Self-Esteem Levels Among Secondary School Students in Different Categories of Schools. Case of Public Secondary Schools in Nyandarua West Sub-County, Kenya

The major purpose of the study was to investigate whether students’ level of self-esteem can be influenced by the category of school a learner attends. To achieve this objective, schools were categorized into three categories which are day schools, day-boarding schools, and boarding schools. Students’ self-esteem was measured and the data obtained was analyzed. The aim was to find out whether there was any significant difference in students’ level of self-esteem in different school categories. The research was conducted using an ex post facto research design. Categories of schools were seen as a naturally occurring independent variable, which could have an effect on students’ level of self-esteem. The population of the study comprised students in public secondary schools in Nyandarua West Sub County. The Sub County had 8 public secondary schools when the research was conducted; with a student population of 3067. Data relevant to the study was collected using questionnaires, and a self-esteem test prepared by the researcher. The questionnaires were administered to a sample of 240 students, selected using simple random sampling from the 1320 form two students in the Sub County. Data was analysed using mean calculations, percentages, and a one-way ANOVA test. It was found out that there was a significant difference in students’ total-mean self-esteem in different categories of schools. Students in boarding schools had a higher level of self-esteem in general compared to students in day-boarding and day schools; whose self-esteem levels were average. Probably, boarding schools have a more child-friendly environment, hence, more opportunities and different facilities which help learners to achieve more and hence acquire positive growth in self-esteem. However, in day schools where opportunities could have been less adequate students recorded a low level of self-esteem. It is therefore recommended that MOEST should finance seminars to sensitize secondary school administrators on adolescents’ needs so that every Principal would endeavor to provide students with age-appropriate resources and activities. To achieve this, the government should supply adequate facilities to schools that do not have them. Further studies should be conducted to find out the environments in boarding schools that facilitated self-esteem growth among students, additionally, whether similar results would be obtained in other Sub Counties in Kenya. Article visualizations: