Date of Conferral
2-27-2024
Date of Award
February 2024
Degree
Ph.D.
School
Psychology
Advisor
Matthew Howren
Abstract
Students in rural and underresourced school settings often perform poorly due to adversity. This is evident in subcounty schools where challenges such as domestic violence and low socioeconomic status further impact students' academic performance. Researchers have demonstrated that the relationship between students and teachers is instrumental in building resilience and developing social emotional competence. By fostering resilience, teachers can play a crucial role in mitigating these challenges. However, few studies have examined teacher experience in building resilience in students through a qualitative study. Using a generic qualitative descriptive study and grounded in the theory of resilience, semistructured interviews were completed with 12 qualified secondary school teachers with at least one year experience in West Laikipia. Using thematic analysis, the data then revealed key themes: (a) why students need to build resilience, (b) how teachers develop connections with the students, (c) what strategies teachers used, and (d) their need for professional development to support their efforts. Teachers established their relationship with the students through extracurricular activities and offered both parenting and practical support. The mixed day schoolteachers acknowledged the inadequacy of professional development in fostering social emotional competence in their students. Building resilience would bring about positive social change by supporting academic performance, enhancing social-emotional competence and empowering students.
Recommended Citation
Allen, Priscilla Ann Stafford, "A Qualitative Examination of Teachers’ Experiences Building Student Resilience in Rural Kenya" (2024). Walden Dissertations and Doctoral Studies. 15499.
https://scholarworks.waldenu.edu/dissertations/15499
