Influence of interpersonal conflicts on the students’ academic performance in Kenya Certificate of secondary education in public secondary schools: A case of Homa bay County, Kenya

Abstract

The purpose of this study was to investigate the influence of interpersonal conflicts on students‘ performance in KCSE in public secondary schools: A case of Kasipul Sub County, Homabay County, Kenya. The objectives of this study were to determine the influence of teacher-teacher conflicts on performance in KCSE in Kasipul Division, to assess the influence of administration-teacher conflicts on performance in KCSE in Division and to establish the influence of teacher-student conflicts on performance in KCSE in Kasipul Division. This study used descriptive survey design to collect data from the respondents who were teachers and students in public secondary schools in Kasipul Division. A sample of 11 principals, 49 teachers and 125 form four students were selected into the study. Piloting was done in two public secondary schools. Split half method was used to ascertain reliability of the instrument and the results correlated using Pearson‘s Correlation Coefficient. A correlation coefficient of 0.92 was obtained. Questionnaires were used to collect data. Data collected were coded and analyzed using SPSS. They were analysed using descriptive statistics and the results presented using frequency distribution tables and percentages to give emphasis on the responses. This study found out that teacher-teacher conflict was being experienced in the studied secondary schools and that they negatively influenced students‘ academic performance. Furthermore, administration teacher conflicts were also rampant in the studied secondary schools and have devastating influence on students‘ academic performance. Finally, teacher-student conflict was common in the studied secondary school in which case they negatively influenced students‘ academic performance. This study recommended that public secondary schools should ensure better working condition and fair treatment of all teachers so as to avoid interpersonal conflicts and improve on the academic performance of learners. Equal treatment of all teachers should be ensured by the school administration at all times. Public secondary schools should ensure adequate and equitable resource allocation among teachers as this may help minimise interpersonal conflict that arises from resource sharing among teachers.