Influence of Personality Traits on Self-Esteem among Secondary School Students: Case of Selected Public Secondary Schools in Kiharu Sub-County, Murang'a County, Kenya

Abstract

The study investigated the influence of personality traits on self-esteem among secondary school students in selected public schools in Kiharu Sub-County, Murang'a County, Kenya. The theoretical framework in this study was the five-factor theory of personality. The study employed a correlational research design with a target population of 8,046 participants comprising 7,602 students, 394 teachers, and 50 school leaders (principals and deputy principals) from 25 public secondary schools in Kiharu Sub-County. A sample size of 406 participants was selected, including 355 students, 26 teachers, and 25 principals/deputy principals from the 25 schools. Data were collected using questionnaires for students and teachers, and interviews for school leaders (principals/deputy principals). Quantitative data analysis was conducted using descriptive statistics, correlation analysis, and regression, while qualitative data was analyzed thematically. The study found that openness had the strongest positive correlation with self-esteem (r=0.781, p=0.000), followed by conscientiousness (r=0.697, p=0.000), agreeableness (r=0.636, p=0.000), and extraversion (r=0.616, p=0.000), while neuroticism showed a weak negative correlation (r=-0.165, p=0.004). Regression analysis revealed that personality traits collectively accounted for 72.9% of the variance in self-esteem, with openness being the strongest predictor (β=0.296, p=0.000). Interviews with school leaders revealed positive self-esteem trends overall, but noted individual variation and the importance of support strategies such as counseling, peer mentorship, and co-curricular activities. The study concluded that personality traits had significant effects on self-esteem among secondary school students, with openness, conscientiousness, agreeableness, and extraversion positively influencing self-esteem, while neuroticism had a slight negative impact. The study recommended implementing comprehensive personality assessment and targeted support programs in schools, enhancing co-curricular activities to foster positive trait development, and increasing resources for counseling services. Additionally, conducting further research on the effects of academic achievement, peer relationships, family factors, and school climate on self-esteem was suggested. The study also recommended developing educational policies and practices that consider individual personality differences in supporting students' psychological well-being and creating school environments conducive to positive self-concept development during adolescence.