A cross-examination of the Teaching Environment on the Mentoring of Learners with Emotional and Behavioral Difficulties in Public Primary Schools in Busia County, Kenya
This study took an inquisitive and interrogative approach to establish the possible environmental characteristics that could be the reason for the drop out of, especially, children with emotional and behavioral difficulties in public primary schools in Busia County. The study used the “Person-Centred” theory by Carl Rogers.The main purpose of the study was to determine the relationship of teaching and learning environment with the learner with emotional and behavior difficulties (LEBD) for purposes of mentorship, intervention and handling of target behavior difficulties. The study engaged a mixed research design. Simple random sampling techniques were used on a sample of 44 public primary schools with 106 respondents (teachers, headteachers, and education experts). Data was generated by a structured questionnaire, Focus Group Discussions, observation and in-depth interviews. The validity and reliability of each tool was determined. The data collected was analyzed using both quantitative and qualitative descriptive statistics. The study found out that the environment had both intrinsic and extrinsic factors that can influence and mentor learners. The same environment has the responsibility to influence the construction of specific teaching resources and help impart values and impact target learners
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