Teachers’ psychological well‑being as a driver of students’ academic outcomes in secondary education
Аннотация
Background. Teachers’ psychological well-being greatly influences the quality of education and student performance. Personal growth, as a key component, shapes teacher development and engagement.
Purpose. This study examined the relationship between teachers’ personal growth and students’ academic achievement in public secondary schools in Kiambu County, Kenya.
Materials and methods. A mixed-methods approach using a concurrent design was employed. Data were collected via standardized teacher questionnaires, principal interviews, student observations, and document reviews. A sample of 688 participants, including 261 teachers and 384 students in 23 schools, was involved. Quantitative data were analyzed through correlation and regression methods; qualitative data were interpreted thematically.
Results. The study revealed a significant positive correlation between teachers’ personal growth and students’ academic achievement (r = .633), with personal growth accounting for approximately 73.8% of the variance in learners’ outcomes. This implies that teachers' professional development as an indicator of teachers' personal growth is not a marginal ingredient but a major determinant of learning outcomes. Regression analysis confirmed this relationship, yielding the model Y = 2.617 + 0.42X. The coefficient (0.42) suggests that each unit increase in teacher personal growth leads to a 0.42-unit rise in student achievement. The model was statistically significant (t = 5.159, ρ < .001). These statistics align with the qualitative observations that some teachers report limited confidence in their personal growth. This gap highlights that while teachers’ personal growth is impactful, it is unevenly experienced across the teaching workforce. Integrating these findings implies that supports the implementation of structured professional development and mentorship programs to enhance both instructional quality and student outcomes. The analysis demonstrates both the scientific novelty and the practical importance for policy and practice.
EDN: MTQKBY
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