Interaction of ranking, self-esteem and career maturity among Kenyan secondary school students in Kimilili Sub-county.

Abstract

Studies have shown that students have difficulty in linking their vocational path to their professional and educational future. The concept of ‘rank’ is broad, in Kenya it involves practices where schools are ranked; school type (National, extra-county, county and sub-county schools) and gender rank. Moreover students are ranked according to grades after every examination. This study looks at rank in terms of students being placed in different school types (extra-county and county schools), and student’s rank ordered grades, and the attitude they possess after being assigned this grades. Moreover, it tries to assert how self-esteem interplays in the equation and how it influences individual achievement of career maturity. The objectives of the study were to examine the extent to which school ranking (school type) influences self esteem. To establish the extent to which school ranking influences career maturity. To establish the relationship between students’ attitudes towards rank-ordered grades career maturity and self esteem. To determine the extent to which gender rank influences career maturity and self esteem. The study employed person- construct theory. The quantitative data was collected by use of a questionnaire. The questionnaire was administered to a sample of 550 students in form 4 class from 11 public secondary schools in Kimilili sub- County. Cluster and purposive sampling was used to get the 11 schools. One form 4 class stream of 50 students (in each sampled school) was selected through simple random sampling. Data collected using Rosenberg self esteem test and career maturity inventory scale and attitude questionnaire. Test retest method ensured reliability of the attitude questionnaire at α of 0.78 while the validity was ensured through expert assistance. Data was analyzed using Pearson-product moment correlation whereby, correlation of students attitude towards rank ordered grades and career maturity and self esteem, there was a negative correlation r (546) =-0.10, P>.05 and r (546) =0.06, P=0.13 respectively. While chi-square calculations were used to determine the relationship between; school rank and career maturity, where the relationship was significant x 2 (1, N=548) =3.84, P<0.05. School rank and self esteem, the relationship was not significant x 2 (2, N=548) =0.84, P>.05.The association between ranking, self-esteem and career maturity was very weak. Therefore the use of rank-ordering in education does not promote career maturity. Multiple regression was carried out and attitude towards rank ordered grades added statistically significantly to the prediction. This aspect is important to education stakeholders as it need to review their methods of testing and the grading of students, so as to make the students to be more knowledge oriented than rank. Hence the testing should be more linked to the world of work and the grading should avoid the labeling of students’ so as to build their self esteem. Moreover, awareness should be created for secondary school students about the world of work and the job opportunities available to them, through vocational counseling and career building programmes. This will help the students to link their educational path to their vocational and professional future.