Teachers’ Adversity Quotient Dimension of Control and Students Academic Performance in Secondary Schools in Kenya

Abstract

Self-control has been related to positive student outcomes including academic performance of elementary students. However, the changing nature of learning organizational environments has become a threat for most teachers. The purpose of this paper is to investigate the teachers’ adversity quotient and its effects on students’ academic performance. The study adopted adversity quotient theory and correlation design. The study sample comprised of 441 secondary school teachers. Data was collected using the Adversity Quotient Profile Questionnaire for teachers. Validity was ascertained using Cronbachs’ alpha and coefficient value of 0.7 was considered. Data was analyzed using t-test and Pearson’s Product Moment correlation coefficient to test relationships between the variables. The findings indicate a significance difference between gender and teachers’ adversity quotient value control dimension (t=148.4), Gender (t=62.7) (P=0.000). There is a positive significant relationship between adversity quotient dimension of control and students academic performance (r=.483), (P<0.01). The study recommends policy makers to recognize the importance of testing and assessing teachers’ adversity quotient, devising appropriate and timely teacher support mechanisms and professional development programmes in order to improve teachers’ adversity quotient in relation to students’ academic performance in schools.