Educational Psychology

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    Relationship Between Parenting Practices and Behavior Outcomes Among Students in Public Secondary Schools in Tharaka Nithi County, Kenya
    (Chuka University, 2019-09) Maugi, Tabitha Mbungu
    Parenting practices are crucial in the development of a holistic personality and an individual who is intellectually, emotionally, socially and morally competent. A stimulating parental environment provides quality psychosocial wellbeing reflected by high academic achievement and sound moral values. The linkage between parental practices and students’ behavior outcomes has not been comprehensively studied, especially in the Kenyan context. This study therefore, sought to fill this gap by establishing the relationship between parenting practices and behavior outcomes of students in public secondary schools in Tharaka Nithi County, Kenya. The purpose of this study was to determine the relationship between parenting practices and behavior outcomes of students in public secondary schools in Tharaka Nithi County, Kenya. The study adopted the correlation research design. It was conducted in Tharaka Nithi County. The population of the study was 45795 subjects comprising of 45495 students, 150 class teachers and 150 Parents Teachers Association (PTA) representatives. A sample size of 387 form 3 students (participants) was used for the study. Purposive sampling method was also used to select 20 class teachers and 24 PTA representatives from each sampled school. Data was collected using questionnaires for students, interview schedule for class teachers and a focus group discussion guideline for PTA members. Content and face validity of the research was determined through opinions and expert judgment in the field of education, counseling and psychology. Reliability was estimated using Cronbach’s Alpha correlation and a coefficient of 0.860 was attained. Data was analyzed using descriptive statistics, which included frequencies, percentages, means and standard deviation. Inferential statistics such as correlation of the variables was also used. The Statistical Package for Social Sciences (SPSS) version 25 and Max QDA were used to analyze data. Qualitative data from the instruments was analyzed through thematic analysis in line with the objectives of the study. Findings are presented using frequency distribution tables and bar graphs. The findings indicated that there was statistically significant relationships between parenting practices and students’ psychosocial well-being, students’ emotional regulation, students’ academic performance, and student’s high-risk health behaviors in all the sub counties. The relationship between parenting practices and behavior outcomes was tested using Pearson’s Product Moment Correlation (r) analysis. The correlation coefficient in Meru South, Tharaka South, Maara and Tharaka North were 0.573, 0.545, 0.376 and 0.655 respectively. Their corresponding P-values were less than 0.05 meaning that they were statistically significant. It is hoped that the findings of this study will be useful to the Ministry of Education Science and Technology, parents and other stakeholders in relevant policy formulation.
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    RELATIONSHIP BETWEEN COUNSELLORS’ POWERS AND COUNSELLING OUTCOMES OF LEARNERS WITH BEHAVIOUR PROBLEMS IN INCLUSIVE PRIMARY SCHOOLS IN EMBU COUNTY, KENYA
    (Chuka University, 2020-12) MUGAI, WANJIRU JANE J.
    Counsellors have different types of powers, which can be applied to help or influence behaviour change of their clients like learners with behaviour problems. This however does not seem to have worked for learners with behaviour problems in inclusive primary schools in Embu County. The form of counselling being administered in these institutions is still not commensurate with school expectations on the category of learners as many of those who have gone through counselling have in some instances never changed or even got negative outcomes. The purpose of this study was to establish the relationship between counsellor’s powers and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County. Mixed methods and concurrent triangulation design were applied. The study’s target population encompassed 3,572 teachers, 49,440 learners drawn from classes five to eight, 412 counsellors and 412 contact teachers all from 412 regular primary schools while 38 counsellors and 38 contact teachers were sampled. Stratified and purposive sampling techniques were used to get 56 learners with behaviour problems. Close-ended item questionnaires were used to collect data from counsellors and assisting teachers, while self-reporting interview schedules were used for learners. Validity of instruments was enhanced through consultation with supervisors, experts, professionals and colleagues. The internal reliability was ascertained through Cronbach’s alpha coefficient where counsellor’s knowledge power had a coefficient of .786; counsellor’s professionalism power had .701; counsellor’s legitimate power with .918; counsellor’s referent power with .723 and counselling outcomes of learners had a coefficient of .841 and the overall counsellor’s power had a coefficient of .7938. The quantitative data was analysed descriptively through frequency counts, means, percentages and standard deviation and results presented on tables and figures. Qualitative data was analysed thematically and results presented in a narrative form. The data analysis was done using Statistical Package for Social Sciences version 23. The chi square analysis results revealed that there was an association between counsellor’s powers; counsellor’s knowledge power, counsellor’s professionalism power, counsellor’s legitimate power and counsellor’s referent power and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County which was significant (X2 =7.829, ρ<0.05). Based on these results, the study therefore concluded that there was a statistically significant relationship between counsellor’s powers which were counsellor’s knowledge power, counsellor’s professionalism power, counsellor’s legitimate power and counsellor’s referent power and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County. Study recommendations are that the Ministry of Education and other training institutions to deliberate on reviewing the current training curriculum and policies on the counselling content of primary schools counsellors so as to include the topics of power bases, their relationship and counselling outcomes as end results of leaner’s with behaviour problems in inclusive primary schools in Embu County. That primary school counsellor try to use their knowledge, expertise, legitimacy and all other forms of power that they may have so as to create a counselling environment that honor clients and gives them the best opportunity to grow and heal as forms of changed behaviours. Primary school counsellors to be trained on how to apply different theoretical orientations in counselling due to their different interpretations of power and outcomes in modifying behaviours. The findings of the study may benefit various stakeholders in educational fraternity and training institutions. The study may be helpful to head teachers of primary schools in especially in assessing the quality and effectiveness of counselling processes in their schools. The findings are relevant to counsellors working in private contractual arrangements.
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    SELECTED PSYCHOSOCIAL EFFECT AND COPING MECHANISMS OF RETIREMENT AMONG RETIREE TEACHERS IN MERU COUNTY, KENYA.
    (Chuka University, 2021-04-20) MUGAMBI, AILEEN GACHERI AKWALU
    Retirement poses psychological problem for many retirees. There is an increase in the number of retired teachers in Meru County in Kenya because majority of the pioneer teachers in Meru County have begun retiring since independence. It was necessary to establish coping mechanisms employed to help retirees cope with psychosocial effect of retirement because this has not been clearly established in the existing studies. The purpose of this study was to establish the psychosocial effect of retirement and coping mechanisms among retiree teachers in Meru County of Kenya. The researcher established the relationship between depression and retirement, self-esteem and retirement, interpersonal relationship and retirement among retiree teachers in Meru County. Coping mechanisms of retirement among retiree teachers in Meru County, Kenya was determined. The study adopted descriptive survey research design. The study sampled 318 respondents from a population of 1800 comprising of 600 retirees, 600 spouses of retirees and 600 close relatives of the retiree teachers. A sample of 318 respondents, comprising of 106 retiree teachers, 106 spouses and 106 close relatives who were selected to participate in the study. Data was collected from retiree teachers and their spouses through questionnaires. Interview schedules were used to collect data from retiree teacher’s close relatives to get in-depth information. To determine reliability of the instrument a pilot study was carried out in the neighbouring Tharaka-Nithi County which comprised of 32 respondents. This was done so as to establish if there were flaws, limitations or weaknesses in the instruments. This enabled the researcher to make necessary adjustments to the instrument prior to the main study. Reliability of the instruments was tested using split-half method. The questionnaires of the retiree teachers in the pilot study gave a reliability coefficient of 0.750 while the questionnaires of retirees teachers in the main study had a reliability coefficient of 0.769. Retiree teachers spouses’ questionnaires gave reliability coefficient of 0.800 in the pilot study while in the main study the questionnaires for retiree teachers spouses had a reliability coefficient of 0.812. Interview schedules for retiree teachers close relatives had a reliability coefficient of 0.801 in the pilot study while in the main study they gave a reliability coefficient of 0.834. Therefore, the instruments were accepted as being reliable. The researcher gave the instruments to the supervisors to give their opinions and judgments so as to ensure validity. Quantitative data was analyzed with the help of SPSS version 23.R statistical software was used to generate K10 scores and inferential statistics. The Rosenberg Self-Esteem Scale and Interpersonal Assessment tool were used. SPSS version 23 was useful in generation of descriptive statistics; frequencies, percentages, standard deviation and mean. Inferential statistics used was wilcoxon signed rank test. Data was presented in cross tabulations, graphs and charts. Qualitative data collected was analyzed by classifying the responses into meaningful categories thematically. The findings of this study revealed that there was significant relationship between depression and retirement, self-esteem and retirement and between interpersonal relationship and retirement. Retirees use religion, counselling, engagement in economic activities, engagement in support groups and volunteering as coping mechanisms to adjust to retirement. The study will benefit teachers, retiree teachers, families of retirees, psychologists and community counsellors in assisting retiree teachers cope with retirement. Human Resource Managers and Teachers Service Commission are also likely to benefit from the findings of this study as they may appreciate the value of retirement counseling in providing solutions to the challenges retiree teachers might be facing in retirement. The findings of this study are also likely to open gaps for further research in psychosocial effect and coping mechanisms of retirement among retiree teachers.