Influence Of Institutional Factors on the Provision of Value-Based Education in Muslim Private Secondary Schools in Mombasa County, Kenya

Abstract

Value-based education focuses on instilling core ethical principles and moral values in students, aiming to develop their character and civic responsibility. This approach is fundamental in creating a well-rounded educational experience. This research investigated the institutional factors impacting the delivery of value-based education in Muslim Private Secondary Schools in Mombasa County, with a focus on how parents' academic involvement moderates these factors. The objectives included assessing the influence of teaching materials, teacher values, school physical facilities, and school culture on the provision of value-based education. The theoretical framework incorporated the Socio-Cultural Theory of Cognitive Development, Fethullah Gülen’s Theory of Education, Classical Liberal Theory of Equal Opportunities, and Social Learning Theory. Employing a descriptive survey design, the study gathered data depicting the current status of the influence of institutional factors on the provision of value-based education in Muslim Private Secondary Schools in Mombasa County. The population of the study consisted of 366 respondents comprising of 97 Board members, 17 Principals, and 252 Teachers from all 17 private Muslim-based secondary schools in Mombasa County. The study used a stratified random sampling technique to select 30 % of the Board members and 101 teachers and census sampling to select 17 Principals. A total of 124 respondents were included in the study, comprising 29 Board members, 78 teachers, and 17 principals. Data from teachers and principals were collected using questionnaires, while board members were interviewed using a structured interview guide. The researcher employed a drop-and-pick method to distribute and collect questionnaires from the targeted sample of respondents. Both quantitative and qualitative data analysis techniques were utilized. The validity of the research instruments was ensured through expert scrutiny in the field, with adjustments made based on their feedback. Reliability of the data collection instruments was assessed using Cronbach's Alpha coefficient. Thematic approach was used to analyze qualitative data, Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 27, allowing for the computation of descriptive statistics such as mean, mode, percentages, and standard deviation based on the well-completed questionnaires. Qualitative data were analyzed thematically by reviewing recorded data. The study concludes that institutional factors such as teaching materials, teachers' values, physical facilities, and school culture are crucial for delivering value-based education in Muslim Private Secondary Schools in Mombasa County. Effective alignment with community values, ongoing teacher development, and robust assessment tools are essential for enhancing educational impact. To enhance the provision of value-based education in Muslim private secondary schools, the study recommends that management implement ongoing professional development initiatives to equip teachers with skills aligning their values with community norms. Additionally, school management should serve as role models, consistently demonstrating and communicating the desired values to all stakeholders. To effectively gauge the success of these programs, institutions should develop and utilize assessment tools that measure students' understanding and application of core values, offering valuable insights into the program's impact.