Influence of interpersonal conflicts on the students’ academic performance in Kenya Certificate of secondary education in public secondary schools: A case of Homa bay County, Kenya
Abstract
The purpose of this study was to investigate the influence of interpersonal conflicts on
students‘ performance in KCSE in public secondary schools: A case of Kasipul Sub
County, Homabay County, Kenya. The objectives of this study were to determine the
influence of teacher-teacher conflicts on performance in KCSE in Kasipul Division, to
assess the influence of administration-teacher conflicts on performance in KCSE in
Division and to establish the influence of teacher-student conflicts on performance in
KCSE in Kasipul Division. This study used descriptive survey design to collect data from
the respondents who were teachers and students in public secondary schools in Kasipul
Division. A sample of 11 principals, 49 teachers and 125 form four students were
selected into the study. Piloting was done in two public secondary schools. Split half
method was used to ascertain reliability of the instrument and the results correlated using
Pearson‘s Correlation Coefficient. A correlation coefficient of 0.92 was obtained.
Questionnaires were used to collect data. Data collected were coded and analyzed using
SPSS. They were analysed using descriptive statistics and the results presented using
frequency distribution tables and percentages to give emphasis on the responses. This
study found out that teacher-teacher conflict was being experienced in the studied
secondary schools and that they negatively influenced students‘ academic performance.
Furthermore, administration teacher conflicts were also rampant in the studied secondary
schools and have devastating influence on students‘ academic performance. Finally,
teacher-student conflict was common in the studied secondary school in which case they
negatively influenced students‘ academic performance. This study recommended that
public secondary schools should ensure better working condition and fair treatment of all
teachers so as to avoid interpersonal conflicts and improve on the academic performance
of learners. Equal treatment of all teachers should be ensured by the school
administration at all times. Public secondary schools should ensure adequate and
equitable resource allocation among teachers as this may help minimise interpersonal
conflict that arises from resource sharing among teachers.
Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5980]