Abstract:
The self-esteem of orphaned pupils plays a critical role in their academic performance, social development, and emotional resilience.
In Nairobi County, Kenya, where a significant number of children in public junior schools have lost one or both parents, it becomes
imperative to understand the role educators play in shaping their psychological well-being. Among various teacher characteristics,
teaching experience is presumed to influence how effectively educators support emotionally vulnerable learners. This study sought
to investigate the relationship between class teachers’ teaching experience and the self-esteem of orphaned pupils in public junior
schools in Nairobi County. Guided by Rosenberg’s Self-Esteem Theory (1965), Harter’s Self-Perception Profile (1985), and SelfDetermination Theory by Ryan and Deci, the study employed a correlational research design targeting 192,113 orphaned pupils
across 237 public junior schools. A stratified random and purposive sampling technique was used to select a sample of 400 orphaned
pupils and their respective class teachers. Data were collected through structured questionnaires and analyzed using both descriptive
statistics and Pearson’s chi-square tests. The findings revealed a statistically significant relationship between teaching experience
and the self-esteem of orphaned pupils (χ² = 169.93, p = 0.009), leading to the rejection of the null hypothesis. Experienced teachers,
particularly those with over 10 years in service, were found to foster higher levels of self-esteem among orphaned pupils. These
teachers demonstrated greater emotional competence, consistent behavior, and adaptive classroom management styles that provided
a sense of stability and reassurance for their learners. In contrast, teachers with limited experience were less effective in responding
to the psychosocial needs of orphans, resulting in comparatively lower self-esteem levels among these pupils. These findings
emphasize that teaching experience transcends content delivery; it contributes to relational trust, emotional guidance, and the
creation of inclusive classroom environments. The study recommends that teacher training programs and education policies should
prioritize equipping novice teachers with psychosocial support skills, particularly in multicultural and socioeconomically diverse
settings like Nairobi County. Additionally, mentorship programs pairing less experienced teachers with seasoned educators can
foster the transfer of affective teaching strategies essential for supporting vulnerable learners. Ultimately, addressing the emotional
and psychological needs of orphaned students through experienced and empathetic teaching can significantly enhance their overall
development and academic success.
