STAKEHOLDERS’ CONCEPTUALIZATION OF SCHOOL-BASED FACTORS INFLUENCING SECONDARY SCHOOL DROPOUT IN KESSES SUB-COUNTY, KENYA

Forfattere

  • Chirchir Micah Kipkurgat Student of Education in Sociology, Department of Educational Foundations, School of Education, Moi University, Kenya
  • Emmy J. Kipsoi Professor, Department of Educational Foundations, School of Education, Moi University, Kenya
  • Kefa L. Simwa Professor, Dr., Department of Educational Foundations, School of Education, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i7.6965

Nøgleord:

school-based factors, dropout, stakeholders’ conceptualization

Resumé

The study investigated education stakeholders’ conceptualization of school-based factors influencing dropout among secondary school students in public secondary schools in Kesses Sub-County, Kenya. The study was guided by Structural Functionalism Theory. A mixed-methods research design was adopted, combining descriptive survey and qualitative approaches. The target population was 990 respondents comprising principals, teachers, students, area chiefs, and parents of dropout students. A sample of 307 respondents was selected using stratified, purposive, snowball, and simple random sampling techniques. Data were collected using questionnaires, interviews, and focus group discussions. Quantitative data were analysed using descriptive statistics and Pearson correlation, while qualitative data were analysed thematically. Findings revealed that stakeholders strongly conceptualize several school-based factors as contributors to dropout. These include a harsh and unfavourable school environment, complex curriculum demands, inadequate teaching and learning facilities, high teacher expectations, uncaring teacher behaviours, and slow curriculum implementation. Descriptive results indicated strong agreement among respondents that a harsh school environment, complex curriculum, and high teacher expectations significantly influence dropout. Correlation analysis further showed a strong positive relationship between school-based factors and dropout (r = 0.705, p < 0.01), indicating that poor school conditions are associated with increased dropout rates. Qualitative findings reinforced these results, with participants noting that rigid school environments, academic pressure, lack of resources, and negative teacher–student relationships contribute to student disengagement. The study concludes that school-based factors significantly influence student dropout, largely through stakeholders’ perceptions of the school environment and its effectiveness. It recommends curriculum simplification, improvement of school learning environments, strengthening of teaching resources, and enhancement of teacher support systems to improve student retention in secondary schools.

Forfatterbiografier

  • Chirchir Micah Kipkurgat, Student of Education in Sociology, Department of Educational Foundations, School of Education, Moi University, Kenya

    Chirchir Micah Kipkurgat is a student of Education in Sociology in the Department of Educational Foundations, School of Education, Moi University, Kenya. His research interests include sociology of education, student dropout, school-based factors affecting learner retention, and the experiences and perspectives of education stakeholders. His scholarly work focuses on understanding educational challenges and informing approaches that promote learner participation and retention.

  • Emmy J. Kipsoi, Professor, Department of Educational Foundations, School of Education, Moi University, Kenya

    Emmy J. Kipsoi is a Professor in the Department of Educational Foundations, School of Education, Moi University, Kenya. Her research interests include educational management, the use of information and communication technologies in education, and contemporary issues affecting educational institutions and learning. She participates in research and scholarly activities in education, with a focus on generating evidence that can inform educational practice and policy.

  • Kefa L. Simwa, Professor, Dr., Department of Educational Foundations, School of Education, Moi University, Kenya

    Kefa L. Simwa is a Professor in the Department of Educational Foundations, School of Education, Moi University, Kenya, and serves as Director of the Institute of Gender, Diversity and Peace Studies at Moi University. He holds a B.Ed. from Kenyatta University, an M.Phil. from Moi University, and a PhD from the University of Johannesburg. His research interests include education, teacher education, values education, gender, diversity, peace studies, and educational development. He is actively involved in university leadership, teaching, supervision, and scholarly research.

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Publiceret

2026-08-27

Nummer

Årg. 13 Nr. 7 (2026)

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Articles

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