| dc.description.abstract | Past studies show that pregnant teenagers are subjected to psychological constructs manifested in the form of guilt, self-esteem, hopelessness, loss of interest and sadness relation to their academic performance. However, there is limited research on the effect of these challenges on academic performance among pregnant teenagers. The aim of this research was to examine the role of selected psychological constructs on academic performance among pregnant teenagers in public secondary schools in Narok County, Kenya. The study’s objectives were: to establish the influence of pregnancy related sadness on academic performance; low self-esteem due to teenage pregnancy, pregnancy-related hopelessness on academic performance, pregnancy-related loss of interest, and pregnancy related guilt on academic performance. The study was backed by the human capital theory and self-efficacy theory. The study adopted the Ex-post Facto research design. The population targeted was pregnant teenagers in public secondary schools in Narok County, Kenya. The study was conducted in 78 secondary schools, with a target population of 156 pregnant teenagers and 78 guidance and counselling teachers in schools from which as a sample size of 132 pregnant teenagers and 66 guidance and counseling teachers was drawn. Stratified random sampling technique was used for the identification of the sample, whereby two strata comprising of Guidance and Counselling teachers and pregnant teenagers were identified. The Guidance and Counseling teachers and pregnant teenagers were purposively selected. Data was collected using questionnaires and interview schedules. Piloting of instruments was done in 7 public secondary schools (10 percent of the sample size) in Narok County. Validity check was done with the help of supervisors, and a reliability Cronbach coefficient of 0. 743 was achieved. The study computed Descriptive statistics such as frequency means and percentages using SPSS 25 and presented using tables and charts. Qualitative data was analyzed using a thematic analysis approach and presented using narrations. The study established that pregnancy-related loss of interest, low self-esteem, hopelessness and sadness has a negative influence on academic performance among pregnant teenagers in secondary schools. The study recommended that: The Ministry of Education should consider enhancing the policy relating to teenage program, such that pregnant teenagers are allowed to go home and come back to school after giving birth as per the policy earlier put in place. Contextual barriers that may hinder pregnant teenagers exercising their right to education need to be attended to, and further collaboration between the school management and the community leadership fostered, so that boyfriends and parents also benefit from the guidance and counselling arrangements. The Ministry of Education’s stakeholders may refer to these findings as a guide for updating and/or implementing relevant policies geared towards controlling of role of selected psychological constructs on academic performance among pregnant teenagers. | en_US |
