Teachers’ Adversity Quotient Dimension of Ownership: Predictor of Students’ Academic Performance in Public Secondary Schools in Kenya

摘要

Given the high degree of performance expected from teachers’, their ability to respond to adversity is crucial. This study sought to determine the relationship between teachers’ Adversity Quotient dimension of ownership and students’ academic performance. The study involved 441 teachers chosen though systemic random sampling. Data was collected by use of adversity quotient profile questionnaires and Kenya certificate of secondary school results for students’ academic performance. Data was analyzed using Pearson correlation coefficient (r) and regression statistics to ascertain relationships. The results showed strong significant relationship (r= .392, P0.01 and t=9.939, P=0.01. The study concluded that teachers’ ownership dimension of adversity quotient is important towards improving students’ academic performance.