School environment and students’ discipline in secondary schools, a case of hoima district, uganda.

Abstract

This study examined the influence of the school environment on students’ discipline in selected secondary schools within Hoima District, Uganda. The research was guided by three specific objectives: to assess how the physical environment, social environment, and administrative environment affect students’ discipline. A descriptive cross-sectional research design was adopted, utilizing both quantitative and qualitative approaches. The study sample comprised 240 respondents, including teachers and students, selected through stratified and simple random sampling techniques. Data were collected using structured questionnaires and interview guides, and analyzed using descriptive statistics (means and standard deviations), correlation, and regression analysis. For objective one The findings revealed that the physical environment has a significant positive influence on students’ discipline, with a correlation coefficient of r = 0.682 (p < 0.01) and mean scores ranging from 3.7 to 4.2. Schools with clean classrooms, adequate facilities, and proper sanitation were found to experience fewer cases of indiscipline. For objective two The social environment also showed a strong positive relationship with discipline (r = 0.724, p < 0.01), with mean scores between 3.8 and 4.2, indicating that positive teacher student relationships, peer cooperation, and mentorship programs greatly enhance discipline. For objective three the administrative environment was highly correlated with student discipline (r = 0.761, p < 0.01), with mean values between 3.6 and 4.3, suggesting that effective leadership, clear communication of rules, and fair enforcement of policies contribute to good behavior and adherence to school norms. Qualitative data supported these findings, revealing that schools with participatory leadership styles, consistent enforcement of discipline, and supportive teacher student relationships tend to cultivate responsible and well-behaved learners. The study concluded that the school environment plays a pivotal role in shaping student behavior and maintaining discipline. It was recommended that school administrators enhance infrastructure, strengthen teacher-student relationships, promote peer mentorship programs, and ensure transparent enforcement of school rules. Additionally, participatory leadership and continuous monitoring should be emphasized to sustain a positive school climate. The study further suggested that future research should examine the long-term effects of environmental factors on discipline across different districts, and explore the role of digital learning environments and parental involvement in promoting student discipline.