Ph. D in Educational Psychology

INFLUENCE OF PRINCIPALS’ DISCIPLINE MANAGEMENT STRATEGIES ON PSYCHOLOGICAL WELL-BEING OF ORPHANED STUDENTS IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA.

Mon, 01 Jan 2024 00:00:00 GMT

INFLUENCE OF PRINCIPALS’ DISCIPLINE MANAGEMENT STRATEGIES ON PSYCHOLOGICAL WELL-BEING OF ORPHANED STUDENTS IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA. WAMBUA SAMUEL MULI Principals are supposed to utilise different strategies to address the issues affecting orphaned learners to promote their psychological well-being, especially in public secondary schools. Such tactics should be used in regions such as Makueni where orphaned children undergo difficulties and challenges. Considering the identified situation, this study sought to assess the influence of principals’ discipline management strategies on the psychological well-being of orphaned students in public secondary schools in Makueni County, Kenya. The objectives were: to establish the influence of principals’ enforcement of rules and regulations, involvement of stakeholders, counselling strategies and mentorship programmes on the psychological well-being of orphaned students in public secondary schools in Makueni County, Kenya. The study was guided by the assertive discipline theory and the theory of psychological well-being. The study adopted a descriptive correlational research design. The target population comprised 393 principals, 1003 teacher-counsellors, and 583 orphaned students in the 393 public secondary schools, totalling 1,979 respondents from which a sample of 333 respondents was determined using Yamane’s Formula which is a statistical formula used to calculate sample size. A sample of 66 principals, 169 teacher-counsellors and 98 orphaned students using stratified simple random technique such that the sample for each category was proportionate to the target population. Questionnaires were used to collect quantitative data from teacher-counsellors whereas interview guides were used to collect qualitative data from principals and orphaned students. Qualitative data was analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies, percentages, means, and standard deviation and inferentially using Spearman’s correlation analysis using Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses (α= 0.05). Quantitative findings were presented using tables and figures. The study’s findings were; a positive correlation (r=0.380, p<0.05) between the principals’ enforcement of rules and regulations and the psychological well-being of orphaned students in public secondary schools in Makueni County which suggests that consistent application of rules may foster a sense of stability and security for orphaned students, a positive correlation (r=0.414, p<0.05) between the involvement of stakeholders in decision-making and the psychological well-being of orphaned students in public secondary schools in Makueni County which indicates that when teachers, parents, and community members participate in school decisions, it may enhance students’ sense of belonging and value, a positive correlation (r=0.401, p<0.05) between the counselling strategies and the psychological well-being of orphaned students in public secondary schools in Makueni County which highlights the importance of accessible and effective counseling services, and a positive correlation (r=0.320, p<0.05) between the mentorship programmes and the psychological well-being of orphaned students in public secondary schools in Makueni County which suggests that having mentors may positively influence the mental and emotional well-being of these students. The study concluded that a significant relationship was established between the extent to which principals enforce rules and regulations and the psychological well-being of orphaned students. Also, the study recommended that orphaned students should actively seek support and engage with counseling services, mentorship programs, and peer counseling centers provided by the school, as these resources have been shown to significantly contribute to their psychological well-being. Potential beneficiaries of the study findings include educators, policymakers, and community stakeholders, who can use the insights to develop effective strategies for supporting the psychological well-being of orphaned students and promoting inclusive and healthy school environments. Future research should include longitudinal studies, challenges in discipline management, educational settings comparisons, policy impact assessment, trauma-informed approaches, and parental/community support programs.

Influence of career Guidance Practices on Career Adabtability of Public Secondary School Student in Kiambu County Kenya

Mon, 01 Jan 2024 00:00:00 GMT

Influence of career Guidance Practices on Career Adabtability of Public Secondary School Student in Kiambu County Kenya JAMES MWANGI KIBURI

RELATIONSHIP BETWEEN TEACHER AFFECTION TOWARDS STUDENTS AND THEIR ADJUSTMENT VARIANTS IN PUBLIC BOARDING SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA

Sun, 01 Jan 2023 00:00:00 GMT

RELATIONSHIP BETWEEN TEACHER AFFECTION TOWARDS STUDENTS AND THEIR ADJUSTMENT VARIANTS IN PUBLIC BOARDING SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA SR. KEINO KANGOGO JOSEPHINE Student adjustment in school may be a crucial factor for their successful academic, emotional and psychosocial preparedness to boarding school life and its demands. Nevertheless, there is a high number of students who exhibit rebellion against rules, truancy as well as delinquent tendencies particularly in cosmopolitan areas like Nairobi County, that may manifest in form of maladjustment to school life and related activities. Therefore, the purpose of this study was to examine the relationship between teacher affection towards students‘ and their school adjustment variants‘ in public boarding secondary schools in Nairobi County, Kenya. The study examined students‘ adjustment to school routine, academic adjustment, emotional adjustment and social adjustment in relation to teacher affection. The study adopted Correlational research design. To gather data, a developed questionnaire was administered to secondary school students in Form one and two who at this time are deemed to be in the process of adjusting to school. To get a general understanding of students‘ school adjustment, class teachers were interviewed. The study was guided by Bronfenbrenner‘s Bio ecological systems theory, and Ceci and Connell‘s Self-Determination theories. The target population was 7,123 students and 145 teachers. Stratified and random sampling was used to obtain a sample of 692, among them were 335 boys and 357 girls. Stratified and random sampling was used to obtain 24 class teachers of which 12 were male and 12 were female. To ensure validity, the researcher sought the expert opinion of Maasai Mara University supervisors who checked the face and content validity against the stated objectives. A sample of 69 (10%) students and 3 (12.5%) teachers participated in the pilot study. Reliability of instruments was established by use of Cronbach Alpha and a reliability coefficient of 0.870 was obtained and considered acceptable. Student questionnaire was administered by the researcher with the help of class teachers of the six sampled schools. Data was then organized and summarized by use of descriptive statistics which included percentages, means and presented in form of tables and figures. Inferential statistics involved Pearson Product Moments Correlation Coefficient test at 0.05 level of significance, that was used to test the null hypotheses. Qualitative data was analyzed based on emergent themes and narratively recounted. On testing the hypothesis that there is no statistically significant relationship between teacher affection and students‘ adjustment to school routine, Pearson Product Moment Correlation Coefficient of 0.463 was achieved. Based on the level of significance null hypothesis was rejected. Regarding the relationship between teacher affection and students‘ academic adjustment, Pearson correlation of 0.654 was realized. Therefore, the null hypothesis was rejected. Pearson Correlation Coefficient of 0.645 was acquired in the relationship between teacher affection and students‘ emotional adjustment and so the null hypothesis was rejected. Additionally, Pearson Correlation Coefficient of 0.738 was obtained in the relationship between teacher affection and students‘ social adjustment. It concluded that in boarding secondary schools, student adjustment to school is positively and significantly influenced by teacher affection. The study recommended that teachers and other stakeholders need to realize the importance of teacher affection to learners in school adjustment processes. Further recommendation may be applied to enhance research work on affective teacherstudent relationships.

INFLUENCE OF SCHOOL BEHAVIOUR CHANGE INTERVENTIONS ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

Sun, 01 Jan 2023 00:00:00 GMT

INFLUENCE OF SCHOOL BEHAVIOUR CHANGE INTERVENTIONS ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA KARIITHI ANNE WANJUGU In Kenya's educational settings, maintaining effective teaching and learning relies upon a well-structured discipline system within schools. However, the prevalence of indiscipline issues, encompassing fights, truancy, drug abuse, academic deterioration, and dropouts, poses significant challenges to the education system. Despite the government's recommendations for robust interventions to counter these issues, students persist in demonstrating behavioural problems. To evaluate the effectiveness of these behaviour change initiatives, a study was conducted in Kiambu County, focusing on public secondary schools. The research aimed to achieve four main objectives: firstly, to investigate the impact of teacher counseling interventions on students' discipline; secondly, to explore how student peer counseling interventions influence discipline; thirdly, to assess the effects of mentorship interventions on discipline; and lastly, to determine the influence of disciplinary actions on students' discipline. The study drew upon the Problem Behaviour Theory, the Ecological Systems Theory, and the Personal Construct Theory as guiding frameworks. The study used correlational research design and targeted 227 principals, 3,479 guidance and counseling teachers, and 89,065 students within Kiambu County. From these, a representative sample of 23 principals, 97 teachers, and 398 students was selected using simple random sampling. Data collection encompassed questionnaires, interview guides, and field observation schedules. Piloting ensured the accuracy and suitability of research instruments, while the questionnaires' reliability was tested using Cronbach's alpha coefficient, yielding good values ranging from 0.76 to 0.87. Quantitative data analysis utilized descriptive statistics, including frequencies, percentages, means, and standard deviations. The Statistical Package for Social Science (SPSS) facilitated data processing. Inferential statistics were applied to test the null hypothesis, incorporating Pearson product moment correlation coefficients (r) and multiple regression analysis at a significance level of 0.05. Qualitative data from open-ended questions, interviews, and secondary data transcripts were analyzed through content analysis procedures. The study's findings revealed a positive and significant relationship between students' discipline and various interventions: teacher counseling interventions (r=0.481, p<0.05), student peer counseling (r=0.476, p<0.05), mentorship interventions (r=0.403, p<0.05), and school discipline actions (r=0.599, p<0.05). These outcomes substantiated the impact of these interventions on student discipline within the study area. The study emphasized the need to strengthen interventions in the areas of school discipline actions, mentorship, student peer counseling, and teacher counseling. It recommended bolstering guidance and counseling programs by recruiting more dedicated professionals. Regular recruitment and training of peer counselors should be prioritized to reach a larger student population, and mentorship programs should be initiated to tap into their potential for enhancing discipline. Moreover, the regulation of school disciplinary actions should be optimized to align with schools' punishment requirements. To ensure adaptability, the Ministry of Education is advised to periodically review the school disciplinary policy. Subsequent research could explore other factors affecting student discipline, including school culture, socioeconomic status, and family background. This study's beneficiaries encompass school administrators, educators, students, parents, and policymakers. Ultimately, by refining and strengthening these interventions, the educational environment can foster enhanced discipline among students in the surveyed schools.