Doctor of Philosophy in Education Leadership and Management
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/164
Welcome to Doctor of Philosophy in Education Leadership and Management collection
Browse
2 results
Search Results
Item Assessment of Quality of Education in Secondary Schools in Kiambu County, Based on Selected Metrics(KeMU, 2022-10) Kihang’a, Nancy Wangechi KariukiA quality education is the sum of the effects of all the processes and services that give the learner the skills they need to be economically productive, sustain their livelihoods and have a positive social impact. Academic achievement is one of the most important indicators of the quality of education, where the quality of exam grades determines the level of academic achievement of an individual, organization or class. The academic performance of secondary schools in Kiambu District has been very poor compared to other neighboring districts in central Kenya, despite the fact that the district is endowed with resources. Most of the candidates in the county have relatively low grades, which leads to the fact that few of them are admitted to universities and high schools. This performance leads many students to drop out of school or become delinquents. The aim of the study was to evaluate the quality of education in secondary schools based on selected metrics, which, in addition to school management principles, also included school, teacher and home factors. Descriptive surveys and correlational research designs were used to evaluate various metrics that influence the quality of education in Kiambu County. The sample was selected through stratified and purposive sampling. A sample of 249 students, 191 teachers, 49 principals and 5 county school officials was selected from a target population of 23,849 students, 5,989 teachers, 386 principals and 12 quality assurance and standards officers from Kiambu County. Data was collected by the researcher using questionnaires, interview schedules and document analysis. Qualitative data were analyzed using descriptive statistics such as percentages and means as well as inferential statistics such as correlation analysis. Analysis was performed using SPSS version 22.0 computer software. The study concluded that school-based and teacher-based factors, together with parent/guardian socio-economic factors and principal leadership practices were independently significantly correlated with the quality of education in secondary schools in Kiambu County. However, the findings showed that although school factors had a significant effect on educational quality, when other predictors were held constant, their magnitude ceased to be significant. The other three independent variables (teacher-related characteristics, parents' socio economic factors, and principals' leadership practices were all statistically significant predictors of educational quality in secondary schools in Kiambu County in a combined model. The study recommended that key stakeholders in schools, including principals, teachers, students and parents, should establish clear and comprehensive criteria for measuring the quality of education in schools, which should include the expected standards in the provision of all teaching and learning resources, material and human, as points of involvement/engagement of all stakeholders and the standards expected of each. It is hoped that the findings of the study will serve as a basis for improving policies, planning and decision-making aimed at improving the quality of secondary school education in Kiambu County, Central Region and Kenya in generalItem Effect of Parental Involvement on Quality of Education in Public Day Secondary Schools in Igembe Central Sub County, Meru County-Kenya(KeMU, 2019-11) Thuba, EstherThis study aimed at determining the effect of parental involvement on quality of education in public day secondary schools. The relationship among the variables of the study was moderated by parents’ level of education and their occupations. Specifically, the study intended to establish the effect of school-based parental involvement, home–based parental involvement, and academic socialization by parents on quality of education in public day secondary schools. This study was guided by Ajzen’s Theory of Planned Behaviour and Albert Bandura’s Social Learning Theory. A descriptive correlational study was carried out in public day secondary schools in Igembe Central Sub County in Meru - Kenya. The target population was 28 principals, 7,182 students and 144 parents’ representatives. This made a target population of 7,354 participants from the public day secondary schools of Igembe Central Sub County. This study was guided by logical positivism philosophy which greatly regards methods of scientific inquiry and logical analysis of philosophical problems. Qualitative and quantitative data were obtained from a sample of 352 students, 8 school principals and 32 parents selected through random sampling procedures. Questionnaires, an interview guide, and a focus group discussion guide were used for collection of data from students, principals, as well as parents, respectively. Document analysis guide was also used. A sample of two principals, 88 students and 8 parent from two schools in the neighbouring Igembe South Sub County were used for the purpose of pilot testing and refining the research instruments. The reliability coefficient for the indicators of school–based parental involvement, home–based parental involvement, academic socialization by parents and quality of education was 0.730, 0.951, 0.946 and 0.756 respectively. Data was collected from the respondents by the researcher. Both descriptive and inferential statistics were used in data analysis. The quantitative data was analysed using the Statistical Package for Social Sciences version 21.0 (SPSS 21.0) computer software programme. Descriptive statistics such as mean scores, variances, standard deviation; and inferential statistics namely correlation and multiple regression were used to analyse the data. The results provided statistical evidence that a positive and significant relationship exists between parental involvement and quality of education in public day secondary schools. All the predictors of parental involvement were found to have positive and significant effect on quality of education in public day secondary schools. The study also established that mothers’ characteristics (level of education and occupation) had partial moderating effect on the relationship between parental involvement and quality of education in public day secondary schools. Thematic analysis for qualitative data was done and data was summarized according to similarities and common themes and presented in narratives and relevant quotes to supplement and strengthen the quantitative data. The results obtained led to the conclusions that expanding the role of parents in education improves school attendance, learning behaviours, academic performance and transition to colleges and universities. Secondly, the study established that among all the predictors of quality of education in public day secondary schools, academic socialization by parents and home-based parental involvement are significant in affecting quality of education in a combined relationship. In addition, it was concluded that all parents can participate in the education of their children, regardless of their level of education and occupation so as to improve quality of education in public day secondary schools. This study, therefore, recommends that parents be sensitized by school management on the importance of their roles in education; and the need of their continuous involvement in education of their children.