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

Abstract

Adolescence is a critical period in which learners develop their self-understanding and beliefs about their academic abilities. In Kenya, public secondary schools play a central role in shaping how students perceive their competence, worth, and potential. School connectedness—the sense of belonging, peer support, and teacher encouragement—has been highlighted as one of the strongest protective and motivational factors for students. Despite this, many students continue to struggle with low academic self-concept, raising concerns about the extent to which the school environment fosters positive learning identities. This study investigated the influence of school connectedness on students’ academic self-concept in public secondary schools in Nairobi County, Kenya. The study was anchored on Bronfenbrenner’s Ecological Systems Theory (EST), which explains how different dimensions of the school environment influence learners’ developmental and behavioral outcomes. A correlational research design was adopted to determine the relationship between school connectedness and students’ academic self-concept. The target population included class teachers and students from selected public secondary schools in Nairobi County. From this population, the study sampled students and class teachers using stratified and simple random sampling techniques. Data were collected using questionnaires and interviews, with pilot testing undertaken to ensure validity and reliability of the instruments. Quantitative data were analyzed using descriptive statistics (mean, frequencies, and percentages) and inferential statistics, specifically Pearson correlation and regression analysis, at a significance level of 0.05. Qualitative data from interviews and open-ended responses were subjected to thematic content analysis. The findings revealed a positive and significant correlation between school connectedness and students’ academic self-concept (r = .461, p < 0.01). Regression results further demonstrated that dimensions of connectedness, particularly teacher support and peer relationships, significantly predicted students’ academic self-concept. The study concludes that school connectedness is instrumental in shaping students’ academic self-perceptions in Nairobi County. Strengthening teacher-student relationships, fostering positive peer networks, and cultivating a strong sense of belonging are recommended as key strategies to improve students’ academic selfconcept.