Abstract

Michael Keari Omwenga*

ABSTRACT

There have been incidents of aggressive inclinations and antisocial behavior by secondary school students, and the influence of both family and school-based issues has been blamed. among light of this, the primary goal of the study was to ascertain how family and school-based factors affected antisocial behavior among Kenyan secondary school students. The aim of the study was to find out the prevalence of antisocial behavior among students in secondary school. The social learning and social control theories were incorporated into the study. In terms of methodology, the study used a descriptive survey research design and focused on secondary school students. 70 secondary schools in Central Kenya were the study's target population. Questionnaires were utilized to get quantitative data from a sample of 200 respondents from 15 schools, and a key informant interview guide was used to gather qualitative data. The study's quantitative data was analyzed using the SPSS version 20 program, and the qualitative data which came from open-ended questions was categorized into different thematic categories and presented narratively alongside the quantitative data. According to an analysis of the data gathered, peer pressure, media impact, broken households, a lack of school counselors, and poor parental care are all important predictors of antisocial behavior in secondary school students. The study found that anti-social behavior is influenced by family-related factors such as inadequate parental discipline, conflict between parents and children, and parental attitudes that support problem behavior. Data analysis revealed that school and family have different roles in behavior regulation and that school-based factors that impact anti-social behavior include the school year, school climate, peer pressure, and insufficient teacher direction. School administration should urge parents and guardians to keep an eye on their children's behavior and provide guidance and counseling, parents should control the home environment to promote children's overall development, which includes establishing rules and providing guidance and counseling, and that school administrators create a monitoring system that tracks behavioral changes in their students. School administration should urge parents and guardians to keep an eye on their children's behavior and provide guidance and counseling.