of a response by filling it with a favorable event (reward) while negative reinforcement makes use of punishment or withdrawal of rewards (B.F Skinner,1936).

2.4.3 Social Learning Theory

Bandura (1977) developed the social learning theory which postulates that people are capable of learning vicariously by observing the behavior of others as well as its consequences and by imitating that behavior. The key aspects of the social learning theory include observing, retaining, motivation and imitation. Here learning is a process.

It recognizes the role of cognition and feelings in influencing behavior especially parental occupations and how they lead a person to produce maladaptive behavior

(Bandura A., 1977).

Indiscipline is often a product of social system and what parents did, and the time they are spending with their children plays a big role in behavior formation within students in secondary school. At the center of the cognitive behavioral theory is the concept that events do not force people to have emotional behavioral reactions. It is the interpretation of thoughts and events that precipitates emotional and behavioral reactions. Ellis (2001) argues that people have to be shown how they can live peacefully with themselves if

they are to be helped to live happily with each other. This can be applied by parents at

home to suggest rules and regulations that can promote a culture of good discipline in

the society.

2.5 Conceptual Framework

Conceptual frame work is a diagram that shows the relation between independent and

dependent variables which are Parental occupation (cause) and students discipline as

effects.

Independent Variable Dependent Variable

Student discipline Parental occupations  Parent jobs  Classroom attendance

 Chatting on social media.  Attention span  Leisure activities  Dressing style  Domestic works  Noise level

Intervening Variable

 Government policy on education  School code of conduct  Family social economic status

Figure2.1 Conceptual framework

The conceptual framework represented in the figure 2.1 shows how parental

occupations relate with students discipline and other intervening variables to students

discipline. Under independent variable we have parent jobs, chatting on social Medias,

18 leisure and domestic works. While under dependents variables indicators there are classroom attendance, attention span, dressing style and noise level was taken as indicators under dependent variable. In addition government policy on education; school code of conduct; family social economic status were taken as indicators in intervening variable.

As they are always busy with the work they have a short time to control dressing style, children movements from home to school Vis versa and also to know more about their behavior at school. Parents are busy chatting on social Medias that hampers them to take care and follow up their children’s behavior. The other parents are addicted of leisure such as watching matches, watching at films, swimming in the pools or spending their time in pub which cause parents to be unavailable to care and control children’s behavior. Also some parents are occupied with domestic works after their jobs in the time they might have been spending their time for canceling, caring, and guiding children’s behaviors. Government policy on education doesn’t really show what parents should do to control student behaviors at school.

2.6 Summary of the Chapter

This chapter two of the research project is called review of related literatures; it shows and acknowledges views and ideas of other scholars. Under theoretical literature views of other researcher about discipline, students discipline, role of discipline, guide line for effect discipline, parental occupations were acknowledged. Under empirical review a number of study which has relation to this was checked in order to find research gap , under critical review and research gap identification a number of studies was analyzed and criticized in order to find where the gap was after this theoretical frame work was

19 build to relationship between this study with existing body of knowledge after that conceptual framework was also added to show the relationship between the two variable whish are parental occupation independent variable and students discipline which is dependents variable intervening variable also was added to show other factors that can influence students discipline apart from parental occupations.

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

This chapter discusses in details the methodology that will be applied to collect data from the field of the study. It includes the description of research design, target population, sample size, sampling techniques, and instruments of data collection, data analysis techniques as well as validity, reliability and ethical consideration

3.1. Research design.

Kothari (2004) said that research design is the conceptual structure within which research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data. This research was conducted through three research design which were descriptive survey design was used for the first objective to describe current disruptive behavior among students, explorative research designs was used for second objective to explore parental activities that hamper students discipline, lastly correlation design was adopted for third objective to establish relationship between parental occupation and students discipline.

3.2 Target Population.

A population consists of all the subjects you want to study. It comprises all the possible cases (persons, objects, events) that constitute a known whole (Ary, Jacobs, Razavieh,

1972). So, in order to achieve the objectives of the study, several people were engaged in order to get information .This study was target District education officer of Gasabo,

Sector education officers, social affairs in each sector, Head teachers and deputies in

21 charge of discipline in private secondary school of Gasabo, teacher-parents committee in each school and students. These people were involved in the study because they are available in educational domain and they were available in the time of collecting data.

So population of this study was 565 people including all the categories of people I mentioned in the above paragraph.

3.3 Sample Design

Sample design is made up of two elements: sampling techniques and sample size determination or estimator. Sampling method refers to the rules and procedures by which some elements of the population are included in the sample. Some common sampling methods are simple random sampling, stratified sampling, and cluster sampling. This research will use stratified sampling. Sample size determination or estimator is the process for calculating sample statistics is called the estimator. Different sampling methods may use different estimators. For example, the formula for computing a mean score with a simple random sample is different from the formula for computing a mean score with a stratified sample. Similarly, the formula for the standard error may vary from one sampling method to the next.

3.3.1 Sample size determination

The sampling refers to the process followed during the selection of subjects to be included in the research (Bless et al, 2000). Sampling is the process of systematically selecting representative elements of population when those elements are examined closely; it is assumed the analysis reveals useful information about the population as

22 whole. Therefore, 565people constitute the population in the study and sample was found by using solvin formula

The formula assumes a 95% confidence level and the maximum variance (p = 0.5).

The formula is =

Where: n stands for sample size n: is the sample size, N is the population size, e specifies the desired level of precision, where precision e = 1- precision, p = 0.95

In this study, N was equal to 565, e=margin of error=1-0.95 = 0.05

Thus, = e was equal to 0.05

Thus = = 234.197≈235

N: Total Population under study was 565 participants, n: The sample was 235respondents.

In order to get appropriate sample size for each strata proportionate method was used

Table 3.1 Contain population elements and apportioned sample size.

No Participants Population Sample size 1 DEO 1 1 2 SEOs 12 5 3 Social affairs 12 5 4 Head teacher 24 10 5 Deputy in charge of discipline 24 10 6 Teacher–parents committee 168 70 7 Students 324 134 8 Total 565 235 Source: primary data

Information in the table3.1 include 1District education officer,12 Sector education officers,12 Social affairs,24 head teachers,24 Deputies in charges of discipline 168 people including both teacher and parents, that make teacher-parents committee and 324 students; 14 students in each school.

3.3.2 Sampling Techniques

This study was used stratified random sampling technique as one of probability sampling where elements were grouped into stratum and elements in each stratum have equal chance to be selected that why simple random sampling was used in each stratum.

Proportionate was used to get representative of each stratum. Population of the study was grouped into seven strata simple random sampling method was used in each stratum.

3.4 Data collection methods

Data collection is the process of gathering information required for each selected unit in the survey (Ivan, 2003).

3.4.1 Data collection instrument

This study use the following instruments to collect data: Questionnaire, review and guided interviews were used in this study. Questionnaire was used as the main instruments, it had two sections A was demographic data of respondents, and section B was questions that reflect objectives. Questions were represented in Likert scale and guided interview was used to provide additional information to the questions.

3.4.2 Administration of data collection instruments

Data in this study was collected by using self administrated questionnaire and interview guide. Questionnaire was given to head teachers of private secondary schools, deputies in charge of discipline in private secondary school, teachers, parents and students.

Researcher himself administrate questionnaire to respondents he distributed questionnaire to them to fill, after filling them researcher take them back for analysis and interpretation. Questionnaire provide objective information hence it is suitable to this study. Researcher make interview with District education officers, sector education officers, Head teachers, Teachers, Deputies in charges of discipline and the parents.

Guided interview was beneficial to this research because it provide completing information to what given from questionnaires.

3.4.3 Reliability and Validity i. Validity

Validity is defined by Polit & Hungler (1995) as the level at which the data collection instrument measures what it intended to measure. Indeed Brink (1996) explained that content validity means the measurement of how well the instrument represents all the different components of the variables to be measured. It was judged by the research supervisor who determined whether the questionnaire and interview items adequately represent the aspects of the study.

Data collection instruments were set in such a way that they have an adequate number of items and that each on the scale have a link with the research objectives. In the interview forms, the researcher used simple language and clear instructions appropriately to the

25 interviewee during the interviews. To come up with the content validity, questionnaires comprises a variety of questions according to the level of understanding and thinking of each category of respondents about parental occupation and students discipline in private secondary schools. Questionnaires and interview item were based on the literature review of the study to ensure that they represent parental occupations that affects students discipline Clear instructions were given to the respondents. ii. Reliability

Reliability of data collection instrument means the level at which data collection instrument can be dependent upon in yielding unchanging results if frequently used by the same researcher or once used by two different researchers. (Polit &Hungler, 1995).

In order to ascertain the reliability of the items in the questionnaires, a current researcher conducted a test re-test method where a respondent who had completed the questionnaire was asked to complete it again after two weeks and his or her choices was proved constant.

To maintain the reliability of the instrument, the researcher considered various conditions which might disturb the respondents to use properly the skills and knowledge during filling in the questionnaires.

3.5 Data Analysis Procedures

Data analysis is the process of systematically applying statistical and /or logical technique to describe and illustrate, condense and recap and evaluate data. Researcher receive data from the field by crosschecking all the questionnaires to ensure that all the required information had been captured .In case any thing has been forgotten ,he went

26 back and collected the missing data. The analyzed data was processed using Microsoft word, interpreted using descriptive tables, bar graphs among others for better understanding. The researcher then elaborates the findings of the research in a research report. Statistical package for social sciences SPSS program version 21st was used to inter and analyze the data which were collected.

3.7 Ethical consideration.

The issues of confidentiality and dissemination of information were discussed with the participants before the questionnaire to be administrated. Participants ware made aware that participation in the study is not mandatory, and they are free to withdraw from participating if they find it necessary. The researcher maintained a higher sense of confidentiality of information that was given. Respect of all people’s time given and being devoted during the research was of great concern.

CHAPTER FOUR: RESEARCH FINDINGS AND PRESENTATION

4.0 Introduction

This chapter provides an analysis and discussions of the respondents’ responses.

Descriptive analysis technique was utilized which involved use of descriptive statistics and tabulations. Descriptive statistics used included frequencies and percentages. The tabulations were basically tables, bar graphs and the associated proportions utilized in generating the graphs. The chapter examines the influence of parental occupation and students discipline in private secondary school in Rwanda; identify the disruptive behavior among students, to assess effects of parental occupation on students discipline and to establish the relationship between parental occupation and students discipline in private secondary school in Rwanda. Generally the findings of this study are based on field data which were collected from 235 respondents including 1 Direct of education,5sector education officers,5 sector social affairs,10head teachers,10 deputies in charge of discipline, 40 teachers,30 parents and 134 students from St Paul international school, Kigali parents school, Kigali Christian school, APAPER secondary school, Gihogwe secondary school, Excellent school, college de Espoir de Gasogi , St

Ignace secondary school, Mather merry complex international school, College amie de enfants, APAER Rusororo means 10 students in each school.

4.1 Demographic Characteristics of Respondents.

In this study demographic characteristics of respondents were collected. Those demographic characteristics include education, gender and marital status of respondents.

The information is presented in form of table and analyzed using percentages and frequencies.

Table4. 1 Gender of the respondents

Items Frequency percent Male 106 45.11 Female 129 54.89 Total 235 100.0 Source Primary data

Table 4.1 represents the distribution of respondents by their gender where males represent 45.11% while female represent 54.89% , this showed that female where more than male in this research.

Table4. 2 Marital Status of the Respondents

Items Frequency Percent Single 146 62.4 Married 79 33.8 Widow 4 1.7 Divorced 5 2.1 Total 235 100 Source primary data

Table 4.2 shows the distribution of respondents by their marital status where 146 people equal to 62.4% were single most of them are students,79 people equal to 33.8% are married, widow were 4 equal to 1.7% and divorced participant were 5 equal to 2.1%

This showed that many respondents were single because of students. Also married, widow and divorced were represented in this research because marital status affects students discipline.

Table4. 3 Age of Respondents

Frequency Percent Below 20 95 40.4 20-25 41 17.5 25-30 11 4.7 30-35 25 10.6 35-40 27 10.5 Above 40 36 15.3 Total 235 100 Source: Primary data

Table 4.3 shows distribution of respondent by their age .Participant whose age were below 20 years of age were 95 equal to 40.4% those whose age were between 20-25 are

41 equal to the rate 17.5% most of them are students in upper secondary school.

Participants whose age were between 25-30 were 11 people equivalent to 4.7% rate of participant is low at this range due to structure of the study which focus on parents and students and their distribution is above 30,and below 25 respectively.

Participant whose age were between 30-35 years of age they were 25 people with the rate of 10.6% most of them are deputies in charge of discipline.

Participants whose age were between 35-40 years were 27 people equal to 11.5% most of them were head teachers and sector education officers. Respondents whose age was above 40 years were 36 people most of them were parents.

Basing on demographic representation of respondents 57.9% were below 25 years of age and most of them were students and 37.4 % were those whose age is above 30 years and most of them were parents, head teachers and sector education officers. This showed that people in all categories of age they are represented in this research.

Table4. 4 Educational level of Respondents

Frequency percent Primary 9 3.8% Secondary 138 58.7% Graduate 72 30.6% Poste- graduate 16 6.9% Total 235 100% Source: researcher 2018

Participant who complete primary only there were 9 which is equal to 3.8% all of them were parents. Participants who have completed secondary school were 138 with the rate of 58.7% most of them were students.

Graduate respondents include head teachers, sector education officers, social affairs, teachers and parents they participate at the rate of 30.6%. Participants who have poste- graduate degree were 16 people with the rate of 6.9% most of them were parents.

This is due to the facts that giving an idea depend to the experience you have, increase with up grading educational level.

4.2 Presentation of Findings

4.2.1 Various disruptive behavior among students in private secondary schools

The findings based on the objective one were presented and discussed to answer the questions of research questionnaires and guided interview was used to provide additional information. The table presented the outcomes using statistical package for social sciences SPSS version 21st Microsoft word and Microsoft excel also were used.

The first specific objective of this study was to identify the various disruptive behaviors among students in private secondary schools in Gasabo district. This objective was achieved by using questionnaires given to head teachers, teachers, and deputy in charge of discipline, parents and students. Questionnaire was organized in

Likert scale where they used 1= strongly disagree, 2= disagree, 3= Neutral, 4= agree,

5= strongly agree.

Table4. 5 Disruptive behavior among students in private secondary school.

Statements Strongly disagree neutral Agree Strongly disagree agree

F % F % F % F % F % There is a high rate 0 0 2 1.3 15 7.73 116 59.8 61 31.4 of drug abuse among the students in private schools. There is high rate of 12 6.2 15 7.7 44 22.7 96 49.4 29 14 students, truancy in private schools. There is a high 4 2.1 0 0 18 9.4 100 51.5 72 37 complain about dressing style of students in private secondary schools. There is a high level 0 0 0 0 25 12.9 123 63.4 46 23.7 of noise in classroom in private secondary schools.

Average 4 2.0 5 2.2 26 13.2 109 56.1 52 26.5 7 Source: Primary data from the field

Table 4.5 shows the results given by the respondents on objective one which was to

identify various disruptive behaviors among students in private secondary schools in

Gasabo district. Respondents showed drudge abuse, truancy, use of straitening words

inappropriate use of school materials and inappropriate dressing have given as current

disruptive behavior among students. Where 59.8 agree, 31.4 strongly agree on drudge

abuse, 49.4 agree and 14 strongly agree on truancy, 51.5 agree and 37 strongly agree

on inappropriate dressing styles, 63.4 agree and 23.7 strongly agree on noise level.

Table4. 6 Shows responses given to object one from guided interview

Questions Answers Frequencies Percentages What are the common Truancy 101 100% disruptive behaviors inhibit Physical aggression 98 97.02% students in private secondary schools in Gasabo Drug abuse 101 100% district? Inappropriate use of school 95 94.05% materials Use of threading language 90 89.1%

Disobedience 100 99% Average 98 96.4% Source primary data from the field

Table 4.6 shows answers given to the objective one from guided interview given to

DEO, SEOs, social affairs, and head teachers, deputies in charge of discipline, teachers and parents. 98 out of 101 who participate they agree on available disruptive behaviors among students at the average rate of 96.4%. This showed that disruptive behavior are obviously seen in private secondary schools.

4.2.2 The effects of parental occupations on students discipline in private

secondary schools

The second specific objective of this study was to assess the consequences or effects of parental occupation on students discipline in private secondary school in Gasabo district .To achieved this objective questionnaire in form of Likert scale was used answers were given using different statement to show the rate of parental participation in child’ education due to the time and job they are doing and their effects to students

discipline where they use 1= strongly disagree, 2=disagree, 3= neutral ,4= agree and

5= strongly agree

Table4. 7 Effects of parental occupation on students discipline in private secondary

schools in Gasabo district

Statements Strongly Disagree Neutral Agree Strongly disagree agree

F % F % F % F % F % Your children sometimes 1 0.5 3 1.5 28 14.4 30 15.5 13 68 get to school late because 2 you left home before they wake up. Parents have lesser time to 34 17.5 0 0 61 31.4 69 35.5 30 15 control dressing styles of .4 their children as results of their jobs. Due to their jobs, parents do 5 2.5 18 9.3 17 8.8 38 19.6 11 59 not have time to discuss with 6 .8 the teachers about attention span of their children during the lesson delivery.

Students attention span is 0 0 0 0 3 1.5 41 21 15 77 low in classroom due to the 0 .3 fact that parents didn’t care about them as they are busy chatting with their friends on social media.

Average 10 5.15 6 2.7 35 14.2 45 22.9 10 55 7 .1 Source: primary data from the field

Table 4.7 shows answers from questionnaire to objective two which was to assess the

effects of parental occupation on students discipline in private secondary school in

Gasabo district. Findings reveals that parental jobs, chatting on social medias and

domestic works affects students attention span , classroom attendance, truancy and

35 noise level of student where 15.5 agree and 68 strongly agree on lateness, 35.5 agree and 15.4 strongly agree on parental jobs,21 and 77.3 strongly agree on chatting on social medias, then 19.6 agree and 59.8 strongly agree on domestic works as the major effects of students late at school, low attention span , irregular classroom attendance noise level and truancy. This table reveals that chatting on social media have a great effects on students discipline where 77.3 strongly agree that parents failed to control students behaviors because they are busy chatting with their friends on social medias.

The effects of parental occupation on students discipline also was checked through guided interview given to head teachers, teachers, and DEO, SEOs, Socials affairs,

Deputies in charge discipline and parents.

Table4. 8 Shows answer given to second objective through guided interview

Question Answers Freque Perce ncies ntage What are the occupations Parental jobs 95 94.05 of parents that affect Domestic works 97 96 student discipline? Chatting on social Medias 101 100 Leisure activities such as watching 101 100 games and movies. To what extent do you Parents play a very big role to the 101 100 consider parental occupation discipline of students in private to increase indiscipline of secondary schools but if they are busy student in private secondary and occupied they failed to control school? their children’s discipline Average 98 97 Source: Primary data from the field

Table 4.8 shows findings from guided interview to the second objectives which was to assess the effects of parental occupations on students discipline in private secondary

36 schools in Gasabo district. Average of 98 respondents on each question asked they agree at 97% that parental occupation affect student’s discipline since the parental occupation is the cause of not having enough time to control children’s behaviors.

4.2.3 Relationship between parental occupation and students discipline in private secondary schools in Gasabo district

The third objective of this study was to establish the relationship between parental occupation and students discipline in private secondary schools in Gasabo district.

Table4. 9 Responses from Questionnaire

Correlations

Discipline areas Pearson Correlation 1 .306 Discipline Sig. (2-tailed) .041 N 194 194 Pearson Correlation .306 1 areas Sig. (2-tailed) .041 N 194 194 Source: primary data from the field

The table 4.9 on third objective as to whether there is a relationship between parental occupation and students discipline in private secondary schools in Gasabo district, correlation test showed that relationship between parental occupation and students discipline is significant due to the fact that P-value was 0.041 where, following the rule that if P-value is less than 0.05 then, it is significant. It was also found that there is a low positive correlation between parental occupation and students discipline in private secondary schools as the Karl Pearson coefficient of correlation (r) was 0.306.

Table4. 10 Third objective answers got from guided interview

Correlations

discipline areas Pearson Correlation 1 .601 discipline Sig. (2-tailed) .004 N 101 101 Pearson Correlation .601 1 areas Sig. (2-tailed) .004 N 101 101

Source: primary data from the field

As presented in table 4.10 on the third objective as to whether relationship exists between parental occupation and students discipline in private secondary schools in

Gasabo district, there is a significance relationship between parental occupation and students’ discipline in private secondary schools as the P-value 0.004 basing on the rule saying that if P-value is less than 0.05 it is significant, furthermore, the findings confirmed that there is a higher positive relationship between parental occupation and students’ discipline in private secondary schools due to the fact that Karl Pearson coefficient of correlation (r) was 0.601.

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.1 Introduction

This chapter summarizes findings and presents recommendations to educational stakeholders. Moreover, it evokes suggestions for further studies

5.1 Summary of the Findings

The study was compressively guided by the following specific objectives: to identify various disruptive behavior among students in private secondary school in Gasabo district; to assess the various effects of parental occupation on students discipline in private secondary schools in Gasabo district; to establish the relationship between parental occupation and students discipline in private secondary school in Gasabo district.

The study employed a sample size of 235 including 134 students, 40 teachers,30 parents,10 headteachers,10 deputies in charge of discipline, 5 sectors educational officers, 5 social affairs, and 1 District education officer. For questionnaires respondents were 194 people while guided interview was given to 101 people. After data collection the researcher used SPSS version 21st to analyze and interpret the data. In this regard that data were presented in form of tables and some statistical technique like average was used.

5.1.1 Objective one: To identify various disruptive behaviors among students in private secondary schools in Gasabo district.

To this objective research revealed truancy, physical aggression, inappropriate use of school materials, drug abuse, immoral actions and luck of self respect toward others were agreed to be the current available disruptive behavior among students in private secondary school in Gasabo district as it is seen in the table 4.5 and table 4.6 those findings are in line with managing unmanageable students ( Ewan 1999).

5.1.2 Objective two: To assess the effects of parental occupation on students in private secondary schools in Gasabo district.

To this objective main effects identified by the respondents is that parental occupation is the main cause of not having enough time to control students’ behavior. Findings to this objective have showed that parental occupation such as parental jobs, domestic works, chatting with friends on social media and leisure activities of the parents such as watching matches , conditioned visiting public pub every evening, watching movies have a great effects on students discipline as it appear in the table 4.7 and 4.8

5.1.3 Objective three: Establish the relationship between parental occupation and students discipline in private secondary school in Gasabo district.

To this objective, questions and interview were given to respondents to find out relationship between parental occupation and students discipline in private secondary school in Rwanda. Findings on third objectives showed that parental occupation and students discipline have significant and that Karl Pearson correlation coefficient showed that there is a positive high degree of correlation between parental occupation and students discipline in Rwanda.

5.2Conclusions

Basing on the findings it was concluded that there is a positive higher degree of correlation between parental occupations and students discipline in private secondary school in Rwanda as Karl Pearson’s correlation coefficient showed. Average rate of

56.1% agree on truancy, physical aggression, inappropriate use of school materials, using teachers materials without permission, absenteeism, drug abuse, immoral activities and luck of self respect toward others as the current disruptive behavior among students in private secondary schools and average rate of 55.1% strongly agree that parental occupation affect students discipline because parents in our days are no longer having enough time to manage and to control children’s behavior as they are busy with different occupations.

Basing on the effects of parental occupation on students discipline participants confirmed that parental occupation affect students behavior in negative ways when parent are over –controlled by the work and fail to do parental responsibilities that enhance students discipline like( visiting them at school, taking time to hear and discuss with them, caring them, solving the problem they have, explaining to them life challenges they have meet etc. but parental occupation affect students behavior in positive ways when parent’s works allows them to have enough time to care to their children

Basing on relationship between parental occupation and students discipline in private secondary school a number of questions were asked to find out if there is a relationship between parental occupation and student discipline.

From the study findings, the researcher suggested the following recommendations in order to search preventive measures to student indiscipline in Rwanda’s secondary school students correlation test was done and Karl Pearson correlation coefficient showed that there is a positive high degree of correlation between parental occupation and students discipline in Rwanda.

5.3 Recommendations

To the head teachers and deputies in charge of discipline

It has been seen that one of the cause of disruptive behavior among students is poor management strategies in schools. So schools leaders should increase student management’s strategies.

To parent

Parents should work but after working they should plan regular time to be with their children to control their behaviors, to solve the current problems they have and to give them advice that guides their behavior. Parents should regularly attend school meeting when informed. Parents should regularly discuss with teachers about students discipline both at home and at school. Moreover, they should help their children to know negative effects of disruptive behavior such as illegal sexual intercourse and drug abuse to their life.

To the students

Students should avoid disruptive behavior, Students should avoid bad friends, they should also avoid watching pornographic channels. Students should know that drug abuse cause death, destroy brain, and cause lungs cancer.

Furthermore students should know that respect to one other is the foundation of

Rwanda’s culture.

To the governments

Government should put up strategies to ensure that students get good behaviors in schools and out of the school. It should trainee school leaders about management strategies of student’s behavior. Government should set up training and rehabilitation centre for those students with several disruptive behaviors.

5.4 Suggestion for further Research

Basing on the findings I have got from respondents I can encourage others researchers to evaluate contribution of technological factor such as mass media, social media to students indiscipline in Rwandan schools.

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APPENDICES

APPENDIX I. REQUEST FOR CONDUCTING EDUCATIONAL RESEARCH,

GASABO DISTRICT

Gasabo District

20th March, 2018

To the Mayor of Gasabo district

Dear Sir,

Re: Request for access to school to conduct educational research.

It is with great pleasure that I submit my letter in your district to apply for the authorization of carrying out the academic research in private secondary schools located in you district. The main purpose of this research is to find out the relationship between parental occupations and students discipline in private secondary school in Rwanda.

In fact, I am a student in masters of education at Mount Kenya University, Kigali campus. I am working on my research project whose title is relationship between parental occupations and students discipline in private secondary school in Rwanda. Sampled schools will be private secondary schools in Gasabo district, Rwanda and respondent will be 235 people including DEO, SEOs, social affairs, head teachers, deputy in charge of discipline, teachers, parents, and students. My research will never disrupt the smooth teaching and learning activities. I hope that this study will contribute to the understanding of the concept of parental occupations and its relation to students discipline and some strategies that can be undertaken to improve discipline in students.

It will be very grateful if my request to access to those schools cited above for the purpose of conducting this research will be accepted.

Yours faithfully Theogene HASHAKIMANA

APPENDIX II. LETTER FOR RESPONDENT

Mount Kenya University

MED/2017/65392

Phone number.0784173999

Email: [email protected]

20th March , 2018

To DEO, SEOs, socials affairs, head teachers, deputy

in charge of discipline, teachers, parents and students

Dear respondents,

RE: Research work

My name is Theogene Hashakimana, a post graduate student at Mount Kenya University,

Master of Education in Educational planning and management. I am currently working on my research project whose title is” Parental occupation and students discipline in private secondary schools in Rwanda”. This questionnaire provides you with an opportunity to reflect on the relationship between parental occupations and student’s discipline in Gasabo district .You are requested to answer the questions as trustfully as possible. Any time you need clarification to any question being asked do not hesitate to ask the researcher.

Thank you in advance for your cooperation

APPENDIX III: QUESTIONNAIRE FOR DEO, SEOs, Social Affairs, head

teachers, DOS AND PARENTS.

SECTION A: BACKGROUND INFORMATION OF RESPONDENTS

1. Gender of respondent( tick with v) Male

Female

2. Current marital status (tick with v) Single

Married

Divorced

Widow

3. Educational level ( tick with v) Primary Level

Graduate Level

Poste -Graduate level

SECTION B: Show the level to which parental occupation relate with students discipline in private secondary schools by ticking in the box provided (ⱱ) to match the statement and level where:

1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree

N QUESTIONS Strongl Disagre Neut Agree Strongl o y e ral y agree disagre e Disruptive behavior 1 There is a high rate of drug abuse

among the students in private schools.

2 There is high rate of students, truancy in private schools.

3 There is a high level of noise in classroom in private secondary schools.

4 There is a high complain about dressing style of students in private secondary schools.

Effects of parental occupation on students discipline

5 Your children sometimes get to school late because you left home before they wake up.

6 Parents have lesser time to control dressing styles of their children as results of their jobs.

7 Due to their jobs, parents do not have time to discuss with the teachers about attention span of their children during the lesson delivery.

8 Students attention span is low in classroom due to the fact that parents didn’t care about them as they are busy chatting with their friends on social media.

APPENDIX IV: QUESTIONNAIRE FOR STUDENTS

SECTION A: Background information of respondents

1. Gender of respondents (tick with v)

Male

Female

2. Age group of respondent (tick with v)

Below 20

20-25

25-30

3. Education level (tick with v) Ordinary level

Advanced level

SECTION B: Show the level to which parental occupation relate with students discipline in private secondary schools by ticking in the box provided (ⱱ) to match the statement and level where:

1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree

N QUESTIONS Strongl Disagre Neut Agree Strongl o y e ral y agree disagre e Disruptive behavior 1 There is a high rate of drug abuse among the students in private schools.

2 There is high rate of students, truancy in private schools.

3 There is a high level of noise in classroom in private secondary schools.

4 There is a high complain about dressing style of students in private secondary schools.

Effects of parental occupation on students discipline

5 Your are late because your parents were

not there when you wake up.

6 Your attention span is low in classroom due to the fact that your parents didn’t care about you just busy on social media.

7 You are shabbily dressed because your parents left before you wake up.

8 Your noise level in the classroom is high due to the facts that your parents didn’t provide with the time for guidance and cancelling as they busy with domestic works

APPENDIX V: INTERVIEW GUIDED FOR DEO, SEOS, SOCIAL

AFFAIRS,HEAD TEACHERS, TEACHERS, DOS AND PARENTS

SECTION A: BACKGROUND INFORMATION OF RESPONDENTS

1. Gender of respondent (tick with v) Male

Female

2. Marital status (tick with v) Single

Married

Divorced (separated)

3. Education level (tick with v) Primary Level

Secondary Level

Poste- Graduate Level

1. How old are you? ...... 2. How long are you serving in educational sector? ......

3. What is your marital status?

...... 4. The society is claiming about the discipline of students in private secondary schools, what do you think can be the cause of this? ...... 5. To what extent to you consider parental occupations plays a role to the discipline of students in private secondary school in Rwanda? ...... 6. What are the occupations of parents that affect students discipline? ...... 7. What is the relationship between parental occupation and student discipline in private secondary school? ...... 8.a What are the common cases of indiscipline among students in private secondary schools? ......

b. What are the majors that can be taken to resolve those problems?

......

Thank you for your cooperation!!!

APPENDIX VI. RESEARCH AUTHOLIZATION LETTER

APPENDIX VII. APPROVAL IN THE RESPECT OF RWQUEST FOR CONDUCTING RESEARCH IN GASABO DISTRICT