Teachers’ perceptions on the factors that influence school dropout among upper primary school pupils in Trans-Nzoia east, Trans- Nzoia County, Kenya

Abstract

Pupils’ dropout works against the constitutional rights of a child and in the long run it can negatively affect a country’s socio-economic development. The study sought to investigate teachers’ perceptions on the factors that influence school dropout among upper primary school pupils in Trans-Nzioa East, Trans-Nzioa County, Kenya. The objectives of the study were, to establish ways in which teachers perceive cultural practices as influencing school dropouts, to find out teachers’ perceptions on how insecurity influences school dropouts, to determine teachers’ perceptions on how pupils’ family background influences school dropouts and to find out teachers’ perceptions on ways in which peer pressure influences school dropouts. An ex-post facto study design was adopted for this study. The study was based on Vrooms’ Expectancy theory of motivation as cited by Wayne and Miskel (2008). The target population was 250 respondents. The study used a sample population of 100 respondents, which included head teachers and class teachers. The research adopted a combination of simple random, purposive and stratified random sampling techniques. Questionnaires and interview schedules were used to collect data. Data was analyzed by frequency, tables and percentages tables of descriptive statistics. Data was analyzed using the statistical package for the social sciences program (SPSS). The findings of this study revealed that negative cultural practices such as the influence of mother tongue, male initiation rite and perception of teenage pregnancy contributed to school dropout. Pupils subjected to corporal punishment, parental negligence and negative peer pressure were major factors influencing dropout rate among upper primary pupils according to the teachers. The study is useful in that it recommends that schools can gradually introduce communication in English. Punishment to victims should be mild. Stakeholders in child welfare should educate and encourage parents on the need to take active role in children’s education whether formal or nonformal. Teachers can take active role in tracing the whereabouts of victims of pregnancy with an aim of encouraging them to continue with education. Stakeholders can educate the public, teachers and pupils inclusive on human rights. Besides, teachers can devise ways of discouraging bullying such as guiding and counseling. More primary schools and village polytechnics can be opened up to cater for long distances and dropouts respectively. Besides, schools can engage in agro-business in order to raise enough food. More importantly pupils should be encouraged to seek guiding and counseling from teachers whenever in a dilemma. However, the study recommends that a similar research be carried out on lower primary classes to asses the magnitude of dropout rate among pupils.