Abstract:
The influence of class teacher qualifications on the self-esteem of orphaned pupils is critical to
achieving Sustainable Development Goal 4, which emphasizes inclusive and equitable quality
education. In Kenya, the government allocates nearly 8 billion shillings annually to the Orphans and
Vulnerable Children (OVCs) program, yet limited research examines how teacher academic
qualifications shape orphaned learners’ self-esteem in junior schools, where parental guidance is
often absent. Self-esteem is vital for academic engagement and performance, particularly for double orphans. This study investigated the impact of class teachers’ academic qualifications on
the self-esteem of orphaned pupils in Nairobi County’s public junior schools. Using a correlational
design, the study sampled 400 pupils and their class teachers from 237 schools. Data were
collected via structured questionnaires, including the Rosenberg Self-Esteem Scale, and analyzed
using descriptive statistics and chi-square tests. Findings revealed no statistically significant
relationship between teachers’ academic qualifications and orphaned pupils’ self-esteem (χ² = 4.23,
p = 0.76). This suggests that credentials alone do not determine emotional support capacity. The
study concludes that relational qualities, such as emotional intelligence, are more critical than
academic expertise in fostering self-esteem among orphaned learners. Recommendations include
revising teacher preparation programs to integrate psychosocial competencies and policy
interventions emphasizing trauma-informed practices. These insights inform evidence-based
strategies for enhancing teacher training and supportive classroom environments for orphaned
pupils.
