Relationship between Student-Teachers’ Academic Interaction and Academic Self-Esteem in Public Secondary Schools in Nakuru County, Kenya

Abstract

The learners’ academic self-esteem and academic interaction shape the learning environment of students. The purpose of this study was to examine students’ academic interaction and academic self-esteem relationships in public secondary schools in Nakuru County, Kenya. Correlational research design and both quantitative and qualitative research approaches were used in the study. The population of the study comprised 23,309 that is 11,938 boys and 11,371 girls form three students from 294 public secondary schools in Nakuru County. A total of 29 public secondary schools and 378 form three students were selected using stratified random sampling. The study used purposive sampling to sample 29 class teachers from the selected public secondary schools in Nakuru County. The total sample size for this study was therefore 407 respondents. The study used closed-ended questionnaires to collect data from students and interview schedule to collect data from class teachers. To ensure content validity of the research instruments, the researcher developed questionnaires and an interview schedule in line with the objectives of the study in consultation with experts on counseling and educational foundations. To test the reliability of the questionnaire, a pilot study was done on one secondary school that was not part of the actual study. Cronbach’s Alpha test of internal consistency was established whereby the items had reliability coefficients of 0.871 (for the student-teacher academic interactions tool) and 0.873 (for student academic self-esteem tool) which were considered acceptable. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 24 while qualitative data was analyzed using NVivo version 12. The study established that there was a statistically significant relationship between student-teachers’ academic interaction and academic self-esteem in public secondary schools in Nakuru County, Kenya. The study recommends Kenyan teachers training institutions to advance teaching methods that seeks to improve student-teachers’ academic interaction and academic self-esteem for better academic achievement.

Key Words — Education, Student-Teachers’ Academic Interaction, Academic Self-Esteem, Public Secondary Schools.