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




Adjustment, retention, support, teacher, transition


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.


Download data is not yet available.

Achoka, J. S. K., Odebero, S.O., Maiyo, J.K., & Mualuko, N. J.(2007). “Access to basic education in Kenya: inherent concerns.” Educational Research and Review, 2 (10), 275-284.

Adesoji, F.A., & Olatunbosun, S.M. (2008). Student, Teacher and School Environment Factors as Determinants of Achievement in Senior Secondary School. The Journal of International Social

Akos, P. (2006). Extra-curricular participation and the transition to middle school. Research in Middle Level Education Online, 29, 9, 1-9.

Barber, B., & Olsen, H. (2004). “Assessing the Transitions to Middle and High School”. Journal of Adolescent Research, 19, 3-30.

Benner, D. A., & Graham, S. (2009). The Transition to High School as a Developmental Process Among Multiethnic Urban Youth. Child Development, 80(2), 356–376.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Bru, E., Stornes, T., Munthe , E., & Thuen, E. (2010). Students' perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54, 6, 519-533.

Cohen, L., Marion, L., & Morrison, K.(2005). Research Methods in Education (5thed.). New York: Routledgefalmer.

Ding, C.S. (2008). Variations in academic performance trajectories during high school transition: Exploring change profiles via multidimensional scaling growth profile analysis. Educational Research and Evaluation. 14, 4, 305-319.

Disiye, M. (2012). Influence of Parental Communication on Psychological Adjustment of Secondary School Student in Uasin Gishu County, Kenya. (Unpublished Doctoral Thesis). Moi University, Kenya.

Dube, A. K. (2011). Factors Affecting Transition, Performance and Retention of Girls’ in Secondary Schools in Arid and Semi Arid Land. A Case of Rhamu Town – Mandera County, Kenya. Unpublished M.Phip Thesis, Africa Nazarene University, Nairobi, Kenya.

Frey, A., Ruchkin, V., Martin, A. & Schwab-Stone, M. (2009). Adolescents in Transitions: School and Family Characteristics in the Development of Violent Behaviors Entering High School. Child Psychiatry and Human Development, 40, 1-13.

Kiuru, N., Nurmi J., Aunola K., Salmela – Aro, K. (2009). Peer group homogeneity in adolescents’ school adjustment varies according to peer group type and gender. International Journal of Behavioral Development 33 (1) 65-76.

Kothari, C. R. (2004). Research Methodology Methods and Techniques, (2nd Ed). New Delhi: New Age International publisher.

Marston, J. (2008). Perceptions of students and parents involved in primary to secondary school transition programs. In Proceedings AARE Brisbane 2008 Conference, Australian Association for Research in Education. Retrieved from: http:// www.aare.edu.au/08pap/mar08250.pdf.

Patrick, P., Ryan, A.M. & Kaplan, A. (2007). Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement. Journal of Educational Psychology,99, 1, 83–98.

Reddy, R., Rhodes, J. & Mulhall, A. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Journal of Develop ment and Psychopathology, 15, 119 – 138.

Sigei, K.W. (2013). Analysis of Transition of New Students in Secondary Schools in Bomet District, Bomet County, Kenya. Unpublished Thesis, Kenyatta University.

Sirsch, U. (2003).The Impending Transition from Primary to Secondary School: Challenge or Threat? International Journal of Behavioural Development, 27 (5), 385-395.

Uasin Gishu County Integrated Development Plan 2013-2018. Retrieved from: http://www.uasingishu.go.ke/wpdmpro=uasin-gishu-county-integrated-development-plan-2013-2018.

Winga, M. A., Agak, J.O., & Ayere A. M. (2011).The Relationship among The Relationship among School Adjustment, Gender and Academic Achievement amongst Secondary School Students in Kisumu District Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 2 (6): 493-497.

Wosyanju, C. (2012). “The System of Education in Kenya.” Retrieved from International .iupui.edu/ Kenya / resources / Education-in-Kenya.pdf.



How to Cite

Bundotich, S. (2017). Teachers Influence on Adjustment of Form One Students to Secondary Schools, Uasin Gishu County, Kenya. Nairobi Journal of Humanities and Social Sciences, 1(3). https://doi.org/10.58256/njhs.v1i3.778