648 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

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.

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 deputy headteachers' professional preparation on performance of their administrative tasks in public secondary schools, Bomet district, Kenya

Author: Cherotich, Mary Gabriel

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Secondary schools ; Bomet District ; Educators ; School administration ; Training ;

Abstract:

The purpose of this study was to determine the influence of deputy Headteachers professional preparation on performance of administrative tasks in public secondary schools in Bomet district, Kenya. The objectives of the study were, To identify the deputy's headteacher critical training needs of the administration task areas. To establish the deputy headteachers' training needs in administration as perceived by secondary school headteachers in Bomet district. To determine the usefulness of deputy headteachers training in administration tasks in Bomet distric and To determine the influence of deputy headteachers' age, gender, academic qualifications and administrative experience on their administration training needs. The study employed descriptive survey and the System theory was used to guide the study. The sample size contained 54 deputies and 54 principals. Data was collected by use of questionnaires. The data was analysed statistical package for social sciences (SPSS) software to generate frequencies and percentages The areas that the headteachers deemed very important for deputy headteachers in-service training included maintaining student discipline (86%) effective communication, time management (85.2%), supervision and inspection (79.6), drawing school daily routine, team building(83.3%). These findings indicated that headteachers perceived that their deputy headteachers required in-service training to carry out their administration tasks effectively. The findings further showed that (78.0%) of deputy headteachers had not attended any in-serve course and that they required training in various areas in relation to their administrative tasks. Based on the findings of the study, it was concluded that professional preparation is essential for the deputy headteachers to carry out their administration tasks effectively. Based on the findings, the study recommended that the government through KEMI orKESI should initiate training for deputy headteachers for effective performance of their administrative tasks. It was also recommended that deputy Headteacher should be trained in the areas of basic principles of education management, student personnel and staff personnel. The study further recommended that deputy headteachers should also be trained in the area of financial administration. There while the Ministry of Education should also out up strategies to have deputy headteachers get formal pre-service training so that they can carry their duties effectively. The study suggested that a study on the relationship between training in administrative tasks and students' performance should be conducted. It was also suggested that a study on the training needs of the headteachers in relation to performance of administrative roles should be conducted. An investigation on the attitudes of the teachers and headteachers towards training by KEMI or KESI should be carried out while a study on influence of deputy headteachers' personal characteristics on performance of administrative roles should be conducted.

Impact of income generating activities on students' retention rates in public secondary schools in Vihiga district, Kenya

Author: Chepkoech, Selina

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Secondary schools ; Vihiga District ; School attendance ; School finance ; Earned income ;

Abstract:

Education is crucial for social economic development of any nation. The importance of education in nation development is best captured by Todaro (1989) who asserts that 'a country which is unable to develop the skills and knowledge of her people and utilize them effectively in national economy, will be unable to develop anything else'. The importance of secondary education in stimulation of social economic development of any nation have been documented in several studies and a number of government policy documents (Psacharopolous, 1985; Ayot and Briggs, 1992). The purpose of this study was to establish the impact of income generating activities on students retention rate in public secondary schools in Vihiga district. Four objectives guided the study; establishment of type of income generating activities, the amount earned from various income generating activities, how funds earned from income generating activities were being used to mitigate students' retention, how income generating activities were being managed and the challenges schools were experiencing in exploiting income generating activities as alternative source of education financing. The literature review exploited empirical findings on income generating activities in schools and what different authors have written on the same. The study employed descriptive survey research design. A population of 22 Principals, 22 bursars, 22 class teachers and 220 form four students were used in the study. Due to the small number of schools as target population, saturated sampling was used. Questionnaires, interview schedule and observation checklist were used as research instruments. Quantitative data was analyzed using descriptive statements while qualitative data was incooperated in interpretation of research findings based on field experience. The findings of the study indicate that income generating activities which could have eased the burden of educational financing was not fully exploited. It concluded that most principals lacked entrepreneurial and business skills to exploit income generating activities as an alternative source of education financing to promote students retention. The study recommends that since there is high potential for income generating activities to contribute towards school budget, they should be enhanced to mitigate retention in public schools in Vihiga district. The school principals should be equipped with entrepreneurial and business skills to make them effective in exploiting income generating activities and make significant contribution cost of education and promotion of students retention. The study further recommends that similar study should be carried out in other regions to find out if the findings can be generalized.

Influence of headteachers' management practices on students' performance in KCSE, Rachuonyo South district Homabay county, Kenya

Author: Achacha, Joshua H Oyoo

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Homa Bay County, Rachuonyo South District ; Educators ; School administration ; Academic achievement ; Secondary schools ; Kenya Certificate of Secondary Education ;

Abstract:

The purpose of the study was to investigate the influence of headteachers' management practices on the students' performance in KCSE in Rachuonyo South District, Homa-Bay County. The objectives of the study were: to establish the extent to which human resource management in schools by headteachers influenced students' performance in KCSE , to determine the extent to which financial management of headteachers influenced students' performance in KCSE, and to establish the influence of headteachers' teaching and learning resource management and how it influenced students' performance in KCSE. The study was built on a hypothesis that poor management practices of head teachers negatively influenced academic performance of students in national examinations. A descriptive survey research design was used. To obtain a study sample, random sampling techniques were used. Out of 50 secondary schools in the district, 15 public secondary schools were selected. Two of the schools were girls' public secondary schools, two were boys' public secondary schools, and eleven were mixed public secondary schools based on the proportion of the type of the schools in the district. As a limitation of the study, participating schools had to have presented KCSE candidates in the years 2010 and earlier. 15 headteachers, 15 teachers and 60 class prefects participated in the study. To assess the influence of management practices, the study involved generation of four research questions. The four areas included human resource management, financial management, and learning and teaching resource management, strategies used by headteachers to improve performance in KCSE. Findings of the study have thus been divided according to the research questions. The Statistical Package for Social Scientists (SPSS) was used for data analysis based on 90 returned questionnaires. The procedure involved running frequencies and cross tabulations of various variables. Because the study involved three different categories of respondents namely, headteachers, teachers and Class prefects, outcome of each stratum was compared and correlation of the corresponding relationships calculated. The study revealed close association of responses between students, teachers and headteachers. That is, the three groups of individuals agreed that poor management practices of headteachers negatively influenced performance of students in KCSE in the district. Specifically, the study found that poor human resource management by the headteachers significantly influenced performance of students in the Kenya Certificate of Secondary Education negatively. Also, adopting ineffective finance management methodologies does not only lead to inability of a school to acquire various learning facilities, but also promote inadequacy of both teaching and support staff in the school. These two results thwart efforts of both students and teachers to produce quality grades in national examinations. The report also proposed various ways of improving management practices for headteachers in human resource management, financial management and teaching and learning resource management in an effort to improve academic performance of students in KCSE in the district. BoGs and PTAs should establish elaborate system for motivating hardworking teachers, students and support staff in the schools. TSC and the Ministry of Education should engage teachers in. professional courses, seminars and in-service courses offered by KEMI to develop their skills in teaching and management. Suggested areas for further research are roles of teachers, students and parents in improving secondary school examination outcomes and specific suitable solutions to particular indiscipline cases in secondary schools in Rachuonyo South District, Homa Bay County, Kenya.