ISSN: 2222-6990
Open access
The quality of the teacher-pupil interpersonal relationship is considered significant in the learning process since it can protect a learner from educational failure. This may arise from the psychological context in which they operate. Thus, the study's purpose was to assess the relationship between locus of control as a determinant of teacher pupil relationship and pupils' academic in public primary schools in Kesses Sub County, Uasin Gishu County, Kenya. The sample size was 351 participants which included 16 Class teachers, 11 Head teachers and 324 upper primary pupils from class six to eight. Primary data was collected by use of questionnaires for pupils and interview guides for teachers and head teachers. Quantitative data was analyzed using descriptive and inferential statistic and presented using pie charts, bar graphs and tables while qualitative data were analyzed using themes and sub themes and presented in a report format and verbatim. Study findings indicated that there is a significant relationship between locus of control as a determinant of teacher-pupil relationship and pupils' academic achievement (?2=702.462, p<0.05). The study concluded that locus of control showed teacher pupil relationship had a significant relationship on pupils’ academic achievement. That is when pupils have confidence that they can be successful and have good timing, relationship with their teachers improves. The study recommended that there was a need for training all primary teachers in psychology.
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In-Text Citation: (Jeniffer et al., 2022)
To Cite this Article: Jeniffer, T., Gitau, S. W., & Githae, J. N. (2022). Relationship between Locus of Control as a Determinant of Teacher-Pupil Relationship and Pupils’ Academic Achievement in Public Primary Schools in Kesses Sub County, Uasin Gishu County, Kenya. International Journal of Academic Research in Business and Social Sciences, 12(1), 211–222.
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