Teachers Influence on Adjustment of Form One Students to Secondary Schools, Uasin Gishu County, Kenya

Sarah Bundotich

doi:10.58256/njhs.v1i3.778

Authors

Sarah Bundotich
authorservices@royalliteglobal.com
Department of Educational Psychology, University of Eldoret

Keywords:

Adjustment, retention, support, teacher, transition

Abstract

The transition from primary to secondary school is an educational milestone. This implies that proper adjustment from primary to secondary school is necessary because it may lead to learners’ retention in school. The transition process involves learners’ movement from a small to large school thus less teachers’ attention. As a result of the reduced attention from teachers, a fall in academic performance and rising anxiety may emerge. Therefore, the aim of this study was to examine the influence of teachers on adjustment of form one students to secondary school in Uasin Gishu County. Bronfenbrenner’s ecological theory and explanatory survey research design were employed by the study. The target population was 14,043 form one students in Uasin Gishu County. Multiple sampling techniques were used to select the participants in terms of secondary schools and students. The sample size was 389 students. The study used both quantitative and qualitative data hence sets of questionnaire and focus group discussion were used in data collection. Both descriptive and inferential statistics were used to analyze data. The findings were (r=0.596, p<0.05). Qualitative data was analyzed based on emerging themes. The results indicate no significant influence of teachers on adjustment of form one students to secondary school. The study concluded that focus on high mean score for the school and personal aspects of students hinders teachers from helping form one students adjust to secondary school.

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