Influence of Catholic Church Sponsorship in Management of Student 

Unrest: Case of Public Secondary Schools in Siaya County, Kenya 

MAKHUNGU ANTONINA ISALANO (SR) 

070859 

A Dissertation Submitted in Partial Fulfillment of the Requirements 

for the Degree of Master of Science in Educational Management, 

School of Humanities and Social Sciences at Strathmore University 

STRATHMORE UNIVERSITY 

NAIROBI, KENYA 

-· . ..... . ~ . 
·.::. \ ,'. _./ 

August 2021 



DECLARATION 
I declare that this work has not been previously submitted and approved for the award 

of a degree by this or any other University to the best of my knowledge. The 

dissertation has no material previously published or written by another person except 

where due reference is made in the repm1. 

© No pm1 of this thesis may be reproduced without the permission of Strathmore 

University. 

Antonina Makhung•.1 Tsalano (Sr) 

Signature-: .... . . . . . ~ .. . . .. -.. . . . . .. . -. -

Date: 19/8/2021 

Approval 

This disse11ation of Antonina Makhungu Isalano was reviewed and approved by the 

following: 

Dr. Vincent Omwenga, 

Senior Lecturer, School of Humanities and Social Sciences, 

Strathmore University 

Dr. Magdalene Dimba 

Dean, School of Humanities and Social Sciences, 

Strathmore University 

Dr. Bemard Shibwabo, 

Director of Graduate Studies, 

Strathmore University 

ii . 



ACKNOWLEDGEMENT 

I wish to express my gratitude to Almighty God for giving me the strength, good 

health and endurance throughout writing this thesis. I would also wish to 

acknowledge my supervisor Dr. Vincent Omwenga for consistent advice, guidance 

and encouragement that was quite inspiring. You ensured that my work was up to 

standard and pushed me to get the best. I am sincerely grateful to the course lecturers 

in the Department of Education Management. The knowledge I got progressively 

added value to my thesis. I'm especially grateful to Dr. Kitawi without whom my 

grounding in various areas of knowledge in Research Methodology would not have 

been possible. I am grateful to Mother Giovanna; the Provincial superior of the Sisters 

of the Blessed Virgin who gave me the oppmtunity to study and provided a suppm1 

system that 1 needed while writing this thesis. I also thank my family members and 

friends for continued prayers and encouragement. I acknowledge all the study 

respondents from the Public Catholic Sponsored Schools in Siaya County; the 

principals, sponsor representatives, head students, the Education Secretary and 

DQUASO. I also thank David Wanjohi who edited my work. May God be a blessing 

in your lives. 

iii 



DEDICATION 

I dedicate this work to my parents Mr. and Mrs. Isalano who were a source of 

continued prayers and encouragement throughout this study. To my nieces and 

nephews, I pray that this will motivate you to aim higher. 

iv 



ABSTRACT 

This study explored influence of church sponsorship in management of students' 
unrest in secondary schools in Siaya County. Explicitly, the study analyzed 
relationship between church appointed school administrative leadership and the 
management of students' unrest; determined relationship between spiritual guidance 
of students and management of students ' unrest; and examined relationship between 
sponsorship of development projects and management of students' unrest. The study 
was unde1pinned on the stmctural functioning theory. The study targeted catholic 
sponsored secondary schools in the county from which the sample size was taken. The 
study adopted a pragmatic approach method therefore employing concurrent 
triangulation mixed method design. Questionnaires, interviews and document analysis 
were used as data collection methods. The quantitative data was analyzed 
descriptively through frequencies and percentages using SPSS Version 26. Qualitative 
data was transcribed and analyzed through content analysis approach. The outcome of 
the study was evidence of disparities between numbers of student unrest among the 
church appointed school administrator institutions in comparison to the government 
appointed school administrator institutions. The church appointed administrators had 
less incidences of student unrest in comparison to those schools with government 
appointed administrators and this difference was statistically significant. The findings 
indicated a positive and significant correlation between church appointed 
administrative leadership and sponsorship of development projects with the 
management of student unrest. The findings showed a negative but insignificant 
association between spiritual guidance and management of student unrest. An 
increase in church appointment . of administrative leadership and sponsorship of 
development projects yielded an increase in management of student umest while 
spiritual guidance did not have any effect on management of student unrest. The study 
concludes that student involvement and inclusion in planning of development projects 
of church sponsors and students would contribute to the reduction of student unrest 
cases; that lack of appropriate spiritual care initiatives and inexperienced teachers in 
these schools means that there was an increase in student unrest; and that schools that 
have a govennnent appointed administrator had more cases and violent cases of 
student unrest. 

v 



TABLE OF CONTENTS 

DECLARATION ... .......... ... .... .. ........... .. .. .............. .... ...... ... .... ... ...... ... .... ....... ... .... .... .. ii 

ACKNOWLEDGEMENT .... .... .. ........................................................... ..... ... ..... ..... . iii 

DEDICATION ........... ............. .. ...... ........ ..... .... ... ........ ............... ... ......... ... ... .. .. .......... iv 

ABSTRACT .......................... ..... ........ .... .. ............ ..... . ..... .. v 

LIST OF TABLES ............. .. ....... .. .... .... ............. .... ..... .. .. ............ ... .. .. ....... ...... .... ... .. . xi 

LIST OF ABBREVIATIONS AND ACRONYMS .... .. .......... ............... ..... ...... .... . xii 

DEFINITION OF TERMS .. ... ...... ......... ........... ........ ...... ............ ..... ........... .. .. ... ..... xiii 

CHAPTER ONE ...... .... ............ .. ...... ..... ....... ......... ... ... ....... ..... .... ... .... ... ...... ..... ..... ...... ] 

INTRODUCTION ........ .... .... ....... ...... .. ... .. ........ .... ... .. .... .... .. ...... ... ..... ... .. ... .................. I 

1.1 Background of the Study .................. ....... .. ........ .... .............. .... ... .... .... ... ......... ... ... 1 

1.2 Statement of the Problem ........... ........... ... ... .... ... .... ....... .... ..... ..... .. ..... ..... ... .... ... .. .4 

1.3 Objectives of the Study ................. . .. ... .. . ............... .. ...................... .4 

1.3.1 General Objectives ........ .................... .... .... ..... .... .... ......... ............. .. ........ .... ........ .. ... 4 

1.3.2 Specific Objectives ..... ... .............. .. : ..... ... ....... ....... ...... .... ... .................. .. .. ............... . 4 

1.4 Research Questions .. ........... ... ..... .... ...... ... .. ........ ... ... .. ..... ... ..... ..... ........... .. .. .. .. .. ... . 5 

1.5 Significance of the Study .... ...... ...... .... .... ....... ... ............ ..... ... .......... ........ ... ...... .. ... 5 

1.6 Scope of the Study ... ................. ... .. ............... ...... ... ...... ... ..... .. ....... ......... .... ...... ...... 5 

CHAPTER TWO ...................... ... ...... .............. ......... .... ......... .. ......... ... ...................... 7 

LITERATURE REVIEW ........ .......... ..... ..... .... .. ..... ..... .... .......... ... .... .. .... .. ... ........ .... . 7 

2.1 Introduction ....... ......... .... ... ...... ... .. .. ... ...... .. ... ...... ...... ... .... ..... ... ... .... .. .... ... ....... ....... 7 

2.2 Theoretical Framework ............ ... ...... ..... .. .. ... ........ .. ........ ........ .. .. ........ .... .. ........... 7 

2.2. I Stmctural Functioning Theory ... .... .... ........ ....... ...... .. ..... .... ..................... ............ ... .. 7 

2.2.2 Catholic Church Sponsorship ... .. .............. ..................... .......... ..... ...... ...... ........ ....... 8 

2.3 Empirical Literature ...... ....... .. .... .. ............... ......... ..... ......... .... ...... ... ...... .. .. ... ..... .. . 9 

2.3.1 Church Appointment and the Management of Students' Unrest .. ......... ...... 9 

2.3.2 Spiritual Guidance and Management of Students ' Unrest ...... ..... ....... ... .... ..... ...... 11 

2.3 .3 Sponsorship of Developnient Projects and Management of Students' Unrest ... .. . 14 

vi 



2.4 Conceptual Framework .. ...... .. .. .... ... ... .. ... ........... ... ...... ....... ........... ..... ..... .... ....... 15 

CHAPTER THREE .......... .. ........ ..... ... .. .... ...... ... .. ............. .. ... .......... .... .... .... ... .... ..... 17 

RESEARCH METHODOLOGY ....... .... ......... .... ..... ....... ...... .... ... ........ .. ....... .... ..... 17 

3.1 Introduction ··· ···· ······ ·· ····· ·· ·· ······· ················ ·· ···· ·· ···· o··o ........... .. ...... .... ... ... ....... .. .... 17 

3.2 Research Design ... ... ... .......... .... .... .... ........ .. ..... .. .......... ........ .. .... .. ...... ...... ...... ...... 17 

3.3 Target Population ..... .. ... .... ..... .. .. .......... .... ... ... .... ... ... ... ... ... ..... ..... ...... ... ...... .. ...... 17 

3.4 Sarnpling ... .... ..... ..... .. .. ..... ... ......................................... ... ...... ... ...... .. ... .... ...... . 0 0 •••• 18 

3.5 Data Collection Methods ...... ......... .. ...... ........... ........ .. ......... .......... .. .... ............... 18 

3.5.1 Questionnaires ........ ... ........ ... ..... .. ..... ... ...... ......... ..... ................. ..... .............. .... ... .. . 18 

3.5.2 Interviews ...... .. ... ... ...... .................. ...... .. .... .. .. .... o·················· ···o····· ···- .. .... ... .... .. .... . 19 

3.6 Data Analysis .. o . ....... . ............................ .. ... . ................................ . . o .. ....... . . . .......... 19 

3.7 Validity ...................... .... ... ...... .. ... .... .......... ...... .... ............ ... ... ... .... ....... ..... .. .. .. oo ..... l9 

3.8 Reliability .. ..... .... .. ............... ........ ..... ........... .... ................................................ .. .. . 20 

3.9 Ethical Consideration ............... .. .... ... .. .... .... ... ........ .. ... ... ..... ............. .................. 20 

CHAPTER FOUR ..... ............. .. .................................................. .. ..................... ....... 21 

PRESENTATION OF RESEARCH FINDINGS .... .... .. ........ .. ................ .. .... .. .... 21 

4.1 Response Rate .. ................ ... .... ..... ............... o ..... . ....... ................. ...... ........ .. .... ...... 21 

4.2 Background Information ...... .. .... ..... ........ ... ................................................. ... ... 21 

4.2.1 Gender ofRespondents ...... ...... ..... ... .............................. .. ....... .. ..... .. o ................ o· ··· 21 

4.2.2 Category ofRespondents ....... ... ................... o .. . ........ ..... .. ....... o ........ ....... ....... . ........ 22 

4.3 Church Appointment of School Administrative Leadership and Management 

of the Students' Unrest .... ... ........ .... .... ...... .. .... ... .. .... .. .......................... .... ..... .......... .. 22 

4.4 Spiritual Guidance and Management of Students' Unrest .. ........................ .. . 25 

4.5 Sponsorship of Development Projects and Management of Student Unrest.27 

4.6 Student Unrest ..... ......... .......... ........... ........ .. : ........ ..... ....... .......... ." ..... ......... .... ...... 28 

vii 



4.7 Correlation Analysis .... ..... ...... .. ... .... ... ............... ....... ........ .. .... ........ ...... .... ....... ... 28 

4.8 Regression Analysis .... ... .... ...... ... ... .. ... ... .. ........ ....... .... .............................. ...... .... 29 

CHAPTER FIVE .. ..... ..... ..... ... ........ ................. ....... ..... ... .... ... ..... ........... ....... ......... ... 32 

DISCUSSION .. .... .. ..... ... .. .... ........................ ..... ..... .... .... ..... ......... ..... .... ... ...... ...... ..... . 32 

5.1 Discussion .. .. .......... .... .. ...... ... .................. ... .... ...... ........ .. ......... ....... ....................... 32 

5.1.1 Relationship Between Church Appointment of School Administrators and 

Management of the Students ' Unrest ............... ......... .... .... ........ ....... .. ...... ..... .... ....... .... .. 32 

5.1.2 Relationship Between Spiritual Guidance and the Management of Students' Unrest 

.. ... ....... ..... .... ..... ....... ......... ..... ...... .. ... .. .......... .... ... .. ..... .......... ... ... .... .. ... .......... .. ... .. .......... 33 

5.1.3 Relationship Between Sponsorship of Development Projects and Management of 

Students ' Unrest ...................................... .... ....... ... ... ... .............. .... .... ......... .... ......... ... .... 34 

CHAPTER SIX .......... .... .... .. .... ... .. .. .. ..................... .... .. ...... ..... .. ................. .... .... .. ... .. 36 

CONCLUSION AND RECOMMENDATIONS .................................................... 36 

6.1 Conclusions ............... .... .... ..... ...... .... ... ... .... ..... .. . , ........ .. .... ....... ..... ..... ...... .. ..... ..... 36 

6.2 Recon1mendations ... ........... ...... ..... .......... .... ...... ... ........ .. ........... .. ....... ..... ... ... .... ... 36 

6.2.1 Recommendations for Action .... : ........................................................................... 36 

6.2.2 Recommendations for Policy ..................................... .. ..... ................................... .. 37 

6.3 Areas of Further Research ......... .... ...... ........ ........ ...... ...... ....... ..... ....... ..... .... .... .. 37 

REFERENCES ...... ..... .... ...... .... ... ...... .. ........ ... ; ......... ... ...... .. .. .. ... .... ...... ... ........... .. .... 38 

APPENDICES ... .... .... ..... .. ..... ... ......... .. ...... .. ... ....... .... .. .... .. ..... .... .. ..... .. .. ... ...... .... .... ... 43 

Appendix A: Consent Form ........... ..... ..... .. ........ ... .. .............................. ... .......... ... . .43 

Appendix B: Questionnake for respondents ................................ .. .... .. ...... .... ...... .. 44 

Appendix C: Interview Guide for Education Secretary and DSQUAO .... .. .. .. .. . .47 

Appendix D: Ethical Approval ........ .... .... .... .. .. .. ............... ........ .. .......... .... .. ............. 48 

Appendix E: Research Permit .... ...... ... ......................................... .... .. ......... ..... .... ... 49 

viii 



ix 



LIST OF FIGURES 

Figure 2.1 : Conceptual Framework ...................... .. .. .... ........... .. .............. .... ...... .. 16 

X 



LIST OF TABLES 
Table 3.1: Reliability Statistics .. ..... .............. ............ ...... ...... ...... .. .. .. ........ ..... ... ..... ... .. .. 20 

Table 4.1: Response rate of the Study ... ... ... ............ .. .. .. ..... .... ........ ..... ... .. ....... .. ..... .... .. 21 

Table 4.2: Gender ofRespondents .. ................. .. .. .. ........... .. .. .. .. ............ ............ .. .... .... .. 22 

Table 4.3: Categories of respondents .... ..... ...... ................ ..... ...... .. ............. .... ..... .. ... .. ... 22 

Table 4.4: Church appointed school administrators and management of student unrest23 

Table 4.5: Frequency and Nature of Student Unrest.. ...... .. ... .. .. ...... .. ...... .... .. .. .. ........ .. .. 24 

Table 4.6: Chi-Square Tests .... .. ................................ .. .... .... ... ........ ... ....... ......... .. ........ .. 25 

Table 4. 7: Spiritual Guidance and Management of Student Unrest .. .... .... .... .... .. ... ... ... 26 

Table 4.8: Sponsorship ofDevelopment Projects and management of Student Unrest27 

Table 4.9: Manifestation of Student Unrest ............ .... ........ .... ... ..... ..... .. .. ... .................. 28 

Table 4.1 0: Con·elation Coefficient .. ...... .... .. ... ... ... .. .. ..... .... ....... ... .... .. .... .... .................. 29 

Table 4.11 : Model Summary .. .... .... ..... .. .. ..... ........... .. .. .... .. .. .......... .... ...... .. ....... ... ... ... ... 30 

Table4.12 : ANOVA3 
... ... .. .. ..... .. ........... ... ...... .. ..... . . .... .... . .............. ..... ...... .. ......... ... ...... 30 

Table 4.13: Regression Coefficientsa ... .. .. .. .. .... ..... .. .. ......... ....... ...... ................ .... .... .... .. 31 

xi 



CRE 

BOG 

DQUASO 

KCE 

MoE 

NACOSTJ 

NCRC 

PTA 

SMART 

SPSS 

SU-JERC 

LIST OF ABBREVIATIONS AND ACRONYMS 

Christian Religious Education 

Board of Governors 

District Quality Assurance and Standards Officer 

Kenya Catholic Episcopal 

Ministry of Education 

National Conunission for Science, Technology and limovation 

National Crime Research Center 

Parent Teachers Association 

Specific, Measurable, Attainable, Realistic and Time Bound 

Statistical Package for the Social Sciences 

StTathmore University Institutional Ethics Review Committee 

xii 



DEFINITION OF TERMS 

Church appointed school administrative leadership - This refers to the 

appointment of secondary school administrators by church sponsors. 

Church sponsors- This refers to the church institutions sponsoring public secondary 

schools and this is limited to the Catholic Church. 

Spiritual guidance -This refers to elements of psychology in tandem with spiritual 

teaching 

Sponsorship of development projects - This refers to the church sponsor being 

involved in the financing and management of development projects in secondary 

schools . 

Student unrest - This is the explosive, uneasmess, and resentment conduct 

manifested in lesson boycott, demonstrations, destmction of prope11y and life, and 

strikes among secondary school learners. 

xiii 



1.1 Background of the Study 

CHAPTER ONE 

INTRODUCTION 

The management of education facilities in Kenya can be either public, private, or 

church sponsored (Wamunyu, 2012). The Ministry of Education (MoE) and the Board 

of Governors Order recognizes that sponsors recommend chairperson of the school 

board who should be recommended by the MoE. The Education Act (2013) further 

provides that the sponsor should conunend and prepare endorsement by the 

department in charge of education resources for learning religious education in 

sponsored schools as provided for in regulation five (Mabeya, Ndiku, & Njino 2010). 

Kenya's Basic Education Act (20 13 ), gives provision for church sponsor to participate 

in the management of the school by appointing the school manager and maintaining 

religious traditions and church doctrines in schools they sponsor by offering pastoral 

services, ensuring security by reinforcing employment of sufficient persmmel and 

school fencing. The Act similarly provides the role of the church sponsor to be 

involved in student discipline management, fonnation of character, and inculcation of 

moral values towards the achievement of the national goals of education. 

The Kenyan govermnent after achieving independence recognized the function played 

by the church in education management and development. The govenunent 

acknowledged that it was necessary for Clu·istian churches to suppmt financial 

resources in the management of the education sector due to poor financial resources 

for the post-colonial govermnent (Gikungu, Karanja, & Thinguri, 2014). These 

schools stmted by the church, were under the sponsorship of these religious 

institutions, but were registered as public schools (Gikungu eta!., 2014). 

One of the challenges facing secondary schools in the 21st century has been student 

conflicts (Chemutai, Onkware, & Iteyo, 2020). Student unrest has not been a new 

phenomenon but has been a recurring issue in Kenya secondary schools in varying 

degrees and during specific durations. The history of education in Kenya shows that 

student unrest has been a frequent occurrence since 1970s (Republic of Kenya, 2017) . 

1 



In 2016, there were a total of 483 incidents of student unrest which included 239 cases 

of fire and 244 other fonns of unrest (Kagwanja, 2016). In second tenn alone, the 

incidents were 429 which constituted 88.81% of the incidents which occurred in 2016. 

The unrest was manifested in terms of burning of administration blocks, canteens, 

dormitories, and classrooms. Out of the 282 buildings burnt, 228 (80.85%) were 

dormitories. There were also cases of arson, general destmction of school and 

students' property, boycott of classes and examinations, walkouts, sit-ins, written and 

verbal tlu·eats to administration (Special Investigating Team, 20 16). 

Student umest has occurred in church sponsored secondary schools which have often 

been seen as institutions that have a greater moral formation due to sponsorship by the 

church. According to Gikungu and Karanj a (20 14 ), church involvement in 

management of schools was a major strategy of curbing students' unrest. However, 

this is not the case, for example, in 2008, a Queen of Apostles, a junior church 

sponsored seminary, two big donnitories were burned down and propetiy wmih 

millions of shillings were also destroyed (Muli, 2012). In another investigation, 

Romata (2008) noted that detenninants of indiscipline stemmed fi·om adolescents' 

new roles in society, rigorous studies, violence and crime shown in media, and 

weakened family and home stmctures among Catholic sponsored secondary schools 

in Nyeri County. In Kitui, over 40 secondary schools were involved in umest and 15 

out of these were catholic sponsored schools (Muthamba, 2017). 

A Nation Media Group (July, 31, 2018) indicated that a total of 107 cases of students' 

umest had been reported in secondary schools in 2018 with arson cases reported as 

sixty-tlu·ee. The repoti by special investigation team on students' unrest (2016) 

observed that majority of the sponsors from the 97 public secondary schools visited 

nationwide were not playing roles as expected. These included the catholic and 

protestant sponsored schools. In most of the schools visited, spiritual care was 

unstmctured or non-existent despite the fact that majority was sponsored by church 

organizations. The sponsors had little or no involvement in spiritual programs for 

students and this contributed to the student unrest. These exposed students to negative 

ideologies and values that resulted into students' umest characterized by destruction 

of property, injuries and loss of life. 

2 



Muindi (201 0) indicates that the supp011 for church sponsorship in schools was aimed 

to save the parents and the nation from stress and loss associated with student unrest 

in secondary schools by providing holistic and religious values f01mation that would 

contribute to positive behavior among leamers. Mabeya et al. (201 0) asserted that 

missionaries had a major pm1 to play in the development and maintenance of all 

learning institutions they sponsored as they supported development projects in 

schools. This shows the imp011ance of church sponsorship was an appreciated 

incentive into financing education. 

Ouma (2015) noted that the sponsor assisted by recruiting and appointing school 

managers, extra board-recruited teachers, building libraries, laboratories, classroom, 

and giving bursaries to students in need thereby enhancing development out and in the 

school environment. Fuller and Jolmson (2014) argue that the school success where 

sponsors are enhanced in everyday operations of the school is due to shared roles in 

academic programs, extra-curricular activities and religious activities. 

There is some evidence that church sponsorship has not had the desired effects on the 

management of secondary schools. One such study is that of Kihanya (2015) that 

revealed that the significant barrier for head teachers were sponsors who were overly 

strict in terms of the faith practiced in the school and this resulted in more issues such 

as appointment of board members leading to student unrest. Additionally, findings 

established head teachers faced challenges with strict sponsors with problems arising 

from the appointment of school leadership and this could have an effect on student 

indiscipline and unrest. Itumbiri (2012) found that church sponsors representatives in 

the management reduces mismanagement of resources and student discipline. Mosomi 

and Zachariah (20 I 7) found that sponsors interrupted their mandate such as insisting 

on supe1vision of projects in the schools . 

The foregoing literature shows the importance of church sponsorship in Kenya ' s 

education. However, the evidence (Romata, 2008; Muthamba, 201 7; Gikungu & 

Karanja, 2014; Muli, 2012) also show that the involvement of church in financing and 

management, appointment of school managers or administrators, and moral and 

religious values of education would lead to greater moral standing among leamers and 

this would have a positive effect on reducing and managing student unrest. This is an 

area that this study aims to explore. 

3 



1.2 Statement of the Problem 

The foregoing literature indicates that the sponsorship of education by the church in 

Kenya was based on financing education and along with this, sponsorship of 

education was anticipated to also contribute to instillation of spiritual values that 

would provide the holistic fom1ation of learners in the education system. Church 

sponsorship was seen to also be able to deal with the rising issues in secondary 

education where there was prevalence of student unrest several decades after the post­

colonial government took over the education sector. 

Despite church sponsorship and involvement in the appointment of school 

administrators, spiritual guidance, and sponsorship of development projects in 

schools; the number of student umest in church sponsored schools has still occurred 

in recent years Gikungu & Karanja, 2014; Muli, 2012; Romata, 2008; Muthamba, 

2017). This student unrest has been manifested in destruction of school prope11y, loss 

of life, fatalities, injuries to teachers and students as well. These incidences of student 

unrest have an indication of criminal intent many of which have caused a public 

outcry hence the timely and urgent need for the current study. Several studies 

(Chepkawai, 2014; Kesui, Manduku, & Sang, 2017; Chemutai et al., 2020) have 

examined the factors that lead to student unrest in church-sponsored schools but there 

is Jess evidence of studies that have examined the influence of church sponsorship and 

involvement in the appointment of school administrators, spiritual guidance, and 

sponsorship of development projects on managing student unrest which is a gap that 

this study aims to fill. 

1.3 Objectives of the Study 

1.3.1 General Objectives 

The purpose of this study IS to explore the influence of the Catholic Church 

sponsorship in management of students ' unrest in Siaya County and suggest ways of 

curbing the unrest. 

1.3.2 Specific Objectives 

The study was guided by the following specific objectives: 

1. To analyze relationship between church appointed school administrative 

leadership and the management of the students' unrest in Siaya County 

4 



11. To determine relationship between spiritual guidance and the management 

of students' unrest in Siaya County. 

111 . To examine relationship between sponsorship of development projects and 

management of students' unrest in Siaya County. 

1.4 Research Questions 

This research was guided by the following research questions: 

1. Is there relationship between church appointed school administrative 

leadership and the management of students' unrest in Siaya County? 

n. Is there relationship between spiritual guidance and the management of 

students' unrest in Siaya County? 

111. What is the relationship between sponsorship of development projects and 

management of students ' unrest in Siaya County? 

1.5 Significance of the Study 

First, the findings and recommendations from this study will help the policy and 

decision makers to strategize and reinforce on policies in institutions for moral 

development of students to curb and resolve issues of students' unrest. Secondly, the 

study hopes to be of impm1ance to church institutions as it will demonstrate the areas 

that they need to evaluate their involvement while improving on these areas in order 

to reduce and manage student unrest. Third, the study is of impm1ance to students, 

teachers, and school managers as it provides an avenue for them to share on their 

opinion, perceptions, and reconunendations on the subject of church sponsorship and 

management of student unrest. The study will finally form a knowledge base on 

which other researchers can develop their studies while also contributing to existing 

knowledge on church sponsorship and management of student unrest. The study will 

as well provide suppot1 for existing theories that will be used to underpin the study. 

1.6 Scope of the Study 

The study focused on influence of Catholic Church Sponsorship in management of 

students' unrest in Siaya County. The areas for study comprised of influence of 

church appointment of school administrative leadership, spiritual guidance and 

sponsorship of development projects on management of students' unrest. The 

locational scope of study has 60 public catholic sponsored schools out of 239 public 

secondary schools. The study involved 60 church rept~esentatives, 60 principals, 60 

5 



head students, an education secretary and District Quality Assurance and Standards 

Officer (DQUASO). 

6 



CHAPTER TWO 

LITERATURE REVIEW 

2.1 Introduction 

This chapter outlines the theoretical and conceptual frameworks of the study. The 

theoretical framework explores the theory of structural functioning. It will review the 

related literature. The conceptual framework will operationalize the variables under 

study. 

2.2 Theoretical Framework 

Theoretical framework comprises of definition of concepts and the theories that exist 

and have been used by other studies and are suitable for the present study. Theoretical 

framework should show comprehension of concepts and theories that are significant 

to the problem under study and then relate this to the larger field of knowledge in a 

discipline. This study was anchored on structural functioning theory. 

2.2.1 Structural Functioning Theory 

The structural functioning theory argues that an organization has several groups of 

various individuals working in hmmony towards a conunon goal (Parsons, 1956). The 

theory views society as a complicated system of parts which work in hannony 

promoting stability and solidarity. The stmctural functioning theory aims to explain 

the functioning and stability by summarizing the four functional requirements for any 

system and these are goal attaimnent, latent pattern maintenance, integration, and 

adaptation. The adaptation component refers to the problem of acquiring needed 

resources to meet the needs of the institution tlu·ough planning (The Basic Education 

Act, 2013 section 59 (c)), Goal Attainment the problem of setting and implementing 

goals, directed by laws passed by the govemment (The Basic Education Act, 2013). 

The integration component refers to the challenge of maintaining coordination or 

solidarity in the parts of the system via monitoring. The latent component of the 

theory argues the issue of transmission, preservation, and creation of the systems 

unique value and culture for the aim of making sure efficient and effective delivery of 

basic education (The Basic Education Act, 2013) . The theory proposes that many 

finns are complex and large social units comprising of several sub-parts which aim to 

understand the association between the whole system and the pm1s in a firm and 

specifically on stability for their achievements. The the01y thus appropriately explains · 

7 



the interaction of the church sponsorship and public secondary schools m 

management of students' unrest in Siaya County. 

The stmctural functionalism theory views the school as a system, that is, a social 

system that features the integration of various pm1s, a unique population, a 

complicated network of social relationships and its own particular culture (Hoy, 

Miskel, & Tarter, 2019). In these sub-systems there is interaction with each other in 

the environment. In this research, the church sponsored secondary school sub-systems 

consist of Board of Governors (BOG), students, govermnent, sponsors, Parent 

Teachers Association (PTA), teachers, support staff and administration. The sponsor 

being a sub-system, its interaction with the school by appointment of school 

administrative leadership, facilitating spiritual guidance, and sponsorship of 

development projects should enhance discipline and therefore effect the management 

of students' unrest. 

Other studies have used the theory in their investigations; these include Mabeya et al. 

(20 1 0) investigation that found sponsor expectations of the school administrators on 

students and teachers had an effect on school operations as a system. Odindo (2016) 

used social functioning theory in examining role of religious sponsors in management 

of student discipline in public schools in Kisumu West County noting that church 

sponsors as a sub system of the school should actively be involved in management of 

students' discipline. 

The theory is of importance to this research as the sub-system interaction described by 

the theory applies to the sponsor, learners, school administration, and the goverrunent 

as the different sub-systems that have to work in harmony in terms of the appointment 

of the school administrators, enhance participation in sponsorship of school 

development projects and pmticipate in the spiritual formation and guidance of 

students. These sub-systems working in harmony in view of the tlu·ee independent 

variables are assumed to have an impact on the management of student unrest. 

2.2.2 Catholic Church Sponsorship 

There is an indispensable and cmcial role played by church sponsor in school 

management that is not provided for in the Kenya Education Act of 2013. Such 

functions include maintaining teachers and students' discipline, providing counseling 

in spiritual formation, inobilization of school community to ellhance school facilities 

8 



expansiOn, provisiOn of school chaplaincy and in-servicing teachers of Clu·istian 

Religious Education (CRE). (Mabeya et al. 201 0). Ouma (2015) defined church 

sponsored schools as those public institutions of learning that is suppmted by any 

religious institution to perfonn some of its roles entirely or partially. In this study, 

catholic church sponsored schools refer to public secondary schools that are pmtially 

or fully suppmted by the Catholic Church. 

2.3 Empil"ical Literature 

Karanja and Bowen (20 12) indicate that student unrest is a global occuiTence that 

spans political, economic, geographical and racial as well as gender boundaries. 

According to Amine (20 15), student unrest is the pmticipation of students in 

demonstrations, strikes, mass meetings, walkouts, processions, burning of school 

property, murder and violent confrontation with the administration and the immediate 

community. Student unrest is manifested in schools in the form of strikes, riots, 

demonstrations, protests, boycotts, sit-inns, harassment and other violent forms . This 

section of the review focused on past empirical studies that have examined the 

relationship between the study variables. 

2.3.1 Church Appointment and the Management of Students' Unrest 

A study conducted by Kate (2016) in Nigeria among a sample of 25 staff and 175 

learners aimed to assess the causes of student umest using a case study research 

design. The findings established that student umest was caused by dissatisfaction of 

handling of matters by principals, low morale, low academic perfonnance and poor 

advice of parents. The direct effects are the reprimand of students with the complaints 

of chance transfer of staff and poor feeding. The study reconm1ended that there was 

need for effective and organized use of student press to motivate learners to make 

constructive critiques in the college and the school administration should adopt strict 

measures to maintain regulations and rules in the schools. The findings suggest the 

impmtance of conmmnication between the students, management and any other 

sponsor. However, the role of sponsor of schools was not examined and this is a focus 

ofthis study. 

An earlier study conducted on management of public high schools through churches 

in Kiambu County was done by Kihanya (2015) targeting PTAs, churches, teachers 

and principals. The results indicate that in most schools .under area of study, school 

9 



administrators and the sponsors were quarreling over the school management issues. 

It was revealed that the significant barrier for head teachers were sponsors who were 

overly strict in tem1s of the faith practiced in the school and this resulted in more 

issues such as appointment of board members. The study showed the problems that 

may arise fi·om the appointment of school leadership and this could have an effect on 

student indiscipline and unrest but this was not investigated in this study and this is a 

gap the study will fill. 

In an aim to describe the nature of secondary schools' student unrest in Kericho 

County, Chemutai et al. (2020) adopted the functionalism and pmticipative leadership 

theory using an evaluation research design. The respondents from the study were from 

the BOG, education officers, teachers, head teachers and students. It was revealed that 

students in day schools would be violent towards each other at the end of the day as 

there was no authority. The study did not examine role of church-sponsorship and 

how they can manage student um·est. 

In evaluating effectiveness of conununication among school administration and 

students, Onditi (2019) used the progressive education theory and the participative 

leadership theory and targeted secondary school head teachers, deputy head teachers 

and student leaders. The data was collected using questionnaires and interview 

schedules adopting a mixed method approach. The results revealed there was a lack of 

clear channels of communication between the head teacher and other education 

stakeholders, especially the students suggesting that the lack of conununication 

between the administrative leadership and the students would result in student umest. 

In assessing democratic decision-making and umest among leamers in Elgeyo 

Marakwet, Chepkawai (20 I 4) used stratified random sampling to select 1 0 schools 

and 72 participants. The data was collected using document analysis and 

questionnaires. The study found that through such communication, rumors, suspicions 

and bad plans would be done away with regarding school administration which has 

often resulted in student unrest. The study, however, did not explore how church 

sponsorship factors can contribute to management of student unrest. 

Adopting a descriptive research design to examine the patt of church sponsor on 

academic perfonnance of leamers in Uasin Gishu Coumty, Mabeya et al. (201 0) 

adopted ·a descriptive survey design targeting public Christian church sponsored 

10 



secondary schools in which the 97 head teachers and 7 education secretaries were the 

sample size. The study found that sponsor expectations on student and teachers had an 

effect on the operations of the school and also a relationship was found between 

academic performance and sponsor. The study recommended that there was need to 

examine particular governance and church sponsor of secondary schools to establish 

the function of sponsor in increasing the schools' stability. The study did not however 

examine the role of the sponsor in appointing school administrators and sponsoring 

development projects and their influence on student unrest, a gap that this study aims 

to fill. 

2.3.2 Spiritual Guidance and Management of Students' Unrest 

A research on types, causes and possible solutions of student indiscipline done by 

Ngwokabuenui (2015) cited likely actions to remedy the student unrest in secondary 

schools consist of accountability in behavior, moral leadership, orientation education 

and moral instruction and education. The sample was 120 secondmy schools 

compnsmg of senior discipline masters and mistresses, principals, teachers, and 

senior students. The study made the recommendations for the Cameroonian 

government, policy makers, educationalists, school administration, educators and 

parents to ensure that facilities are adequately provided in schools for teaching and 

learning that is effective. The moral instruction and education stakeholders should 

increase effm1s at making sure that acceptable moral training is provided for learners. 

The Kenya Catholic Episcopal (2000) asserts that a school curriculum that is 

sponsored should be inclusive of religious education programme that is centered on 

life, multifaceted and broad as personal growth. The curriculum should be grounded 

in the ways and tradition of the church that aims to create spiritual development. 

According to Basic Education Act (2013), the sponsor should ensure and facilitate 

provision of counselling and guidance to all students. This is to enable students to 

know about themselves and easily encounter challenges that they face in day to day 

life to curb the menace of students ' unrest. 

In a study conducted in Kiambu County, Kihanya (2015) targeted PTAs, churches, 

teachers, and principals. The results indicate that in most schools under area of study, 

school administrators and the sponsors were quaneling over the school management 

issues. The results were indicative that schools that were church sponsored had better 

11 



spiritual guidance in comparison to non-church sponsored schools. The backflip of 

this was that churches insisted on the attendance to service of the sponsor which could 

also result in student unrest. 

In an aim to recommend strategies to mitigate secondary schools' student unrest, 

Mariere (20 12) found that unrest in secondary schools has created concern on the 

destruction of property, associated violence and loss of life. The participants in the 

study were school administrators, teachers, students and parents who were engaged in 

in-depth interviews. The study established that lack of guidance and counselling led to 

student unrest. However, the study does not look into the role of church sponsorship 

and participation in spiritual guidance and the impact that this role can have or has 

had on the management of student unrest. Moreover, the study used a case study 

approach and the findings may not be generalizable to other population. 

In Kisumu, a study by Odindo (20 16) indicated that drug abuse, influence of modern 

technology, ineffective guidance and counselling, cheating in exams, low level of 

parental involvement and inadequately trained chaplains were causes of school unrest. 

The study adopted a cross-sectional survey research design where the units of analysis 

were 42 public secondary schools sponsored by religioJ.Is organizations. The sample 

size consisted of 42 PTA Chairpersons, Principals, deputy principals from each 

school, 5 Priests and 1 QUASO. The study noted that student indiscipline was 

common despite the religious sponsor inclusion in the BOG. The study concluded that 

religious sponsors should be engaged actively in student indiscipline management. 

This finding implies that despite the presence of religious formation studies, these 

were not effective in managing student unrest by enhancing moral formation among 

learners. The study did not focus on the role of church sponsorship on managing 

student unrest and did not also include learners into their sample size which this study 

aims to do. 

In a study conducted in Kwale County, Kenya, Mathai (2015) explored teachers ' use 

of guidance and counselling on student unrest. The sample size for the study was 240 

respondents consisting of principals, teachers, and prefects in form 3 and 4 classes 

selected using stratified sampling. The investigation revealed that inexperienced 

teacher counselors wasn't a serious challenge in secondary schools and could not be 

associated with student unrest. However, the study ignored role of church sponsorship 

12 



in the management of student unrest that this study aims to fill by conducting this 

research. 

Wambu and Wickman (20 16) did a study on the preparedness of school counselors in 

delegating their duties in a school environment tlu·ough a survey of 1 05 school 

counselors in Nairobi, Kiambu, Murang' a and Embu Counties . The results revealed 

school counselors gaps in ability and preparation to address the various issues facing 

students and this could be a factor that resulted in student unrest given the needs for 

spiritual guidance are ever changing with the generation of students. The study did not 

make any distinction between church sponsorship variables and management of 

student unrest that this study examines. 

In Kericho, Ruto, Manduku, and Kosgey (20 17) evaluated the factors of counseling 

and guidance in secondary schools investigating the qualification and materials 

efficacy for this service. Using a descriptive research design, the findings show a lack 

of professionalism in provision of counseling and guidance and also poor continuous 

training on counseling and guidance each school term. These factors were a batTier to 

effectiveness of counseling and guidance. The study did not examine the influence of 

church sponsorship on student unrest that is the focus of this study. 

In Kisii County, Birundu, Simatwa, and Kawasonga (2019) examined the 

consequences of counseling and guidance on academics of learners in secondary 

schools. The study utilized a descriptive and correlation research design usmg 

questiom1aires and interview schedules as data collection instruments . The target 

population was 346 pi·incipals, 346 teachers and 30,000 fonn four students fi-om 

which 185 principals and 185 teacher counselors were recruited into the sample size. 

The findings showed that in spite of high levels of training as secondary school 

teachers, the study established that the number of trained teachers offering the 

counseling services was small . This finding implies that there was inadequate funding 

for counseling. However, the study did not explore the role of church sponsorship on 

guidance and counseling as a component of spiritual formation. 

A repmt of the special investigation team on student unrest (20 16) observed that in 

most of the schools visited, there were loosely structured spiritual programs or non­

existent. This would have created a void in students' spiritual well-being and fostered 

poor value system. It also noted that spiritual care anangements made by school 

13 



administration did not consider needs of all students thereby creating discontent 

amongst some of them. In other instances, worship time and places within the school 

were abused and turned into a dmg den. Inadequate spiritual nm1uring in schools 

encouraged students to seek and embrace spiritual satisfaction fi·om other sources 

which included devil worship, cultism, radicalization and extremism. These sources 

were discovered to have had negative influence on students' behavior including drug 

abuse, risky sexual behavior and violence. 

2.3.3 Sponsorship of Development Projects and Management of Students' Unrest 

The sponsor assures that there is adequate provision and adequate physical facilities 

for the institution (The Basic Education Act, 2013). The physical facilities include 

building, washrooms, library, classrooms, offices and other infrastructure to 

encourage students towards learning. This is in line with the adaptation function of the 

theory adapted to enhance smooth school operations for stability. Mabeya et al. 

(201 0) observed that the sponsor has much to contribute to the learning enviroru11ent 

and that teaching and learning resources should be given so as to develop a good 

working envirorunent. The study did not examine the role of church sponsorship on 

student unrest that is the focus of this study. 

In a study conducted in Nandi South Sub-County, Mosomi and Zachmiah (2017) 

sought to establish the detetminants resulting in conflicts between parents, BOGs, 

headteachers, education officials and teachers in school management. Adopting a 

descriptive research design, the study targeted 38 schools. The PTA chairmen 

reported sponsors intenupted their mandate such as insisting on supervision of 

projects in the schools. However, the study did not examine the influence of religious 

sponsorship on management of student unrest which this study focuses on. 

A study by Eugene (2013) on student unrest in Senior High School in Upper East 

Region of Ghana exposed that unrest was caused by Jack of indispensable and 

learning facilities evidenced in the dilapidated structures of most schools, no effective 

conununication channel and lack of student's involvement in decision-making 

resulting to poor social relationships. A study by Ouma (20 15) indicated that sponsors 

had a positive effect on discipline and academic perfmmance tlu-ough such initiatives 

as provision of bursaries, employment of smplus teachers, building libraries, 

laboratories, and classrooms. These studies did not focus on the influence of church 

14 



sponsorship in appointment, spiritual formation, and development projects and how 

these interact with management of student umest. 

2.4 Conceptual Framework 

Figure 2.1 shows the independent and dependent variables, that is, influence of 

sponsor and students' unrest. The contributions are herein explained especially how 

the three contributions: appointment of school administrative leadership, spi1itual 

guidance and sponsorship of management projects may influence students' unrest. 

These contributions are hoped that when implemented will check on students' unrest 

as indicated at the right hand of the diagram. 

The influence of each independent variable was broken into specific, measurable, 

attainable, realistic and time bound (SMART) deliverables which served as indicators 

of evaluating the study's objective attainment. Under appointment of school 

administrative leadership as an influence for instance, it was operationalized by 

examining the number of principals appointed by the church against appointment by 

the government. 

For spiritual guidance, the study analyzed the typology of spiritual guidance and 

counseling mechanisms available in the schools and the effectiveness of guidance and 

counseling in schools. For the development projects, the researcher measured the 

inclusion in plmming of development projects by students and the sponsor. Non­

violent unrest and violent umest were the features used to measure the concept of 

student umest. 

The intervening variables are ones that can affect the relationship between the 

independent and dependent variable. In this study, one of the intervening variables 

was type of school which could be mixed, boys, girls, day or boarding schools. The 

extent to which the regulations and guidelines of secondary education are enforced is 

the second intervening variable. 

15 



Independent Variable Dependent Var·iable 

Appointment of school administrative 
leadership 

• Church appointed leadership ___. 
• Govermnent appointed leadership 

Spiritual guidance 
• Typology of spiritual guidance 
• Effectiveness of guidance and 

counseling 

Sponsorship of development projects 
• Sponsor involvement m 

development projects f----+ 
• Student involvement m 

development projects 

• Type of school 

Student unrest 

• Nonviolent umest 
• Violent unrest 

• Enforcement of regulation and 
guidelines 

Intervening variables 

Figure 2.1: Conceptual Framework 
Source: Researcher (2021) 

16 



3.1 Introduction 

CHAPTER THREE 

RESEARCH METHODOLOGY 

This chapter outlined the research design, population and sampling, data collection 

methods, data analysis, validity of the instruments and reliability of the instruments. 

3.2 Research Design 

A descriptive analysis was used to give detailed information about the phenomenon. 

According to Kothari (20 19), descriptive research studies are concerned with 

describing the characteristics of an individual or a group of people. Qualitative 

research design is a naturalistic process of collecting and analyzing data with the 

focus of understanding and discovering of experiences and perspectives (Harwell , 

2011 ). This method therefore allowed further understanding by description of the 

experiences of the students. Quantitative research design is a deductive design 

(Creswell & Creswell, 2018), in which data is collected and analyzed tlu·ough 

gathering of numerical data. Using this quantitative data, a study can establish cause 

and effect relationship between variables. Statistical analysis using quantitative data is 

helpful in generalization by establishing statistical significance. This design helped in 

examining the relationship between independent and dependent variables to make 

data analysis and presentation. 

3.3 Target Population 

According to Kothari (2019), the target population is the elements fi·om which a 

sample is selected and which the findings of the study are to be generated. The county 

has 239 secondary schools, classified as public or private, day or boarding mixed or 

single sex schools. There are ten girls ' boarding schools, forty-one mixed day schools, 

four mixed boarding schools, and five boys ' boarding schools. The study targeted 60 

Catholic Church sponsored secondary schools in Siaya County. In each of these 

schools, a principal, a representative of the sponsor, and a Head student total to 180 

respondents as the target population shown in Table 3 .1 . 

The principals were included in the school owing to experience and knowledge on 

appointment of administrative leadership of schools. The sponsor representatives were 

included in the sample to provide their perspectives on spiritual guidance and 

management of student unrest and appointment of administrative leadership. Student 

17 



leaders' perspectives in this study were important to give their opinions on spiritual 

guidance, sponsorship of development projects and student unrest. 

3.4 Sampling 

Kothari (20 19) describes the process of sampling as the selection and inclusion of 

some portion of the sample into a final group from where inference about the 

population can be made. Yamane (1967) sample formula was adopted to establish the 

sample size of 126 respondents. 

Where; 

n = sample size 

N = study population 

e = tolerance at the prefened level of confidence 

a= 0.05 at 95% confidence level. 

n = 180 I 1 + 180 (0.05)2 

=180/1.45 

= 124 

3.5 Data Collection Methods 

The Primary data was collected using questionnaires and interviews. Secondary data 

was documented from the selected schools. According to Orodho (2014), instruments 

are selected depending on the nature of the study, kind of data to be collected and 

kind of population targeted. 

3.5.1 Questionnaires 

As this study is descriptive in nature with a sample size that is large, questi01maires 

were used as the main data collection instrument because they are easy to process and 

analyze data. They also enable the researcher to reach a large number of people 

therefore it is economical (Brent, 2018). The questionnaire was administered to 

principals, sponsor representative and head students. The questionnaires had a mix of 

closed ended and Likett scale questions. This is to yield unifonnity of results and easy 

analysis and to allow respondents to give their views on the influence of the church 

sponsor in the management of students' unrest. The questionnaires were administered 

to the 124 Principals, head students and representatives of sponsors. 

18 



3.5.2 Interviews 

Interviews were used to collect in-depth information to provide more information 

from the education secretary and District Quality Assurance and Standards Officer 

(DQUASO). 

3.6 Data Analysis 

Quantitative data was analyzed by descriptive statistics. The quantitative data that was 

collected from the field using the structured closed -ended items for the Principals, 

Head students, sponsors' representatives and Education Secretary were tabulated. The 

data was organized and presented in frequency distribution tables and percentages 

calculated which helped to show the distribution of respondents on the dependent 

variable. Data analysis was then done to relate the identified factors to management of 

students' unrest. The qualitative data was coded by use of The Statistical Package for 

the Social Sciences (SPSS) Version 26 software. 

The study used descriptive statistical approaches to analyze the data. These included 

the use of frequency and percentages for the background information data and mean 

and standard deviation for the Like11 scale data. The aspects that were included in the 

Pearson model were the relationship between the influence of the church sponsorship 

and administrative leadership, spiritual guidance and sponsorship of development 

projects in the management of students' unrest in Siaya County. 

3. 7 Validity 

Validity is the degree to which an instrument measures what it purp011s to measure. It 

is the extent to which an instmment asks questions that enhance accuracy (Ghazali, 

20 16). The study used construct and content types of validity. The researcher 

conducted a pilot study to ascertain the validity of the questimmaires and the 

interview schedules. Fraser, Fahlman, Arscott, and Guillot (20 18) indicate that a pilot 

study is important as it enables necessary conection concerning the research 

instruments thus ensuring that the instruments contain the necessary content and 

measure the constructs of the study. The questionnaires were administered using the 

drop and pick strategy of data collection and the validity was done by checking on the 

wording and structure of the questionnaire with the key informants being selected 

from professionals in the education sector to determine the validity of the study. 

19 



3.8 Reliability 

Reliability refers to an instrument giving the same or similar results consistently after 

repeated trials (Fourier, 2014). The Cronbach Alpha coefficient was used to determine 

the internal consistency of the instrument which is a statistic that measures the 

average or sum of Like11 items and falls from a value of 0 to 1 where the closer the 

value is to 1means that the instrument is reliable (Bonett & Wright, 2014). According 

to Ghazali (20 16) values of 9 and above are considered as excellent and those that are 

below 5 are unacceptable. Table 3.1 shows that the overall instrument reliability with 

25 items had a Cronbach Alpha Coefficient of 0.733 and this meets the tlu·eshold 

based on Ghazali acceptability scale and the instrument was thus deemed reliable in 

terms of its internal consistency. 

Table 3.1: Reliability Statistics 
Variables 

Church appointment of administrative leadership 

Spiritual Guidance 

Sponsorship of development projects 

Student umest 

Overall instrument reliability 

3.9 Ethical Consideration 

Cronbach's 
AI ha 
0.623 

0.918 
0.647 

0.747 

0.733 

N of Items 

10 

9 

9 

9 

25 

Ethical considerations are principles which should bind the researcher in conducting 

the research (Fleming & Zegwaard, 2018). The researcher observed confidentiality 

and anonymity. Respondents were given enough information regarding the study that 

their participation is voluntary. All works cited were referenced and originality index 

report provided as part of the appendices. The researcher sought permission from 

relevant authorities by applying for institutional ethical approvals from The 

Strathmore University Institutional Ethics Review Conunittee (SU-IERC) and also 

applied for a research permit from The National Conu11ission for Science, Teclmology 

and Innovation (NACOSTI). Upon acquiring this documentation, the researcher then 

sought permission from Siaya County Director of Education to collect infonnation 

from the sampled list of secondary schools. 

20 



CHAPTER FOUR 

PRESENTATION OF RESEARCH FINDINGS 

This chapter presents the outcome from the data analysis conducted where it is 

graphically presented in tables. The chapter consists of sub-sections of the response 

rate, background infonnation of the respondents, and descriptive statistics for each of 

the study variables, which is suppmted by quotes and findings from the secondary 

data and the qualitative information. 

4.1 Response Rate 

The researcher administered 124 questionnaires during the quantitiative data 

collection process out of which 81 questionnaires were returned and used in the 

analysis. Fmty three questimmaires were not returned in time and some of these 

were incomplete and thus did not meet the tlu·eshold of analysis. This means that the 

study was able to achieve a response rate of 65.3 % as shown in Table 4.1. 

According to Mugenda and Mugenda (2019), a response rate of 50 % is acceptable 

and this was also suitable for this research. 

Table 4.1: Response rate ofthe Study 
·Categories 
Questionnaires adminsitered 

Questionnaires returned 

Questionnaires not returned 

4.2 Background Information 

Number 
124 

81 

43 

Percentage 
100 

65.3 

34.7 

The study sought the background information of the respondents and these include 

the category of respondents and their gender. The importance of background 

information of respondents are aimed to describe the respondents of the study and 

this way it makes it easier to generalise the information that is collected in a 

research. The gender and category of respondents was thus impmtant to also make 

comparisons between the responses of the groups in relation to the objectives of the 

study if need be. 

4.2.1 Gender of Respondents 

The findings from the gender representation in the findings indicated that the male 

respondents were 63.0 % of the sample and 37.0 % were female respondents as 

shown in Table 4.2. These findings imply that student leaders and p1incipals and 

21 



school sponsor representatives in the selected schools were most likely to be male 

indicating the male domination in church leadership. The gender of respondents was 

important to show the leadership and management roles that female participants 

have in secondary schools. 

Table 4.2: Gender of Respondents 
Gender of respondent Frequency 

Male 51 

Female 30 

Total 81 

4.2.2 Category of Respondents 

Percent 
63.0 

37 .0 

100 

Table 4.2 shows the category of respondents that were reached through the 

questionnaire instrument. The results show that the majority of the respondents were 

sponsor representatives as represented by 42.0 % of the sample, head students 

accounted for 34.6 % of the respondents and 23 .5 % represented the principals 

reached in the study. The high number of sponsor representatives was associated 

with their availability as well as the head students. Principals of the schools were at 

times not reachable during the data collection exercise. 

Table 4.3: Categories of Respondents 
Respondent Category Frequency 
Principal 19 

Sponsor representative 

Head student 

Total 

34 

28 

81 

Percent 
23 .5 

42.0 

34.6 

100.0 

4.3 Church Appointment of School Administrative Leadership and Management 

of the Students' Unrest 

The first objective of the study was to elicit the perceptions of the respondents on 

the appointment of school administrators by the church in relation to management of 

student unrest. The respondents were asked to indicate level of agreement with the 

statements based on a five-point Like11 scale. The findings indicate respondents' 

agreement that lack of administrative authority for decision making leads to student 

unrest as shown by a mean score of 4.94 and standard deviation of 1.176. This 

finding suggests that a vacuum of authority in secondary schools would result in a 

rise in student unrest. 

22 



The key informant interviews indicated that lack of authority in decision making 

was based on the appointment of leadership without consultation with the sponsor. 

According to Key Infom1ant 2: 

If the Minist1y of Education could collaborate and work 
collectively with the sponsor, maybe things would be d(fferent. 
Most of the student unrest has occurred in our schools 
because of change or transfer of principals. Tf!hen the sponsor 
nominates a name and forwards to the Minist1y and instead of 
endorsing, a different person is sent ~fa different faith , this 
does not go well with the school community. Sometimes there 
are cm?flicls of interest either fi'om the sponsors ' side or 
government side and these results into misunderstanding, 
some ~f the principals posted therefore will be rejected and 
students react to this in demonstrations or strikes. ff the 
appointed principal has a vast experience, well qualified, is a 
devout catholic and suitable for the job, she/he will be 
accepted and school operations will run smooth~y without 
unrest. 

The descriptive findings indicated a mean score of 3.07 indicating moderate 

agreement that generation of suspicion and feelings of abdication of responsibility 

among students and other teachers has resulted in student umest. 

Table 4.4: Church Appointed School Administrators and Management of 
Student Unrest 
Church appointment of school administrative 
leadership statements 
The long absence of the 'person of authority' that 
resides in the institution in second term contributes to 
student umest 
The lack of administrative authority for decision 
making leads to student unrest 
The generation of suspicion and feelings of 
abdication of responsibility among students and other 
teachers has resulted in student umest 
There has been students' dissatisfaction over acting 
Principal's off-handed administration which results 
in student umest 
Student' s unrest is mostly as a revenge for 
disciplinary action meted out to them by the school 
administration. 
Rivalry between private school owners has resulted 
in cases of student unrest 
The expectations of the sponsor on teachers and 
students had a significant influence on student unrest 
The appointment of religious people to management 
and leadership of schools has contributed to · student 

23 

Mean 

2.23 

4.94 

3.07 

2.20 

2.73 

2.49 

2.49 

2.35 

Std. 
Deviation 

1.425 

1.176 

1.447 

1.364 

1.466 

1.450 

1.550 

1.442 



umest 
Parents' complaining about church appointed 
leadership has resulted to student unrest 
Teachers' complaining about church appointed 
leadership has resulted to student unrest 
Overall mean score 

2.72 1.451 

2.86 1.539 

2.80 1.431 

The data from the secondary data shows that there are 1 0 Girls Boarding Schools, 5 

Boys Boarding Schools, 4 Mixed Boarding Schools and 41 Mixed Day Schools 

sponsored by the Catholic Church. From the same data, there were a sample of 36 

schools which had a church appointed administrator and 24 schools had 

administrators appointed by the goverrunent education authorities. Out of these 

schools, 15 had experienced forms of violent student unrest with much less evidence 

of student umest among the church appointed administrators experiencing five 

student unrest (2 from Girls Boarding, 2 from Boys Boarding, 1 from Mixed 

Boarding) and ten student unrests in goverrunent administrator appointed schools (3 

from Girls Boarding, 3 from Boys Boarding, 2 from Mixed Boarding and 2 from 

Mixed Day). Table 4.5 shows the breakdown of unrest. The findings indicate that 

appointing administrators by the church has a positive effect on reduced incidences 

of student unrest. 

Table 4.5: Frequency and Nature of Student Unrest 

Type of school Form Level 

Catholic church Violent High 

appointed 

Nonviolent Low 

Situational Managed 

Government appointed Violent High 

Nonviolent Low 

Situational Managed 

Number 

5 

51 

4 

10 

44 

6 

The researcher also aimed to determine whether there existed any statistically 

significant difference in management of student unrest between church and 

government appointed administrative leadership in the sample. A chi-square analysis 

was thus conducted to dete1mine this. The fmdings of this analysis are presented in 

Table 4.6which shows X (I) = 5.926, p = .015 which tells us that there is a 

24 



statistically significant difference between church appointment and govenunent of 

administrative leaders and management of student. 

Table 4.6: Chi-Square Tests 

Pearson Chi-Square 

Continuity 

Correctionb 

Likelihood Ratio 

Fisher's Exact Test 

N of Valid Cases 

Value 

5.926a 

4.537 

5.867 

60 

df Asymptotic 
Significance 

(2-sided) 

.015 

.033 

.015 

Exact 
Sig. (2-
sided) 

.031 

Exact 
Sig. (1-
sided) 

.017 

a. 0 cells (0.0%) have expected count Jess than 5. The minimum expected count is 
6.00. 
b. Computed only for a 2x2 table 

4.4 Spiritual Guidance and Management of Students' Unrest 

The second objective of the study was to elicit the perceptions of respondents on the 

relationship between spiritual guidance and management of students' unrest. The 

respondents were asked to indicate their level of agreement with the statements 

based on a five-point Like11 scale. Table 4. 7 shows that respondents moderately 

agreed that the inexpe1ienced teacher counselors providing spiritual guidance has 

resulted in student unrest as shown by a mean score of 3.88 and a standard deviation 

of 1.187. The findings imply that there is a presence of spiritual formation in the 

secondary schools; however, the effectiveness of this formation was questionable 

according to the respondents. This finding was supported by statements from the key 

informants, according to key info1mant 1 : 

In most of our schools, there are loosely structured spiritual 
programs that are not rffective in providing spiritual 
formation. The sponsor needs to be fully involved in the school 
operations in order to facilitate this. Few teachers are trained 
to offer Guidance and Counselling to students even though 
this does not stop us fimn executing the service. After 
assessing and evaluating some teachers who are of good 
conduct, they are empowered through refi·esher courses and 
seminars ji·om the experienced ones. These counsellors 
address students generally during assembly days to make 
them feel free to go for guidance. 

25 



Table 4.7: Spiritual Guidance and Management of Student Unrest 
Spiritual guidance and management statements Mean Std. 

Deviation 
There is provision of spiritual formation; pastoral 
programs, mass, catechesis, spiritual talks, 
recollection in relation to management of students' 
unrest 
Inculcation of moral values is an effective measure 
to manage students' unrest 
There is provision of guidance and counseling as a 
measure to effective management of students' 
unrest 
Provision of adequate physical facilities as a 
measure to effectively manage students' unrest 
There has been little or no moral input to prevent 
student unrest in the institution 
The few guidance and counseling sessions available 
for students have contributed to unrest 
Lack of financial suppm1 from the school 
administration for spiritual guidance has 
contributed to student unrest 
The poor or lack of involvement from peer 
counselors has contributed to student unrest 
The inexperienced teacher counselors providing 
spiritual guidance has resulted in student unrest 
Overall mean score 

2.85 

3.62 

2.30 

2.41 

2.88 

3.38 

3.46 

3.10 

3.88 

3.09 

1.509 

1.124 

1.418 

1.563 

1.279 

1.445 

1.467 

1.554 

1.187 

1.394 

The inculcation of moral values is an effective measure to manage students' unrest 

was also shown by a mean score of 3.62 and standard deviation of 1.124 indicating 

that respondents moderately agreed with the statement. The finding shows the 

impm1ance of having subjects and lessons that built on delivering the moral values 

and formation among learners and this would have a beneficial impact on student 

umest management. 

According to key informant I : 

Spiritual guidance is important in strengthening spiritual and 
moral character building for rational decision making in 
students. It also advances justified action guiding principles in 
response to an ident~fied need. The students' moral values can 
be enhanced through pastoral programs; mass, spiritual talks, 
retreats, recollections, seminars, catechetical classes and 
Guidance and Counselling sessions. The availability of the 
sponsor is key in facilitating this. 

26 

• ! • ~-:~ ;..': 

'J ~ • •. 



4.5 Sponsorship of Development Projects and Management of Student Unrest 

The third objective of the study was to elicit the perceptions of respondents on the 

relationship between development projects and management of students ' unrest. The 

respondents were asked to indicate level of agreement with the statements based on 

a five-point Likert scale. The results show that respondents moderately agreed that 

school improvement projects initiated from the top leadership curb student unrest as 

shown by a mean score of 3.69 and standard deviation of 0.970 as shown in Table 

4.8. This means that church sponsorship in development projects would result in an 

open chmmel of conununication between management and students and the projects 

would receive support from the different stakeholders. This would mitigate student 

unrest. 

Table 4.8: Sponsorship of Development Projects and Management of Student 
Unrest 
Sponsorship of development project statements Mean Std. 

Deviation 
The sponsor has a lot to contribute to the learning 2.00 1.129 
environment to reduce school unrest 
The learning and teaching resources should be provided 2.05 1.139 
in order to create a good working environment 
Student unrest has been caused by lack of indispensable 4.93 1.340 
and learning facilities 
New buildings have also been constructed to replace 2.44 1.483 
what has been destroyed. · 
The delay in implementation of development projects 3.04 1.757 
results in student unrest 
Implementation of ambitious development projects 3 .44 1.049 
without adequate planning and fmancing has resulted in 
student unrest 
School improvement projects initiated from the top 3.69 0.970 
leadership curb student unrest 
The abandonment of schools development projects has 2.80 1.545 
resulted in student unrest 
The lack of participation of students in development 2.33 1.458 
projects has contributed to student unrest 
Overall mean score 2.96 1.319 

The findings also show moderate agreement with the statement on the implementation 

of ambitious development projects without adequate planning and financing has 

resulted in student unrest as seen by a mean score of 3.44 and standard deviation of 

1.049. The results also show respondents strong agreement that student umest has 

been caused by lack of indispensable and learning facilities as shown by a mean score 

27 



of 4.93 and standard deviation of 1.340. The findings indicate that respondents had no 

confidence in the way development projects were sponsored by the church in their 

institutions. The results also show respondents felt somewhat there was need for 

sponsors to support the learning facilities improvement in the institution. 

4.6 Student Unrest 

Table 4.9 shows the results on the manifestation of student unrest among public 

schools in Siaya County that was the dependent variable of the study. The results 

indicate that desh·uction of furniture and other school prope11y was a prevalent form 

of student unrest witnessed among the respondents as shown by a mean score of 3.63 

out of a score of 5 on the Likert scale which means this was moderate. The findings 

also show that boycotting of school procedures was a form of student unrest that was 

experienced in the schools as the responses show a mean score of 3.43 out of a 

possible 5 on the Like11 scale which means this incidence occurred moderately during 

student unrest. 

Table 4.9: Manifestation of Student Unrest 
Manifestation of Student Unrest Statements Mean 

Feeling of unpleasantness 3.23 

Destruction of furniture and other school prope11y 3.63 

Boycotting of school procedures 3.43 

Burning of buildings, especially dormitories, 2.11 

administration blocks, classrooms, and food stores 

Walk outs from examination halls/classrooms 2.41 

Physical altercation with administration and 2.63 

suppo11 stuff 

Refusing Punishment From Teachers 

Fighting amongst students 

Bullying of learners 

Overall mean score 

4.7 Correlation Analysis 

2.84 

2.75 

3.42 

2.94 

Std. Deviation 

1.335 

1.188 

1.565 

1.332 

1.385 

1.545 

1.444 

1.529 

1.474 

1.422 

Table 4.10 shows positive association; church appointed administrative leadership 

would result in an increase in management of student umest as indicated by a 

conelation of 0.235 and this was statistically significant at the 0.05 level (p=0.035). 

28 



There was a positive correlation between sponsorship of development projects by a 

correlation coefficient of 0.275 with management of student umest and this was 

significant at the 0.05 level (p=O.Ol3). However, a negative association between 

spiritual guidance and management of student unrest was observed and this was 

insignificant at the 0.05level (p=0.614) . 

Table 4.10: Correlation Coefficient 
Church Spiritua Sponsorship of 

appointment I development 
of guidanc projects 

administrati e 

ve leadership 

Church appointment of Pearson 1 

administrative Correlation 
leadership 
Spiritual Guidance Pearson .445** 

Correlation 
Sponsorship of Pearson .390** 0.151 

development projects Correlation 
Management of student Pearson .235* -0.057 .275* 
unrest Correlation 

Sig. (2- 0.035 0.614 0.013 
tailed) 

4.8 Regression Analysis 

A multiple regression analysis was done whereby the independent variables were 

modeled against the dependent variable. Table 4 .10 shows the results of the model 

summary which is used to indicate the extent to which the model explains change in 

the dependent variable. The results indicate that the coefficient of determination (R2) 

value is 0.732 which means that sponsorship of development projects, spiritual 

guidance and church appointment of administrative leadership explained 73.2 % of 

variation in management of student unrest. This finding suggest that church 

sponsorship factors influenced management of student umest and there is need for 

future research to examine what are the remaining 26.8 % of variation on 

management of student unrest. 

29 



Table 4.11: Model Summary 
Model R R Adjusted R Std. Error of the 

Square Square Estimate 

.732 .091 .50632 

a. Predictors: (Constant), spiritual guidance, Church appointment of administrative 
leadership, sponsorship of development projects 

Table 4.12 shows the ANOVA results which are used to explain the significance of 

the model in explaining variations in the dependent variable. The results show that at 

the 0.05 significance level, the p value is 0.16 which means that the model is 

statistically significant in explaining the influence of sponsorship of development 

projects, spiritual guidance, Church appointment of administrative leadership on 

management of student unrest. 

Table 4.12: ANOVAa 
Model Sum of Squares df Mean Square F Sig. 

Regression 2.829 3 .943 3.679 

Residual 19.740 77 .256 

Total 22.569 80 

a. Dependent Variable: Management of student unrest 
b. Predictors: (Constant), spiritual guidance, Church appointment of administrative 
leadership, sponsorship of development projects 

The outcome of regression coefficients are used to indicate the direction and 

magnitude of the influence of explanatory variables on the dependent variable. Table 

4.13 shows that an increase in spiritual guidance resulted in a decrease in managen1ent 

of student unrest by a coefficient of -0.155 but this was insignificant at the 0.05 level 

(p = 0.1 05). An increase in church appointment would result in a 0.196 increase in 

management of student unrest and this was significant at the 0.05 level (p = 0.005). 

This was also observed for Sponsorship of development projects where an increase in 

this variable resulted to a 0.192 increase in management of student unrest and this was 

significant at the 0.05 level (p = 0.002). 

30 



Table 4.13: Regression Coefficientsa 

Model Unstandardized Standardized T Sig. 
Coefficients Coefficients 

B Std. Beta 
Error 

(Constant) 2.419 .348 6.957 .000 
Spiritual -.155 .094 -.195 -1 .639 .1 05 

Guidance 

Church .196 .1 05 .239 1.870 .005 
appointment of 
administrative 

leadership 
Sponsorship of .192 .105 .211 1.827 .002 

development 
projects 

a. Dependent Variable: Management of student umest 

31 



CHAPTER FIVE 

DISCUSSION 

This chapter aims to provide a discussion of the findings of the study by comparing and 

contrasting the findings with previous studies. This discussion is presented in a sub­

section corresponding with the objectives of the study. 

5.1 Discussion 

5.1.1 Relationship Between Church Appointment of School Administrators and 

Management of the Students' Unrest 

The findings from the first objective of the study indicate that respondents were in 

agreement that suspicion and feelings of abdication of responsibility among students 

and other teachers has resulted in student umest. This finding agrees with Onditi 

(2019) that revealed that in Kenyan schools, there exists lack of clear channels of 

communication between the head teacher and other education stakeholders, especially 

the students suggesting that the lack of conununication between the administrative 

leadership and the students would result in student umest. This is a point which was 

supported by Chepkawai's (2014) study which reported that tlu·ough such 

conununication, rumors, suspicions and bad plans would be done away with regarding 

school administration. 

The second finding on this objective was respondents ' agreement that a lack of 

administrative authority for decision making leads to student umest. This finding 

agrees with those of a National Crime Research Centre (2016) repmt that revealed 

that the long durations without an authority figure residing in the institutions 

especially in the second tenn of learning resulted in a vacuum in making decisions 

and this created an environment of suspicion and feelings of abandoning 

responsibility among teachers and students. This finding does corroborates those of 

Chemutai, et al. (2020) who rep01ted that students in day schools would be violent 

towards each other at the end of the day as there was no authority. 

The correlation and regression findings indicated a positive association and effect of 

church appointment of school administrators and management of the students' unrest. 

The results from the chi-square statistics also indicated that church appointed school 

administrative leadership resulted in less student umest. 

32 



5.1.2 Relationship Between Spiritual Guidance and the Management of Students' 

Unrest 

The findings show no relationship between spiritual guidance and management of 

student umest. The descriptive statistics showed that respondents agreed that the 

inexperienced teacher counselors providing spiritual guidance had resulted in student 

umest. Comparing this finding with other studies that have examined student umest, 

the findings from this research disagree with previous study of Mathai (2015) 

investigation indicated that inexperienced teacher counselors wasn't a senous 

challenge in secondary schools and could not be associated with student umest. 

Moreover, the findings corroborate those of Wambu and Wickman (20 16) that gaps in 

ability and preparation to address the various issues that students had and this could 

be a factor that resulted in student umest given the needs for spiritual guidance are 

ever changing with the generation of students. This finding can also be supported by 

that ofWambu and Wickman (2016) who indicated that the career training of teacher 

counselors had an effect on execution of counseling and guidance programs. 

However, the existing counselor teachers had no such training thereby limited in 

mitigating student unrest. 

Second finding was that respondent 's disagreement that there was a provision of 

spiritual guidance as a measure to effective management of students' unrest. This 

finding supports that of Wambu and Fisher (2015) research which revealed that the 

government supported the provision of counselling and guidance in schools but the 

policy framework for this is weak. There is no evidence of holistic programs on 

spiritual guidance are existent and recommend that there is need for adequate 

measures to make sure that there is better provision of counseling services to all 

learners. These variations require more complex responses to the models and policies 

of school counseling. 

This view and finding are corroborated by a study by Ruto, Manduku, and Kosgey 

(2017) which repmted that various schools in Kericho County were going tlu-ough 

issues that consist of strikes, school drop outs and poor relationships among learners 

despite the provision of counseling and guidance services in schools. This finding was 

also suppmted by Birunclu, Simatwa, and Kawasonga (2019) revelation that in spite of 

33 



high levels of training as secondary school teachers the study established that the 

number of trained teachers offering the counseling services was small in Kisii County. 

5.1.3 Relationship Between Sponsorship of Development Projects and 

Management of Students' Unrest 

The findings from the study showed that there was a positive and statistically significant 

association between sponsorship of development projects and management of students' 

unrest. This was fmiher confirmed by the regression analysis which showed that 

sponsorship of development projects resulted in better management of student unrest. 

The descriptive statistics findings indicated that respondents perceived that school 

improvement projects initiated from the top leadership result in student unrest to an 

extent. According to The Basic Education Act (2013) in section 59 (c), the sponsor 

assures that there is adequate provision and adequate psychical facilities for the 

institution (The Basic Education Act, 2013). The physical facilities include the building, 

washrooms, library, classrooms, offices and other infrastructure to encourage students 

towards learning. 

This finding implies that there were development projects initiated by schoold 

administrators that had an effect on student unrest. Supporting this agurment, Mabeya 

et al. (20 I 0) observed that the sponsor has more financial resources and incentive to 

influence the learning envirorunent. The teaching and learning resources should be 

given so as to develop an adequate working environment. However, the findings suggest 

that school administrators initiated projects without the suppmi ofthe sponsor. A study 

by Eugene (2013) on student unrest in Upper East Region of Ghana exposed that unrest 

was caused by lack of indispensable and learning facilities evidenced in the dilapidated 

structures of most schools suggesting that lack of development projects by school 

administrators resulted in student unrest thus agreeing with the finding of this study. 

This finding was also suppmied by Gikungu and Karanja (2014) argument that there has 

been an increasing trend of strikes in Kenya and the ministry that is responsible has 

been lagging in implementation of recommendations that have been proposed by studies 

and task force. Gikungu and Karanja explained fmiher that lots of financial resources 

have been destroyed due to unplanned repairs that are done to rehabilitate and renovate 

school buildings. The new buildings have been constructed in place for what has been 

destroyed and these resources would have been used in other development projects to 

34 



enhance the standards of education in the country in purchase of textbooks and other 

pursuits in academia. 

35 



CHAPTER SIX 

CONCLUSION AND RECOMMENDATIONS 

6.1 Conclusions 

The findings from the study indicated that there was a difference in the number of 

student umest among the church appointed school administrator schools in 

comparison to the government appointed school administrator schools that 

experienced more student umest cases. The study results indicated that there was a 

statistically significant difference in management of student umest between church 

appointed and government appointed school administrative leadership. The study 

therefore concludes that schools that have a gove1m11ent appointed administrator had 

more cases of student umest. 

In the second objective of the study, the inferential statistics indicated that there was 

no statistically significant relationship between spiritual guidance and management of 

student unrest. This can be explained by the finding that indicated of inexperienced 

guidance and counseling teachers resulted in the increase in student umest in schools. 

The findings also indicated agreement of respondents that inculcation of moral values 

would result in reduction of school umest. The study thus concludes that inadequate 

spiritual nurturing and lack of experienced teachers for counselling and guidance 

services in these schools means that there was an increase in student umest. 

In regard of the third objective, there was evidence of a statistically significant 

association between sponsorship of development projects and management of student 

umest. Specifically, the descriptive statistics show that student inclusion and church 

pmticipation in sponsoring development projects was effective in managing student 

umest. The study therefore concludes that school administrators need to include the 

sponsor (church) and the students in development projects. 

6.2 Recommendations 

6.2.1 Recommendations for Action 

First, the study recommends that the sponsor should actively pm1icipate in school 

operations for stability; facilitation of spiritual guidance and development projects. 

There is need for more channels of cOimnunication between students, the church, and 

school management on issues and matters that may result in student umest. These 

communication channels should also embrace providing a space for students to be 

36 



involved in decision making on school development projects for them to provide input 

and suggestion. Second, the study recommends that there is need to enhance the 

design and delivery of spiritual guidance in secondary schools. There is need to 

provide fmther training for guidance and counseling teachers and at the same time 

adopt peer to peer counselling programs in school by identifying student counselor 

potential in the institution and support them in providing guidance and counselling for 

other students. Clear policy guidelines on the provision of spiritual guidance services 

in the schools should also be developed. 

6.2.2 Recommendations for Policy 

The study recommends for fmther discussion in the participation and involvement of 

the Catholic Church in public secondary school spiritual guidance. This can be done 

by allowing the Catholic and other Churches the power to engage the school spiritual 

guidance programs in spiritual values and formation to enhance the social 

transfonnation of learners other than focus on the financial power of the church in 

supporting development projects. 

6.3 Areas of Further Research 

The study focused on the influence of Catholic Church sponsorship on managing 

student umest in Siaya County. The study recommends for further research on church 

sponsorship among other denominations and also in other counties that have 

registered higher numbers of student umest incidences. 

37 



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