Relationship between conflict factors and enrolment of girls in rural public primary schools in Samburu County, Kenya

Abstract

The study sought to investigate the relationship between inter-group conflict and enrolment of girls in rural public primary schools in Samburu County, Kenya. Despite Kenya’s government’s effort to promote girls’ education, gender disparities still exist in rural areas. Thus, the objectives of this study are to examine the relationship between selected factors of loss of human lives, loss of livelihood source, displacements, fear of attack, and learning disruption and enrolment of girls in rural public primary schools in Samburu County, Kenya. The researcher used a descriptive correlation survey design. The study was viewed from the premise of Social Conflict Theory by Oberschall. The target population of the research was 136 female teachers and 135 headteachers who happened to be male teachers from rural public primary schools in Samburu County. The sample size for the study was 136 female teachers and 27 headteachers. Out of these, 14 female teachers and 3 headteachers were used for piloting. The researcher used the census method for female teachers who responded to the questionnaires, and a purposive sampling technique was applied for head teachers whose data was obtained using interview schedules. The Pearson Correlation Coefficient showed a statistically significant moderate negative correlation of -0.537 with a p-value (Sig.) of 0.005, indicating significance at the 5 per cent level. This indicates that higher levels of inter-group conflict factors are linked to a reduction in girls’ enrollment in the region. The study recommends the government’s resolve to end inter-group conflict in Samburu County.