Management of School Environmental Factors on Dropout Rates on Public Primary Schools in Kuresoi South Sub County, Kenya
Langat, Maria Cherotich
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Kenya has made tremendous progress towards the achievement of universal primary education since independence. It has experienced an impressive increase in the number of pupils enrolled in primary schools. Despite the tremendous gains in enrollment, some Sub Counties such as Kuresoi South have challenges ensuring that those enrolled, complete the 8 year primary school cycle due to dropouts among other reasons. This study intends to examine the influence of management of school environmental factors on pupil dropout rates in public primary schools in Kuresoi South Sub County. The objective of the study is to investigate how the management of the physical, social, learning, teaching and the instructional environments influence the dropout rates in public primary schools in Kuresoi South Sub County. This study was guided by the institutional theory whose data focus includes individual and institutional perspectives. It utilized descriptive survey research design and the accessible population comprise of 93 head teachers and 744 teachers. Purposive sampling was used to select schools from each of the zones to be studied in the Sub County. Stratified random sampling was then used to select a sample of 28 head teachers and 224 teachers who were involved in the study. The target population included Head Teachers’ Interview guide and Teachers Questionnaire. The reliability of the instrument was at using Cronbach Alpha method. Data was analyzed with the aid of the IBM’s Statistical Package for Social Science (SPSS 24) that includes Descriptive statistics, inferential statistics, Qualitative and Quantitative analysis. The study concludes that management of school physical environment influences the pupil drop out as it was evident that most of schools had inadequate classrooms, furniture, latrines. The study concludes that social factors influence the pupil drop out in schools this was evident due to Peer pressure as it had made most pupils to quit. The study concludes that Learning and teaching influence the pupil drop out in schools. It was evident that some of the pupils were receiving negative attitude from the teachers this made them feel unwanted and hence they opted to drop out. The study concluded that evaluated Instructional factors influence the pupil dropout rate in Schools; this was evident as some schools had shortage of teachers. The study recommends that the school physical environment should be bettered through building of school infrastructure so that pupils would have a conducive learning environment. The study recommends that pupils should be counseled whenever possible to avert the danger of peer pressure which was majorly making them to drop out of school. The study recommends that the teachers should be trained on how to manage the students and treat them equally regardless of their capability in class. The study recommends that the schools should look for alternatives in having more teachers in class such as recruitment of interns to curb the teacher shortage which was also a course of pupils drop out. The study creates a gap that other researchers or academic students can address through concentrating on effect of management of school physical environment on pupils drop out. The results are also expected to assist school administrators and the ministry of education in formulating policies that discourage drop outs and promoting access to primary school education, retention and completion rates.