Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

Grace Wandia Gatundu; Mwaura Kimani; Alexander Ronoh

doi:10.51867/ajernet.4.2.68

Authors

Grace Wandia Gatundu
gatundu6@gmail.com
School of Education, Maasai Mara University, Kenya https://orcid.org/0000-0003-1641-2248
Mwaura Kimani School of Education, Maasai Mara University, Kenya https://orcid.org/0000-0002-0453-2026
Alexander Ronoh School of Education, Maasai Mara University, Kenya

Keywords:

Academic Self-Concept, Informal Settlements, Primary Schools, Pupils, Teacher-Learner Interactions

Abstract

This study investigates the influence of teacher-learner interactions on pupils' academic self-concept in primary schools located in informal settlements in Kibra sub-county, Nairobi County, Kenya. The study employed a survey design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Stratified sampling was used to create seven (7) different strata based on the zones, according to the Independent Electoral and Boundaries Commission of 2012. From each zone, five (5) schools, one (1) head teacher, and one (1) teacher-counsellor were selected using purposive sampling. However, from each sampled school, nine (9) learners in Class VII were selected using a simple random method to avoid bias and favouritism. This sampling procedure involved a sample of 35 head teachers, 35 teacher-counsellors, and 315 learners in Class VII. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The goals guided the theme analysis of qualitative data, which was then presented in narrative style. Statistical Packages for the Social Sciences (SPSS 23) was used to do a descriptive analysis of the quantitative data (frequency counts, mean, and percentages) and an inferential analysis in order to evaluate the hypotheses, and the results were shown in frequency tables and bar graphs. The results revealed that teacher support, supervision, encouragement, and individualised teaching strategies play a crucial role in shaping pupils' perceptions of their academic abilities. The findings emphasise the significance of these interactions in fostering a positive learning environment and improving academic self-concept. It is concluded that effective teacher-learner interactions can positively impact students' self-perception and motivation to excel academically. Recommendations include promoting training for teachers to enhance their interactions with students, thereby contributing to improved academic self-concept in primary school settings.

Dimensions

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