Teachers’ Causal Attributions in Controlling Premarital Sex among Adolescents in Secondary Schools in Nairobi County, Kenya

Aim: Teachers play a key role in modifying learners’ involvement in premarital sex. Their success depends on where they lay blame for this behavior. The objective of this study was to establish teachers’ causal attributions in controlling adolescents’ initiation into premarital sex.

Methodology: A sample of 364 teachers (103 males, 261 females) was drawn from a population of 1,824 secondary school teachers. In addition to this, a questionnaire was used to collect data which was analyzed using descriptive statistics and results presented in pie charts and bar charts.

Results: The respondents made the following causal attributions towards adolescents’ initiation into premarital sex: Personality factors 46.84% (immorality 18.93%, indiscipline 17.80%, irresponsibility 16.67%, avoid consequences 14.97%, lack of self-control 14.41%, curiosity 12.71% and ignorance 4.52%.); Peer-Related Factors 16.94% (peer pressure 89.08% and peer gangs 10.92%); School Factors 16.26% (lack of sex education 78.31% and lack of guidance and counseling 21.69%); Family Factors 10.22% (lack of parental guidance 96.19% and family conflicts 3.8%) and Social-economic factors (Media 66%, societal moral decay 14%, early exposure to sex 13% and poverty 7%).

Conclusion: Teachers make varying causal attributions towards adolescent initiation into marital sex behavior. The causal attributions were analyzed under personality, peer related, school, family and socio-economic factors. The findings form a basis for understanding teachers’ ability to control adolescent premarital sex behaviors. To facilitate teachers’ control over adolescents’ early sex initiation, teachers understanding of their style of attribution should be addressed.