School of Education (SE)

Pupil’s Creativity and Achievement Goals under the Competency-Based Curriculum in Public Primary Schools in Kisii-Central Sub-County, Kisii, Kenya

2026-01-14T10:03:36Z

Pupil’s Creativity and Achievement Goals under the Competency-Based Curriculum in Public Primary Schools in Kisii-Central Sub-County, Kisii, Kenya Brian Nyangaresi Omwene, Mukolwe Asakhulu Newton, Mary Consolata Shinali The Competency-Based Curriculum (CBC) in Kenya emphasizes the development of practical skills, critical thinking, and creativity, shifting away from traditional content-based education. Despite this focus, the relationship between pupils’ creativity and their achievement goals under the CBC remains underexplored. This study examined the relationship between pupils’ creativity and their achievement goals in public primary schools in Kisii-Central Sub-County, Kenya. The study was guided by the Divergent Theory of Creativity and employed a correlational research design. The target population consisted of 3,923 Grade 6 pupils from 75 public primary schools in Kisii-Central Sub-County. A sample of 350 pupils was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire designed to measure pupils’ creativity, with achievement goals assessed using school-based CBC assessment scores. The findings revealed a statistically significant negative relationship between creativity and achievement goals (r = -0.241, p < 0.01), indicating that pupils with higher creativity levels tend to set lower achievement goals. This result challenges conventional assumptions about the role of creativity in achievement goals and suggests that creative pupils may prioritize skill mastery and intrinsic motivation over external performance metrics. The study recommends that educators and policymakers revise assessment frameworks to better capture and reward creativity, ensuring that creative pupils are supported in balancing their innovative approaches with measurable academic outcomes.

Influence of class teachers’ teaching experience on the self-esteem of orphaned pupils in public junior schools in Nairobi County, Kenya

2026-01-14T10:01:16Z

Influence of class teachers’ teaching experience on the self-esteem of orphaned pupils in public junior schools in Nairobi County, Kenya Naomi Kanyua Musyoki, Mukolwe Asakhulu Newton, Maria Ntarangwe 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.

Influence of Class Teachers' Academic Qualifications on the Self-Esteem of Orphaned Pupils in Nairobi County Public Junior Schools

2026-01-14T09:58:54Z

Influence of Class Teachers' Academic Qualifications on the Self-Esteem of Orphaned Pupils in Nairobi County Public Junior Schools Naomi Kanyua Musyoki , Mukolwe Asakhulu Newton, Maria Ntarangwe The influence of class teacher qualifications on the self-esteem of orphaned pupils is critical to achieving Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education. In Kenya, the government allocates nearly 8 billion shillings annually to the Orphans and Vulnerable Children (OVCs) program, yet limited research examines how teacher academic qualifications shape orphaned learners’ self-esteem in junior schools, where parental guidance is often absent. Self-esteem is vital for academic engagement and performance, particularly for double orphans. This study investigated the impact of class teachers’ academic qualifications on the self-esteem of orphaned pupils in Nairobi County’s public junior schools. Using a correlational design, the study sampled 400 pupils and their class teachers from 237 schools. Data were collected via structured questionnaires, including the Rosenberg Self-Esteem Scale, and analyzed using descriptive statistics and chi-square tests. Findings revealed no statistically significant relationship between teachers’ academic qualifications and orphaned pupils’ self-esteem (χ² = 4.23, p = 0.76). This suggests that credentials alone do not determine emotional support capacity. The study concludes that relational qualities, such as emotional intelligence, are more critical than academic expertise in fostering self-esteem among orphaned learners. Recommendations include revising teacher preparation programs to integrate psychosocial competencies and policy interventions emphasizing trauma-informed practices. These insights inform evidence-based strategies for enhancing teacher training and supportive classroom environments for orphaned pupils.

School Connectedness and Students’ Self-Esteem in Public Secondary Schools in Nairobi County, Kenya

2026-01-14T09:55:58Z

School Connectedness and Students’ Self-Esteem in Public Secondary Schools in Nairobi County, Kenya Catherine Julia Gatwiri, Mukolwe Newton, Mwaura Kimani Self-esteem is a central component of adolescent development, influencing students’ motivation, learning, and psychosocial adjustment. In the school context, students’ self-esteem is shaped by the quality of their relationships with teachers, peers, and the overall school climate. School connectedness, which refers to the degree to which students perceive themselves accepted, valued, supported and safe at their school setting, has also been cited as one of the most important predictors of self-esteem and academic achievement. In Kenya, however and more specifically in the multicultural urban environment of the Nairobi County, the correlation between school connectedness and the self-esteem of students has not been well studied in spite of the long standing issues of indiscipline, lack of engagement and low academic motivation in state-owned secondary schools. This research paper reviewed the association between school connectedness and self-esteem of students in the public secondary schools within the Nairobi County. The study adopted the correlational design, using quantitative methods guided by the Ecological Systems Theory developed by Bronfenbrenner and Self-Determination Theory. The respondents sampled consisted of 381 students and 16 class teachers of the public secondary schools of the Nairobi County in the target population. Standardized questionnaires were used to gather data, which included Rosenberg Self-esteem Scale to determine self esteem in students and validated measures to determine school connectedness. The process of data analysis consisted of descriptive statistics, Pearson correlation, and multiple regression at the level of significance 0.05. The findings revealed that the connection between school connectedness and self esteem of students was positive and significant. Students who perceived themselves to have greater support through the teachers, good relationship with their colleagues and that they belong to their schools reported greater levels of self esteem. The lack of relational support and school attachment, on the other hand, was associated with low self-worth. These results indicate the importance of school connectedness in influencing positive self-perceptions among adolescents therefore, guaranteeing positive involvement in academics and emotional well-being. The researcher comes up with a conclusion that through the application of practices that are inclusive, good teacher-student relationships, and student-peer relationships, school connectedness will be reinforced to facilitate the advancement of the self-esteem of students in the Nairobi County. It proposes integration of relational and psychosocial factors in the educational interventions along with academic reforms in the school management, policy makers and teachers. By enhancing emotionally safe and supportive school climates holistically, public secondary schools are able to enhance confidence, resilience and long term academic student performance.