Influence of Head Teachers’ Discipline Strategies on Learners’ Academic Performance in Public Primary Schools in Ruiru Sub-County, Kiambu County, Kenya

The research focused on influence of head teachers’ discipline strategies on learners’ academic performance in public primary schools in Ruiru Sub-County, Kiambu County, Kenya. The study was guided by the following research question: To what extent do reinforcement strategies employed by head teachers to promote discipline influence learners’ academic performance in public primary schools? The study was built on Path-Goal Leadership by Robert House. The study employed a mixed methods approach with convergent parallel design, combining a cross-sectional survey for quantitative data with a phenomenology design for qualitative data. The target population comprised of 10,500 learners, 15 head teachers, 363 teachers, and one sub-county director of education, across the 15 public primary schools. A combination of probability sampling approaches, such as stratified, simple random, and systematic sampling, and non-probability sampling strategies, such as purposive sampling, were used to choose the participants. The sample size included 385 learners, 53 teachers, 6 head teachers, and 1 sub-county director of education. Data collection instruments included questionnaire, interview guide, document analysis, checklist, and focus group discussions. Content and face validity were established for quantitative instruments with the help of experts. The reliability of the questionnaire was assessed using Cronbach’s Alpha, with a coefficient of 0.80 adopted as the acceptable threshold. Quantitative data was analysed using descriptive statistics in SPSS software version 25, and the findings were presented in frequency distribution tables. Qualitative data was analysed thematically using content analysis and reported in narrative form, along with direct quotes. All ethical considerations were adhered to throughout the research. The study established that reinforcement strategies employed by head teachers positively influenced learners’ academic performance by promoting discipline, motivation, and active participation in learning. It was concluded that effective reinforcement practices contribute to improved academic outcomes. The study therefore recommends that head teachers consistently apply positive reinforcement strategies to foster discipline and enhance learners’ academic achievement in public primary schools.