Browsing by Author "Kabira, Judith Kamathi"

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    Cognitive Academic Engagement as a Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya
    (PPD, 2024-08) Muthengi, Deborah Mwikali; Kabira, Judith Kamathi; Ireri, Anthony Muriithi
    Primary school education in Kenya struggles with many pupils not finishing school, which is a significant issue for both individuals and society. Academic engagement is a vital but often debated factor for educational success, yet research on this in Kenya is limited. This study explored the connection between cognitive academic engagement and pupils’ intention to complete school in Tharaka Nithi County, Kenya.Guided by social cognitive theory and using correlational design, this study targeted all 12,250 pupils in 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils ingrades six, seven, and eight completed the questionnaires. Research instruments were piloted with 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques.The results revealed a significant positive moderate correlation between cognitive academic engagement and school completion intention (r (283) = 0.50,p<.01). Regression analysis revealed thatcognitive academic engagement significantly predicted school completion intention (F(1, 283) = 92.25, P= .00), accounting for only 24.60% of variability in this intention.Pupils' academic engagement significantly influences their intention to leave primary school early, suggesting schools should improve this engagement.
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    Interpersonal Relationships as a Correlate of Teachers’ Job Satisfaction in Public Primary Schools in Nairobi City County, Kenya
    (IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2023-11) Kanyiri, Stella; Kabira, Judith Kamathi
    Job dissatisfaction has persistently been reported among teachers in Kenya. In Nairobi City County, a significant number of primary school teachers, over 70% express dissatisfaction with various aspects of their job. This widespred dissatisfaction has remained a threat to students, teachers, and the larger education sector due to its associated negative outcomes. While earlier studies have extensively investigated teachers’ job satisfaction, there is limited attention accorded on factors linked to job satisfaction among teachers in public primary schools in Nairobi City County. Therefore, to address the gap, this study examined the relationship between interpersonal relationships and job satisfaction among this category of teachers. This study used Herzberg’s motivation theory (1994), was correlational and targeted 4,108 teachers from all the 205 public primary schools in Nairobi City County. A sample of 165 teachers was drawn from the accessible population of 290 teachers from all the 27 public primary schools in Westlands. The respondents filled in the Job Content Questionnaire and Brief Overall Job Satisfaction Measure II (BOJSM-II) questionnaires, which were piloted using 30 teachers drawn from one primary school that was left out during the main study. Analysis involved the reporting of descriptive statistics and hypothesis testing using Statistical Package for Social Sciences (SPSS) version 22. The results established a positive and significant relationship between interpersonal relationships and teachers’ job satisfaction (r (153) = 0.19, p < .02. The study concluded that good and supportive schoolbased interpersonal relationships are linked to higher job satisfaction among primary school teachers. The study recommends the Ministry of Education (MOE), Teachers Service Commission and School Boards of Management to develop good and supportive intepersonal relationships within schools to bolster job satisfaction of the teachers
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    Relationship between Needs-Supportive Learning Environment and Academic Self-Sabotaging Behavior among Form Two Studentsin Meru County, Kenya
    (ANIMA Indonesian Psychological Journal, 2025-07) Kabira, Judith Kamathi; Mugambi, Doyne Kageni; Wawire, Chrispus Koinange; Ireri, Anthony Muriithi
    Academic self-sabotaging behavior is a prevalent problem among Form Two students in Kenya, beinglinked to lower academic achievement, academic anxiety, academic stress, and poor mental health. Existing research has consistently linked basic psychological needs (BPN) satisfaction to less academicself-sabotaging behavior. Despite this, there is a relative dearth of studies exploring this area in the Kenyancontext. Therefore, the current study examined how basic psychological needs-supportive learning environment relate to academic self-sabotaging behavior, with self-determination theory (SDT) as thetheoretical basis, and a convergent parallel mixed-methods research design. The quantitative study samplecomprised 400 students (215 boys; 185 girls) drawn using proportionate stratified and simple randomsampling. The qualitative study sample included 20 students drawn using purposive criterion sampling.Data for quantitative study was collected using Basic Psychological Needs Satisfaction and FrustrationScale (BPNSFS; Chen et al., 2015) and Academic Self-Handicapping Scale (Midgley & Urdan, 2001).Qualitative data collection tools was a semi-structured interview schedule. Study results revealed a weak,negative and statistically significant correlation between needs-supportive learning environment andacademic self-sabotaging behavior (r(396)= -.14; p< .01). Qualitative findings complemented theseresults, revealing that a learning environment that supported students’ needs of autonomy, competence,and relatedness promoted high level of adaptive learning behaviors. The study recommends that schoolsshould promote an autonomy-supportive school environment that meets students’ basic psychologicalneeds (BPN) to reduce academic self-sabotaging behavior