Volume 4, Issue 3, March – 2019 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Accountability Virtue: Enhancing School Discipline

Management Practices in High Schools in
Embu East Sub-County, Kenya
Dr. Wanjiru Mugai Jane J.

Abstract:- Teachers and society complain that the level of be empowered through trainings with skills of managing
morality of learners in high schools has gone down. Many their behaviours through trainings. It was established
learners do not seem to be answerable or accountable to that the students who were accountable of their mistakes
their actions. It is argued that lack of acquisition and or behavior are in a better position to change and that
practice of moral values in learners may have acute enhance school discipline management practices. School
discipline problems. Indisciplined learners may have staff and Management board also to practice moral
reduced learner’s ability to concentrate, form positive virtues and topics of character building to be included in
relationships, drop out of school and cause considerable education systems and be taught to learners. A similar in
stress to teachers. Others get into conflict with the law depth study can be carried out in another County and
either with school and parental authority due to establish whether the findings relate or not and why.
behaviours such as stealing, fighting, or mugging among Another study on accountability and another variable can
others. This is not a problem to be ignored. Good and be carried out in another area or same area. Reduce
well organized school discipline structures are essential teacher’s workload and increase teachers in schools.
for such learners. It is argued that those students who Teachers to be trained in accountability and its
are accountable are less likely to influence others to relationship with discipline management. Conclusion:
strike. Teaching accountability as a moral virtue to such accountability has influence in school discipline
learners may assist them to change and manage their management but the structures, systems, trained
unacceptable behaviours. Learners can be taught self- personnel to it are conspicuously in high schools.
accountability that is they learn to take their own
consequences and take a step to look for solutions for the Keywords:- Accountability, Virtue, Discipline, Management,
same. Many schools in Embu east sub-County struggle School Managers.
with cases of indiscipline from learners lack
accountability virtue. This study establishes the influence I. INTRODUCTION
of accountability virtue on enhancement of school
discipline management practices in high schools. Mixed The concept of Accountability stems from a Latin word
methodology and concurrent triangulation design were meaning accomptare (to account). The word itself did not
used, where 67 schools were purposively selected and even appear in English until its use in 13th century Norman
questionnaires and focus groups discussions were used. England as stated by Dubnick, (1998); Seidman (2005). The
Thematic and inferential statistics were applied for data concept of accountability which is taken as account-giving
interpretation and analysis. Findings were presented has ancient roots in record keeping activities related to
using tables, frequencies, and in narrative form. governance and money-lending systems that first developed
Findings: indicated that, moral virtues are not in Ancient Egypt, Israel, Babylon, Greece and later, Rome,
corroboratively taught in secondary schools. That the (Ezzamel, (1997); Walzer, (1994); Urch, (1929); Roberts;
students who were accountable of their behaviors are in a (1982); Plescia, (2001). The origins of the concept of
better position to change and that enhances school accountability in educational practices may be located in
discipline management structures and practices. about 1980s (Strathern, 1997). Generally, the literature
Teaching accountability virtue to enhance good discipline points to 1988 as the key date when accountability became
practices is good but it is affected by shortage of trained established in the education system. It was made mandatory
teachers who have skills and techniques in behaviour for each school in England and Wales to have a governing
modification of indisciplined learners. Some teachers body to promote accountability and all students had to learn
have some methods of teaching students accountability and practice accountability skills (Gilbert, Brundrett &
virtues through religious classes’ lessons but are being Rhodes, 2011). This has assisted a great deal in the
affected by lack of time in the syllabus. There are no management of learner’s behaviours, academic
accountability programmes or structures put in schools to accountability, teachers and the whole school staff. This was
help on discipline management issues in the schools. confirmed by Miliband (2004). Later education
Recommendations: that the indisciplined learners need to accountability was adopted in all of the Western Europe and
USA.

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Accountability in education can also be looked at in the will mean that the school administrators will provide
eye of the students, (National Council on Measurement in transparent roles, explanations, of their decisions and
Education 2017). Student accountability is traditionally behaviour to those in appropriate roles they serve. The school
based on whole school culture including classroom rules, management which includes teachers should willingly be
combined with sanctions for infringement. But what is accountable for their actions, attitudes, thoughts, and
accountability? According to Clarence (1938) accountability emotions. In this regard, the school managers have to be
in ethics and governance, is said to be answerability willing to practice accountability as a mechanism to help
blameworthiness liability, and the expectation of account- them enhance and solve school discipline problems of
giving. In education, the National Council on Measurement learners. The school managers have to posses the virtue of
in Education (NCME) (2017), defines accountability as "A accountability as an attribute in order to be role good models.
program, often legislated, that attributes the responsibility for
student learning to teachers, school administrators, and/or In similar assertions, Cambridge Business English
students. Test results typically are used to judge Dictionary, (2018) defines accountability as the obligation of
accountability, and often consequences are imposed for an individual or organization to account for its activities,
shortcomings. This study would wish to find out whether accept responsibility for them, and to disclose the results in a
accountability as a virtue can influence school discipline transparent manner. It also includes the responsibility for
practices in high schools. In governance, accountability has money or other entrusted property like the school property.
expanded beyond the basic definition of "being called to All these are obligatory requirements that school administers
account for one's actions" Accountability is frequently used or managers and teachers have to do in a school setting.
to describe an account-giving relationship between Teachers/managers have to disclose learner’s examinations
individuals, (Sinclair 1995 & Mulgan, 2000). This is why results in a responsible manner. They are accountable for
the concept fits in education because of this relationship handling school resources and funds, and they are responsible
factor of teachers, school leaders, learners and parents. They and answerable to learner’s acquisition of good behaviours
all have relationships with learners discipline management and correction of bad behaviours. Bad behaviours contribute
practices. Discipline cannot be fully accounted for without to discipline issues. Accountability is also discussed on
this relationship accountability. Accountability cannot exist when to hold people accountable for or when they feel
without proper accounting practices; in other words, an accountable to what they do. Evans (2018) from the
absence of accounting means an absence of accountability as University Baylors, College of Arts lead a multidisciplinary
noted by Schedler, (1999) and reviewed through Wikipedia team to look at accountability as a virtue people can show
(2019). The whole school leadership must be accountable to within a wide variety of social relationships and in work
learner’s good discipline. The school leaders must teach the places. This is to show the complexities in defining
learners the virtue of accountability so that they become accountability which dates back to the early philosophers.
answerable to their own behaviours.
The study of morals, virtues and values dates back to
A quote of a definition on accountability states that, the history of former philosophers like Aristoltle and Plato
“Anyone studying accountability will soon find out that it can among others who researched and documented much about
mean many divergent things to many dissimilar people (Behn the topics. For example Aristotle (384–322 B.C: and
2001: 3-6; Dubnick 2005). Accountability is frequently Aristotle (1999) explained the term virtue to refer to singular
applied as a normative concept, as a set of standards for the attributes that represent moral excellence based on the Latin
evaluation of the. Accountability, or more precisely ‘being word virtus. Virtues are good habits developed out of love
accountable’, is seen as a virtue, as a positive quality of for others. Accountability is one of the virtues researched on
organisations or officials. Hence, accountability studies often in education circles and it is conformity with principles.
focus on normative issues, on the standards for, on workable Aristotelianism equated it with “good habits" in reference to
structures and the assessment of, the actual and active good behaviour and with character strengths “dispositions”.
behaviour of public agents (Considine 2002; Klingner et al. Other researchers have explained about acquisition of virtues
2001; Koppell 2005; O’Connell 2005; Wang 2002).’’ This like accountability through the study of character education
quote is summarized by Boven (2010), Tredgold (2018), (CE) or moral character. Character education /moral
from US who observes that accountability is sometimes education (Authur, (2007) George, (2017) & Krupansky
viewed as a virtue other times as value or a mechanism. (2018) is an umbrella term loosely used to describe the
Virtues are measures of excellence or goodness and may be teaching of children in a manner that will help them develop
more important to individuals due to their personal nature. variously as moral, civic, good, mannered, behaved, non-
Values are accountable and responsible methods or bullying, healthy, critical, successful, traditional, compliant
mechanisms of doing things. Virtues are the essence of our or socially acceptable beings. Concepts that now and in the
character and character does indeed determine our destiny. past have fallen under this term include social and emotional
Both virtues and values are needed in education circles. This learning, moral reasoning and cognitive development, life
study will look at accountability as a virtue people can show skills education, health education, violence prevention,
and practice as a mechanism within the school systems. This critical thinking, ethical reasoning, and conflict resolution

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and mediation (Lickona, 1992; 1996). It is argued that in schools and learners to acquire self-accountability skills. In
accountability was practised by the Athenian times, Slovenia there is an obligatory school subject that includes
Government in the old times as reported by (Roberts 1982). the aspect of values education and Citizenship Culture and
Ethics, (Wikipedia, 2018).
Many of these programmes that taught character
education or moral education are now believed failed Looking at our African cultures, our morals were netted
programs, such like" religious education, moral education, in our customs. Each age group knew what to do and at what
values clarification (Wanda 2008). The question here is time. Respect was taught to all at very early age. In Kenya
could it be one reason good morals in students has gone and Embu County community in particular, it would have
down causing poor discipline in schools. According to been very difficult to see or hear of a child or youth being
Lickona (1992; 1998) students discipline has highly disrespectful to especially the elderly persons. The older
deteriorated due to decline in moral virtues. Moral people can squarely say that our youth were over 70%
character is an evaluation of an individual's disciplined compared to the youth of today. Changes of
stable moral qualities. The concept of character can imply a Embu cultural values were disrupted and cleared off by the
variety of attributes including the existence or lack coming of the white man and Christianity in about 1700s and
of virtues such as empathy, courage, honesty,fortitude, 1800s. In Kenya, these moral virtues like accountability
accountability, and loyalty, or of good behaviors or habits virtue are expected to be taught during Christian Religious
among others, (Pervin 1994,: George, 2017). education (CRE) in the Kenya education curriculum and
churches (Mbiti, 1969). The Kenyan (2010) Constitution has
Moral character development in which accountability Chapter 6 in which those moral values and virtues are
falls under has been a topic of concern for thousands of included and the society is expected to adhere to. These
years. Morality describes the principles that govern our values are well embedded in our Africa cultures as explained
behavior (Wanda 2008). Without these principles in place in in the studies of (Sifuna, 1990).
schools, then schools cannot survive for long. On the same
view, Lickona argues that schools are a community, a place Acts of indiscipline among students today especially at
where moral and intellectual qualities such as good judgment, the secondary level of education is a universal challenge that
best effort, respect, kindness, honesty, service, is facing every school in all parts of the world. Teachers are
accountability, responsibility and good citizenship are complaining that a number of students are ever in conflict
modeled, upheld, discussed, celebrated, and practiced in with parental or school authority. If discipline and order
every part of a learner’s school’s life. Lickona, (1996), in have to be attained in and for better discipline management,
USA was concern with declining morality and learner’s Mulle (2017) suggest that schools become a place of training
indiscipline in schools. Schools have moral ethos embodied elements of virtue, a place where moral and intellectual
in rules, rewards and punishments, dress codes, honor codes, qualities such as good judgment, best effort, respect,
student government, relationships, styles of teaching, kindness, honesty, service, accountability, responsibility and
extracurricular emphases, art, and in the kinds of respect good citizenship are modeled, upheld, discussed, celebrated
accorded students and teachers. This is part of students and practiced in every part of a learner’s school life. The
discipline management. This is maintained through literature on good accountability virtue practices for effective
management of learner’s behaviours for effective school students discipline has largely included elements of
discipline,(Touchstone/Simon & Schuster, 2004). Poor responsibility, accountability, integrity, wisdom, justice,
leadership and lack of virtuous management has also been positive relationships, respect, obedience in line with
attributed to indiscipline in schools (Bass and Bass 2008; virtuousness (Doh & Stumph, 2005). In support of this,
Cameron 2011). Agbenyega (2006) and Ifeoma (2012) in a similar study
conducted in Nigeria on behaviours and students indiscipline
Countries like America and Australia have set opine that an undisciplined child is an uncontrollable child
accountability records on how school community has to and can do any damage in school and does what he/ she
teach, handle or deal with accountability issues. Inside the wants.
systems includes practices on how to deal with behaviour
problems of learners. Bad behavior as ones said are In South African schools for example, stakeholders as
associated with school indiscipline. A conference on "Moral role players in education ask questions about the causes of
Education and Australian Values" was held in 2007 these indiscipline problems amongst youth in secondary
at Monash University addressed the school Accountability schools, and the answers point to upbringings or rearing
systems structures. In Japan elementary school and middle practices and poor school discipline management systems,
school students from first to ninth grades are taught the (Ifeoma, 2012). Learners exhibit problem behaviour varying
importance of life, to listen to others with different opinions, from misbehaving to social defiance and even social
to be fair, respect their country and learn about foreign delinquency. Research findings from Leveaque (2017) assert
cultures. All these are embedded on moral and value lack of accountability can affect school safety measures. This
character training with the hope of enhancing good discipline is like when indisciplined learners burn the schools and lives

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ISSN No:-2456-2165
and property is destroyed. In such a case, accountability is management practices in high schools in Embu sub-
paramount to all. Kaffman et al 2010) have argued that county
learners with emotional and behavioural disorders can cause  To establish the types of discipline practices commonly
school discipline practices to be a challenge to school applied by teachers in helping learners acquire
managers in seeing to it that school discipline is maintained accountability for enhancing school discipline
all the time. Some of those learners with challenging management practices in high schools.
behaviours and which interfere with school discipline
management practices can be categorized as learners with D. Research Questions
disruptive behavioural disorders, conduct disorders pervasive  How accountable are the school managers towards their
disorders among others. This calls for high levels of training own behaviours as a way of enhancing school discipline
student accountability virtue so that they learn to be practices in high schools in Embu East sub-County?
responsible and answerable to their own behaviours. They  How accountable are the students towards their own
too learn to accept the consequences of their mis- behaviours. behaviours as a way of enhancing school discipline
management practices in high schools in Embu East sub-
Media statements keep on reporting about students County?
burning schools, especially their dormitories, frequent strikes  Which are the factors that can hinder the teaching of
and issues of drugs and especially in Kenya, Embu County accountability to students as a way of enhancing disciple
there is a plant called “Miraa” which is a drug and is being management practices in high schools in Embu East Sub-
consumed by many youths and is being related to indiscipline County?
in schools. Students do not seem to be accountable and
responsible of their own behaviours. In view of that this E. Significance of the Study:
study was out to establish the influence. The findings of study may help educational
stakeholders in seeing to it that the school curriculum can be
A. Statement Problem re-organized so as to include the teaching of moral virtues
This topic of school discipline has been over and moral character to students in high schools for
researched, yet issues of poor school discipline in learners do enhancement of school discipline practices in high schools.
not end. Despite the known importance of good discipline to
the school, the leaner, parents and the community poor This study may also be useful to parents and
school discipline issues are escalating each day. Complains community as they may corroborate to help children improve
of immoral and unethical behaviours among the youth in high on their bad behaviours which in turn may enhance school
schools are common everywhere today. As noted the levels discipline management practices in high schools. Counsellor
at which schools are being burnt in our Embu County and will also benefit in noticing the areas of strength and
Kenya by secondary schools students is a security issue weakness for improvement as they counsell learners with
worrying parents and the community. Learners do not seem behavioural difficulties for enhancement of school discipline
to be responsible or accountable to the lost lives and property management in high schools. Finally, the study may also
when they touch schools. This is unethical and a worrying benefit other researchers and academicians who may be
tread. In view of that this study was to examine whether interested in carrying out similar research in the same area.
teaching accountability can enhance school discipline
management of students in secondary schools. F. Scope of the Study
The purpose of the study was to explore the influence
B. Purpose of the Study of accountability virtue on school discipline management
The purpose of this study was to examine the influence practices in high schools. The study relied on self-report by
of accountability virtue on enhancement of school discipline respondents through filling of a questionnaire which resulted
management practices in high schools in Embu East sub- in participants self-underrating or over ratting or become
county. suspicious as to the purpose of the study.
C. Study Objectives G. Limitations and Delimitations of the Study
The study was guided by the following objectives;  The study may not be applicable to all high schools in
 To establish how accountable the school managers in Embu East sub-County since there could be other
teaching accountability for school discipline management dynamics which influence school discipline management
practices in high schools. practices other than variables under investigation.
 To find out how accountable are the students towards However another study can be conducted in other
their own behaviours as a way of enhancing discipline in remaining high schools especially private ones to check
high schools. whether there can be similarity.
 To examine the factors that may hinder teaching of  Some of the teachers may be unwilling to volunteer to
accountability for enhancement of school discipline give their views, especially questions touching on their

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competencies in managing school discipline. In this case, The Public Schools Accountability Act (PSAA) was
the researcher will explain to them that the study aims at passed in California in 1999 as the first step in developing a
complementing their efforts of improving the comprehensive system to hold students, schools, and districts
accountability as a practice for school discipline accountable for improving student performance. The system
management practices in high schools in Embu County. establishes a code of conduct for all teachers stating that their
overall objective for the student is to achieve and progress
H. Assumptions of the Study academically. The Public Schools Accountability
The following was the assumptions of the study: Act (PSAA) was passed in California in 1999 as the first step
 All the respondents would be cooperative and provide in developing a comprehensive system to hold students,
reliable and or honest responses. schools, and districts accountable for improving student
 That the teachers and school boards of management performance. The system establishes a code of conduct for all
would provide the information on the challenges they teachers stating that their overall objective for the student is
faced teaching accountability for school discipline to achieve and progress academically. This student progress
management in high schools. can be influence by student’s indiscipline factors. School
 That all public high schools adhere to the Ministry of discipline management practices are meant to make that each
Education policy of having to do proper implementation student acquires accountability virtues while in school.
of school model policies by use of good governance
practices for enhancement of school discipline practices Brundrett and Rhodes (2011) give study findings
conducted in England, on accountability ’in schools and it
II. LITERATURE REVIEW was found that accountability involves both responsibility
and accounting, which may be evaluated against established
The study sought to establish the influence of accountability or expected standards and action taken. This personal
virtue in enhancing school discipline practices in high accountability is the point at which learners need to be taught
schools. how they will be expected to manage their own behaviours.
Aspects of school accountability, liability, answerability and
A. Concept of Accountability and School veracity are very important in one’s life as regards
RAND Corporation Researchers (2014) observe that management of personal behaviors which also are the key to
factors of accountability in US schools are notable as from school discipline management practices. According to
that December 2001, when accountability in education Kohlberg (1976), all people need to be accountable and
gained increased importance when after the U.S. Congress responsible of their own behaviour. This was confirmed
approved the No Child Left Behind Act (NCLB), as a through a case study from Cavendish Road State High School
reauthorization of the Elementary and Secondary Education which had trained its high school students on moral values
Act of 1965. This was meant to improve education through a and virtues and use of wisdom showed that each student was
performance-based accountability system built around able to use those traits on her /his behavioural data profile for
student test results. This is to show some importance of decision-making. The school was able to use information
school accountability. It can be argued that even school entered into their database on daily basis to check on
discipline practices are expected to be taken care of within improvement and failures. This facility allows the school to
the school structures and systems. In US there are set track the effectiveness of behaviours such as its anti-bullying
structures regarding accountability. For example, there is the process and violence. There was a lot of improvement in the
Student Achievement and School Accountability student’s behaviours (Kindersley, 2006; Collins & Peterson
Programs (SASA) which is a division of the Office of 2001). Kenyan highs schools can start similar accountability
Elementary and Secondary Education (OESE) of the U.S. programmes and structures for managing school discipline.
Department of Education (ED) that administers programs of
financial assistance to State and local education agencies. On the same vein, studies from Cameroon by
Further to this, in US there recognized Accountability Groups Ngwokabuenui (2015) and new Papua Guinea (2009) showed
which are responsible for ensuring that States develop and that aspects of accountability, answerability, reliability;
update the accountability systems used which are used to veracity and making of right choices and effective and
hold school districts and schools responsible for student reasonable decision for the correct action were taught and
achievement. appreciated by many students were taken as important. In
Kenya and Embu County, the scenario is similar. However,
Accountability systems and structures in Kenya are most of these studies by Ngwokabuenui (2015) have not
found in the Kenya Constitution of 2010 chapter 6 on indicated how accountability virtues influence school
integrity, but there are no clear documented systems on discipline management of students.
integrity as a virtue in the education system except on code of
ethics for practicing teachers. A study by Rosanne (2015) contends that being
accountable is a must not an excuse. Our students give a lot
of excuses for their unacceptable behaviours as many a times

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they use defence mechanisms to explain why they are in powerful factors in affecting student outcomes. School
conflict with school authority. That is to mean they fail to systems set rules, and if students break these rules they are
accept and own their mistakes. In a culture of subject to discipline. These rules may, for example, define
accountability, there are no excuses for failed results. This the expected standards of clothing, timekeeping, social
study will find out how accountable are the students in their conduct, and work ethics. This is the point at which
own behaviours such failure to complete home work, school accountability as part of ethics comes. Accountability virtue
lateness, use immoral and vulgar language, bad criminal is associated with school discipline in the sense that learners
behaviours such as stealing, mugging, destroying property, are taught self-discipline, self-evaluation, self-time
among other acts of indiscipline. Study findings by management self- evaluation, self- accountability, self-
Adeyemi, (2009) from Botwsana indicate that teaching of respect, and other important social and cognitive skills or
moral character will instill virtues such as accountability and competency skills for daily lives. All these survival skills are
others in learners. This is an indication that the virtue of important for school discipline. In a school set up discipline
accountability is crucial in human life and especially in is viewed as a punishment that is the consequence of
management and human relationships. breaking the rules,(Education Development Center 013). The
aim of discipline is to set limits restricting certain behaviors
B. School Discipline management or attitudes that are seen as harmful or against school
According to Education Development Centre (2013), policies, educational norms, school traditions, among others.
School Discipline Management (SDM) can be said to be an The focus of discipline today is shifting and alternative
approach that focuses is on maintaining order in the school. approaches are emerging due to notably high dropout rates
This is by observing and following school ethos, rules, and disproportionate punishment upon minority students.
systems and routines and it is a requirement for everybody in However, good school discipline management practices are
the school. School discipline management practices include aimed at reducing school dropout rates of learners in the
all of the actions and conscious in actions to enhance the school.
probability of learners individually and in groups, choose
behaviors which are personally fulfilling, productive, and C. School Discipline
socially acceptable, Baldwin and Baldwinn (1986). School According to Education Development Center
Discipline management is a comprehensive school process (2013) disciplining children is important to create a safe and
that uses regulation to teach rather than punish and, as a fun learning environment. Discipline requires knowledge,
result, helps students succeed and thrive in school. Schools skill, sensitivity and self-confidence; like any art, it is
that take this approach promote positive student behavior something that one will acquire through training and
while preventing negative and risky behaviors. This can be experience; it becomes easier with practice. Many people
termed as positive school discipline which is integrated into confuse discipline with classroom management; discipline is
the policies, programs, and practices of a school and is one dimension of classroom management and classroom
applied system wide that is in the classroom, school, and management is a general term. Discipline can also have a
community so as to create a safe, supportive learning positive influence on both the individual as well as classroom
environment for all students. Managing disciplinary issues environment. Utilizing disciplinary actions can be an
may be one of the most challenging aspects of teaching. opportunity to reflect and learn about consequences, instill
School discipline management practices use a lot of behavior collective values, and encourage behavior that is acceptable
management skills and techniques which are of particular for the classroom. Recognition of the diversity of values
importance to teachers in the educational system. A posting within communities can increase understanding and tolerance
on (2011) explains school discipline as the system of rules, of different disciplinary techniques. Promoting positive
punishments and behavioral strategies appropriate to the correction of questionable behavior within the classroom
regulation of children and the maintenance of order dynamic, as opposed to out-of-class punishments like
in schools. Its aim is to create a safe and conducive learning detention, suspension, or expulsion, can encourage learning
environment in the classroom. and discourage future misbehavior. Learning to own one’s
bad behavior can also contribute to positive growth in social
School discipline has two main goals first it ensures the emotional learning Grote,(2003) and Sarfraz ( 2011) agree
safety of staff and students, and then it creates an that Discipline gives children a feeling of security by telling
environment conducive to learning, (Moles 1989). It is them what they may and may not do.
important for school managers to keep the ultimate goals in
mind while working to improve school discipline. In similar School managers are placed at a very critical point of
assertions, Sartfraz (2011) school discipline is a complete administration, management and governing their
comprehensive approach that uses discipline to teach rather school. They are wholly responsible in what goes on in the
than punish and, as a result, helps students succeed and thrive school. This includes instilling good and ethical behaviours
in school. Schools that take this approach promote positive of in learners. Setting and preparing school ethics and codes
student behavior while preventing negative and risky which have to be adhered to by the whole school community.
behaviors. Discipline management is one of the most Preparing school discipline management systems and making

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sure all in the understand them. Analyzing how those who possible, (Mulee, 2017). All of the above factors are
break school rules would be dealt with ethically and without associated with well organized school discipline practices.
discrimination. School discipline management system needs
to be complete and comprehensive. Countries like Australia California is using a suspension rate indicator in its
and USA have such discipline models, (Wikipedia, 2018). accountability system to measure school quality for all k–12
students. Suspension calculations include both in-school and
Evans (2018) from the University Baylors, College of out-of-school suspensions in the numerator, and the
Arts led a multidisciplinary team to look at accountability as denominator is determined by cumulative enrollment of all
a virtue people can show within a wide variety of social students enrolled at a school during the school year. All
relationships and in work places. This is to show the indicators must provide valid, reliable, and comparable
complexities in defining or explaining accountability and its information within each state’s accountability systems.
application. The school management which includes teachers Accountability is therefore an ethical virtue, since ethics
should willingly be accountable for their actions, attitudes, concerns principles and rules that govern the moral value of
thoughts, and emotions. In this regard, the school managers people’s behaviour. Improving ethics is crucial to enhancing
have to be willing to practice accountability as a mechanism accountability and vice-versa, and as such school discipline is
to help them enhance and solve school discipline problems of included in this line of study.
learners. The school managers have to posses the virtue of
accountability as an attribute in order to be role good models. Mullee (2017) in her findings corresponded with Osher;
Bear; Sprague; &Doyle studies and observes that school
Teachers have to develop ways of teaching learners discipline practices address school wide, classroom, and
how to be accountable or answerable to their actions and individual student needs through broad prevention, targeted
learn to be aware of and accept the consequences of their intervention, and development of self-discipline. Schools
wrong doings in school. As Freund theory of psychoanalysis often respond to disruptive students with exclusionary and
and personality development once stated that people use punitive approaches that have limited value. Equality when
different types of defense mechanisms Schacter, (2011); disciplining students need to be observed. Disparity should
Freud, (1937); and refuse to face reality of accepting their not be exercised by teachers and whole school management.
mistakes then know what to do next. As much as admitting This inequality has effects on students. A study by GAO
mistakes without blaming others can be taken as ethical and (2018) on K-12 from USA on disparities in student discipline
one being accountable, it can be painful and at times it can showed that those students who experience discipline that
disorient others. This is where counsellors come in handy to removes them from the classroom are more likely to repeat a
assist the learners who have problems of seeing their grade, drop out of school, and become involved in the
mistakes. Counselling services in the school are some of the juvenile justice system (JJS). The effects of certain
practices school managers can apply for enhancing school discipline events, such as dropping out, can linger throughout
discipline management,(Mulle 2017). Lastly, Tredgold an individual’s lifetime and lead to individual and societal
(2018) contends that school leaders have to be accountable costs. The GAO (2018) study on disparities in student
for any failures, as well as any successes that the school as an discipline methods and practices further revealed that a
organization may have including owning up poor discrimination, which is unlawful, occurred on black boys
examination results. Accountability comes as part of the job students and those with disabilities. Such kind discriminatory
description, which is why; if they try to bend it, and that has a school discipline practices should not be exercised on
negative impact on the levels of accountability that already students by the teachers or school managers. This is to lack
exist. Bending accountability requirements can be associated accountability from the teachers and managers. This situation
with corruption in schools. can also happen in Embu County high schools.

D. Importance of Accountability and School Discipline Some schools have developed some mechanisms to
Management help deal with school discipline. For example in California,
There are various studies that have given out the Rhode Island, and West Virginia they have approaches which
importance of exercising accountability in schools. Some of guides on school disciplining methods. California is using a
these include, improved school attendance, school safety, suspension rate indicator in its accountability system to
increased academic performance, and enhanced learning measure school quality for all k–12 students. The American
outcomes and personal psychological well being of learners. Association of School Administrators and the Children’s
Good school discipline systems practices enhance Defense Fund provide resources that provide focused
relationships with family stability and eventually student’s supports relating to improving discipline. This is an
needs are met but only if schools managers and parents learn indication that school discipline practices are for joint and
their accountability requirements. Accountability practices corroborated teams and that is why multi-disciplinary team
can even be used to help students from low-incomes access work is important. Embu high schools can also develop
school. Research on good school discipline management accountability systems that to assist in the management of
practices has shown that learner’s retention and transition are school discipline. Inputs such as attendance, discipline and

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ISSN No:-2456-2165
school safety can be included in a school report to parents to Both Grote, (2003) and Sarfraz ( 2011) agree that good
give them a broader understanding of their children’s school discipline practices help children to avoid from
learning environment,( GAO 2018). There are also some frequent feelings of guilt and shame for misbehavior-feelings
schools that employed accountability staff personnel. Embu that inevitably lead to unhappiness and poor adjustment. This
County schools may emulate this but diversity of cultural can be achieved from school counselling services. School
factors need to be observed, if not policies can help to discipline practices enables children to live according to
support this procedure. standards approved by the social group and thus to win social
approval. Through school discipline, children learn to behave
Amado and Freire (2009) assert that indiscipline is a in a way that leads to praise that, they interpret as indications
multifaceted phenomenon regarding its displays and causes of love and acceptance which is essential to successful
as well as its meanings, management and functions in the adjustment and happiness. School discipline practices serve
social, psychosocial and pedagogical fields. This means that as an ego-bolstering motivation, which encourages children
a multidisciplinary team is required in the school to assist to accomplish what is required of them. School discipline
learners be more disciplined. Schools need to have ethical helps children to develop a conscious the “internalized voice”
codes, rules, regulations in which all the school community is that guides them in making their own decisions and
aware of them. That the whole school becomes accountable controlling their own behavior
to the set school ethical codes. This will improve on the
school discipline management practices. Accountability for III. METHODOLOGY
school discipline management can be seen as responsibility
of the school managers in being answerable to learners Mixed methodology and concurrent triangulation
discipline issues. This study was based on social change and design were used, where 67 schools were purposively
observation learning theory by Bandura. selected and questionnaires and focus groups discussions
were used. Thematic and inferential statistics were used for
Accountability has been known associated with some of data interpretation and analysis with the help of computer
the following importances to school leaderships. application SPSS version 23. Findings were presented using
Accountability has been known to help build trust between tables, frequencies, charts and in narrative form.
the principal of the school and the people around him or the
school staff. Accountability improves performance This chapter also presents discussion of the results of
Accountability eliminates the time and effort spent on the study.
distracting activities and other unproductive behaviour. This
like school staff and learners just spending time dealing with A. Questionnaire Return Rate
bad behaviours from learners which influence school Questionnaires were distributed among counselors and
discipline negatively and not looking for worthy while special trained teachers. The total number of questionnaires
solutions. Accountability promotes ownership in the school distributed was 64 as shown in table 1
staff and the learners. They learn to become accountable for
their actions that are effectively teaching them to value their Category Questionnaire Questionnaire Percentage
work. Accountability inspires confidence that is learning distributed returned
when to do the done right thing. Accountability can increase Chair 32 30 88.24%
the school team members’ skills and confidence,(Web, Persons
2014). Brent (2016) is the same view that accountability Teachers 34 34 100%
strengthens the school culture. A quote from his work says
“Without accountability execution suffers; and a lack of Total 66 64 94.12%
accountability can have a snowball effect throughout the Table 1:- Questionnaire distribution rate
team. Brent G,( 2016). Accountability is critical for
achieving winning results. These are like school results for Out of the 66 questionnaires distributed, 64 (94.12%) of
learners. The expected learning outcomes may be worn due the questionnaires were returned. This rate of return is
to accountability. The operating school systems from school considered as enough according to Dilliman (2000)
managers or leaders are helped to make good manner
decision to help them achieve the utmost school results. The study also conducted focus group discussions
Accountability guarantees ownership. Accountability is among students with behavioral problems for triangulation
important since it results in a highly efficient and productive purposes. From the 54 proposed number of students, the
team. The key point is having each member take full researcher was able to engage 47 students (87.04%)
responsibility on a given task or goal, sets expectations;
achieves common goals; helps define the mission; sets B. Demographic Data of Respondents
performance indicators; defines reality; empowers the team The demographic data included in this section includes;
among others, (Graham 2015). gender of respondents, the age distribution of respondents
and the level of training of respondents.

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 Gender Distribution of Respondents The study showed that 75% of the respondents felt that
Among the respondents involved in the study, 42.2% of boys and girls are affected equally. This information
them were male while 57.8% were female (Table 2) . This contradicts findings from the focus group discussion where
showed a slight discrepancy in gender 37.8% were boys while 62.2% were girls (Figure 1).

Gender Frequency Percentage (%) Statement Frequency % Percentage

Male 27 42.2 Answerability for their 30 44.8 %
Female 37 57.8 mistakes
64 100 Reliability 22 32.8 %
Table 2:- Gender of counselors and specially trained teachers Being in charge 15 22.4 %
Total 67 100.0
Among the students who participated in the focus group Table 4:- Accountability Virtue on of School Discipline
discussions, 37.8% were boys while 62.2% were girls as Management
illustrated in figure 1
As indicated in table 4 above. 44.8% of the respondents
C. Gender of Students Mostly Affected by Behavioral indicated that the students were answerable for their mistake
Problems and admitted them. 32.8% indicated that the students
The study sought to find out the gender of students that manifested reliability while 22.4% indicated that the students
is mostly affected by behavioral problems (table 3). accepted being accountable.

Gender Frequency Percentage (%) This is to mean that student can learn accountability
Boys 10 15.6 virtue if taught. This also mean that discipline issues can go
Girls 0 0 down and that would change a lot of factors.
Not sure 6 9.4
Equally affected 48 75  Influence of accountability virtue on School discipline
64 100 Management of students’
Table 3:- Gender of students mostly affected by behavioral
problems and needing help

Statement SA A U D SD
f % f % f % f % f %
My students always answer for their mistakes and that has enabled them to TC 10 45.5 12 54.5 - - - - - -
show accountability virtue PR 12 54.5 10 45.5 - - - - - -
My students often answer for their mistakes and has enhanced their TC 10 45.5 12 54.5 - - - - - -
adherence to school rules and experience few strikes and that shows
PR 11 50.0 11 50.0 - - - - - -
accountability
My students are always reliable which has enabled them to show ethical TC 9 40.9 13 59.1 - - - - - -
behaviours and respect as being accountable PR 11 50.0 11 50.0 - - - - - -
My students are in charge of their activities and that has enabled them to TC 6 27.3 16 72.7 - - - - - -
show responsibility PR 9 40.9 13 59.1 - - - - - -
My students often in charge of their activities which have enhanced their TC 7 31.8 15 68.2 - - - - - -
adherence to school rules and experience few strikes as sign of
PR 10 45.5 10 45.5 2 9.1 - - - -
accountability
Table 5:- Accountability virtue on School Discipline Management of Students’

Table 5: shows that majority, 12(54.5%) of teacher high schools. This supports Dodge (2011) who argues that
agreed and 10(45.5%) of them strongly agreed that teaching counseling services may enhance student’s social skills.
of accountability virtue help in students always being
answerable for their mistakes and has enabled them to show The results also indicated that 12(54.5%) of teachers
ethical behaviour and respect. On the other hand, majority and 11(50%) of principals agreed that counselling help in
12(54.5%) of teachers strongly agreed and 10(45.5%) of adherence of school rules and regulations and thus helping in
them agreed that teaching accountability help in students school discipline management practices. This finding was
being answerable of their mistakes. This implies that teaching supported by 11(50%) of principals and 10(45.5%) teacher
of accountability is essential for the development of moral who strongly agreed with the statement. This implies that
virtues on the management of students’ discipline in public counseling plays an essential role in the discipline
management of students. This supports McGinnis and

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Volume 4, Issue 3, March – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Jenkins (2006) who argued that students who adhere to to drugs. Their answers are in line with are line with Freud
school rules and regulations have good discipline. study on defense mechanisms.

On reliability, the results indicated that students who When asked how they thought accountability could
are respectful are usually reliable and they rarely have help them manage discipline issues. Responses were that; yes
indiscipline cases. This is because 13(59.1%) of teachers if taught the skills some of us can manage their discipline
agreed and 9(40.9%) of them strongly agreed while 11(50%) issues.
of principals agreed and 11(50%) of them strongly agreed Others need help. Yes we do go for counselling service.
that students who show respect have ethical behaviors.
E. What do School Managers do in Order to Show their own
The results further indicated that the students who agree Accountability Levels
to be in charge of their mistakes are less likely to repeat them This was tested on what the mangers do in order to
which enable them to show ethical behaviors. This was show their own accountability levels in managing behaviours
evidenced by 16(72.7%) of teachers who agreed and of learners in order to enhance school discipline management
6(27.3%) of them who strongly agreed and 13(59.1%) of practices. This was an open question. Responses were that;
principals who agreed and 7(31.8%) of them who strongly they too do accept their short comings. Those managers who
agreed. show issues of not being accountable are recommended for
removal from the school board of management. “We try to
The study also established that 15(68.2%) of teacher distribute resources equitably in all areas of need. We try to
agreed and 7(31.8%) of them strongly agreed that students serve all children equally without discrimination or
who get in charge of their activities have enhanced adherence stigmatization.”
to school rules and regulations and that is an indication They said, “we don’t have organized ways of teaching
accountability virtue and that may influence school discipline accountability by itself in the given schools.”
management. These results were supported by 10(45.5%) of They all agreed that there is serious need for more teachers in
principals who strongly agreed and other 10(45.5%) who the schools as they have acute shortage of teachers.
agreed students who get in charge of their activities have
enhanced adherence to school rules and regulations in the F. List all the Challenges that Teachers may Face as they try
schools and that shows the presence of accountability and to Teach Learners Issues of Accountability in their
has a relationship with school discipline management. This Schools if any.
argument is in line with Mulee (2017) who found that the The responses were that teaching of accountability and
students who were accountable of their mistakes or behaviour other virtues is not in the school syllabus. That there is no
are in a better position to change and that enhances school time scheduled for teaching such topics although they are
discipline management structures. very important. That they are extremely busy and that there is
a lot of work, “we mean work load”. We are very few
Focus group discussion with peers indicated that some teachers in the school that is understaffing. Many of the
of the students are usually taken to discipline masters for teachers are not trained in different ways of managing
discipline cases and counselling teachers. The results difficult behaviors. There other underlying factors that can
indicated that guidance and counseling often entails advising affect the connectedness of accountability virtues and school
such students, recording behavior and monitoring any discipline management.
improvements made by such students with the hope of
improving school discipline. Accountability issue is G. State how such challenges can be minimized so as to
discussed along other concepts such as carry your own achieve positive counseling outcomes.
burden by the learners. Some students said that some teachers When teachers were asked to suggest how such
do not use same type of punishment for the same mistake challenges can be minimized, they gave the following
committed. That is there is favoritism and disparity. “Some responses: Increase the number of teachers in the school.
teachers are cruel and ruthless”0ne student said. Reduce teachers work load so that they can have time to meet
the students. Include or introduce the teaching of moral
D. Accountability of Students Towards their own Behaviours virtues in the school curriculum. Strengthen counselling
Responses from this objective was through discussion services in the schools to assist in behaviour managements.
group, Students agreed that some of them do try hard to be Train both teachers and learners on issues of accountability
accountable to their own mistakes. However a big number of and it that can influence school discipline practices in the
them don’t own up and they push the mistakes to others like, school.
it was teacher’s fault or another students fault, or parents. To
those who are Christians, they blamed the devil or the curses These suggestions are in line with what Likona 19198
and taboos from the ancestors and others said they are in argued that re-introduction of teaching moral in the
trouble because of drugs and they don’t know how what to do curriculum is important. Teachers expressed that teaching
in order to stop. Others said they were cunningly introduced accountability virtue to enhance good discipline practices

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Volume 4, Issue 3, March – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
good but it is affected by shortage of trained teachers who RECOMMENDATIONS
have skills and techniques in behaviour modification of
indisciplined learners. There is need to go back to some of A similar in depth study can be carried out in another
the good cultures that the Embu people had which were County and establish whether the findings relate or not and
teaching the youth elements such as being responsible and why. Another study on accountability and another variable
accountable. can be carried out in another are or same area. That the
indisciplined learners need to be empowered through
IV. FINDINGS trainings with skills of managing their behaviours as this will
improve on the whole school discipline management. Reduce
It was established that the students who were teacher’s workload and increase teachers in schools.
accountable of their mistakes or behavior are in a better
position to change and that enhances school discipline Teachers to be trained in accountability and its
management structure. relationship with discipline management. School staff and
Findings indicated that, moral virtues are not corroboratively Management board also to practice moral virtues and topics
taught in secondary schools. Teachers expressed that of character building to be included in education systems and
teaching accountability virtue to enhance good discipline be taught to learners. School staff and Management board
practices is good but it is affected by shortage of trained also practice moral virtues and topics of character building to
teachers who have skills and techniques in behaviour be included in education systems and be taught to learners.
modification of indisciplined learners. Majority of teachers The ministry of education and schools to have accountability
complained that they were overwhelmed by the amount of systems put in place for educators and teachers to equip them
work they handle in school. Some teachers have some with adequate skills and abilities to handle the emerging
methods of teaching students accountability virtues through issues in discipline problematic cases
religious classes’ lessons but are being affected by lack of
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