Influence of Teacher-Student Relationships on Learners’ Loneliness in Single Gender and Co-educational Schools in Murang’a County, Kenya

Abstract

Influence of Teacher-Student Relationships on Learners' Loneliness in Single Gender and Coeducational Schools in Murang'a County, Kenya 1. Introduction There are concerns expressed by stakeholders in education regarding the influence of the teacher-student relationship on the loneliness levels among learners in schools in the world and Kenya in particular. Loneliness is believed to greatly impact on the school outcomes of the learners in schools especially in Murang'a in Kenya. Public schools in Kenya can either be of coeducational or single gender. The school can also be a boarding or a day school. Boarding schools are characterized by restriction of movement in and out of school for students except during open days when parents and guardians can visit the students. The schools are manned by teachers and students' time is programmed with little time for self-directed and socialization activities. Major chunk of time is taken by academics. The boarding facilities are more likely to be outstretched and congested. Diet is usually repeatedly monotonous. Where the school is of coeducational, facilities like fields, halls, transport, classrooms are shared. Only the sleeping areas are strictly for the designed gender. Students in Kenya spend more than 75% of their time in school, making the school environment impact on growth and development of the students longer than other social environments. Recent occurrence of indiscipline and burning of schools could be linked to school gender contexts as the behavior is largely observed in boys' boarding schools. it is suspected that boarding schools have undesirable level of loneliness. 2. Empirical Literature Loneliness is unpleasant emotion arising from awareness of social deficiency. It is the perceived difference between desired and the present level of quantity and quality of relationships. Loneliness is not synonymous with solitude,

Yatili Bölge Okulu Öğrenci̇leri̇ni̇n Uyum Sorunlarinin Psi̇koloji̇k Danişman Gözüyle Değerlendi̇ri̇lmesi̇

“…Foremost amongst these issues is being away from family and adaptation problems, which are important enough to be discussed at Turkish Grand National Assembly (TGNA) (Eraslan, 2006). When examining the international literature, it is observed that boarding schools are mostly for adolescents, and prominent issues include mental health (Aisyaroh and Ediyono, 2023;Hopkins et al, 2023), psychological resilience (Langham et al, 2018;Redman-MacLaren et al,2017), loneliness (Baru, et al, 2020;Rudrum, 2020), and adaptation (Sri-Wahyuni and Barus, 2020;Su et al, 2019). Hence, there is a need for effective psychological guidance and counseling services to support the psychological and social development of the students at RBSs and help them with their emotional problems (Atli, 2018;Pavletic et al, 2016).…”