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The findings indicate a strong correlation between mentoring of students on accommodating diversity and reduced cases of theft of student items, strikes and demonstrations, missing of classes (class attendance), defiance of authority, sneaking and substance abuse. The possible reasons for a strong relationship between reduced cases of indiscipline and counselling on ethical living could be that creating awareness on ethical living could make students conscious of right and wrong and therefore be socially enlightened and willing to toe the line.

Table 7 The findings indicate a strong correlation between mentoring of students on accommodating diversity and reduced cases of theft of student items, strikes and demonstrations, missing of classes (class attendance), defiance of authority, sneaking and substance abuse. The possible reasons for a strong relationship between reduced cases of indiscipline and counselling on ethical living could be that creating awareness on ethical living could make students conscious of right and wrong and therefore be socially enlightened and willing to toe the line.

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The findings of the study demonstrated a strong relationship betwee ise of successful alumni and reduced incidences of prevalence of strikes an lemonstrations (-.094""), sneaking out of school (-.068") and prevalence « lrugs and substance abuse (-.058°) in the last three years. The strongest ¢ he relationship was on the use of alumni and reduction of strikes an lemonstrations whereas the data indicated a weak relationship between u: yf alumni and incidences of students’ failure to attend to duties. Tt elationship could be attributed to the role modelling function of the alumi who could also reinforce positive aspects of school culture. Similarl successful alumni epitomise the aspirations of the students and also reinfor« he belief that success is possible within the context of their given school. Tha oftidw hnwayvar actahlchad aq wweaak ralatinnchin heatrac
The findings of the study demonstrated a strong relationship betwee ise of successful alumni and reduced incidences of prevalence of strikes an lemonstrations (-.094""), sneaking out of school (-.068") and prevalence « lrugs and substance abuse (-.058°) in the last three years. The strongest ¢ he relationship was on the use of alumni and reduction of strikes an lemonstrations whereas the data indicated a weak relationship between u: yf alumni and incidences of students’ failure to attend to duties. Tt elationship could be attributed to the role modelling function of the alumi who could also reinforce positive aspects of school culture. Similarl successful alumni epitomise the aspirations of the students and also reinfor« he belief that success is possible within the context of their given school. Tha oftidw hnwayvar actahlchad aq wweaak ralatinnchin heatrac
The findings indicated a strong relationship between mentoring of students on academic excellence and low incidences missing of lessons by students (-.075°, theft of students’ items (-.069""” and failure to attend duties (-.056'). There is a correlation between with reduction on prevalence of strikes and demonstrations, failure to attend to duties and sneaking at p< - 0.058-, 0.056, -0.055 respectively. There is little correlation between mentorship with failure to attend to duties, drugs and substance abuse. This indicates that mentorship had a great role in diminishing theft of student items as may not want to find themselves with discipline cases and missing lessons, mentoring on academic excellence minimises theft in schools. Mentorship reduces strikes in schools as student’s unrest and discipline cases undermine the quality of education. Mentorship on academic excellence correlates with decline in sneaking out of school for avoidance of suspension and related punishments. Absenteeism from class is a major discipline issue in schools. Reid (2006) in his study reported a positive correlation between performance and school attendance which confirms Ovell (2001) that discipline in schools is essential for effective learning, good teacher relations and peer adjustment. The table presents the correlations that exist between mentorship on careers positions and the discipline in the sampled schools and the related information. The next objective sought to determine whether
The findings indicated a strong relationship between mentoring of students on academic excellence and low incidences missing of lessons by students (-.075°, theft of students’ items (-.069""” and failure to attend duties (-.056'). There is a correlation between with reduction on prevalence of strikes and demonstrations, failure to attend to duties and sneaking at p< - 0.058-, 0.056, -0.055 respectively. There is little correlation between mentorship with failure to attend to duties, drugs and substance abuse. This indicates that mentorship had a great role in diminishing theft of student items as may not want to find themselves with discipline cases and missing lessons, mentoring on academic excellence minimises theft in schools. Mentorship reduces strikes in schools as student’s unrest and discipline cases undermine the quality of education. Mentorship on academic excellence correlates with decline in sneaking out of school for avoidance of suspension and related punishments. Absenteeism from class is a major discipline issue in schools. Reid (2006) in his study reported a positive correlation between performance and school attendance which confirms Ovell (2001) that discipline in schools is essential for effective learning, good teacher relations and peer adjustment. The table presents the correlations that exist between mentorship on careers positions and the discipline in the sampled schools and the related information. The next objective sought to determine whether
At a level of 95 per cent confidence level, the study established a strong relationship between mentoring on ethical living and reduced cases of strikes and demonstrations, drugs and substance abuse, missing of lessons by students, sneaking out of school, failure to attend duties (-.083"°) and defiance of authority (-.083"") as reported by students in the past three years. However, theft of students' items had a weak relationship with mentoring on ethical living. The correlation coefficients indicate that there exists a strong and a significant relationship between ethical living and students discipline as evidenced by lowered cases of reduction of prevalence of strikes and demonstrations, failure to do duties, defiance of authority, sneaking out of school, drugs and substance abuse and missing of lessons as reflected in p<- 0.136,-0.083,-0.083 .0.096.-0.130, and -.107"". The correlation is low with theft of students at p< 0.028. The study finding concurs with Mumo (2004) in her research on students’ unrest and discipline cases that links student discipline with academic and social success. The cited findings support the sentiments expressed by Eshiwani (1993) who noted that frequent student support can be a form of arresting possible damage that can be visited on significant relationship existed between career mentoring and _ students’ discipline.
At a level of 95 per cent confidence level, the study established a strong relationship between mentoring on ethical living and reduced cases of strikes and demonstrations, drugs and substance abuse, missing of lessons by students, sneaking out of school, failure to attend duties (-.083"°) and defiance of authority (-.083"") as reported by students in the past three years. However, theft of students' items had a weak relationship with mentoring on ethical living. The correlation coefficients indicate that there exists a strong and a significant relationship between ethical living and students discipline as evidenced by lowered cases of reduction of prevalence of strikes and demonstrations, failure to do duties, defiance of authority, sneaking out of school, drugs and substance abuse and missing of lessons as reflected in p<- 0.136,-0.083,-0.083 .0.096.-0.130, and -.107"". The correlation is low with theft of students at p< 0.028. The study finding concurs with Mumo (2004) in her research on students’ unrest and discipline cases that links student discipline with academic and social success. The cited findings support the sentiments expressed by Eshiwani (1993) who noted that frequent student support can be a form of arresting possible damage that can be visited on significant relationship existed between career mentoring and _ students’ discipline.
Table 5: Correlation between mentoring students on self-awareness and discipline
Table 5: Correlation between mentoring students on self-awareness and discipline
Table 6: Correlation between mentoring students on diversity and discipline
Table 6: Correlation between mentoring students on diversity and discipline
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