Abstract:
The increasing complexities of modern life, together with emotional growth and development of adolescents and delineation of youths in boarding schools pose challenges on their self-efficacy and school adjustment socially, emotionally and academically. The study therefore focused on establishing the influence of peer counselling on learners’ self-efficacy and school adjustment in boarding secondary schools in Kericho County, Kenya. The study objectives were; to explore the forms of peer counselling that exist in boarding secondary schools, to establish the influence of peer counselling on the learners’ self-efficacy, social adjustment, emotional adjustment and academic adjustment. Social Cognitive theory by Albert Bandura and Social Development theory by Lev Vygotsky guided the study. The study-generated data from 12 schools, among 398 students and 48 peer counsellors selected by simple random sampling. Additionally, 12 heads of guidance and counselling and principals were included. The study adopted pragmatic paradigm, used mixed method research approach. The study used convergent parallel mixed methods research design where data was collected using questionnaires, interview schedules and focus group discussion. Quantitative data was analyzed by descriptive and inferential statistics, qualitative data was thematically analyzed through selective coding. The results of the study revealed that peer counselling that exist in boarding secondary schools use the roles of befriending (74.0%), mediation (72.8%), mentoring (72.8%), tutoring (72.6%) and educators (72.3%) in their helping process. There was a significant influence of peer counselling on learners’ self-efficacy (β=0.591, p=000). Likewise, qualitative data confirmed that peer counselling influence learners’ self-efficacy by helping learners to have positive mindset. Peer counselling had significant influence on learners’ social adjustment (β=0.594, p=0.000). Identically, the qualitative data enhanced the quantitative findings in that peer counselling helped learners to adjust socially by valuing themselves. On learners’ emotional adjustment, peer counselling had a significant impact (β=0.595, p=0.000), again, the qualitative data enriched these results since the findings revealed that peer counselling encouraged learners to focus on the future not the past. Lastly, on learners’ academic adjustment, peer counselling had a significant impact (β=0.5 95, p=0.000), similarly, qualitative results revealed that peer counsellors have been encouraging learners not to fear asking questions in class. The study concludes that peer counselling has a positive influence on learners’ self-efficacy and school adjustment. The study therefore recommended that schools should use peer counselling to enhance learners’ self-efficacy and school adjustment. Sensitization of principals, teachers and heads of guidance and counselling on the benefits of Peer counselling on learners’ self-efficacy and school adjustment is necessary.