Parenting Styles and Learners’ Discipline in Secondary Schools in Lamwo District

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dc.contributor.authorOkumu, Amose
dc.date.accessioned2026-10-29T12:20:21Z
dc.date.available2026-10-29T12:20:21Z
dc.date.issued2026-08
dc.description.abstractThis study investigated the relationship between parenting styles and learners’ discipline in secondary schools in Lamwo District, guided by three objectives: exploring the parenting styles practiced by parents, determining the status of learners’ discipline, and establishing how parenting styles influence learner discipline. Employing a mixed-methods approach, data were collected from a sample of 264 students using questionnaire and 12 key informants using interview guide, including disciplinary committee Chairpersons, head teachers, and PTA Chairpersons. Quantitative findings indicated that permissive parenting was the most prevalent style (mean = 3.75, SD = 1.035), followed by authoritarian (mean = 3.64, SD = 2.055) and authoritative parenting (mean = 3.59, SD = 1.261), while qualitative data reinforced these results. The study revealed that learners’ discipline remains a pressing challenge, largely influenced by inconsistent parental involvement and the predominance of permissive and authoritarian parenting practices. Correlation analysis demonstrated significant positive relationships between all three parenting styles and learners’ discipline, with permissive parenting style showing the strongest correlation (r = 0.708**, p< 0.01); however, qualitative evidence emphasized authoritative parenting as the most effective in promoting positive learner behaviour. The study concludes that parenting styles significantly affect learner’s discipline which aligns with Bronfenbrenner’s view in his Ecological Systems theory. Recommendations focused on promoting authoritative parenting through community sensitization, increasing parental engagement in school matters, and addressing the adverse impacts of permissive and authoritarian approaches. However, there is still need for further research to explore the complexities of permissive parenting styles and the evolving parenting dynamics to better inform policies and interventions aimed at improving learners’ discipline in Lamwo District.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1066
dc.language.isoen
dc.publisherGulu University
dc.subjectParenting Styles
dc.subjectLearners’ Discipline
dc.subjectSecondary Schools
dc.titleParenting Styles and Learners’ Discipline in Secondary Schools in Lamwo District
dc.typeThesis

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