Psychological determinants of teacher-pupil relationship and academic achievement in public primary schools in Kesses Sub County, Uasin Gishu county, Kenya

Abstract

The quality of the teacher-pupil interpersonal relationship is considered significant in the learning process since it can protect a learner from educational failure. This may arise from the psychological context in which they operate. Thus, the study's purpose was to assess the psychological determinants of teacher-pupil relationships and pupils' academic achievement in public primary schools in Kesses Sub County, Uasin Gishu County, Kenya. The specific objectives of the study were: to determine the relationship between self-esteem as a determinant of teacher pupil relationship and pupils' academic achievement, assess the relationship between self-efficacy as a determinant of teacher-pupil relationship and pupils' academic achievement, examine the relationship between locus of control as a determinant of teacher pupil relationship and pupils' academic and establish the relationship between optimism as a determinant of teacher-pupil relationship and pupils' academic achievement in public primary schools in Kesses Sub County, Uasin Gishu County, Kenya. This study adopted a correlational research design, with a target population of 2810 persons, comprising of 85 head teachers, 125 Class teachers and 2600 upper primary pupils from public primary schools in Kesses sub-County. The sample size was 351 participants which included 16 Class teachers, 11 Head teachers and 324 upper primary pupils from class six to eight. Primary data was collected by use of questionnaires for pupils and interview guides for teachers and head teachers. Quantitative data was analyzed using descriptive and inferential statistic and presented using pie charts, bar graphs and tables while qualitative data were analysed using themes and sub themes and presented in a report format and verbatim. The data was analyzed using Chi-square to establish whether there was any relationship between the variables; locus of control, self-esteem, self-efficacy and optimisms and academic achievement. Study findings indicated that psychological determinants; selfesteem, self- efficacy, locus of control and optimisms under the study had a significant relationship with pupils' academic achievement in public primary schools in Kesses Sub County, Uasin Gishu County, Kenya. The study findings indicated a significant relationship between self-esteem as a determinant of teacher-pupil relationships and pupils' academic achievement (2=944.053, p<0.05). There is a significant relationship between self-efficacy as a determinant of teacher pupil relationship and pupils' academic achievement (2=942.758, p<0.05). There is a significant relationship between locus of control as a determinant of teacher-pupil relationship and pupils' academic achievement (2=702.462, p<0.05). There is a significant relationship between optimism as a determinant of teacher pupil relationship and pupils' academic achievement (2=1239.844, p<0.05). The study concluded that self-esteem, self-efficacy, locus of control, and optimism significantly play a significant role in determining teacher-pupil relationships and academic achievement. The study recommended that there was a need for training all primary teachers in psychology. There was a need for teachers always to embrace warmth and be sensitive while dealing with pupils in a school to boost their general self-esteem, hence improving academic performance.