1015 Records out of 22207 Records

Institutional factors influencing head teachers' instructional supervision practices in secondary schools in Mandera East district, Kenya

Author: Issa, Yarrow Abdille

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Secondary schools/Mandera East District/Educators/School administration/Supervision/Teaching ;

Abstract:

The purpose of this study was to investigate the institutional factors influencing head teachers' instructional supervision practices in secondary schools in Mandera East District. The objectives were (1) To establish the extent to which work load affects the instructional supervision of the head teachers in Mandera East District; (2) To investigate the extent to which the work environment affects the instructional supervision of the head teachers in Mandera East District; (3) To examine the extent to which the adequacy of teaching staff affects the instructional supervision of the head teachers in ManderaEast District; (4) To find out the extent to which effective communication affects the head teacher's instructional supervision in Mandera East District; (5) To determine the extent to which support from the quality assurance officers affects the instructional supervision of the head teachers in Mandera East District. A sample size of sixty respondents consisting of ten head teachers was drawn from the target population of 177. The findings indicate that workload of the head teachers affected their position to a great extent with a Likert mean scale rating of 4.3443. The ability of the head teacher to integrate with other subsystems with a mean Likert scale rating of 4.066. On the work environment, the study established that 50% of the schools were well equipped. On the adequacy of the teaching staff, the study established that the schools were well staffed with teacher - student ratio of 1 :4. It was also found that there was mutual communication between head teachers and teachers with only 10% as having problems with communication systems. Further, the study also found that QASO never visited schools with 80%. of the teachers indicating that they never saw QASO officers in the schools. The study adopted a descriptive survey design approach whereby the process entailed data collection to answer questions concerning the current status in schools with the aim of determining the institutional factors affecting the instructional supervision of the head teachers in Mandera East District. The study recommends that (a) the DEOs need to address the issues of understaffing of the physics subject since it is one of the key subjects is that used to determine their qualification for colleges after the secondary school education and it is important for industrialization towards vision 2030; (b) the stake holders in the school enhance the environments in the school to further act as the head teachers motivator in promoting performance of the schools; (c) since the communication systems within the schools are used to convey information in a manner that promotes cohesion and interaction, the head teacher should strive to establish proper communication strategies and encourages communication channels that promote conducive environment and constructive criticism, (d) finally the Ministry of Education should formulate a frame work that would ensure that the QASOs frequently visit schools so as to ensure that the policies and regulations are implemented as expected. Through these visits they will be in a position to assist the head teachers in dealing with matters arising in schools on time.

The influence of age and length of service on job satisfaction and commitment of public secondary school teachers in Embakasi District, Nairobi

Author: Jepkemoi, Chemase

Awarding University: University of Nairobi, Kenya

Level : MBA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Age/Employee attitude/Job satisfaction/Secondary schools/Educators/Embakasi District ;

Abstract:

This study investigated the influence of demographic factors; age and length of service on job satisfaction and organizational commitment of secondary school teachers in Embakasi District. The study adopted survey type of research design. A total of 135 teachers from the six public secondary schools participated in the study. The sampling technique used was the total enumeration technique or census study was carried out. The instrument for data collection was the questionnaire. Data collected were analyzed using descriptive statistics such as percentages, mean score, standard deviation and frequencies. Pearson's correlation analysis was used to establish the relationships. The study also found out that the employees who had high job satisfaction are those teachers who have worked for 31 years and above and those whose age brackets were between 56-60 years. It was found that the teachers who were least satisfied were those who had served between 16-20 years. The study also found out that the majority of the teachers in public secondary schools in Embakasi District are married and the minority is the divorced. In academic qualification, there were diploma holders, bachelor's degrees holders and masters degrees which is evidence of professionalism of teachers in Embakasi District. The study also found out that the majority of the teachers in public secondary schools in Embakasi District are the assistant teachers, while those in the management were few. The results of the correlation analysis revealed that there was positive relationship between age and job satisfaction, there was also a significant correlation between length of service and job satisfaction, there was a positive correlation between age and commitment while length of service had a significant correlation with commitment.

Influence of alternative disciplinary measures on students' discipline in public secondary schools in Laikipia West district, Kenya

Author: Gichuki, John Mwangi

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Laikipia West District ; Secondary school students ; School discipline ; Counseling ; Educators ;

Abstract:

The study was postulated from the fact that cases of students' violence and unrest leading to loss of life and property continue being experienced in secondary schools. The main study objectives were; To determine the influence of guidance and counseling on students discipline in public secondary schools; to examine the role of school rules and regulations in managing discipline among students in public secondary schools; to establish the influence of student's participation in setting out school rules and regulations on students' discipline in public secondary schools; to establish the influence of use of rewards on students' discipline in public secondary schools and to seek the opinions of school administrators and students on alternative measures of managing students' discipline. The literature reviewed included the concept of discipline and punishment, importance of discipline among students, corporal punishment, approaches to enforcement of discipline such as guidance and counseling, use of school rules and regulations and students' participation in school management. The study adopted a descriptive research design. The study targeted a total population of 20 principals from 20 secondary schools in Laikipia West District, 112 teachers and 351 students where 87.4 percent return rate was realized using both closed and open ended items. The study findings from the principal indicated that; counseling programme enhance students discipline through building courage and moral uprightness thereby inculcating good value and positive attitude towards the development of self discipline that enhances behavior change. About 84 percent of the principals either agreed or strongly agreed that rules and regulations influence students discipline in schools, supported by 66 percent of the teachers and 63 percent of the students. The principals indicated that students often participate in career choices, selection of optional subjects, electing their leaders and a hearing before they are punished. The findings indicate that students occasionally participate in making of the policies that affect their conduct and behavior in the school. Both dialogue and punishment are the most popular reward systems used to influence discipline in schools. Finally, encouraging the formation of student representations, students 'baraza' and introduction of student council to and motivating exemplary student leaders inculcates leadership responsibilities, thus promoting respect and good student teacher interactions. Other strategies include strengthening and building capacity through recruitment, allocating adequate budget to guidance and counseling programme, formation and empowerment of a student's disciplinary bodies. The study recommends that, there is need for Teachers Service Commission (TSC) to post adequate teachers to schools and the school management to train and empower guidance and counseling teachers to improve the effectiveness of alternative disciplinary measures. The study suggest the following areas for further research: The influence of budgetary allocation on guidance and counseling programmes in schools; effectiveness of clubs and peer educators in enhancing student discipline in schools; the influence of parental guidance and counseling on students discipline in schools; the impact of discipline on student Kenya certificate of secondary education (KCSE) perfonnance.

Factors affecting implementation of ICT integration in education: a case of secondary schools in Westlands district, Nairobi county, Kenya

Author: Geoffrey, Grace Wanjiru

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Westlands ; Nairobi ; Kenya ; Information technology ; Communications networks ; Secondary schools ; Computer assisted instruction--CAI ; Educators ;

Abstract:

The ministry of education science and technology has a national ICT education policy and strategy which endeavours to work with stakeholders to ensure implementation of E- School initiatives and to promote the expanded use of ICT as a tool for effective management, research and development at all education levels and use of internet for educational training and research. The purpose of this study was to establish the key factors that are affecting implementation of lCT integration in Westlands District of Nairobi County. The objective of this study was to establish and analyze factors affecting implementation of ICT in schools. It assessed the influence of available infrastructure, skilled technical staff, National education ICT policy and strategy and attitude of staff and management towards the integration of ICT in educational institutions in Westland's District of Nairobi County. The study adopted a survey research design. The sampling unit was 5 randomly selected schools. From each school, all the five principals were interviewed using questionnaires. Seventy five teachers were selected to be interviewed using random sampling technique. This amounted to a sample size of 80 subjects. The population for these groups in Westlands district of Nairobi province was 481-four hundred and eighty one. The data collection instruments were questionnaires for principals and teachers. Data generated was analysed and presented in verbatim form, tables and figures. The study was intended to help policy makers including the ministry of education and other stakeholders to understand and deal with the challenges involving efforts to integrate ICT in teaching and learning. They were in tum to design ways to ensure that ICT is embraced and adopted in the secondary schools. In piloting the study, test retest technique was used. Questionnaires were administered to two teachers from two institutions and then administered again after a week in order to test for reliability of data collection instrument. The findings of the study have shown that the government has provided a process of facilitating availability of ICT equipment and their accessibility to teachers on demand. Most schools are employing technical support to assist the teachers who have no or little trouble shooting skills to handle technical problems. However some schools reported that they rely on external staff for maintenance of their lCT equipment. KIE was found to be doing a lot to implement the governments lCT policy through production of relevant and quality curriculum support material. The response of many school managers and teachers indicated a big support for lCT use but only in records management whereby setting exams, doing reports and analysis of exams was the most common application in most schools. Very few teachers used lCT to search for relevant information for use in teaching of curriculum content and continue to re-ligiously use the recommended texts. This study concluded that the four variables studied affect the implementation of lCT either positively or negatively depending on their availability or non availability and stakeholders need to be sensitised on the need to apply them to ensure successful implementation of lCT in the secondary schools. The key recommendation of this study is that further research on the same topic be done after four to five years to check out the milestones achieved because as was found out a lot is being done by the government to ensure lCT in teaching and learning. The ministry of education should find ways of collaborating with stakeholders and welcome more donors to supplement its effort in implementation of lCT use in teaching and learning. Complete integration of lCT in the learning process and the total adoption of its use and application by teachers as a teaching and learning resource should be the key focus of the, ministry of education. Equipping schools with lCT infrastructure will not result to successful integr

A framework for integrating ICT in the teaching and learning process in primary teacher training colleges in Kenya

Author: Gichuhi, Wang'ang'a

Awarding University: University of Nairobi, Kenya

Level : MSc

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Colleges and universities ; Teacher education ; Curricula ; Information technology ; Communications networks ; Educators ;

Abstract:

lCT was only recently introduced as a subject in PITCs in 2004. The Ministry of Education (MOE) through the Kenya Education Sector Support programme (KESSP) came up with plans to set up ICT infrastructure and provide personnel in order to implement the plans. The problem with KESSP program was that it placed emphasis on providing infrastructure but did not consider teachers' skills, attitudes and beliefs and policy and support in integrating ICT in PTTCs. This study set out to develop a framework for integrating Information and Communication Technology (ICT) in teaching and learning in Primary Teacher Training Colleges (PTfCs) in Kenya. It also sought to detennine the success of the program by finding out: The prevailing lCT skills levels among tutors and students; tutors' and students' attitudes towards ICT integration; the provision of ICT Infrastructure and ICT policy and support on lCT integration in PITCs. This was to enable the researcher come up with a framework that would be used to integrate ICT in the teaching/learning process inPTTCs. The main data collection method that was deployed is likert type scaling questionnaires. Interviews were also carried out to capture information not obtainable from the Questionnaires. The study found that that both lecturers and students had moderate levels of ICT skills and that ICT skills have the greatest impact on ICT Integration. In addition it established that there is not sufficient ICT infrastructure in PTTCs. It notes that ICT policy and support is just fairly good in the PTTCs. There are positive attitudes towards ICT by both lecturers and students. However these positive attitudes do not have a lot of impact on ICT integration. The study recommends a framework that emphasizes on imparting more ICT skills on tutors as this would have the greatest impact on integration. Provision of ICT infrastructure is still insufficient and therefore needs to be looked into. Strengthening of ICT Policy and support should be done as this is the weakest factor among the four factors considered.

Influence of teachers' motivation on students' performance in Kenya Certificate of Secondary Education in public secondary schools in Imenti South district Kenya

Author: Gitonga, Dinah Wanja

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Imenti South District ; Educators ; Secondary education ; Academic achievement ; Motivation ; Secondary school students ;

Abstract:

The purpose of the study was to investigate the influence of teachers' motivation on performance of students in KCSE in public secondary schools in Imenti South District. Five research objectives were formulated to guide the study. The research objectives were to identify the factors influencing the motivation of teachers in public secondary schools in Imenti South district; determine whether teachers' age has any influence on student performance in KCSE in public secondary schools; establish whether working conditions of the teachers has any influence on students' performance in KCSE in public secondary schools; examine whether professional development of the teachers has any influence on students' performance in public secondary schools and lastly to establish whether teachers' remuneration has any influence on students'performance in KCSE in Public secondary schools in Imenti South district. The study adopted a descriptive survey. The sample was 100 respondents. Data were gathered by use of questionnaires. The analysis was done using the Pearson Correlation Coefficient and Linear Regression. Findings revealed that conducive working conditions had been provided by the schools. It is expected that with conducive working condition in schools, teachers would be motivated to perform better hence good students' performance in the examinations. Finding also revealed that age of the head teachers negatively influenced school performance. Findings also revealed that there was a strong relationship between professional development and KCSE performance in secondary school. Regression analysis on whether KCSE performance was influenced by remuneration factors revealed a strong relationship between remuneration related factors and school performance in secondary school. Based on the findings it was concluded that working conditions provided conducive learning atmosphere which teachers to perform better hence good students' performance in the examinations. The study also concluded that teachers' age negatively influenced (-0.65) school performance. This implied that the more teachers are advanced in age the poorer the school performance. The study also concluded that influenced performance revealed a strong relationship between working condition and school performance in secondary school. The study further concluded that there was a strong relationship between professional development and KCSE performance in secondary school. It was also concluded that there was a strong relationship between remuneration related factors and school performance in secondary school. Based on the findings it was recommended that schools' B.O.G and TSC should improve the intrinsic motivation factor of teachers, by recognizing the teachers for their achievement by writing commendation and recommendation letter to them, as inclusion in decision making that affect them. Teachers should be provided with opportunities for professional growth. There should be a promotion procedure with an aim of shortening the promotion period but pegging it on students' performance in the KCSE. B.O.G/TSC should improve the extrinsic motivation factors. Headteachers as well as teachers should capitalize on a more reward based system than punitive measures to enhance discipline and eventually desirable KCSE performance. The researcher suggested that a replica of the study should be carried out in the districts other than Imenti south District, to explore whether public secondary schools in different districts are exposed to the same influence of teachers' motivation on the performance of students. A study on relationship between teachers' motivation and KCPE performance should also be investigated for comparative purpose and finally a study to be . conducted to investigate whether high level of motivation of teachers have any influence on students performance in KCSE in public secondary schools in Kenya.

Factors influencing university managers' participation in distance education : a case of public universities in Kenya

Author: Gikonyo, Naomi Wairimu M

Awarding University: University of Nairobi, Kenya

Level : PhD

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Colleges and universities ; Distance learning ; Computer assisted instruction--CAI ; Educators ; Management ;

Abstract:

The world today continues to move into the development of various non-traditional methods of reaching the growing numbers of people who cannot, or who will not attend conventional institutions, but who choose to learn away from their teachers. This has created the need foruniversities to direct resources and efforts to the macro-factors that would increase university managers' participation in distance education and also increase the rate of adoption of distance education in the universities. This study was concerned with the analysis of factors influencing university managers' participation in distance education in public universities in Kenya. A lot of resources have been committed to the development and integration of e-content at the public universities in Kenya; but there has not been much implementation of this content and participation in distance education. It has been established that both lecturers and students' attitude towards technology-based learning is favourable but the participation of managers and the factors that influence this participation have not been established. The study was guided by the following objectives: to establish the extent to which managers' level of knowledge in distance education influences their participation in distance education activities; to establish the extent to which availability of distance education support facilities influences managers' participation in distance education activities; to establish the extent to which university managers' attitude towards distance education, influences their participation in distance education activities; to identify any significant difference between the factors that influence managers participation in distance education activities at different levels. The research employed cross-sectional descriptive survey design; and multi-stage stratified sampling design to ensure fair representation of all the public universities in Kenya. The findings indicated that the managers' level of knowledge significantly influences their participation in distance education activities. It was also established that university managers' attitude towards distance education is not supportive; and that there is no significant difference in factors that influence university managers' participation in distance education at the different levels of management. It is recommended that: Managers be trained in distance education to enable them embrace and participate in distance education activities; managers' attitude change from non-supportive to supportive attitude, through persuasive communication; availing necessary support facilities; and formulation of policy framework to guide participation in distance education. This research is not exhaustive and further research is recommended on: A comparative study in factors that influence managers' participation in distance education in public and private universities; and a replica research in factors that influence university managers' participation in distance education in public universities, after a number years.

Influence of head teachers' training on management of pupils' discipline in public primary schools in Kieni East district, Kenya

Author: Gitonga, Josphine Waruguru

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kieni East District ; School discipline ; Educators ; Primary schools ; School administration ;

Abstract:

Head teachers require technical skills, human relations skills and conceptual skills on management of pupils' discipline. There is need to identify such competencies and training strategies in order to maintain discipline in schools so that if there is inadequacy it should be provided. The purpose of the study therefore was to investigate the influence of head teachers' training on management of pupils' discipline problems in public primary schools in Kieni East District. Employing a cross sectional survey design and stratified sampling technique, 30 head teachers and 120 teachers were interviewed using a structured questionnaire in sampled schools in Kieni East District. Data was analyzed using SPSS. The study found that most (36.7%) of the head teachers held an undergraduate degree. The study also found that 73% of the head teachers had been trained or had taken a course in discipline while 91 % of the head teachers had been trained on guidance and counseling. On average, one to three students were punished in a day. The majority (57%) of the indiscipline cases was handled by the head teacher, this involved corporal punishment, kneeling or forcing them to finish homework during their free time. The second most popular measure taken was to involve the parents, while guidance and counseling came in last as a measure to correct indiscipline. The study after analysis concluded that the current crop of head teachers have been trained on guidance and counseling but have not been trained on how to apply it as a solution of indiscipline. Guidance and counseling training mostly concentrated on head teachers and regular teachers were rarely involved. The researcher therefore recommended that more training on discipline issues should be given to head teachers and teachers. No teacher should be promoted to the post of head teacher without such training. Teachers should also be involved in discipline training as they are more in contact with the students as compared to the head teachers.

Influence of principals' leadership styles on teacher motivation in public secondary schools in HomaBay county

Author: Akinyi, Jane Joseph

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Homa Bay County ; Educators ; Leadership ; Motivation ; Secondary schools ; School administration ;

Abstract:

The purpose of the study was to investigate the influence of principals' leadership styles on teachers' motivation in public secondary schools in Homa Bay County. The objectives of the study were; to identify how autocratic leadership style influence teacher motivation in public secondary schools; to establish how democratic leadership styles influences teacher motivation in secondary schools; to determine how principals who practice laissez faire leadership style affects motivation of teachers, and to investigate the extent to which personal characteristics influences motivational strategies employed by principals in public secondary school. This study guided by the two-factor theory advanced by Fredrick Herzberg (1966). Descriptive survey-was used in this study. The sample of the study was drawn from 209 secondary schools with a total of 3912 teachers and an average of 18 teachers per school. This produced a target population of 3912 teachers. Simple random sampling was used to ensure that all categories of schools and teachers were represented. The sample size was 100 teachers who were randomly selected from the pool of 20 secondary schools. The study employed a questionnaire for data collection. Validity of instrument is improved through expert judgment. To test reliability of the instrument test-retest technique was used. Descriptive statistics were used to analyze the quantitative data obtained. The study revealed that democratic leadership style was commonly used by principals in area of study. From the study, it is evident that more than half the teachers were demotivated by the autocratic leadership style. This can be attributed to the fact that autocratic leadership style does not involve the teachers in decision making hence the principals make all the decisions and welding absolute power assigning tasks to members of the group. Data obtained in this study also indicates that democratic leadership style leads to high level of teacher motivation in terms of commitment, hard work and achievements targets set. On the challenges, faced by principals who practice laissez faire leadership and how it affects motivation of teachers. This method involves a non-interference policy which allows complete freedom to all workers and has no particular way of attaining goals. Trends observed revealed that teachers were demotivated by the laissez faire leadership. Poor pay is the leading cause of low motivation among teachers. From the results of this study, the researcher concludes that; a majority of the teachers indicated that democratic leadership is the best style that promotes motivation of the teachers because it gives room for consultation in decision making. From previous research findings and from this present study, several recommendations are made for consideration by the government, TSC, schools, teachers, parents and teachers; since most principals leadership styles were democratic as rated by themselves and teachers, this lead to high level of motivation among teachers and hence they had a common goal to achieve. The principal is able to satisfy teachers' expectation by giving them current information, opportunity for growth and development, effective supervision. The principals who use autocratic leadership styles should include other leadership styles to enable improve their leadership by involving teachers in decision making programmes so as to improve their relationship. School principals should adopt democratic leadership styles, where they involve all teachers, non teaching staff members and the students in making decision that affects their day to day activities in the schools. KEMI and the universities should incorporate in their teacher training curriculum emerging leadership theories as transformation and how they impact on human resource management.

Influence of school based factors on student performance in KCSE in public secondary schools in Masaba South district, Kisii County, Kenya

Author: Akunga, James Obwoge

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Masaba South District ; Secondary school students ; Academic achievement ; Educators ; Educational resources ; Secondary education ; Quality of education ;

Abstract:

The purpose of this study was to establish the school based factors that influence performance of Kenya certificate of secondary examinations (KCSE) in Masaba South District. Four research objectives were formulated to guide the study. The research adopted a descriptive survey design. The sample comprised of 35 teachers and 110 head teachers. Data was gathered by use of questionnaires. Data were analyzed qualitatively and quantitatively. Findings revealed that teachers were handling two subjects with most of the head teachers handling the same number of lessons. High workload by the teachers of 19-24 lessons with others over 24 lessons per week hindered teaching and learning hence affecting performance. Findings further revealed that physical facilities affected students' performance. For example out of all schools visited, majority did not have the required teaching learning materials which affected students' academic performance. Findings also revealed that supervision by the head teachers influenced students' academic performance. It was noted that in many schools head teachers did not hold staff meetings to discuss academic standards. Head teacher respondents did not supervise teachers. Based on the findings it was concluded that head teachers and teachers' characteristics influenced students' performance. The study also concluded that schools neither had a library nor labs as the main teaching facilities for enhancing learning in the school. There was also lack of qualified personnel to arrange the shelves and index the books for easy retrieval. Equipments were not enough where labs existed; with few qualified technicians to take up practical sessions of the lessons. The study also concluded that that supervision by the head teachers influenced students' academic performance. There was evidence of lack of supervision as head teacher cited lack of teachers' cooperation in supervision, commitment, motivation, humiliation and understaffing as the main challenges encountered in schools. Based on the findings of the study it was recommended that head teachers as school administrators should be empowered by being provided with the required facilities to improve academic performance of students. It was also recommended that in service education programs should be provided because they offer the quickest way of introducing changes and improvements in secondary education. The research further recommended that head teachers should be in serviced in areas of supervision of mathematics so that they can assist teachers in the teaching and learning. Lastly, head teachers should conduct supervision with an aim of assisting teachers in teaching and learning. The researcher therefore suggested that since this research was conducted in district, a similar study should be conducted in other districts to find out how school based factors influence academic performance. It was also suggested that a study on relationship between head teacher training and its effect on performance of KCSE. Since this study was delimited to teachers and head teachers, there is need for a study on the parental role in the performance of students in KCSE.