Teachers’ Perceptions of Social Factors Influencing Boy- Child Drop-Out Rates in Day Mixed Secondary Schools in Kenya

Abstract

Despite the fact that the government of Kenya has introduced Free Primary Education (FPE) and Free Day Secondary Education (FDSE), many school going age boys have been dropping out of school. School drop-out for boys is a very serious issue not only in Kenya but also in the whole world. Although many studies have been carried out in other parts of Kenya, none has investigated the factors behind the increased dropout of the boy child in secondary education particularly in Kericho County. The main purpose of this study was to investigate the teachers’ perceptions on social factors influencing the boy-child’s drop-out in public mixed day secondary schools in Kericho County. The objective of the study was to examine teachers’ perceptions on the influence of social factors on boy child drop-out. The study used the descriptive survey research design. The study was guided by Gibson’s Theory of Direct Perception theory. The target population comprised of 210 form 4 class teachers. Multistage sampling was used during sampling whereby 136 Form four class teachers were sampled to participate in the study. Quantitative data was collected using a teachers’ questionnaires. Piloting of the teachers’ questionnaire was carried out to ensure reliability which was estimated using split-half reliability formula. Validity of the instruments was ascertained in relation to the set objectives. Quantitative data was analyzed using both descriptive and inferential statistics using the Statistical Package for Social Sciences (SPSS) version 24. The results of the study indicated that the selected social factors such as peer influence, family disputes, indiscipline and love relationships (F= 6.354, p< .05) influenced boy-child drop-out. A regression analysis revealed that social factors contributed 41.1% (R2 = .411) of the boys drop-out. Boys who dropped out of school are a threat to the society for lack of proper engagement. The results are significant to teachers, parents and students in addressing the factors that influence education retention among boys and they may come up with ways of curbing this drop-out problem.