Teachers’ Perceptions on Classroom Determinants of School Refusal Behaviour among Lower Primary Learners in Nandi East District

摘要

Many children are refusing to attend school or have problems remaining in the classes for an entire day. Refusal is associated with classroom climate factors and if not managed well they lead to multiple socio-economic risks spanning into adulthood. This study sought teachers’ views on classroom determinants of school refusal behaviour among lower primary schools in Nandi East district with emphasis on class dynamics. The study adopted a descriptive survey research design in which variables were studied as they are in the field without manipulation. The accessible population consisted of all the 282 public lower primary class teachers in the district. The final sample size of 152 was determined by employing Stein’s method. Stratified and simple random sampling methods were used to get the participants. Structured and semi structured survey questionnaire were used to collect data from class teachers. Cronbach’s Coefficient Alpha was used to determine the reliability of research questions; which established a reliability coefficient of .872. Descriptive statistics used to analyze quantitative data were percentages and frequencies. Statistical Packages of Social Science (SPSS) programme version 17 aided in analyses. The findings were summarized and presented in tables and figures. The study established that teachers consider the following dynamics as triggers of refusal: getting poor marks which lead to frustrations, learners inability to bring out their problems well, teachers forcing weak learners to repeat classes and learners getting demotivated because achievement and performance are not praised or rewarded. The study recommends the in -servicing of education stakeholders on nature of school refusal, improving provision of instructional materials to learners with special needs and improving school inspection. Keywords: class dynamics, school refusal behaviour, classroom climate, The Functional Motivational Model