INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education

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School Connectedness and -Concept in

Public Secondary Schools in Nairobi County, Kenya

Catherine Julia Gatwiri., Mukolwe Newton (PhD)., Mwaura Kimani (PhD)

Maasai Mara University



13October22October Published: 13 November 

ABSTRACT

Adolescence is a critical period in which learners develop their self-understanding and beliefs about their

academic abilities. In Kenya, public secondary schools play a central role in shaping how students perceive

their competence, worth, and potential. School connectedness—the sense of belonging, peer support, and

teacher encouragement—has been highlighted as one of the strongest protective and motivational factors for

students. Despite this, many students continue to struggle with low academic self-concept, raising concerns

about the extent to which the school environment fosters positive learning identities.

This study investigated the influence of school connectedness on students’ academic self-concept in public

secondary schools in Nairobi County, Kenya. The study was anchored on Bronfenbrenner’s Ecological

Systems Theory (EST), which explains how different dimensions of the school environment influence

learners’ developmental and behavioral outcomes. A correlational research design was adopted to determine

the relationship between school connectedness and students’ academic self-concept. The target population

included class teachers and students from selected public secondary schools in Nairobi County. From this

population, the study sampled students and class teachers using stratified and simple random sampling

techniques. Data were collected using questionnaires and interviews, with pilot testing undertaken to ensure

validity and reliability of the instruments.

Quantitative data were analyzed using descriptive statistics (mean, frequencies, and percentages) and

inferential statistics, specifically Pearson correlation and regression analysis, at a significance level of 0.05.

Qualitative data from interviews and open-ended responses were subjected to thematic content analysis. The

findings revealed a positive and significant correlation between school connectedness and students’ academic

self-concept (r = .461, p < 0.01). Regression results further demonstrated that dimensions of connectedness,

particularly teacher support and peer relationships, significantly predicted students’ academic self-concept.

The study concludes that school connectedness is instrumental in shaping students’ academic self-perceptions

in Nairobi County. Strengthening teacher-student relationships, fostering positive peer networks, and

cultivating a strong sense of belonging are recommended as key strategies to improve students’ academic self-

concept.

Keywords: School Connectedness; Academic Self-Concept; Public Secondary School Students; Nairobi

County, Kenya

INTRODUCTION

The school environment, hereinafter also referred to as ecology, could have lasting effects on students’

academic self-understanding and learning behaviors. Since students spend a considerable amount of their

developmental years in school, the kinds of relationships and interactions they experience are likely to shape

their views about themselves and their abilities. Indeed, studies have shown that teacher encouragement

(Cortina & Fazel, 2015) and peer support (Welsh & Little, 2018) have profound effects on both immediate

learning outcomes and long-term academic self-concept. In this regard, school connectedness—which

encompasses teacher support, peer relationships, and a sense of belonging—plays a central role in determining

how positively or negatively students view their academic competence. This realization underscores the

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education

Page 8484

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importance of focusing on school-based psychosocial factors such as connectedness to enhance learners’

academic self-beliefs. The present study thus set out to investigate the influence of school connectedness on

students’ academic self-concept in public secondary schools in Nairobi County, Kenya.

School connectedness has been documented as a pivotal factor in shaping adolescent outcomes (Goodman-

Scott et al., 2018; Pei-Boon et al., 2020; Welsh & Little, 2018; Williams et al., 2020; Resnick et al., 1997;

McNeely & Falci, 2004). Resnick et al. (1997), in their seminal study, established that connectedness is one of

the strongest protective factors for adolescent health and well-being. McNeely and Falci (2004) similarly found

that teacher support and school belonging were powerful predictors of academic motivation and self-

confidence. In Kenya, where academic achievement is often linked to future career prospects and socio-

economic mobility, students’ academic self-concept becomes particularly critical. A strong academic self-

concept motivates learners to set higher goals, persist in challenging tasks, and maintain resilience in the face

of setbacks. Conversely, a weak academic self-concept may undermine students’ confidence, leading to

disengagement and poor performance.

Locally, research has shown that peer and teacher relationships play a vital role in students’ psychosocial and

academic development. Arudo and Okeyo (2008), in their study of secondary schools, highlighted how peer

support structures can positively influence students’ self-perceptions. Ambayo and Ngumi (2016) found that

counselling interventions, while mainly associated with discipline and behavior, also had implications for

students’ academic outcomes. These findings suggest that although discipline management is often prioritized

in Kenyan schools, the psychosocial dimensions of school life, particularly connectedness, may hold equally

important implications for students’ academic self-concept. However, most existing studies have either

generalized connectedness as a broad factor or focused on behavioural outcomes such as discipline, leaving a

gap in understanding its direct relationship with academic self-concept in the Kenyan context.

From the preceding discourse, it is evident that school connectedness influences how students view themselves

as learners. These effects are either reinforced or undermined by the level of support from teachers, the

inclusivity of peer relationships, and the extent to which students feel they belong in the school environment.

Yet, documented studies have not sufficiently assessed the relationship between these dimensions of

connectedness and students’ academic self-concept in Nairobi County. This creates a knowledge gap in

understanding the specific contributions of connectedness to academic self-perceptions, particularly in a

context where educational attainment is a key developmental milestone. The current study sought to fill this

gap.

Statement of the Problem

Academic self-concept has been recognized as a critical determinant of students’ educational trajectories.

Learners with positive academic self-concepts tend to perform better, persist longer in learning tasks, and

develop stronger aspirations for higher education. Conversely, students with low academic self-concept are

more likely to disengage, underperform, or drop out. In Kenya, despite significant investment in improving

access to education, concerns persist regarding students’ self-beliefs and academic motivation, particularly in

public secondary schools in Nairobi County.

The Ministry of Education (GOK, 2016) has emphasized the importance of psychosocial interventions such as

guidance and counselling, mentorship, and supportive school environments to complement academic

instruction. Nevertheless, evidence shows that many students continue to struggle with low confidence and

poor academic self-concept. Reports from Nairobi County schools have highlighted cases where students feel

alienated, unsupported, or disconnected, which negatively impacts their academic identity. This calls to

question the extent to which school connectedness, as an environmental factor, contributes to shaping students’

academic self-concept.

Existing literature has addressed the role of connectedness in behavioural outcomes such as discipline (Warui,

2018; Ndaita, 2016) and in general well-being (Resnick et al., 1997). However, the relative contribution of

school connectedness to academic self-concept in Nairobi County remains scantily studied, creating an

empirical gap. Without addressing this gap, making empirically informed recommendations on how to

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education

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strengthen students’ academic identities may remain elusive. This study was therefore timely in its focus on

the specific relationship between school connectedness and students’ academic self-concept in Nairobi County.

Objectives of the Study

The objective of the study was:

 To investigate the influence of school connectedness on students’ academic self-concept in public

secondary schools in Nairobi County, Kenya.

Hypothesis

 󰀘 There is no statistically significant relationship between school connectedness and students’

academic self-concept in public secondary schools in Nairobi County, Kenya.

LITERATURE REVIEW

School Connectedness and Academic Self-Concept

Goodman-Scott, Betters-Bubon, and Donohue (2018) examined how comprehensive school counseling

programs, when aligned with Positive Behavioral Interventions and Supports (PBIS), fostered positive student

outcomes. Their findings established that school-based interventions which emphasized connectedness helped

improve students’ academic confidence and promoted a supportive climate. This resonates with the current

study, which investigates the extent to which connectedness in Kenyan schools contributes to shaping

academic self-concept.

Pei-Boon, Marzuki, Jaafar, Chin-Siang, and Nee-Nee (2020) assessed counseling self-efficacy in Malaysian

schools. Although their study was more focused on counseling practices, it revealed that student support

systems, including peer and teacher guidance, enhanced learners’ self-perceptions of competence. This

suggests that connectedness, both at the peer and teacher level, contributes significantly to the development of

students’ academic self-concept. The present study draws from this evidence in analyzing how similar school

support structures in Nairobi County schools influence learners’ academic beliefs.

Welsh and Little (2018) carried out a comprehensive review of school discipline approaches and disparities in

student outcomes. While the focus was on behavioral discipline, the study emphasized the central role of

school climate—of which connectedness is a key component—in shaping both academic and personal

development. Their conclusion that connectedness is a protective factor against negative outcomes links

directly to this study, which is interested in how such connectedness fosters positive academic self-concept.

Resnick et al. (1997) conducted a landmark study on adolescent health using the National Longitudinal Study

on Adolescent Health in the U.S. They demonstrated that school connectedness was one of the strongest

protective factors for adolescent well-being, extending to academic and social domains. This finding is echoed

in McNeely and Falci (2004), who examined how school connectedness predicted academic motivation and

confidence. Both studies establish a foundational argument for why connectedness matters in adolescent

academic development, offering theoretical support for the Kenyan context.

Locally, Arudo and Okeyo (2008) examined peer counseling experiences in selected Kenyan secondary

schools and found that peer support mechanisms contributed to improved student adjustment and confidence.

While the focus was primarily on behavior, these findings imply that peer connectedness can also impact

academic self-concept by reinforcing positive beliefs about abilities. Ambayo and Ngumi (2016) similarly

highlighted that although counseling primarily influenced discipline, it also had indirect implications for

students’ academic self-perceptions. This suggests a bidirectional relationship between connectedness and

students’ broader developmental outcomes.

Warui (2018), focusing on guidance and counseling in Kiambu County, emphasized the importance of

psychosocial interventions in managing behavior. However, his findings also indicated that connectedness

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education

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indirectly influenced students’ academic outcomes. This observation strengthens the case for considering

connectedness not only in the behavioral domain but also in the academic self-concept space.

Internationally, Chireshe (2013) studied peer counseling in Zimbabwean secondary schools and observed that

supportive peer networks contributed positively to students’ confidence, including academic-related beliefs.

This finding mirrors the Kenyan context, where peer dynamics significantly shape how learners perceive

themselves within the school ecology.

Academic Self-Concept and School Ecology

Academic self-concept refers to students’ self-perceptions regarding their academic abilities and competence

(Shavelson et al., 1976). It is widely recognized as a predictor of academic achievement, motivation, and

persistence. Feldman (2003) argues that academic self-concept is influenced not only by individual factors but

also by contextual environments, such as the school. This aligns with Bronfenbrenner’s (1979, 1993)

Ecological Systems Theory, which positions the school as a microsystem where daily interactions significantly

shape self-beliefs.

Research shows that positive teacher-student relationships enhance academic self-concept. For instance,

Cortina and Fazel (2015) reported that supportive teacher interactions strengthened students’ self-confidence

and engagement in learning. Similarly, Knäuper, Carrière, and Shapiro (2016) highlighted that students’

perceptions of support and inclusion vary across age groups, influencing the way they construct academic

identities. These findings suggest that in Kenya, where classrooms are diverse in age and background,

fostering school connectedness may be particularly important for sustaining positive academic self-concept.

Goyder, Warriner, and Miller (2002) showed that more educated and socially supported students were more

likely to maintain positive self-concepts and actively engage in learning. This suggests that in contexts where

disparities exist, such as Nairobi’s public schools, connectedness can bridge gaps by offering psychosocial

reinforcement.

Theoretical Framework

This study is based on the Ecological Systems Theory (EST) as advanced by Bronfenbrenner (1979, 1993),

which explains how environmental systems influence human development. According to EST, a student’s

academic self-concept is not shaped in isolation but is a product of multiple layers of interaction.

Microsystem: Includes immediate settings such as the classroom, peers, and teachers. Here, supportive teacher-

student interactions and peer relationships directly reinforce or undermine students’ academic self-concept.

Mesosystem: Captures linkages between multiple settings such as home and school. Parental involvement

combined with supportive teacher practices strengthens students’ confidence in academic pursuits.

Exosystem: Refers to environments that indirectly influence the learner, such as parental workplaces or

community programs. Policies promoting school-community ties can indirectly bolster students’ academic

self-beliefs.

Macrosystem: Comprises cultural values and societal expectations. In Kenya, where academic success is

culturally valued as a pathway to opportunity, societal pressures amplify the role of school connectedness in

shaping academic self-concept.

Chronosystem: Represents the influence of time and transitions. For adolescents, transitions across school

levels and developmental stages affect how connectedness impacts academic self-concept.

The power of EST lies not merely in identifying these distinct ecological levels, but in understanding how they

interact dynamically to shape developmental outcomes. Bronfenbrenner pointed out that human development

is based on increasingly complex two way interactions between the individual and their immediate

environments, and that these interactions in turn are mediated by interrelationship between settings

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(Bronfenbrenner & Morris, 2006). Academic self-concept, in the framework of the given study, is not a

phenomenon formed in a vacuum of a single level of ecology, but rather a combination of different

mechanisms.

The home/school level of interaction at the interface of the microsystem and mesosystem illustrates the

influence of ecological relationships on developmental results. To give an example, a student who is

consistently encouraged by teachers (microsystem) and is, at the same time, exposed to the interaction with

parents and the support of the family in terms of academic performance (mesosystem connection) will tend to

have a better academic self-concept in comparison to a student who is supported by only one system. The

synergistic effect is reinforced when teachers and parents converse well on the progress of a student and the

school values which are reinforced at home by parents makes the student increase his belief in his/her

academic capabilities. On the other hand, lack of connection between home and school, like parents being

inactive, or teachers being unable to communicate with families, can undermine the effect of school

connectedness on self-concept.

Interaction between the microsystem and the macrosystem indicates the influence of values and demands in the

culture towards the meaning and effects of school relationships. With educational accomplishment in Kenya

being built as a principal source of socio-economic advancement and household pride, the macrosystem

intensifies the psychological importance of teacher endorsement and peer acceptance on the microsystem

scale. The weight of a microsystem interaction between a teacher and a student is particularly large when a

teacher compliments the academic achievement of the former; this is perceived within the framework of

macrosystem that emphasizes success in education to a great extent. The student feels supported by the teacher

not only on the personal level, but also as the support of their potential to achieve culturally meaningful goals.

This cultural background is why school connectedness would be especially strong in influencing academic

self-concept in Nairobi County than in an environment where education has some other cultural implications.

Moreover, the impact exosystem has on microsystem connections proves how the indirect factors affect the

everyday experience of students. Take the case of a student whose the parent has a job in an informal sector

(exosystem factor) which has long hours. Such a parent might not be able to be at school meetings or offer

home-work supervision, which indirectly influences the student in his or her sense of connectedness and self-

concept. Nevertheless, in case the school enacts community outreach initiatives or other flexible parent

engagement strategies (exosystem intervention), this may enhance the tie between the home-school

mesosystem and, therefore, improve the student experience of belonging and academic confidence. As such,

national education policies requiring the provision of guidance and counseling programs (exosystem) establish

structural factors that facilitate facilitative teacher-student relationships at the microsystem level.

These interactions are endowed with time by the chronosystem. The needs of the students according to

developmental requirements vary as they move to Form Four, and the significance of various ecological

factors might also vary. Young adolescents at secondary school can become very reliant on the teacher support

given to them as they negotiate the new setting, and the older adolescents can become more and more reliant

on peer relationships and internalized self belief. Also, the time issue of history- learners in the Nairobi schools

in the post-pandemic times perceive connectedness differently as compared to the past generations of learners

as COVID-19 upheavals changed teacher student and peer interaction patterns. The dynamics of these

chronosystems can be used to explain differences in the impact of connectedness on self-concept in different

cohorts and developmental stages.

Such ecological interactions indicate that any intervention for enhancement of the academic self-concept

should be systemic, as opposed to being isolated. Microsystem (teacher support) will best be supported with

strategies of parent engagement (mesosystem), culturally responsive pedagogy that recognizes the values of

students macrosystem, and supportive policies of education (exosystem). This integrated knowledge was used

to inform the current study research on the role of various aspects of school connectedness such as teacher

support, peer relationships, and belonging in influencing the academic self-concept of students.

The EST framework is particularly relevant because it situates school connectedness within the broader

ecology of adolescent development. This means that strengthening teacher support, fostering peer

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education

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relationships, and creating inclusive school climates are not isolated interventions but part of a systemic

approach to building positive academic self-concept. Critics of EST, such as Feldman (2003), argue that its

reliance on continuous presence within an ecology may overlook mobility and change, especially in urban

contexts like Nairobi where students may frequently transfer schools. However, its holistic view makes it

suitable for analyzing the relationship between school connectedness and academic self-concept in this study.

RESEARCH METHODOLOGY

Research Design

This study was based on the correlational research design. A correlational design aims at describing the

strength and direction of the relationship between variables without manipulating them (Best & Kahn, 2006).

In this study, the independent variable was school connectedness, while the dependent variable was students’

academic self-concept. The design was suitable because it allowed the researcher to examine naturally

occurring relationships between these variables. According to Cooper and Schindler (2003), correlational

designs are appropriate in observational studies where the researcher does not manipulate or control the study

environment. Since school connectedness arises organically within the school ecology through teacher-student

relationships, peer dynamics, and belongingness, this design enabled a clear assessment of how these factors

influence students’ self-concept. Furthermore, the design facilitated the testing of hypotheses using inferential

statistics such as correlation and regression analysis.

However, it is important to acknowledge the inherent limitations of this design. Although correlational

research is a good study design that determines both the magnitude and the direction of the relationships

among variables, it does not allow making causal conclusions (Creswell, 2014). As the result of this research

suggests, the high level of the correlation between school connectedness and academic self-concept is used to

show that the two variables are interdependent, yet it does not necessarily prove that connectedness leads to

improvements in self-concept. It might be a two-way relationship, that is, students with stronger academic self-

concept also might think that the school environment is more supportive and connected. Alternatively, both

connectedness and self-concept might be both affected by third variables which are not measured or assessed

in this study like personality traits or family background. Experimental or longitudinal designs would also be

required in order to determine causality, and by tracking how connectedness change over time, a parallel

change in academic self-concept would be observed. However, the correlational designs are useful in finding

meaningful associations to which a further study should be conducted and in informing the initial intervention

measures. The results of this study therefore offer a high level of empirical evidence that might be used in

interpreting the relationship between school connectedness and academic self concept in the Nairobi County

though the causal issues would need further research design.

Location of the Study

The study was conducted in public secondary schools in Nairobi County, Kenya. Nairobi County, the capital

of Kenya, is urban and cosmopolitan, with a population of over 4.3 million according to the 2019 Kenya

Population and Housing Census (KNBS, 2019). The county comprises 11 sub-counties, including Westlands,

Lang’ata, Embakasi, Dagoretti, Kamukunji, Starehe, Makadara, Kasarani, and Roysambu. Nairobi was chosen

for this study because it represents a unique urban schooling environment where students come from diverse

socio-economic, ethnic, and cultural backgrounds. This diversity provides a rich context for examining how

school connectedness influences academic self-concept. Furthermore, Nairobi schools are under pressure from

large class sizes, competition, and social inequalities, all of which make the study of psychosocial variables

such as connectedness particularly important.

Target Population

Mugenda and Mugenda (2008) define the population as the aggregate of all cases that conform to designated

specifications. The target population for this study included public secondary school students and class

teachers in Nairobi County.

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According to data from the Nairobi County Education Office (2022), there were:

 306 public secondary schools

 6,437 teachers

 132,023 students

This population was deemed adequate for drawing a representative sample for the study.

Sampling Technique and Sample Size

Sampling was carried out to select a representative group from the population. The study used stratified

random sampling to ensure that the sample reflected gender, type of school (day, boarding, and mixed), and

sub-county distribution. Within each stratum, simple random sampling was applied to select specific

participants.

The sample size was calculated using Yamane’s (1967) formula:

n = N / (1 + N * e²)

Where:

 n = sample size

 N = target population

 e = margin of error (assumed 0.05 for students; 0.1 for teachers)

Applying the formula:

 For students (N = 132,023, e = 0.05): n = 132,023 / (1 + 132,023 × 0.0025) ≈ 398 students

 For teachers (N = 6,437, e = 0.1): n = 6,437 / (1 + 6,437 × 0.01) ≈ 97 teachers

Table 1 Sample Size

Category

Sample

Responded

Response Rate

Teachers

100

100.0%

Students

380

352

92.6%

Total

510

482

94.5%

Source: Field Data (2023)

The high response rate minimized the risk of non-response bias, thereby strengthening the reliability of the

data. Among students, 45.7% were male and 54.3% female, indicating that both genders were well represented.

A majority of the students were between 16–17 years, largely in Form Three and Form Four, levels at which

learners are more academically experienced and preparing for final national examinations. These cohorts are

critical for such research because they reflect learners at the peak of secondary education, where academic self-

concept plays a pivotal role in determining achievement and future aspirations.

Teachers were also fairly distributed by gender, with 41% male and 59% female. In terms of qualifications,

49.4% held Bachelor’s degrees, while others had Master’s (28.9%), Diplomas (12%), and PhDs (6%). This

suggested that respondents were academically competent and professionally equipped to assess the

psychosocial climate in their schools. Teachers’ length of service also indicated considerable experience, with

many reporting over 10 years in the profession, thus providing informed perspectives.

Together, these demographics implied that the study had engaged respondents with sufficient experience,

gender balance, and institutional diversity to provide robust insights into the relationship between school

connectedness and academic self-concept.

School Connectedness

School connectedness was conceptualized in three main dimensions: teacher support, peer relationships, and

sense of belonging. Respondents indicated their levels of agreement with various items representing these

dimensions.

Table 4 Descriptive Statistics for School Connectedness Indicators

Indicator

Min

Max

Mean

Std. Dev.

Teachers care about my success

352

1.00

5.00

3.98

1.14

My peers encourage me to do well

352

1.00

5.00

3.85

1.21

I feel like I belong in this school

352

1.00

5.00

3.91

1.09

Teachers treat me with respect

352

1.00

5.00

4.02

1.16

Peers respect my opinions

352

1.00

5.00

3.77

1.22

Source: Field Data (2023)

The results showed generally positive perceptions of connectedness, with mean scores between 3.77 and 4.02.

The highest score was for “teachers treat me with respect” (M = 4.02), followed by “teachers care about my

success” (M = 3.98). This finding underscores the crucial role of teacher-student relationships in fostering

connectedness. The relatively lower mean for “peers respect my opinions” (M = 3.77) suggests that peer

relationships, while supportive, may not always be consistently affirming across schools.

Qualitative data supported these results. Students often emphasized the emotional reassurance they received

from teachers and peers:

“When teachers recognize my efforts, I feel like I can achieve more academically. It gives me confidence to try

harder.” (Respondent 6, Nairobi County, July 2023)

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Teachers also recognized that peer encouragement mattered greatly in shaping learners’ outlook:

“Study groups, debates, and teamwork build a sense of belonging. Students who are encouraged by their peers

tend to develop stronger self-belief.” (Teacher respondent, Nairobi County, July 2023)

This triangulation of quantitative and qualitative data reinforces that school connectedness was a visible and

influential phenomenon in the schools studied.

Academic Self-Concept

The next objective was to establish the levels of students’ academic self-concept, measured through indicators

such as confidence in ability, persistence, and self-perceived competence.

Table 5 Descriptive Statistics for Academic Self-Concept Indicators

Indicator

Min

Max

Mean

Std. Dev.

I am confident in my academic abilities

352

1.00

5.00

3.88

1.15

I believe I can succeed in difficult subjects

352

1.00

5.00

3.79

1.20

I see myself as a good student

352

1.00

5.00

3.95

1.13

I feel motivated to achieve high grades

352

1.00

5.00

4.01

1.10

I have as much ability as my classmates

352

1.00

5.00

3.83

1.17

Source: Field Data (2023)

The results suggest that students generally held a positive academic self-concept. The highest mean score was

for “I feel motivated to achieve high grades” (M = 4.01), reflecting strong performance aspirations. By

contrast, “I believe I can succeed in difficult subjects” scored slightly lower (M = 3.79), highlighting that some

learners struggle with confidence in more challenging academic areas.

These findings highlight a nuanced reality: while Nairobi students demonstrate high motivation and see

themselves as capable learners, their confidence tends to waver when faced with academic difficulties. This

underscores the importance of supportive environments in reinforcing learners’ academic self-concept.

Qualitative data reinforced this interpretation. Students explained that teacher recognition and peer support

enhanced their academic confidence:

“When my friends and teachers believe in me, I feel capable even in subjects I find hard. It changes how I see

myself.” (Respondent 12, Nairobi County, July 2023)

Thus, the data illustrates that academic self-concept is deeply intertwined with the quality of connectedness

within schools.

Relationship between School Connectedness and Academic Self-Concept

Correlation Analysis

Pearson correlation analysis was conducted to test the study hypothesis.

Table 6 Correlation between School Connectedness and Students’ Academic Self-Concept

Variables

Academic Self-Concept

School Connectedness

.461**

Note. p < 0.01 (2-tailed).

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The findings revealed a positive and statistically significant correlation between school connectedness and

academic self-concept (r = .461, p < 0.01). This means that higher levels of connectedness were associated

with stronger academic self-concept.

These results echo global findings. Resnick et al. (1997) argued that connectedness is one of the strongest

protective factors for adolescent well-being, while McNeely and Falci (2004) found that connectedness

predicted academic motivation and self-confidence. The Nairobi County data thus aligns with international

evidence, showing that supportive schools nurture students’ academic self-beliefs.

Regression Analysis

A multiple regression model was used to examine the predictive power of the three connectedness dimensions.

Table 7 Regression Model Predicting Students’ Academic Self-Concept from Connectedness Dimensions

Predictor



p-value

Teacher Support

.327

< .01

Peer Relationships

.211

< .05

Sense of Belonging

.184

< .05

R²

.312

22.63

< .001

Source: Field Data (2023)

The model was statistically significant (F = 22.63, p < 0.001), with R² = 0.312, meaning connectedness

explained 31.2% of the variance in academic self-concept. Teacher support emerged as the strongest predictor

(β = .327), followed by peer relationships (β = .211) and sense of belonging (β = .184).

This suggests that while all three dimensions matter, teacher support is the cornerstone of academic self-

concept in Nairobi County. The strong influence of peer relationships and belonging also confirms that self-

concept is socially constructed within the school ecology.

Qualitative Reinforcement

The qualitative findings powerfully reinforced the statistical evidence. Students consistently emphasized the

value of encouragement and recognition from teachers:

“When teachers and friends encourage me, I feel proud and want to do better. But when I feel left out, I start

doubting myself.” (Respondent 6, Nairobi County, July 2023)

Teachers also highlighted the influence of peer support:

“Some students form study groups where they encourage each other. This peer connectedness helps improve

how they view themselves academically.” (Teacher respondent, Nairobi County, July 2023)

These accounts confirm that academic self-concept is relationally constructed—through recognition,

encouragement, and inclusion.

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The purpose of this study was to investigate the influence of school connectedness on  

self-concept in public secondary schools in Nairobi County. The findings strongly demonstrate that

connectedness—manifested through teacher support, peer relationships, and sense of belonging—is

significantly associated with students' academic self-perceptions.

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First, the study established that students generally perceived their schools as supportive environments.

Teachers were consistently identified as caring and respectful, with students reporting that such support

enhanced their confidence in academic ability. This confirms the view of Cortina and Fazel (2015), who argue

that positive teacher-student relationships are fundamental to shaping student outcomes. The study therefore

concludes that teacher support emerges as the strongest predictor of academic self-concept among the

dimensions examined.

Second, the study found that peer relationships also matter greatly. Peers who encourage one another,

participate in study groups, and share learning strategies create a social context where academic motivation is

reinforced. This finding aligns with Welsh and Little (2018), who emphasize that peer dynamics within school

settings play a pivotal role in shaping academic self-beliefs and long-term educational outcomes.

Third, the sense of belonging emerged as a meaningful predictor of self-concept. Students who felt included in

their schools and recognized as valuable members of their learning communities demonstrated higher levels of

academic self-belief. This echoes Bronfenbrenner’s ecological systems theory (1979), which posits that

students’ development is profoundly influenced by the quality of their immediate environment. Belonging, in

this sense, becomes a psychological anchor that grounds academic resilience.

Fourth, correlation analysis revealed a positive and statistically significant relationship between school

connectedness and academic self-concept (r = .461, p < 0.01). This suggests that higher levels of perceived

connectedness to teachers, peers, and the broader school environment are associated with stronger academic

identities.

Finally, regression results indicated that connectedness accounted for 31.2% of the variance in students’

academic self-concept, underscoring its explanatory power. Teacher support (β = .327) was the strongest

predictor, followed by peer relationships (β = .211) and sense of belonging (β = .184). Taken together, the

study concludes that school connectedness is not peripheral but central to building students’ academic self-

concept in Nairobi County.

In sum, the study demonstrates that teacher-student relationships, peer dynamics, and climates of belonging are

significantly related to how students perceive themselves academically, suggesting that interventions targeting

these factors may enhance academic self-concept. Given that self-concept is closely linked to achievement and

persistence, these findings underscore the need to strengthen connectedness as a strategic educational priority.

Recommendations

Based on the above conclusions, the following recommendations are proposed for policy, practice, and further

research:

1. Strengthen Teacher Support Systems

o Teachers should be trained and encouraged to adopt learner-centered approaches that emphasize

respect, encouragement, and recognition.

o Professional development programs should highlight the psychological dimensions of learning,

including the impact of supportive teacher-student relationships on academic self-concept.

2. Promote Positive Peer Interactions

o Schools should create structures that facilitate peer collaboration, such as study clubs, peer mentorship

programs, and group projects.

o Anti-bullying policies should be enforced to minimize peer conflict and ensure that peer interactions

remain affirming rather than destructive.

3. Foster a Sense of Belonging

o School administrators should deliberately cultivate inclusive environments by celebrating diversity,

promoting student participation in decision-making, and recognizing achievements at all levels.

o Activities such as cultural days, student councils, and life skills programs can help students feel valued

and included.

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4. Policy-Level Recommendations

o The Ministry of Education should integrate school connectedness indicators into quality assurance

frameworks for secondary schools.

o Guidelines should be issued for incorporating psychosocial support into routine teaching and learning,

ensuring that schools actively monitor connectedness alongside academic outcomes.

5. Areas for Further Research

o Future studies could explore the mediating role of gender, socioeconomic status, and type of school

(day vs. boarding) in the relationship between connectedness and academic self-concept.

o Longitudinal designs could assess how connectedness influences academic self-concept and

performance over time, offering insights into long-term developmental trajectories.

By implementing these recommendations, stakeholders can create educational environments that not only

improve academic performance but also enhance students’ self-belief, resilience, and long-term success.

LIMITATIONS OF THE STUDY

While this study provides valuable empirical evidence regarding the relationship between school

connectedness and academic self-concept, several limitations warrant acknowledgment. First, the correlational

cross-sectional design, which is suitable to make associations, does not allow making unconditional causal

conclusions. The large correlation (r =.461, p < 0.01) shows that connectedness and self-concept are correlated,

but is not sufficient to indicate which is the cause and which is the effect, or whether the relationship is two

way. Temporal precedence and causality would require longitudinal research to follow changes over a period

of time. Second, the authors failed to provide a systematic investigation of the potential of the socio-economic

status, cultural background, or type of school (day versus boarding) to moderate the relationship between

connectedness and academic self-concept. Considering that the Nairobi County has a rather high socio-

economic diversity, connectedness might not act in a uniform way under these conditions, and students with

lower socio-economic statuses might gain more in school. Third, the empirical test, despite being based on the

Ecological Systems Theory of Bronfenbrenner, put more emphasis on the microsystem aspects but did not

explicitly test the interaction between ecological levels, including the effects of teacher support that may differ

based on home-school relationships. Fourth, there can be a bias of social desirability due to the use of self-

report measures. Lastly, the results are limited to urban Nairobi County in public secondary schools and might

not be applicable in rural settings, as well as in schools that are privately run. Regardless of these

shortcomings, the purity of sampling, validated measures and mixed-methodology of the study are sufficient to

offer the solid evidence of the significance of school connectedness in the development of academic self-

concept.

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