Abstract: This study assessed the influence of teachers’ discipline management on students’ learning outcomes in public lower secondary schools in Kirehe District, Rwanda. Specifically, it examined the effects of teacher verbal warnings, teacher role modeling, and teacher academic integrity on students’ learning outcomes. A descriptive survey design with a mixed-methods approach was adopted, integrating quantitative and qualitative data from 318 respondents, including 11 head teachers, 11 deputy head teachers in charge of studies, 11 deputy head teachers in charge of discipline, 182 lower secondary teachers, and 103 class representatives. Purposive sampling was used to select school leaders, while simple random sampling was employed for teachers and class representatives. Data were collected using questionnaires, interviews, and focus group discussions. Instrument reliability and validity were confirmed using a minimum threshold of 0.7. Quantitative data were analyzed using IBM SPSS to generate descriptive statistics and regression analyses, while qualitative data were analyzed through thematic coding. The findings revealed that teacher verbal warnings had a weak positive influence on students’ learning outcomes (R² = 0.100, β = 0.316). Teacher role modeling demonstrated a moderate positive influence (R² = 0.210, β = 0.458), while teacher academic integrity had the strongest positive influence (R² = 0.329, β = 0.573). These results indicate that although verbal warnings contribute to classroom discipline, their effect on academic performance is relatively limited compared to role modeling and academic integrity. The study concluded that teacher discipline management practices significantly influence students’ learning outcomes in public lower secondary schools in Kirehe District, with academic integrity emerging as the most influential factor. The study recommends that the Ministry of Education and the Rwanda Basic Education Board strengthen continuous professional development programs focusing on academic integrity, positive role modeling, and effective use of verbal warnings. Schools should also promote consistent and fair disciplinary practices to enhance students’ academic performance. Further research is recommended to examine how factors such as leadership practices and student motivation interact with teacher discipline management strategies in shaping learning outcomes across different educational contexts.
Keywords: Teachers, Discipline Management, Students, Learning Outcomes, Lower Secondary Schools, Public, Kirehe District.
Title: Teachers' Discipline Management and Students' Learning Outcomes in Public Lower Secondary Schools in Kirehe District, Rwanda
Author: Mukabukombe Venantie, Dr. Mporananayo Noel
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 3, July 2026 - September 2026
Page No: 12-22
Research Publish Journals
Website: www.researchpublish.com
Published Date: 06-July-2026
