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. 2021 Sep 13;92(6):e1095–e1109. doi: 10.1111/cdev.13673

TABLE 1.

Number of interviews or focus groups with parents, teachers, and pupils in which each competency was mentioned (minimum 7 mentions) and rated as important

English Kiswahili Mentioned in interviews Rated as important a
Parent FGD (13 FGDs) Teacher (n = 23) Parent FGD (10 FGDs) Teacher (n = 21)
Respectful Mwenye heshima 11 16 5 6
Attentive listener Msikivu 11 17 4 5
Obedient Mtii 11 15 8 3
Cooperative Anayeshirikiana 8 14 2 4
Clean Msafi 9 11 1 4
Polite and calm Mpole/mtulivu 8 12 1 3
Disciplined Mwenye nidhamu 7 13 5 11
Self‐directed Anayejituma 5 15 1 10
Hardworking Mwenye juhudi/bidii 8 10 0 3
Curious Mdadisi 6 17 0 8
Clever Mwerevu 6 7 0 1
Love of parent/teacher Anayependa wazazi/waalimu 4 5 1 2
Trustworthy Mwaminifu 9 1 4 0
Seeks understanding Muelewa 9 8 2 0
Courageous Aliye hodari 4 7 0 1
Confident, self‐belief Anayejiamini 2 8 0 4
Persistent Asiyekatatamaa 4 6 1 0
Sociable Mchangamfu 4 3 0 3
Has fear of God Mwenye hofu ya Mungu 2 5 0 1
Careful Makini 3 4 0 0

Abbreviation: FGD, focus group discussion.

a

Importance ratings were introduced to the procedure after the first few interviews in the first school.