Examining the Interplay of the Teacher and School Social Capital in Influencing Students' Educational Aspirations

Abstract

The study investigated the educational aspirations formation process of day secondary school students and how this relates to their educational access, achievement, transition and progression. The objective of the study was to examine the school social capital and how it determines the educational aspirations of the students. The teacher and school social capital and their role in developing and shaping educational aspirations of day secondary school students was the focus. The question to be answered was “how does the day secondary school social capital determine the educational aspirations of the students?” Grounded theory research design was adopted. Qualitative data gathering and data analysis techniques were used. Three (3) day secondary school teachers in one day secondary school were purposively sampled. Document analysis and face-to-face interviews were the tools of data collection. The study found that, day secondary school students had low educational aspirations because the school social capital had not been able to help them form high educational aspirations. The study found that social capital development for secondary schools was not formally structured and the teachers had not been able to harness social networks and interactions that would impact positively on the students. The study recommended creating policies that support programs for day secondary schools and those that enhance social capital formation and accumulation for teachers.  This could go a long way in bridging the educational aspiration gaps for the students. The study concludes that social capital development is a critical strategy that could facilitate the formation of high educational aspiration for day secondary school students.