Student discipline and school community collaboration: Case of selected Rwandan secondary schools in Gakenke District

The Government of Rwanda promotes student discipline through the enforcement of clear education policies and guidelines, in partnerships with parents, school leadership, and security organs to help monitor and reinforce positive behavior among students. The study examined the role of school community collaboration in managing students’ discipline in secondary schools of Gakenke District. It was guided by Epstein’s Model, which explained how schools, parents, and community work together to support student learning and development. It adopted a descriptive research design, and the research population was teachers, parents, local leaders, and school authorities. The sample size was 167 respondents selected using random and purposive sampling techniques. Data were collected using a questionnaire and an interview. They were analyzed using descriptive statistics. It was revealed that school community collaboration in combating school dropout and encouraging regular school attendance is significant, as revealed by the mean value of 4.59. It was also proved that teachers and school leaders are key players in students’ discipline management as their daily responsibilities, and effectively collaborate in solving students’ indiscipline cases, as indicated by the mean value of 4.48. Teachers’ collaboration with the school in guiding and counseling students also scored a mean value of 4.68. However, local leaders and parents were viewed as community members who do not effectively participate in setting up discipline rules and regulations in schools of Gakenke District, as represented by the mean value of 2.18, which is below the average. Based on the results of the study, it was proven that the level of community collaboration in managing student discipline is not effective as long as parents and local leaders do not exhibit maximum participation in students' learning behavior and school programs regarding students’ discipline management. Schools of Gakenke District do not effectively engage the community stakeholders in students’ discipline management, as represented by the mean of 3.63. Teachers and school leaders should reinforce communication with parents and students to develop a sense of mutual relationship with the school community, which can help them ensure their full potential in sustaining students’ discipline in secondary schools. They should also play an active role in enforcing the school's internal regulations.