EFFECTS OF SINGLE AND INTACT PARENT HOOD ON LEARNERS’ EMOTIONAL BEHAVIOUR IN PUBLIC PRIMARY SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

Abstract

The family is the impetus behind the growth and development of individuals. Children come from different parental backgrounds. Some come from intact parenthood while others from single parenthood. Despite the difference in family structures, they all attend the same schools and find themselves together sharing different activities and ideas. The study sought to examine the effects of single and intact parenthood on learners’ emotional behaviour in public primary schools. Specifically, it aimed to establish how single parenthood influences learners’ emotional behaviour, assess the impact of intact parenthood, explore the relationship between the two family structures and learners’ emotional outcomes, and identify gender-based disparities in emotional behaviour among boys and girls from both single- and intact-parent households. The study was conducted in public primary schools in Kanduyi Sub-County. The target population consisted of 458respondents of which 440 were class eight learners, with 212 boys and 228girls with their 9 class teachers and 9 guidance and counselling teachers from 9public primary Schools. This was achieved through stratified sampling, simple random sampling and purposive sampling techniques respectively. The sample size was made up of 205participants. Questionnaires and interview schedules were used to collect data. Data collected was analysed by the use of descriptive statistics, whereas inferential statistics used included regression analysis and independent sample t-test. Qualitative data was transcribed, analysed and reported according to emerging themes. The study findings indicated that single parenthood negatively affected emotional behaviour since the p-value of 0.031< the set value of 0.05. There was a statistically significant positive association between intact parenthood and learners’ emotional behaviours with a p-value of 0.009 <the set value of 0.05. The test on the relationship between single and intact parenthood showed a coefficient correlation of -0.153 and a significant value of 0.031 < the set value of 0.05 hence null hypothesis rejected. Lastly, a test on the difference in emotional behaviour between boys and girls from single and intact parenthood revealed a significant value of 0.048 < the set value of 0.05. This implied statistically significant difference between intact parenthood and single parenthood. The study concluded that single parenthood has a negative impact on learners' emotional behaviour, whereas intact parenthood contributes positively to learners' emotional wellbeing. Based on these findings, the study recommended that single parents make deliberate efforts to spend quality time with their children to support their emotional development. Additionally, teachers were encouraged to create a supportive and conducive classroom environment where pupils feel safe and comfortable sharing their challenges.