Role of relationships on efficacy of 100% transition in public secondary schools in Kisii County, Kenya

Abstract

This present study sought to investigate the role of relationships on the efficacy of 100 per cent transition in public secondary schools in Kisii County, Kenya. Sound relationship stance a conducive teaching and learning environment for learners to excel. This is achieved through controlled social interaction among learners. The study adopted both descriptive survey and mixed research designs. The study targeted a total of 33,593 students, 4,986 teachers and 186 principals, out of which a sample of 380 students, 357 teachers and 27 principals was selected. Regression analysis showed that the variations of relationships could result in an improved efficacy of learner's transition in secondary schools in the County by 37.9 per cent, and it was statistically significant, p<.05. Additionally, ANOVA (F (1,206) =82.471, p=.000<.05) showed a statistically significant effect of relationships on the efficacy of 100 per cent transition in the County. The interviews revealed poor student-student and student-teacher relationships, like prefects were excessively empowered to the extent of bullying their colleagues. Therefore, the school’s management should organise team-building activities like ball games, school debates, exposure trips, clubs and societies to foster working relationships in schools to improve the efficacy of 100 per cent transition. Additionally, the need for strengthening the roles of the Guidance and Counselling department in schools was noted.