Master of Education in Leadership and Educational Management

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Impact of leadership styles of the headteachers on students' academic achievement in secondary schools in Igembe North district.
(KeMU, 2011) Karwitha, Mercy Murithi
The quality of leadership makes the difference between the success and failure of a school. It is important that the performance of a school is appraised against the performance of the person who leads it. Kenya certificate of secondary education results of Igembe North District have not been impressive for the last few years apart from few schools. The purpose of the study was to investigate the impact of the leadership styles, role and demographic characteristics of the head teachers on students' academic achievement in Igembe North district. This study adopted a descriptive survey design. The study was conducted in Igembe North district of Kenya. The study employed questionnaires as an instrument to collect data for the study. These include: document analysis guide, Principals' Questionnaire, Teachers' Questionnaire (TQ) and Questionnaire for Students (QS). In testing the validity of research instruments, the researcher applied content validity where the supervisors from Kenya Methodist University from the department of education validated the instruments. Split Half was used to test the reliability of the research instruments. Data collection instruments were administered to the respondents personally by the researcher. A total of fifteen secondary schools in Igembe North district were involved in the study, one girls boarding, one boys boarding, twelve mixed day secondary schools and one mixed boarding school. Majority of the teachers relate poor performance to the democratic leadership style of the principal while others were in support of democratic style and autocratic. Other responses were given in support of Laissez faire. The results on perceived behavior rating on the Head teachers' leadership style by head teachers themselves as, fifty six democratic, forty six autocratic and thirty one Laissez faire. This study established that schools under authoritative leadership had a better mean score as compared to democratic and Laissez faire. This study has established that there is a very low correlation between the laissez-faire leadership style in secondary schools and school performance in secondary schools in Igembe North District. The study would directly benefit the school principals by choosing the appropriate leadership style that would positively improve students' achievement. It was concluded that democratic style is the most effective leadership style and an important resource input that plays its positive role in achieving academic achievement. The study recommends a review of the curriculum for the training of head teachers so that sufficient attention is given to management and leadership skills.
A study of management and its effect on effective learning of autistic children in a special school and special units in Imenti North district.
(KeMU, 2011) Mbijiwe, Irene
ABSTRACT Autism is a brain disorder that takes place during the first two and a half years of childhood. It is characterized by social disconnectedness, failure to recognize and read the subtleties of human communication behaviours and interactions, an obsessive addiction to routines and repeatable behaviours. According to recent estimates one in five autistic children have been excluded from school and many leave school with no formal qualifications. The purpose of the study was to investigate the effectiveness in the management of autistic children in a special primary school and 9 special units, and assisting making recommendations to improve the learning of autistic children. The study was carried out in two phases namely: The exploratory or pilot study and the main study. The study adopted descriptive survey the research derived a total sample of 90 respondents from a population of 450 using purposive and stratified random sampling. Four teachers and parents will be randomly selected from a special school and each special unit, and all the 10 head teachers to form a sample size of 90 respondent. In testing the validity of the research instrument the researcher applied content validity where the experts' opinions from Kenya Methodist University from the department of education validated the instruments. Kuder Richardson formula 20 was used to test the reliability of the research instruments which yielded a reliability value of 0.85. Data analysis was carried out using statistical package for social scientist (SPSS). The study established that 6 (15. 0%) of the teachers had a special training on autism while a significant majority 34 (85.0%) did not. Majority of the teachers 28 (70%) stated that teaching and learning materials were inadequate, therefore more resources are required. Two medical management services are offered where a significant majority 36 (90.0%) observe dieting and 4(10.0%) practice craniosacral therapy which is only carried out in the special school. Twenty one (52.5%) of the teachers use behavioral therapy as educational intervention, 2 (5.0%) practiced Packing and treatment education of autistic and related communication handicapped children (TEACCH) in each intervention. A significant majority of parents (79%) responded positively to the theme of love and acceptance. Many parents had this positive attitude towards their autistic children because the disability bill in the new constitution proposed that parents of disabled children will be paid monthly income for their maintenance by the government. The researcher• recommends the Ministry of Education to train more personnel to handle learners with autism and establish more autism schools, pre-vocational and vocational centers for learners with autism to acquire functional skills that are relevant for self reliance.
An investigation into the factors that influence students' absenteeism in secondary schools in Tetu district, Nyeri county Kenya.
(KeMU, 2011-04) Murigu, John Mugendi
Poor and declining performance has been noted in many schools in Kenya. Absenteeism of students is a problem that keeps on being mentioned in the mass media and by education planners. The factors that influence absenteeism are not fully understood, hence the purpose of this study was to assess influencing factors which if not well understood and checked can erode the intended benefits of education. Factors mentioned in the mass media like poverty which lowers parents ability to pay fees, lack of motivation from parents, negative peer influence, punitive punishments in schools and shortage of learning facilities need to be scrutinized with a view of arresting an impending catastrophe in education. This study adopted a survey design. From a population of 8,825, a sample size of 414 was randomly selected. The study was guided by objectives namely, to assess the influence of student and family issues, student's social economic environment and school related issues on absenteeism in schools in Tetu District. Research instruments namely questionnaire targeting students, interview schedule targeting principals and teachers and office documents on absenteeism were used in the study. A pilot study was carried out to ascertain the validity and reliability of research instruments. The mass of raw data collected was systematically organized into numerical codes representing attributes of variables and descriptive statistics such as mean, standard deviation, use of bar graphs, tables were used to interpret the data. The study will be of immense use to managers of secondary school and educational officials in designing approaches in education. Parents in Tetu will also find the study useful in understanding the problem of absenteeism.
The role of teacher trainees' in the management of behaviour change programmes in prevention and protection aganist HIV and AIDS
(KeMU, 2011-05) Gikunda, Susan Maigene
Over the past 25 years, nearly 25 million people have died from AIDS in the world. In 2007, globally about one million people were living with HIV and AIDS and about 2.5 million people were newly infected with the virus. HIV causes debilitating illness and premature death in people during their prime years of life and devastated families and communities (UNAIDS, 2007). The purpose of the study was to establish the role of teacher trainees in the management of behavior change programs in preventing and protecting themselves against HIV and AIDS in three public primary teacher training colleges in Meru and Embu counties. The study involved 356 respondents (15 tutors and 341 teacher trainees). The researcher used questionnaires to collect data from tutors and teacher trainees. Stratified random sampling was used to get the sample size. The descriptive research design was used as it described the state of affairs as they were. A pilot study was carried out to help validate the research instruments. The data was tallied and frequencies got. Descriptive statistics such as percentages, means, graphs, and charts were used. The study found out that teacher trainees and tutors were aware and were involved in behavior change programs in place in colleges and social-cultural and religious factors affected the implementation of these programs. The study recommended that dark comers or pairing zone be lit and patrols made. The college administration to encourage tutors and trainees to be more involved in the management of behavior change programs and check on detrimental cultures. The research was conducted in an ethical manner so as to build, uphold trust and cooperation that was aimed at generating valid and reliable
An analysis of the factors influencing performance of physics in secondary schools in Othaya District.
(KeMU, 2011-05) Wanja, Kariuki Tabitha
The performance of science subjects is an important to achieve an industrialized nation. This study investigated the management factors that influence the performance and enrolment of physics as a science in Othaya District Central Province. Ex-Post facto research design was adopted. The study was carried out among physics teachers and Head of Departments, Principals and Members of the Board of Governors in 28 schools in Othaya District. Head of Departments' Questionnaire, Physics teachers' Questionnaire, and Principals' Questionnaire containing both closed and open ended items were used to collect data. Data was analyzed through the statistical package for Social Sciences (S.P.S.S) version 10. Descriptive and inferential statistics were used. Tests of significance were performed at a 0.05. The results of the study indicated that there were challenges facing schools in management of physics ranging from lack of suitable and qualified laboratories technicians, lack of properly equipped laboratory and financial constraints. All these affect performance of physics. The results could therefore be useful to policy makers in the Ministry of Education and school administrations. This report may lead to the development of projects to equip the science laboratories to suit the needs of individual schools and also improve the existing ones. The results also provide an insight into an in-service training of laboratory technicians and assistants to allow quality services. The physics teacher student ratio will also assist the Teachers Service Commission (T.S.C) in recruitment of teachers to the schools that deserve. Lastly the study will add knowledge in the areas of education planning and development and hence be used as a basis to allocate development funds where need be.
Relationship between management and utilization of learning resources in science and mathematics in secondary schools in Imenti North district, Kenya.
(KeMU, 2011-05) Mungiria, Aileen K
Science and Mathematics has for long been used by developed nations as a means of attaining faster economic development. The current trends in academic performance of science and mathematics in secondary schools in Kenya show that students have a problem in learning of these subjects. Utilization of resources in science and mathematics is a major contributor to academic success in this area. Improper management and utilization of resources on the other hand tend to affect the quality of teaching and learning. The purpose of this study was to determine the correlation between management and utilization of teaching and learning resources in science and mathematics in Imenti North of District, Kenya. The objectives of the study included: To compare performance with availability of teaching and learning resources in science and mathematics; to find out the importance attached to management factors in utilization of teaching and learning resources in science and mathematics; to determine contribution made by adequacy of teaching and learning to utilization of learning resources on science and mathematics in secondary schools; and to determine the relationship between principals' emotional attributes and quality of service to science teachers in secondary schools. The accessible population was 310, secondary school teachers in the District. This population serves by 40 secondary schools. The targeted population comprised of 100 science and mathematics teachers. Purposive random sample 30 teachers were used. Besides that, 9 head teachers from the sampled schools were used. Quantitative data was collected using questionnaire. Instruments were piloted to ascertain their reliability while experts from Kenya Methodist University estimated their validity before putting them in use. Descriptive statistics, ANOVA, and Pearson's product moment correlation were used for data analysis. All hypotheses were tested at a=.05 level. The findings were as follows: There was no statistically significant relationship between performance, and availability of teaching and learning resources; there was no statistically significant deference in importance attached to management factors and utilization of teaching and learning resources; there was statistically significant difference in contribution made by teaching and learning adequacy on utilization of learning resources; there was no statistically significant relationship between principals' emotional attributes and quality of service to science and mathematics teachers. The findings may benefit science and • mathematics teachers in improving on their teaching strategies; the principals in improving their management skills; and the curriculum implementers in setting strategies to enhance teaching and learning.
Challenges to effective management of secondary schools by Board of Governors(BoG) in Abogeta division of Imenti South district, Kenya.
(KeMU, 2011-05) Riungu, Dickson Gitari
Management is a very crucial component for success of any organization. The management of education in Kenya is guided by the Education Act of 1968 and revised in 1980. The Act gives the BOG powers to manage education at the school level. Their success in the production of people with the right kind of knowledge and skills depends on the quality of the management among other factors. The government has strived to enhance effective management of secondary schools by demanding certain competencies and providing criteria for appointing BOG members. Despite the requirement by the government, management of secondary schools still remains a concern to educationist and other stakeholders. The current study sought to establish challenges to effective management of secondary schools by BOGs • Abogeta Division. The objective of the study was to establish the effectiveness of BOG in the school, determine challenges to effective management and identify possible solutions. A descriptive survey research design was used for the study. A population of 392 subjects was used for the study. This population was made up of 208 BOG members, 168 PTA members, 16 headteachers. A purposive method of sampling was used to select a sample size of 48 respondents. One sets of instruments for data collection was sued, that was a questionnaire for headteachers, PT A and BOG chairmen. Data was analysed by using descriptive statistics facilitated by Statistical Package for Social Sciences (SPSS) version 11.5. Tables, percentages and frequencies was used for data presentation, piloting was done in the neighboring Nkuene Division of Imenti South District. The findings of the study revealed that, the challenges that BOG face in school management include external influence 31.25%, inadequate managerial skills due to lack of training 18.75%, lack of school strategic plan -0.83%, difficulty in collecting school fees 10.41 %, delays in disbursement of Free Secondary Education funds 6.25% and staff problem turnover 12.5%. It was generally found that BOGs were effective in most of the aspects of management. The researcher recommends that School heads teachers and managers should undergo training on school management. 30Gs members should be trained to enable them be more knowledgeable, confident, determined and effective in their roles .. Ensure that members of BOGs are professionals with a bias in management. The government should increase its budgetary allocation to secondary schools to ensure adequate resources for learning are provided for effective implementation of the curriculum and school management. School BOGs should initiate income generating projects to address shortage of funds to run the schools. Increased involvement of the head teachers and school managers with other stakeholders in decision making.
The relationship between management factors and academic performance in primary schools in Imenti South District
(KeMU, 2011-05) Mbaya, Julius K.
Kenya has made significant gains in reduction of illiteracy by increasing enrollment in primary schools' in recent years. Literacy levels have increased considerably from 10 % in 1960 to 60% in 1998 for women and from 30 % to 82 % for men. Demand for provision of education has also increased at all levels. This has lead to a high competition for schools. The choice between a joining private and a public school is one of the hard decisions that families and individuals have to make in Kenya today. Parents and pupils consider many factors in making these choices some of them being management and performance of the school. This study sorted to find out if there is any relationship between management factors and school performance. The study used descriptive survey with ex-post facto research design. The research was carried out in Imenti South District of Eastern provinces, Kenya. The accessible population was 600 respondents in 60 primary schools. Stratified random sample of 87 respondents from 30 schools whom 54 were teacher, 30 were head teachers and 3 zonal education officers was used. Quantitative data was collected using questionnaires. These instruments were piloted to ascertain their reliability while experts ascertained their validity before putting in use. Means, t-test, Pearson's product moment correlation coefficient and ANOVA were used to analyse the data. All hypotheses were tested at P<.05 level using the Statistical Packages of Social Sciences (SPSS) Computer programme. The result indicated that: There was a negative correlation between Working Experience (length of time in one grade) and Performance at K. C. P. E.; there was a negative correlation between the teacher-pupil ratio and the rate of school completion; there was no significant difference in adequacy of learning resources in public and private primary schools and there was a positive correlation between adequacy of supervision of the curriculum and the quality of learning and teaching in primary schools in Imenti south district. It is concluded that management factors in the study has a relationship with performance in primary schools in Imenti south district. The recommendation was that regular review of teachers' grade and more adequate curriculum supervision be carried out in order to enhance performance and the teacher-pupil ratio be increased in order to increase school completion rate.
Contribution of free primary education to academic performance in primary school pupils, a case of Tigania West district, Kenya.
(KeMU, 2011-05) Kagendo, L William
In Africa, a few countries like Malawi and Tanzania have implemented free primary education before Kenya. With mixed cases of success, problems and handicaps, some countries have challenged the policy on the grounds of quality, with Nigeria labeling universal primary education as the unfulfilled education promise. The study sought to assess the contribution of free primary education policy on pupil performance in public primary schools in Tigania West District. The Study adopted a descriptive research design. The study population consisted of all the head teachers, deputy head teachers and assistant teachers in 57 public primary schools in Tigania West District. The population consisted of 57 head teachers, 57 deputy head teacher and 270 assistant teachers. Hence, making the total population to be 384. The sample size included all 57 head teachers, all 57 deputy head teachers and a third of the total number of 270 assistant teachers. The total sample size was therefore, 204 subjects. The 90 assistant teachers were selected by use of proportionate random sampling. Data was collected by use of questionnaire. Secondary data was obtained from school documents such as school enrolment register, class performance results and KCPE results. Data was analyzed by use of descriptive statistics in form of frequencies and percentages. Chi-square was also used to test various hypotheses. Data was then presented in form of frequency tables, charts and bar graphs. The findings have shown that financial resources, teacher/ pupil ratio, teacher capacity and physical resources do not influence performance in Tigania West District public primary schools. Financial resources are inadequate; there is need to increase them, for pupil performance to improve. Teacher; pupil ratio is high leading to overcrowded classrooms. Most schools were understaffed and the teachers were overworked. Classes are overcrowded but most learning is taking place as a result of Constituency Development funds which have contributed to availability of more physical facilities. The researcher recommended to the Ministry of Education that it should make more funds available so that parents can be rescued from this burden. It was also recommended that research on KCPE performance trend analysis in Tigania West District needs to be done.
Assessment of managerial roles of stakeholders in influencing academic performance of students in Kenya Certificate of Secondary Education ; a case of Imenti North District.
(KeMU, 2011-06) Nkatha, Mutuma Margaret
Students in Kenya's secondary schools take four years to prepare for higher education. Most students start to shape their future in pursuing subjects that will take them to their careers at this level. Secondary education has been characterized by relatively poor performance in national examinations, especially in the core subjects, such as mathematics and sciences in Imenti North District (Eastern Province). There are many managerial factors interacting with each other to bring about this scenario. The main objective of the study was to assess the importance of managerial roles of stakeholders in influencing academic performance of students in KCSE in Imenti North District - Kenya. Descriptive survey research was employed where 20 public secondary schools were sampled using purposive sampling. 260 Board of Governors members, 20 headteachers, 109 teachers, 400 parents and 200 students in selected schools were used as respondents. A pilot study was carried out in one school outside the Imenti North District which was not included in the actual study in order to establish the reliability of the research instrument and also to find out whether the wording was clear. Data collection was done by use of questionnaires. Statistical Package for Social Sciences (SPSS) was used to analyse the data. The findings of the researcher were; most schools faced the problems of limited funds, poverty, BOG members lacked frequent capacity building seminars, schools lacked adequate physical facilities to facilitate proper learning, teachers handled many students in a class, parents do not give full support to their schools and students do not work hard. There was also inadequate school inspection and _ auditing and the problem of understaffing in most schools. The recommendations of the researcher were; that Board of Governors in public secondary schools require frequent capacity building seminars on management of schools, that headteachers and teachers need to work as a team, that parents need to give more support to their schools, that students need to work hard, that the government require to remit more funds to secondary schools, post more teachers to understaffed schools, and as much as possible avoid involvement of politicians in BOG nominations and that the Ministry of Education need to intensify school inspection and auditing exercises. The information from this research can be used by school managers, researchers and the Ministry of Education to chart ways of improving KCSE results and not only in Imenti North District but also in Kenya.
Factors influencing motivation of secondary school teachers towards improved performance in their teaching in Imenti south district, Kenya.
(KeMU, 2011-06) Kimathi, Kaburu Joseph
Motivation is a key aspect to any employee's productivity and performance. Teacher motivation is a key factor towards improved students' examination results. This study aimed at identifying the factors influencing motivation of secondary school teachers towards improved performance in their teaching. The study was conducted in Imenti South District. The target population of the study was 65 school principals and 731 classroom teachers in Imenti South District. The study adopted a descriptive survey design. Simple stratified sampling was used to select the study sample. The sample was composed of 17 principals and 187 teachers. Piloting was done to test for validity and reliability of the instruments. The study adopted Maslow's hierarchy of needs theory of motivation. The study used questionnaires to collect data from teachers, interview schedules from principals and observation schedule to observe situations within the school that may suggest that the teachers are motivated. Data was analyzed using the statistical package for social sciences (S.P.S.S). Data was grouped into percentages on a likert scale of 1-5. Figures and tables were used to present the results. The results showed that inadequate remuneration, unfavorable study leave and transfer policies were the T.S.C. factors influencing motivation of teachers. School factors that motivated teachers were the location of the school, availability of adequate learning facilities, and provision of material gains to the teachers. However teachers were less motivated by the authoritarian style of leadership used by school principals, as well as being sponsored to courses that did not give them promotional skills. The study recommends that teachers remuneration and terms of employment needs to be reviewed, especially those related to study leave and transfer of teachers from one school to another.
Factors influencing teachers' job satisfaction in primary schools. A case of Igembe North district, Kenya.
(KeMU, 2011-06) Maingi, I. Douglas
Primary school teachers -desire security, recognition, new experience and independence otherwise they do not perform accordingly. To achieve the above, there is need to understand factors associated with teachers' job satisfaction since it is a multifaceted phenomenon which is primarily a dependent variable involving personal, organizational and social aspects. The study aimed at identifying factors influencing primary teachers' job satisfaction and suggests feasible strategies so as to increase and maintain high levels of job satisfaction. To what extent is job satisfaction influenced by the kind of work being done (intrinsic), the conditions of the work (extrinsic) and more so demographic factors such as gender, age, level of education, marital status and job experience. Attempts were made to find the relationships between the variables and job satisfaction and to identify those which account for maximum variance in job satisfaction of teachers m both public and private schools. The research findings would be of great importance to all education stake holders in their pursuit of improving of primary teachers levels of job satisfaction, who will in turn benefit positively from satisfied teachers. The study applied descriptive statistics where discrete data was used. Survey design was used as it measures variables by asking teachers questions and then examining relationships among variables. The target population was 1106 primary school teachers in 95 schools in Igembe North District. Stratified sampling method was used to get a sample size of 30 schools targeting 300 teachers. Purposive sampling method was carried out to ensure inclusion of primary schools in urban and rural areas equitably covering the whole district. Data was collected through visits to schools and respondents were personally detailed about the purpose of 1he -study and all other queries of the respondents before administering the questionnaire which had five main questions. Data was analyzed using Statistical Package for Social Sciences (SPSS) and presented using frequency tables and figures. The analyzed data was interpreted, conclusions made and recommendations availed. From the research findings, it was evident that teachers were significantly dissatisfied both :in public and private primary schools. Seemingly, teachers are satisfied with co-workers behavior, physical environment and management behaviour. Social cultural practices, poor parental support, pupils, behaviour and pay and reward were identified as the key factors that account for dissatisfaction among teachers. High pupil enrolment rate, understaffing and _parents high illiteracy levels were _pinpointed as the major hindrances to enhancement of primary schools teachers' job satisfaction. Teachers Service commission and management of private primary schools should employ more teachers, improve teachers' salaries and other benefits and sensitize parents to be more involved in education matters. Ministry of Education should legislate appropriate policies that enhance teachers' job satisfaction in primary schools especially those relating to pupils discipline.
Management of mathematics curriculum and its impact on visually impaired learners' performance in special primary schools in Kenya.
(KeMU, 2011-06) Ouma, Obara Jedidah
Education is an essential pre-condition for economic and social development. Education enables individuals in their respective environments to recognize their potential for survival. Management is held to be the key factor in improving the standards of education bearing in mind a number of factors. Education improves family health, reduces infant mortality and changes reproductive behaviour. With education comes increased confidence and self-esteem. The Kenyan government has been stressing on the performance of science subjects where mathematics as a subject falls. The Special Needs Education is not left out in the education system and takes a larger share of the Ministry Of Education budget every year. Despite the government's commitment to providing free education for all school age children, however, education for the blind/Visually Impaired Learners' remain a drawback to realizing an ideal equality and universal primary education. Despite the govermnent's clear policies to free basic education for all school age children, research shows that visually impaired learners in Kenyan visually impaired special primary schools lag behind as far as mathematics performance is concerned. From the information sourced from the ministry of education offices of the Quality assurance and standards, the highest visually impaired scorer in mathematics in the year 2009 had 58% while the highest scorer from the regular schools had 98%. This information clearly points to the significant gap between the mathematics performance in regular school learners and the visually impaired learners in special primary schools. Minimal research has been carried out to find out the reasons behind the lag. This study therefore, investigated the management factors, social economic factors and school related factors contributing to the poor mathematics performance among the visually impaired learners in visually impaired special primary schools in Kenya. All the six special primary schools for the blind were sampled for the study. The population targeted was 396 respondents. Thus, 6 head teachers, 180 teachers and 210 learners. The data was collected through questionnaires for teachers, interview schedule for head teachers and focus group discussion for the learners. The collected data was analyzed both qualitatively, that is, thematically and quantitatively through frequency and percentage
Impact of school management on Kenya certificate of secondary education (KCSE) performance in Isiolo county of Kenya.
(KeMU, 2011-06-06) Karani, Doreen Kagwiria
Educators and the general public have expressed concern over factors that influence student performance in examinations. The most outstanding factor has to do with the school management. Performances in national examinations in majority of the schools in Isiolo County have been posting poor results. The county secondary schools have had considerable provision of inputs by both government and Non-Governmental Organizations alike: The purpose of this study was to investigate the • impact of secondary school management on Kenya Certificate of Secondary Education (KCSE) performance in Isiolo County. The research employed descriptive survey design. the independent variables namely; Competent management, teacher qualification, teacher turnover d input by school board of governor and PT A while, dependent variable was students' performance in KCSE examination. The study targeted 6 secondary schools of Isiolo County that have been presenting candidates for KCSE for the last five years from 2005 to 2009. Six head teachers, 118 teachers, 425 form three and form four students and 78 members of Board of Governors and 3 District Education Officers to form a target population of 630.6 head teachers were purposively selected while 20 students were randomly selected from every school. The same procedure was applied to select the five teachers and five BoGs members in every institution to have a sample size of 189 respondents. The data was collected by use of questionnaires and interview schedules. The data was assembled and grouped as per the specific objectives of this research and analysis was done using Statistical package for social scientist version 17.0. Fifteen of the teachers rated school BoGs members as incompetent, 10 teachers rated BoGs members as competent, 5 of the teachers rated them as fairly competent. Twenty five of the BoGs members agreed to have been involved. in the Maintenances of discipline in the school. Twenty eight of the members of BoGs in the schools sampled have never rewarded any teacher for exemplary good performance. This can lead to low staff morale and in tum poor KCSE students performance. On the issue of principal advising and keeping board informed on matters of management in the school, 12 responded that they were rarely informed, 9 were regular informed while, 9 were not at all informed. Sixteen teachers. blamed inadequate staffing for poor performance in Isiolo County, 6 blamed inadequate facilities while, 4 stated that low staff morale plays a critical role. Four teachers pointed out low staff morale and only, 3 and 1 blamed frequent teacher transfer and intake of poorly qualified students in form one respectively. The reasons for BoG members replacement were rated and 15 of the teachers would replace the members because of incompetence, 5 because of illiteracy, 4 because of ignorance, 3 because of combination of the earlier listed factors and 2 because of irresponsibility. This study noted that the student-teacher ratio in Public secondary schools in Isiolo County has been on an upward trend since 2005 in all the sampled schools. The student-teacher ratio is within the acceptable level of one teacher to 40 students, the issue of concern is the teachers' transfer rate which result in lack of content continuity in learning. The study showed that most head teachers had not attended any in-service course or induction on management. An attempt to be made to replicate more findings on the impact of school management on student academic performance in Isiolo County as their performance has not been impressive for the last ten years.
Gender Disparity in the Administration of Public Primary Schools in Tharaka South District
(KeMU, 2012-04) Kaunga, Fredrick Mutegi
ABSTRACT Gender disparity in Leadership is not only a hot debate in Kenya but bis also a Global concern, Muteshi, (2006). Several factors are cited for this disparity and most of these factors are blamed for male domineering tendencies. However a close study reveals deep rooted factors which do not necessarily touch on male gender. Though the government's effort in addressing gender inequality seems to be evident, the real impact of the initiatives is• still not realized. The purpose of this study was to investigate the gender disparity in administrative positions for primal)' schools in Tharaka South District. The study investigated and analyzed the factors that are considered as barriers to women teachers' advancement to headship positions in Kenyan public primacy schools. The study used descriptive survey research design. The targeted population included the Heads of Tharaka South District Schools (120), the zonal education officers (17), and the District Human Resource Officer of Tharaka South District (I). In total 160 officers were interviewed. Purposive sampling technique was used to select the sample to obtain a sample size of 45 heads of schools. Data was collected through interviews, observations and questionnaires. SPSS version 15.0 was used to analyze the data. Study findings revealed that disparity in administration of primacy schools is more of a social cultural problem than a policy issue. Study has shown that the majority of the women teachers in the study were adequately qualified for promotion to school headship positions. In contrast, most of them were not in leadership positions and hence were still classroom teachers. One reason for the persistent under-representation of women in school leadership roles was found to be their continued preference for family responsibilities at the expense of their own career development. The study revealed that there was a serious gender disparity in headship where 94% of heads were males and only 6% were females. Family obligations accounted for 44% of reasons for the disparity, geographical factors 28% and cultural beliefs 26%. The achievement of employment equity in primacy school headship will require a variety of strategies targeting gender stereotyping by individuals, institutions and policies. The study recommends more recruitment of women into educational administration positions. Women need equal opportunities, encouragement and support to allow them access to and success in school administration. After all, there is a growing body of literature on women administrators that supports the image of the competent, successful, career-minded female administrators.
Role of headteacher leadership style on KCSE performance in public secondary schools in Turkana district of Kenya
(KeMU, 2012-06) Ekitela, Esther Ikale
The headteachers' role is to promote academic performance. He or she is the pivot around which many aspects of the school revolve (Ramsey, 1999). Schools can make a difference to student achievement and the headteachers' leadership is one factor determining that success (Millette, 1988). It is • therefore important that the performance of a school is appraised against the performance of the person who leads it. The study sought to investigate the impact of head teacher leadership style on performance in KCSE in Turkana district of Kenya. Specific objectives of the study were: to identify headteachers' leadership styles based on Bolman and Deal's theory of leadership frame, extent of use of the leadership styles; and how it influences KCSE performance among secondary schools in Turkana District. The data was collected using questionnaires, interview schedules and document analysis guide. The secondary schools were stratified into high performing, average performing and low performing schools. A total 176 respondents participated in the study. The findings of the study showed that Symbolic leadership style of the school's head teachers has a negative effect on school performance in public secondary schools in Turkana. Performance in KCSE in public secondary schools in Turkana is positively correlated to the human resource leadership style employed by school headteachers and that it is the most used style in schools. There was a strong relationship between human leadership style of head teachers leadership and KCSE performance.
Effects of parental involvement on children's academic achievement in public secondary schools.(Kieni West district, Nyeri county Kenya.
(KeMU, 2012-06) Muthoni, Ndirangu Lydiah
ABSTRACT Parental involvement in children's education from an early age has a significant effect on educational achievement and continues to do so in adolescence and adulthood (Siraj¬Blatchford & Taggart, 2004). This study was set to investigate the effects of parents' involvement in their children's academic achievement in twenty one public secondary schools in Kieni West District in Nyeri County-Kenya. The objectives of the study were to: (i) Investigate the nature of parents' involvement in their children's academic achievement; (ii) Establish to what extent factors influencing parental involvement contribute to their children's academic achievement; (iii)Investigate teachers' views about parents' involvement in the learners' academic achievement; (iv) Explore the learners' views about parents' involvement in their academic achievement. The literature reviewed indicates that parents are concerned with the education of their children and that parents and teachers talk together about problems concerning students. This study used a descriptive survey design because it was a onetime study seeking the opinion of parents, teachers and students. Mugenda and Mugenda, (2003) support the use of descriptive survey because it gives the researcher a chance to create rapport with the respondents as the researcher gets to the bottom of the study. Twelve public secondary schools were randomly selected. The population of the study was five thousand three hundred and eighty one students. In total, 130 form three students, 76 teachers and 113 parents participated in this study. The research study employed both qualitative and quantitative techniques in collecting and analyzing data. The study purposively sampled form three students. The study used two sets of instruments namely: questionnaire for teachers and students and a structured interview schedule for parents. These instruments were piloted for reliability and validity. Once piloted, the instruments were administered and data collected was analysed using the Statistical Package for Social Sciences (SPSS).The findings of the study were presented using statistical and graphical techniques. The results of the findings were that, students strongly agreed (89%) that their parents attend all school programmed meetings while 70.8% of their parents check homework. The study showed that 76% of the students strongly agreed that their parents had high hopes in them. The findings of the study indicated that 84.7% of the parents interviewed participated in school events and activities while 71.6% monitored homework. Parents' responses indicated that 92% believed that their involvement is beneficial to the teachers in aiding in their children's education progress. In addition 98.2% felt that organized parental involvement programmes can improve their relationship with their children. The findings further indicated that lack of school fees; poor education background of the parents and lack of adequate time to assist their children affected their level of involvement. Major recommendations included among others identifying the type of parental involvement in place, parent's awareness programmes through seminars and workshops and holding teacher parents conferences. Areas of further research were identified.
Management challenges facing inclusive education for the hearing impaired learners in Kenyan public secondary schools for the hearing impaired
(KeMU, 2012-06) Gituku, Elizabeth
Hearing impaired (Hl) learners have been a subject of educational attention globally, for many years. In fact systematic teaching of these learners is a relatively young field as a result or historical prejudices by hearing educators and parents who believed that HI children were either incapable or learning or had serious limitations to their potential. Fortunately we now have firm evidence that those prejudices were unfounded. The study will address and suggest proactive steps that educators and parents can take in order for the 111 learners to fulfil their normal or better potential as future citizens. The study adopted a descriptive survey design and targeted 380 HI learners. A sample population of 133 111 learners. 35 teachers and 2 principals was selected randomly from the existing fully established secondary schools offering inclusive education for 111 in Kenya: namely Rev. Muhoro and St.Angelas - Mumias. The study investigated management challenges facing inclusive education in Kenyan public Secondary Schools for HI by examining enrolment. human resource, provision of learning lacilitics and curriculum delivery. Questionnaires and interview schedules were used to collect data from the respondents. Descriptive statistics was used lo analyze qualitative data findings from open ended questions ; while. statistical analysis using Statistical Package for Social Sciences (SPSS) version 17.00 was used to analyze quantitative data from closed ended items. Data were presented using simple statistics of percentages, frequency tables, pie-charts and bar graphs. From the findings, low enrolment of HI students into the inclusive education was found to be as a result of lack of funds, lack of parental support and lack of information on the inclusive education programme for I II students. Another challenge to enrolment according to the principals was funding of the programme in terms or restricted funding, difficulties in sourcing funds, Jack of capacity to implement funding policies and abrupt pulling out of donors. The study revealed that that provision of' human resource and provision of learning facilities were not major management challenges facing implementation of inclusive education in Kenyan secondary schools tor HI. Among the challenges in curriculum delivery is inadequate time, poor communication, learner absenteeism, learner ability, teacher incompetence, lack of stakeholder support, inadequate time allocation, too much work, poor communication and lack of enough facilities. In the light of the findings, the study recommended allocating more time to cover syllabus in the inclusive education. Though not major, provision of regular training for well trained and motivated teachers to continually enhance their skills, provision of HI relevant teaching and learning materials, additional funding for inclusive education programme and provision of friendly supporting infrastructure for the inclusive education for HI learners were recommended. The researcher recommended that a similar study may be conducted involving all public secondary schools to dete1mine their '• preparedness to implement the inclusive eeducation programme for HI, the learner and parent attitude and the factor analysis of various variables in management challenges .
Factors influencing enrolment of girls in public secondary schools in Kieni west district, Nyeri County Kenya.
(KeMU, 2012-06) Mathenge, Githithu James
Education enables individuals and society to make an all round participation in the developmental process, by acquiring knowledge, ability, skills and attitudes. Education is one of the critical sources to the alleviation of poverty. The Kenyan educational policy embraces the Jomtien Declaration of 1990, which officially pronounced EFA irrespective of sex, religion, ethnic, social or economic status' (Global Campaign for Education [GCE], 2005).The Ministry of Education (MOE) endeavors to eliminate gender disparity and promote social equity through provision of basic education to all, including girls. However, girls' participation in schools have been below that of boys especially in Kieni West. This study therefore aimed at investigating factors that influence enrolment of girls in Kieni West district. Three research questions were designed to guide the study. The questions sought how socio cultural practices affect girl child participation in schools and how student characteristics affect girls participation in schools. Again, the questions sought to establish effect of school environmental factors and their influence on girl participation in school. The study employed descriptive survey method. The target population was 14 headteachers, 300 teachers and 5,200 students. The study sampled 21.43% of the secondary schools headteachers (3). To sample the students, 10% formed the base for the sample in the district while 20% formed the base for the sample of the teachers. This implies that there will be 240 (2400 /10) students forming the sample for the study. The researcher purposefully sampled the form four students since they had been in the schools for a longer time hence were better informed. Once the raw data was obtained from the respondents, it was checked for completeness. Questionnaires that were not filled were not included in the analysis. Once checked, data was entered in the Microsoft Excel Package for Windows which generated the frequencies and percentages which were used in the analysis. The study found that poverty and peer pressure affected the girl student enrollment in the area of study. It was also found that poor student/teacher relationship, punishments, lack of physical facilities and poor performance were the school environmental factors affecting girl participation in secondary school education in Kieni West District, Kenya. Lastly, it was found that truancy, distance from school, male abuse and indiscipline were cited as the student related issues affecting girl education in the area of study. The study made several recommendations. It was recommended that the community should work together to find poverty and create wealth so as to alleviate its effect on girl education. Another recommendation was that the school administrators should address the school environmental factors that affected the girl child in pursuit to education. Lastly, it was recommended that all the school education stakeholders in the area of study should seek dialogue with the female students ivith the aim of finding what the girls find impending to their educational pursuits.
Factors influencing ICT integration in secondary schools.
(KeMU, 2012-06) Maina, Jane Wachera
ABSTRACT This study was aimed at determining the factors influencing Information Communication Technology (ICT) integration in selected Secondary Schools in Mukurwe-ini District. The study was motivated by the rising concerns at the slow pace at which Secondary Schools are embracing ICT. The process of integration is also haphazard and the use of ICT is rudimentary in the few schools that have adopted ICT. This study was guided by four objectives which included determining the effects of economic factors, physical factors, human resources factors and social political factors on ICT integration in the district. A few secondary schools have integrated ICT but the majority of schools are yet to do so. A sample size of nine secondary schools was selected through stratified random sampling in which enrolment was a key consideration. Data was collected using questionnaires. The collected data was analyzed through qualitative and quantitative methods and presented in tables, bar charts and pie charts. Based on the results of the findings, the research concludes that ICT integration was low in Mukurwe-ini District in which economic factors were a major factor for low ICT integration. Physical factors had a moderate influence in ICT integration. In general, the results of this study revealed that social-political, physical, economic and human resources factors influence ICT integration in a greater way. The researcher recommends that there should be an effort to improve the level of human resources skills, especially, through training on ICT skills and the stakeholders and government should attempt to align the social political factors in ways that are conducive for the ease of uptake and integration of I CT.