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

Kiamba, Angelline Kalondu; Dr. Joel Kiambi Muriithi; Dr. Florence Githuthu

dc.contributor.author	Kiamba, Angelline Kalondu
dc.contributor.author	Dr. Joel Kiambi Muriithi
dc.contributor.author	Dr. Florence Githuthu
dc.date.accessioned	2023-02-17T07:07:09Z
dc.date.available	2023-02-17T07:07:09Z
dc.date.issued	2021-08
dc.identifier.issn	2454-6186
dc.identifier.uri	https://ir.gretsauniversity.ac.ke/xmlui/handle/20.500.12736/3773
dc.description.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. Key Words: Academic expectation, psychological distress	en_US
dc.publisher	International Journal of Research and Innovation in Social Science (IJRISS)	en_US
dc.subject	Research	en_US
dc.title	Teachers’ academic expectations and psychological distress among adolescents in private secondary schools in Nairobi County, Kenya	en_US
dc.type	Article	en_US