Teachers’ Perceived Self-efficacy in Modifying Problem Behaviors among High School Learners in Nairobi County, Kenya

Abstract

Aim: The purpose of this study was to establish teachers’ beliefs in their ability to modify the behavior of learners engaging in health risk behaviors - bullying, pre-marital sex and drug/substance abuse. Methodology: A descriptive survey research design, stratified random sampling, a population of 1,824 secondary school teachers in Nairobi County, Kenya, a sample of 364 teachers (103 males, 261 females) and a questionnaire were used in the study. Data was analyzed using descriptive statistics, chi-square, ANOVA and t-tests. Results: Findings indicated that majority of teachers had a strong perceived self-efficacy.  Bullying: Strong 80.77%, weak 19.23%; Early sex: Strong 68.68%, weak 31.32 and Drug/substance abuse: Strong 70.37% and weak 29.63%. Results also indicated that there were no significant gender differences in teachers’ perceived self-efficacy (t= -1.03, df=310, p>0.05; t= -0.47, df=286, p>0.05; t= 0.26, df=295, p>0.05). The mean for perceived self-efficacy score in handling bullying for both male and female teachers was almost the same - that is (18.78) and (19.82) respectively; premarital sex, males (22.10) while that for females is (22.59); Drug/substance abuse, males (21.82) while that for females was (21.55). More females perceive themselves as being able to handle bullying and premarital sex as opposed to males, though the difference was insignificant. In conclusion, majority of the teachers had a high perceived self-efficacy.  Conclusion: Teachers have a strong perceived self-efficacy in modifying health risk behaviors among high school learners. There are no significant gender differences in teachers’ perceived self-efficacy. However, the teacher curriculum should be adjusted to include knowledge and skills that equip teachers in controlling health risk behaviors and especially premarital sex in which teachers had the lowest perceived self-efficacy.