ASSESSMENT OF PSYCHOSOCIAL CORRELATES ON DEVIANCE AMONG TEACHERS IN PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

One of the social challenges experienced globally is deviant behaviour. This has been found to cause various problems in many societies currently. This problem of deviance behaviour has also been experienced in school set up both with students as well as teachers. Majorly studies have focused on deviance among students and little attention has been given to teachers yet there have been reports that teachers have been exhibiting deviance in their work places. Deviance has been associated with psychological correlates as well as social correlates. This study therefore assessed psychosocial correlates of deviant behaviour among teachers in public secondary schools in Nairobi County, Kenya. Self-determination theory and Transactional Models formed the basis of this study. The study adopted mixed method embedded research design. The target population for the study was 2387 (2291 teachers and 96 principals). A total sample of 415 participants was selected (385 teachers and 30 principals). To get this sample, stratified sampling and simple random sampling techniques were used. Data were collected using questionnaires, modified workplace deviance tool and interview guides. Data collected was cleaned, coded and entries into SPSS version 22 keyed. Data was analyzed using univariate analysis, correlation and thematic analysis backed by narratives. The study had the following findings: the level of deviant behaviour among respondents who took part in the study was above average (mean=3.01405); the study found out that psychological correlates such as mental wellness, recognition, control over others, competition and career development contributed to deviant behaviour among respondents but the relationship was not significant. Similarly, the study found out that social correlates such as policies, workload, responsibilities, physical facilities, support from administration and leadership contributed to deviant behaviour among respondents but the relationship was not significant. Further, the study found out that there seemed to be some mixed reaction towards these programs with some participants supporting while others not supporting it. Lastly, the study found that the schools have acknowledged that the problem of deviant behaviour among teachers is there in schools and as a result of this have come up with coping strategies such as seeking help from religious leaders, involving teachers in decision making and change of leadership style, seeking counselling, motivation, introduction of in-service training as well as encouragement of teachers to follow the Teachers Service Commission (TSC) code of ethics and regulations and adopt it as their own. From these findings, the study recommended that TSC may need to relook and revise the wellness programs set up to handle deviance behaviours among teachers and other mental health issues