956 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 socio-economic factors on internal efficiency in the provision of secondary school education in Mukaa district, Kenya

Author: Gichuki, Duncan Mburu

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Mukaa District ; Secondary education ; Secondary schools ; School attendance ; School dropouts ; Socioeconomic factors ;

Abstract:

This study was carried out to investigate the influence of socio-economic factors on internal efficiency in the provision of secondary school education in Mukaa district. The objectives guiding the study were; to establish the effect of parents' poverty levels on access to secondary school education, to determine the influence of parental level of education on children participation in secondary education , to establish the extent to which gender preferences contributes to drop outs and access to secondary education, to establish the contribution of household duties and child labour on performance in national examinations, to investigate the contribution of family structure and stability on school absenteeism in secondary schools and to determine the influence of early marriages and sexual harassment on access and participation in secondary school education. This was a descriptive survey research that targeted 34 secondary schools in the district. All the 224 class teachers and 1583 form four students were targeted. Two schools were randomly selected for the pilot study. All head teachers from 32 schools participated in this study. 32 teachers and 170 students were randomly sampled. The instrument for data collection was the questionnaire. Data was analyzed using Statistical Package for Social Sciences (SPSS) program and presented using tables, frequencies, percentages and charts .The analysis revealed several socio-economic factors influencing internal efficiency in the provision of secondary education in Mukaa District. These factors are parental poverty levels, parental level of education, gender preferences, household chores and child labour, family structure and stability and early marriages. The study found out that, cases of dropouts, absenteeism, repetition and poor academic performance are common in the district. Some of other factors contributing to drop out in the district are distance of school from home, lack of interest in schooling, peer pressure, indiscipline and drug abuse. From the findings of the study, the researcher gave several recommendations that will help to curb the problem and also offered suggestions for further research. The researcher recommends that the ministry of education in corroboration with other stakeholders should enhance laws that protect girl child, the community need to be sensitized to treat all children equally regardless of gender and the head teachers should be ready to readmit girls who drop out due to early pregnancy. The suggestions for further study include the need to replicate this study in many districts in Kenya, in order to find out whether the socio-economic factors affecting internal efficiency in school are the same and there is need to carry out a study on institutional-based factors that affect internal efficiency in secondary schools.

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

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.

Response strategies by private schools in Nairobi County to quota system of selection of applicants for admission to national and provincial schools

Author: Cheruiyot, Emmy Chepkosgei

Awarding University: University of Nairobi, Kenya

Level : MBA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Nairobi County ; Private schools ; Primary schools ; Quotas ; Secondary schools ; Admissions policies ; National schools ;

Abstract:

The objective of the study was to determine the response strategies by private primary schools in Nairobi County to quota system of form one selection in national and provincial schools. The study adopted a descriptive research design. The target population of this study comprised of 288 private primary schools in Nairobi County. A representative sample of 87 private primary schools was selected using stratified sampling by dividing Nairobi into divisions after which simple random sampling was used to select schools to participate in the study from each strata. Nairobi was divided into eight divisions and forty-nine locations. The study used primary data which was collected using a questionnaire with both open and closed ended questions. This study employed descriptive statistics using Statistical package for Social Sciences (SPSS) to analyze the quantitative data obtained while content analysis was used as an analysis process for qualitative data. The findings were classified, tabulated and summarized using descriptive measures, percentages and frequency distribution tables. The study found that students from private schools who qualify for national schools did not secure a place in national schools and introduction of quota system affected the school's performance at KCPE. From the findings and conclusions, the study recommends that education should foster nationalism, patriotism and promote national unity, promote the social, economic, technological and industrial needs for national development, promote individuals development and fulfillment and promote sound moral and religious values by giving all pupils equal chance to learn in various institution without discrimination.

The influence of tangible and intangible resources on the performance of public secondary schools in Bondo District, Kenya

Author: Akinyi, Jenipher Adero

Awarding University: University of Nairobi, Kenya

Level : MBA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Bondo District ; Public secondary schools ; Academic performance ; Educational resources ;

Abstract:

While many researchers have in the recent past focused attention on studies relating resources and performance in organizations, findings in this important area have remained inconclusive. This study investigated the influence of tangible and intangible resources on the performance of public secondary schools in Bondo District. Cross sectional descriptive survey design and a structured questionnaire was used in gathering data in 28 public secondary schools. Using multiple and hierarchical regression analysis the results indicated that tangible resources accounted for the highest portion of school performance. At the same time different performance dimensions were affected by specific sets of resources and the level of effect varied widely. Tangible resources that indicated strong positive effect included library and teaching and learning facilities, ICT and co-curriculum facilities. Financial resources showed positive effect on growth. Intangible resources that indicated strong positive effect on more than on performance dimension included organizational culture and structure, reputation, access to information and change readiness. More resource variables indicated positive effect on the various performance dimensions when tangible and intangible resources were combined. This implies that resources were more productive when combined which showed consistencywith existing RBV empirical literature. The study also revealed disparities in resource endowment across schools at all levels with provincial and national schools that were better resourced performing better compared to district schools with low resource levels. This finding is useful to school mangers and education policy makers in identifying currently productive resources and the need to optimize the use of available scarce resources to help improve performance at secondary school level.

Impact of children's orphanhood on management of school discipline in public primary schools in Uranga division, Siaya county, Kenya

Author: Apondi, Hilda Lucy Asiachi

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Uranga Division, Siaya County ; School discipline ; Primary schools ; Children and youth ; Orphans ;

Abstract:

ABSTRACT NOT AVAILABLE

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.

Factors influencing parents' preference for private primary schools in Central division, Garissa county

Author: Abdi, Mohamed Hassan

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Central Division, Garissa District ; Parents and parenting ; School choice ; Private schools ; Religious education ;

Abstract:

Education plays a critical role in socio-economic development of a country. It improves human capabilities as not all the human capabilities are by birth. Education accelerates economic growth through knowledge and skills development. The purpose of this study will be to establish the factors influencing parents' preference for private primary schools in Central Division, Garissa County. Four research questions will be formulated to guide the study. The study was based on descriptive survey method. The target population was 18 headteachers and about 200 parents. The sample will comprise of 9 headteachers and 45 parents from each school. The study used questionnaires and interview schedules which will be duly validated. The analysis of the coded data was done using the statistical package for social sciences (SPSS). Quantitative and qualitative methods of data analysis were used in which descriptive statistics like frequencies and percentages. Findings on the influence of performance in private schools on parental preference for private primary schools revealed that performance was one of the factors that influenced parents preference of private schools. Findings on the influence of enrollment on parental preference of private primary schools revealed that private schools experienced low enrolment compared to public schools. Findings on the influence of integrated approach on parental preference for private primary schools revealed parents chose to enroll their children in private schools since it was in these schools children were able to learn Madrassa. There was holistic learning in private schools where pupils had an advantage of learning Arabic unlike in public schools. Private schools, the children received both spiritual (Sacred) and academic aspects. This created an all round child in both secular and religious education and further enabling discipline of the child. In public schools where there is no integrated approach, the child lacked religious nourishment and hence the discipline was very low leading to indiscipline behavior such as taking drugs and immorality. From the findings of the study, it was concluded that performance was a factor that influenced parental choice of private schools. The study also concluded that enrollment influenced parents preference of private primary schools revealed that private schools experienced low enrolment compared to public schools .. Based on the fmdings of the study, it was recommended that private school should be inspected before they are registered to ensure that they meet the required standards. It was also recommended that the government should come in and ensures that private schools have the required number and qualified teachers. Taking the limitations and delimitations of the study, the researcher suggested that a study on effect of teacher demographics on pupil performance in private schools should be conducted. It was also suggested that a study on the role of the private sector in enhancing education in Kenya should be conducted.