The present study examined the persuasive argumentation factors leading to risky and cautious group decisions among teacher-members of disciplinary panels in Kenyan schools. The study was guided by the Persuasive Arguments Theory. The study is located within the qualitative research paradigm and was guided by the phenomenology design. The study sample comprised 14 teachers selected from three secondary schools. The semi-structured interviews were used to collect data. The trustworthiness of the qualitative data was ensured. Thematic framework was adopted to analyse data. The findings indicate that the persuasive argumentation factors namely, new information, credible information, perceived expertise source, age, teaching experience and seniority of panel members are responsible for shifts in decisions from pre-group risky decisions to post-group cautious decisions. It is recommended that school principals should make members of the school community a part of the disciplinary panels to make it broad based.
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