Teachers’ psychological well-being and learners’ Academic achievement in public secondary schools in Kiambu county, Kenya

Abstract

National students' performance at KCSE over the years has been dismal in Kiambu County. Despite the fact that most national schools are located in the county, and consistently achieve excellent KCSE results, the 2022 KCSE analysis reveals that more than 50% of the 261 secondary schools in the County posted a mean standard score of less than 3.0. The purpose of this study was to evaluate the influence of teachers' psychological well-being on the academic achievement of students in public secondary schools located in Kiambu County, Kenya. Recognizing self-esteem as a crucial factor, the research aimed to explore various aspects of teachers' well-being, including self efficacy, quality of relationship, personal growth, autonomy, and sense of purpose. Guided by Carol Riff’s theory of psychological well-being and Production function theory. The study used a mixed methodology approach, combining qualitative and quantitative methods. The study employed a concurrent triangulation research design with a target population of 116,333 individuals, including 227 principals, 2606 teachers, and 113,500 students across all 227 public secondary schools. The sample size consisted of 11,784 respondents, including 23 school principals, 261 teachers, and 11,500 students. Data collection utilized interview schedules for principals, questionnaires for teachers, and observation guides for students, supplemented by document analysis. Piloting of instruments occurred in three schools not included in the main study, ensuring validity and reliability. Face and content validity were confirmed by experts from Mount Kenya University, while reliability was assessed using the test-retest method. Descriptive statistics such as frequencies, percentages, means, and standard deviations were employed, with results presented using tables and figures. Inferential statistics included correlation and multiple regression analyses. Qualitative data underwent thematic analysis and was presented narratively. The study revealed that 71.2% of the variation in learners' academic achievement could be attributed to teachers' level of self-efficacy, indicating a significant influence (p-value = 0.635). This finding underscores the importance of teachers' self-efficacy in shaping students' academic outcomes in public secondary schools. The study revealed several significant findings regarding the relationship between teachers' psychological factors and students' academic achievement in public secondary schools in Kiambu County, Kenya. Firstly, it demonstrated that changes in teachers' self-efficacy positively affect students' academic performance. Moreover, a strong association was found between teachers' quality of relationships with others and students' academic achievement, with about 70.3% of the variation in achievement attributed to this factor. Furthermore, the study highlighted a positive correlation between teachers' personal growth and students' academic achievement, with 73.8% of the variation in achievement linked to this aspect. Additionally, teachers' level of autonomy was found to significantly impact students' academic outcomes, with about 72.2% of the variation attributed to this factor. Moreover, teachers' sense of purpose in life also positively influenced students' academic achievement. Overall, the study recommends strengthening guidance and counseling units tailored for teachers to promote their psychological well-being, consequently enhancing students' learning outcomes. This emphasizes the importance of supporting teachers' mental health and overall well-being to optimize educational outcomes in public secondary schools.