Teachers’ academic expectations and psychological distress among adolescents in private secondary schools in Nairobi County, Kenya

Angelline Kalondu Kiamba>, Dr. Joel Kiambi Muriithi and Dr. Florence Githuthu
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Angelline Kalondu Kiamba>: Department of Counseling Psychology, Faculty of Arts and Social Science, The Catholic University of Eastern Africa
Dr. Joel Kiambi Muriithi: Department of Counseling Psychology, Faculty of Arts and Social Science, The Catholic University of Eastern Africa
Dr. Florence Githuthu: Department of Counseling Psychology, Faculty of Arts and Social Science, The Catholic University of Eastern Africa

International Journal of Research and Innovation in Social Science, 2021, vol. 05, issue 08, 175-181

Abstract: The increase in levels of psychological distress among adolescents due to different factors are alarming, however since most adolescents are attending school. This study worked to establish the relationship between academic expectations and psychological distress experienced by adolescents in private secondary schools in Nairobi County Kenya. Specific objective was to determine if teachers’ academic expectations contribute to psychological distress among adolescents in private secondary schools in Nairobi County. Ecological Systems Theory founded by Urie Bronfen brenner in 1979 and General Strain Theory founded by Robert Agnew in 1992 anchored the study. A convergent parallel mixed method design was adopted, which involved descriptive survey and phenomenological methods for quantitative and qualitative enquiries respectively. A total sample of 387 respondents from 28 private secondary schools was used which included 380 students and 7 guidance and counseling teachers sampled through simple random, proportionate, and purposive sampling techniques. Data was collected through questionnaires and semi-structured interviews. Quantitative data was analyzed through descriptive and inferential analysis specifically chi-square and correlation using SPSS version 22 .The qualitative data from guidance and counseling teachers was analyzed using content analysis. The results were then presented using tables for quantitative data, and data collected through semi-structured interviews was presented through quotes and narrative descriptions. The findings showed that adolescents experienced academic expectations from teachers. Teachers’ academic expectation was significantly influenced by age and mothers’ educational level. In relation to psychological distress, teachers’ academic expectations had a weak positive relationship with anxiety, stress and depression symptoms.

Date: 2021
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