Peer mentoring and its implications in students support and management in secondary schools in Kenya: A case of Friends School Kamusinga (FSK), Bungoma County, Kenya

Abstract

This paper reviews peer mentoring in Kenya which enables new students to be provided orientation by more senior peers. Peer mentors serve as their mentees thus make the transition to secondary schools smooth. Peer mentoring is an educational model that builds on peer support and mentoring to assist young learners to enhance social relationships, develop cognitive skills, and promote positive identity development in schools and instill discipline which this paper explores. It adopted Albert Bandura’s reciprocal determinism model. The study used qualitative research design where focused group discussion (FGD), participant observation, interview guide and document analysis was used to collect data. The class teachers, senior teachers, Dean of students and students’ counselors including the school management were key informants. Ten FGD were interviewed. Research findings revealed that there was greater sense of self awareness and adjustment of the new students due to interaction and positive guidance by mentors. The new comers were able to be guided thus easy adjustment. Study revealed that few cases of indiscipline cases and attempted strikes were reported thus improved academic performance. Peer mentoring of new students with senior students have the transformative space to articulate their worldview and thinking. They can engage in peer feedback where they are positioned as leaders in the foreseeable future. The study findings are significant to educational managers in schools, Ministry of education and researchers on students’ welfare, discipline, modeling and support.