Influence of teacher-pupil relationship on pupils’ acquisition of literacy competencies in selected public primary schools in Kibra, Nairobi County


  • Patrick Lumumba Aghan Department of Sociology, Social work and African Women Studies, University of Nairobi, Kenya
  • Rosemary Mbogo School of Education, Arts and Social Sciences, Africa International University, Kenya



Teachers, learners, pupils, literacy competencies, feedback, teacher-pupil relationship


This paper sought to examine the instructional role played by teachers with specific interest on how teacher-pupil relationships influence pupils’ acquisition of literacy competencies. The study is conducted in selected public primary schools in Kibra, one of the most recognized informal settlements in Kenya and the largest urban slum in Africa. Guided by Holdaway’s (1979) literacy development theoretical framework, this paper adopts a mixed method approach in data collection for both qualitative and quantitative data. The study targeted pupils enrolled in class three and four, and their respective teachers. Interviews, questionnaire and focus group discussion guides (FGDs) were used to collect data from 50 class three and four teachers and 348 pupils. Each focus group comprised of not more than 12 pupils. Purposive and stratified random sampling techniques were employed to sample the teachers and pupils respectively. Data were analysed using Statistical Package for Social Sciences (SPSS) and Nvivo software. Chi-square statistical formula was used to test the null hypotheses. The study recommends that in order for pupils to achieve improved acquisition of literacy competencies, teachers should cultivate deliberate efforts of attaining friendly relationships with all the learners.


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How to Cite

Influence of teacher-pupil relationship on pupils’ acquisition of literacy competencies in selected public primary schools in Kibra, Nairobi County. (2022). Research Journal in Comparative Education, 3(2), 17-29.

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