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The Impact Of Head Teachers’ Implementation Of Guidance And Counseling Programs On Student Discipline In Selected Secondary Schools In Sheema Municipality, Southwestern Uganda (issue 10)

This study aimed at investigating the impact of the influence of guidance and counseling programs on student
discipline in selected secondary schools within Sheema Municipality, Southwestern Uganda. Despite the critical
role of schools in instilling discipline, Sheema Municipality has faced persistent challenges in maintaining student
discipline, leading to destructive strikes and disruptions in the past. The lack of discipline is a concern to various
stakeholders and poses a threat to the goals of education. A mixed-method research design was employed,
combining quantitative and qualitative data collection methods. Questionnaires were administered to students and
teachers, and interviews and focus group discussions were conducted with Head Teachers, students, and teachers.
Data analysis involved both statistical techniques and thematic analysis. The study's results highlight a significant
and robust link between the proactive implementation of guidance and counseling programs by Head Teachers and
the level of student discipline observed in the selected secondary schools. The findings indicate a strong and
statistically significant correlation between Head Teachers’ implementation of guidance and counseling programs
on student discipline in selected secondary schools. The study concluded that there was a strong and statistically
significant correlation between Head Teachers’ implementation of guidance and counseling programs on student
discipline in selected secondary schools. This suggests that effective incorporation of guidance and counseling
programs can contribute positively to fostering better student discipline outcomes.

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