The ability of learners to undertake school tasks and perform self-driven activities influences their capacity to adjust academically. This study examined the influence of self-efficacy on the academic adjustment of learners in public junior schools in Kisii Central Ward, Kenya. The study was guided by the Need-Based Theory. A descriptive research design employing a mixed-methods approach was adopted. The sample comprised 251 students and 7 school counsellors, drawn from seven public junior schools with a total student population of 674. The Taro Yamane sampling formula was used to determine the sample size. Simple random sampling was employed to select student participants, while purposive sampling was used to select the school counsellors. Data collection instruments included structured Likert-type questionnaires for students to gather quantitative data and interview schedules for school counsellors to collect qualitative data. The questionnaires were distributed proportionally across the selected schools. The collected raw data underwent validation, coding, and tabulation before being analyzed using the Statistical Package for Social Sciences (SPSS) version 25. The validity of the research instruments was ensured through expert consultation with faculty from the Department of Psychology and the research supervisors. A pilot study involving 25 respondents (representing 10% of the main sample size) was conducted to test the reliability of the instruments. Findings revealed that self-efficacy had a statistically significant positive influence on the academic adjustment of learners. Students with higher levels of self-efficacy demonstrated better academic motivation, engagement, and adaptability to school demands. Furthermore, qualitative data from school counsellors supported the quantitative findings, highlighting that learners with strong self-efficacy exhibited resilience, confidence, and positive coping mechanisms in the face of academic challenges. The study concluded that enhancing students’ self-efficacy is critical for improving their academic adjustment. It recommended that schools implement targeted interventions such as mentorship programs, self-efficacy training workshops, and counseling services to strengthen students’ belief in their abilities, thereby promoting better academic outcomes.
Mogeni et al. (Wed,) studied this question.