Influence of Teacher’s Self-Worth on Secondary School Learners’ Academic Performance in Kakamega County, Kenya

Esther Sila; Peter Odera; Moses Poipoi

doi:10.51867/ajernet4.1.23

Authors

Esther Sila Masinde Muliro University of Science and Technology
Peter Odera Masinde Muliro University of Science and Technology
Moses Poipoi Masinde Muliro University of Science and Technology

DOI:

https://doi.org/10.51867/ajernet4.1.23

Keywords:

Teacher’s Self-Worth, Secondary School Learners

Abstract

Teachers are charged with the responsibilities of leadership management in schools in Kenya. Teachers, as decision-makers, are continually faced with problems managing school resources and funds. Since principals have a lot of responsibilities, it is necessary that they be well informed on aspects of good leadership. Despite the government's efforts to ensure that there is effective management of schools, several cases of uninformed decision-making, poor leadership approaches, and dishonesty have been reported in several learning institutions, which may influence the final academic performance of the learners. Some of the substandard academic students’ performance has been linked to the lack of self-efficacy of teachers in their profession. Self-efficacy is one of the eight core competencies in the Competency-Based Curriculum (CBC). Other studies have addressed the issue of teacher leadership approaches in schools, however. The purpose of this study was to ascertain the level to which teachers' self-efficacy affects learners' academic performance. The study adapted the non-experimental research design, which is the ex-post-facto survey research design and correlation research design. Data was collected through questionnaires, interview schedules, document analysis, and focus group discussion. Qualitative data was received in verbative, transcribed, and reported in themes and sub-themes. Quantitative data was analysed using descriptive statistics such as frequencies and percentages, while inferential statistics involved Pearson correlation. The study revealed a statistically significant result between components of teachers’ self-worth and secondary school learners’ academic performance (r=.68, p<.05). The study recommends that school leaders, especially principals, should cooperate with teachers to create and reform the school environment so that it can foster students' interest in learning and improve their academic performance. In addition, school heads need to adopt a transformational leadership style—a kind of leadership that inspires people to attain greater or amazing outcomes.

References

Abdel-Khalek, A. (2016). Introduction to the Psychology of self-esteem. In book: Self-esteem: perspectives, influences, and improvement strategies. Nova Science Publishers, Inc., 1-23.

Adebayo, O. (2020). Evaluate the influence of classical and human relations approaches in management today. Management, 1(2), 1-15.

Avolio, B. J., & Bass, B. M. (2015). Multifactor Leadership Questionnaire: Manual and sampler set (3rd Ed.). Menlo Park, CA: Mind Garden.

Bush T. (2020). Instructional leadership in centralized contexts: Constrained by limited powers. Educational Management Administration & Leadership, 48(4), 593-594. https://doi.org/10.1177/1741143220912620 DOI: https://doi.org/10.1177/1741143220912620

Cherian, J., & Gaikar, V. (2020), 'The role of cultural diversity and how they impact work team performance. International Journal of Mechanical Engineering and Technology (IJMET), 11 (9), 11-22. https://doi.org/10.34218/IJMET.11.9.2020.002 DOI: https://doi.org/10.34218/IJMET.11.9.2020.002

Danchev, S. (2016) Was Bentham a primitive rational choice theory predecessor? The European Journal of the History of Economic Thought, 23(2), 297-322. https://doi.org/10.1080/09672567.2014.916728 DOI: https://doi.org/10.1080/09672567.2014.916728

Deal, T., & Peterson, K. (2015). The principal's role in shaping school culture. Washington DC: U.S. Office of Educational Research and Improvement. https://doi.org/10.1002/9781119210214 DOI: https://doi.org/10.1002/9781119210214

Gaikar V. (2020). Demographic Variables Influencing Financial Investment Of Urban Individuals: A Case Study Of Selected Districts Of Maharashtra State. International Journal of Advanced Science and Technology (IJAST), 29(05), 962 - 974. https://doi.org/10.2139/ssrn.3890224 DOI: https://doi.org/10.2139/ssrn.3890224

Gyasi, R.S., Xi, W.B., & Owusu-Ampomah, Y. (2016). The Effect of Leadership Styles on Learners' Performance: The Case of Asonomaso Nkwanta in the Kwabre District Assembly of Ashanti Region in Ghana. Journal of Education and Practice, 7(29), 8-17.

Halawah, I. (2015). The relationship between effective communication of high school principal & school climate. Education, 126(2), 334-345.

Hallinger, P., & Murphy, J. F. (2016). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247. https://doi.org/10.1086/461445 DOI: https://doi.org/10.1086/461445

Haque, M.F., Haque, M.A., & Islam, S. (2014). Motivational Theories - A Critical Analysis. ASA University Review, 8 (1), 61-64.

Hite, J., Williams, E., Hilton, S., & Baugh, S. C. (2016). The role of administrator characteristics on perceptions of innovativeness among a network of public school administrators. Education and Urban Society, 38(2), 160-187. https://doi.org/10.1177/0013124505284289 DOI: https://doi.org/10.1177/0013124505284289

Hurren, B.L. (2016). The effects of principals' humor on teachers' job satisfaction. Educational Studies, 32(4), 373-385. https://doi.org/10.1080/03055690600850321 DOI: https://doi.org/10.1080/03055690600850321

Joshua, M.B.E. (2017). Inservice training Programs: Implications on Teacher Effectiveness in Secondary schools in Kenya. European Journal of Education Studies, 3 (7), 1.

Kelley, R. C., Thornton, B., & Daugherty, R. (2015). Relationships between measures of leadership & school climate. Education, 126 (1), 17-25.

Legault, L. (2017). Self-Determination Theory. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. Springer. https://doi.org/10.1007/978-3-319-28099-8_1162-1 DOI: https://doi.org/10.1007/978-3-319-28099-8_1162-1

Martela, F., Ryan, R.M., & Steger, M.F., 2018. Meaningfulness as satisfaction of autonomy, competence, relatedness, and beneficence: Comparing the four satisfactions and positive affect as predictors of meaning in life. Journal of happiness studies, 19, 1261-1282. https://doi.org/10.1007/s10902-017-9869-7 DOI: https://doi.org/10.1007/s10902-017-9869-7

Mengesha, M.M., Roba, H.S., & Ayele, B.H. (2019). Level of physical activity among urban adults and the socio-demographic correlates: a population-based cross-sectional study using the global physical activity questionnaire. BMC Public Health, 19, 1160. https://doi.org/10.1186/s12889-019-7465-y DOI: https://doi.org/10.1186/s12889-019-7465-y

Van de Grift, W., & Houtveen, A. (2016). Educational leadership and pupil achievement in primary education. School Effectiveness & School Improvement, 10(4), 373-389. https://doi.org/10.1076/sesi.10.4.373.3497 DOI: https://doi.org/10.1076/sesi.10.4.373.3497

Vilas, G., & Sameer, L. (2019). Demographic variables influencing financial investment of urban individuals: a case study of selected districts of Maharashtra State. International Journal of Advanced Science and Technology, 29 (05), 962-974.

Wahab, N.B., Mohamed, M., Hassan, A., & Haron, M. (2013). The implementation of Malaysian jungle school elements among Orang Asli students. Paperwork. "2nd International Seminar on Quality and Affordable Education." Organized by the Faculty of Education University of Technology Malaysia (UTM). Johor

Yap, K., & Enoki, D. (2015). In search of the elusive magic bullet: Parental involvement and student outcomes. The School Community Journal, 5, 97-106.