SELF ESTEEM AND DEPRESSION AMONG ADOLESCENTS IN SECONDARY SCHOOLS IN NAROK COUNTY, KENYA

Abstract

Self-esteem plays a key role in a person’s well-being more especially in mitigating depression. The purpose of this study was to assess the relationship between self-esteem and depression among adolescents in secondary schools in Narok County, Kenya. The study was guided by four research objectives that is to determine the levels of depression and self-esteem among adolescents in secondary school, the relationship between self-esteem and depression, and to assess interventions. The study was anchored on Abraham Maslow’s theory of hierarchy of needs. Descriptive survey research design was employed. The target population was 40,638 students and 158 counselor teachers from public secondary schools. The sample size included 396 students and 16 guidance and counseling teachers, from 16 schools. Both qualitative and quantitative data collected using structured questionnaires were used. Rosenberg self-esteem scale was used to measure self-esteem whereas PHQ-9 measured depression levels. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed thematically and presented in a narrative form. The study finding revealed that across all the different types of schools, significant number of the students had a mild to moderate levels of depression. The study result further showed that highest number of students with mild or moderate levels of depression were in mixed boarding schools followed by mixed day secondary schools. A 0.7% variation in depression levels among adolescents is explained by self-esteem. There is a weak and insignificant correlation between self-esteem and depression levels (Beta=.107<1, p=0.104 > 0.05) meaning that depression levels may exist among adolescents even when they have high levels of self-esteem. The study recommends that guidance and counseling should be reinforced in the schools to address the levels of depression among students.