STUDENT VIOLENCE IN WESTERN KENYA: PSYCHOLOGICAL FACTORS ACCORDING TO TEACHERS AND STUDENTS

Abstract

Violence remains a persistent issue within the educational landscape, manifesting in various forms such as rioting, sexual violence, bullying, and physical altercations among secondary school students. This study investigates the perceptions of teachers and students regarding the psychological factors contributing to violent behavior in public secondary schools across the Western Province of Kenya. Grounded in Albert Bandura's social learning theory, the research employs a descriptive survey design. The study encompassed a diverse sample including 638 principals, 6,354 teachers, and 65,969 form two students, utilizing stratified random sampling for students and purposive sampling for teachers across 213 secondary schools. Data collection involved questionnaires and in-depth interviews guided by a pilot-tested framework to ensure reliability and validity. Qualitative data were analyzed through thematic coding, while quantitative data underwent descriptive statistical analysis including frequency counts, means, and percentages. Inferential statistics such as t-tests and Mann-Whitney U tests were also applied. Results highlighted prevalent forms of violence—sexual violence, rioting, bullying, and fighting—and identified perceived psychological contributors such as anxiety, ethnic tensions, mental health issues, and fear of punishment. Overall, regardless of gender or school type, students' perceptions of violence causes were consistent. Recommendations stemming from the findings advocate for strengthened guidance and counseling services in schools, appropriate referral systems for students with psychological disorders, advocacy for the cessation of corporal punishment, establishment of effective communication channels for maintaining peaceful school environments, and reconsideration of ranking practices by educational authoritie