Teacher-child relationships in Kenyan primary schools: a mixed methods approach

Positive TCRs significantly improve children’s developmental outcomes, such as social, emotional, regulatory, cognitive, and academic skills (Hamre & Pianta, 2001; Spilt & Koomen, 2022). Yet, little analytical attention has been given to TCRs in developing countries such as Kenya, meaning the TCR field lacks a nuanced, global understanding of TCRs.

To this end, the present study applied a mixed methods approach to 1) quantitatively assess whether Kenyan TCRs are associated with children’s academic achievement in average grades, and in mathematics, Kiswahili and English, and 2) qualitatively explore contextual factors affecting TCRs and achievement.

Quantitative and qualitative data were collected in five primary schools in Kakamega, Kenya. 37 teachers participated. Students’ anonymised grades were compiled, and teacher-child Closeness and Conflict was assessed using the teacher-reported Student-Teacher Relationship Scale (STRS; Pianta, 2001). Regression analyses were conducted with academic achievement as the outcome variable, and the STRS, teacher and child characteristics, and class size as predictor variables. Additionally, six teachers were interviewed and were asked about their perspective on TCRs and surrounding factors. Interviews were then analysed through thematic analysis.

Firstly, reliability and exploratory factor analyses showed that the STRS is a reliable and valid measure in a Kenyan setting. Furthermore, teacher-child Closeness was associated with higher achievement and Conflict with lower achievement. However, Closeness was more impactful towards children’s grades. Secondly, the teacher interviews illustrated that TCRs often have a parental dimension. Close TCRs also enable teachers to provide targeted material and emotional support. This is particularly valuable in a context of challenges associated with poverty (e.g., children experiencing hunger and parental absence). TCRs partly alleviate but cannot compensate for the impact of these challenges. Lastly, parent-child and parent-teacher dynamics were found to influence the TCR, indicating a teacher-child-parent triad perspective encompasses a more precise view of TCRs. The study concludes that, particularly in low-resource settings, school leadership should leverage TCRs as much as possible for children’s enhanced wellbeing and academic fulfilment.