Master of Education in Leadership and Educational Management

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Alternatives to Corporal Punishment for Improving Students’ Discipline In Public Secondary Schools In Eldama Ravine Sub-County, Baringo-Kenya
(KeMU, 2021-09) Kipkertich, Winnie Jeruto
Learning institutions are expected to shape the moral behavior of students by providing code of conduct and ensure compliance to standards rules and regulations. However, due to various reasons, students often do not follow these rules and regulations as characterized by many cases of indiscipline among students in public secondary schools. Despite introduction of alternatives to corporal punishment by government, there are prevalent cases of indiscipline among students in public secondary schools. This study was set out to assess the efficacy of alternatives to corporal punishment as measures for improving students’ discipline in public secondary schools in Eldama Ravine Sub-County, Baringo, Kenya. The objectives of the study were to determine how guidance and counseling, involvement of student leaders in decision making, chaplaincy services, and rules and regulations affected improvement of student discipline in public secondary schools in Eldama Ravine Sub-County, Baringo Kenya. This study was guided by cognitive behavioral theory, contingency theory and Bandura self-efficacy theories. Descriptive survey research design was applied to collect data from 14 public secondary schools in Eldama Ravine sub-county in Baringo Kenya. The respondents were principals, teachers, counselors, chaplains and students. The study selected principals, counsellors and chaplains through census method. Teachers were sampled using simple random sampling technique. The students were first be sampled using stratified sampling method. Second, purposive sampling technique was then be used to only include students who were class prefects for uniformity. Both self-administered questionnaires and interview guides were utilized to collect data. One self-administered questionnaire was answered by teachers, counselors and chaplains while the other questionnaire was answered by students. School principals/deputies were interviewed accordingly. Pre-test enabled checking reliability and validity. The data was analyzed using descriptive statistics such as median, frequencies and percentage. SPSS version 24 was used to analyze the data which was presented using tables and graphs. The overall results showed that the model was valid and was statistically significant, but each construct became insignificant in a combined model. All alternatives to corporal punishments work together (they were jointly significant, (P=0.028) and hence all of them should be emphasized and strengthened to address students’ discipline in secondary schools. The study found out that the secondary schools had put commendable focus on ensuring rules and regulations reduced indiscipline cases in secondary schools. Moreover, there was less attention on the relevance of chaplaincy in secondary schools. Though the government had previously put effort in strategizing to post spiritual leaders to all public secondary schools, three years later, which was yet to be operationalized fully. The study recommended that the ministry of education to liaise with clergy association of Kenya to get qualified chaplains that would be permanently posted in various secondary schools.
Analysis Of Select Determinants of Job Satisfaction Among Tutors in Technical Training Institutions in Meru County, Kenya
(KeMU, 2025-09) Faith, Majau Nkatha
The contribution that tutors make towards the imparting knowledge and skills to students is paramount. That notwithstanding, there has been an acute shortage of qualified tutors in Kenyan technical training institutes due to poor satisfaction with their roles. The purpose of this study was to conduct an analysis of select determinants of job satisfaction among tutors in technical training institutions in Meru County, Kenya. The specific objectives were to examine the influence of learning facilities, remuneration, promotion, and tutors’ recognition, on job satisfaction of tutors in technical training institutions in Meru County, Kenya. The study was guided by two theories which include the Herzberg two-factor theory and the expectancy theory. Further, cross-sectional research design was administered in the consideration of collecting data from various participants such as principals, HR managers, departmental heads and tutors at one single point in time. The study targeted 7 TTIs in Meru County, involving 261 tutors, 7 principals, 14 HR managers, and 40 HODs. Using purposive and random sampling, it selected 7 principals, 7 HR managers, 36 HODs, and 158 tutors, with Yamane’s formula guiding the sample size determination. The study used questionnaires and interviews to gather data from tutors, department heads, principals, and HR managers in Technical Training Institutions (TTIs), with a pilot study at Chuka Technical College. It assessed reliability and three types of validity, analyzed data using SPSS and thematic analysis, and found that learning facilities enhanced tutor satisfaction. However, ICT infrastructure was lacking, pay was only sufficient for basic needs, and promotion policies caused dissatisfaction. The study recommended improved ICT infrastructure, stable pay frameworks, inclusive promotion policy revisions, and support for tutor research. Future studies should include universities to broaden findings.
Analysis of Social-Cultural Factors that Affect Pupils Retention in Primary Schools in North Horr Sub-County, Marsabit County- Kenya
(KeMU, 2020-11) Munyalo, Malelu Sylvester
Learners in pastoralist communities have been experiencing challenges in acquiring the basic education because of social cultural factors such as cultural rites, early marriages and Female Genital Mutilation (FGM). The nomadic lifestyle makes it difficult for children to access formal education consistently. The purpose of this study was to determine the effect of social cultural factors on learner retention in primary schools in North Horr Sub County, Marsabit County, Kenya. The study was guided by four objectives which investigated issues that included: causes of low retention, the social cultural factors that promoted low retention, the retention rates in schools and the mitigation strategies that were put in place to reduce low retention rates. It was conducted in primary schools in North Horr Sub County. Theoretical framework employed was Vincent Tinto’s model on learner departure which best explained the greatest influence on our understanding of learner’s retention. The study embraced descriptive survey design and focused in primary schools in North Horr Sub County. A sample size of five primary schools was selected where information was provided by head teachers and teachers. Data was collected through interviews and questionnaires so as to gather both qualitative and quantitative data. The validity and reliability of the research instruments was established before collecting data. For reliability this study obtained a correlation coefficient of 0.7. The study used SPSS (Statistical Package for Social Sciences) version 20 to analyze data where computation on frequencies and percentages was done. The study established that there was high rate of gender imbalance in primary schools in North Horr Sub County of Marsabit County. Pupils educational aspirations were being thwarted by social cultural factors such as female genital mutilation, nomadism, early marriages and community low perception of education. The study established that the retention rates in primary schools were low especially for girls across all the years. The study recommended strategies such as construction of more boarding schools, establishment of mobile schools, sensitizing parents on the need for education as an alternative to pastoralism life; offering guidance and counseling to the pupils especially when they undergo FGM and sponsoring the poor pupils for uniform would go a long way in retaining more learners in school.
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.
An analysis of the implementation of management strategies for teachers safety at the workplace in public secondary schools in Kenya: a case of Mombasa county, Kenya.
(KeMU, 2017-06) Cherera, Juliana Whonge
This study sought to analyze the implementation of management strategies for teachers’ safety in public secondary schools in Mombasa County, Kenya. Serious cases of teacher’ safety have been reported in Kenya and world over in the recent past. The study was based on the stakeholder’s theory and was carried out between 2010 and 2015. The area of study was Mombasa County which is a cosmopolitan town which had instances of teachers’ insecurity. Teachers’ safety was the dependent variable while the implementation of the management strategies was the independent variable. The researcher used a descriptive research study design to source information in its real life situation without having to manipulate the variables. The number of the study units in this study were thirty three (33) public secondary schools in the County. The population of this study was a total of 562 teachers distributed in 33 public secondary schools across the entire geographical area. Disproportionate stratified sampling was used in identifying the respondents in this study to ensure representativeness. Data was collected using a semi structured questionnaire accompanied by an observation checklist administered concurrently to ensure content validity. The data collected was analyzed using the descriptive data analysis technique and presented using histograms, frequency tables, graphs and pie-charts. The research findings were that implementation of training strategy was at 44%, Safety of equipment and staff rooms at 55%, communication strategy at 15% and the general perception of teachers’ safety in respect to principal’s commitment was at 12%. Data was presented using histograms, frequency tables, graphs and pie-charts. The researcher concluded that teachers’ safety in public secondary schools in Mombasa County is wanting. Managers do not fully implement the recommended strategies from the occupation health and safety Act 2007. Further research work was recommended in analyzing the correlation between teachers’ safety and teachers’ turnover in public schools.
Assessment of attainment of language and arithmetic skills among pupils in public primary schools in Kieni west sub-county, Nyeri county
(KeMU, 2015-06) Wangechi, Margaret Macharia
ABSTRACT The study was motivated by the rising concerns on 'quality of education provided through free primary education in Kenya. Measures of quality education fall into five categories, namely: attainment, success in transition, monitoring of school education, resources and structures indicators. Indicators of attainment of basic literacy and numeracy skills in primary education include skills in mathematics, reading, and writing. Reading, mathematics and writing are considered as indicators of educational attainment because they provide essential knowledge tools and provide the foundations for lifelong learning. This study carried out an assessment of attainment of language and arithmetic skills among pupils in selected public primary schools in Kieni West Sub-County, Nyeri County. The study was guided by three objectives which include; assessing the level of arithmetic skills, writing and reading skills in a bid to help address challenges of educational attainment in primary schools in Kieni West Sub-County. The target population was 6158 respondents. A sample size of 646 respondents which translated to 10% for all the pupils and 20% for the head teachers and teachers was selected through stratified random sampling in which enrolment was the major consideration. A pilot study was conducted on a population of 66 respondents and adjustments made to the research instruments. Data was collected using questionnaires for teachers and standardized assessment tests for pupils as well as interview schedule for District Education Officer (D.E.0.). The collected data was analyzed through qualitative and quantitative methods and the results presented in tables and bar charts. The findings of the study provided information on the level of learning in primary schools, in order to take effective measures regarding the implementation of curriculum at school level. The. Study found that the level ?f arithmetic, reading and writing skills among the pupils in public. Primary schools in Kieni West Sub-County was average. The major challenge facing performance ~n reading and writing skills was the prevalent use of vernacular (Kikuyu) in communication while performance in mathematics was hampered by learners’' negative attitudes towards the subject. The study recommended that use of English and Kiswahili in communication be made mandatory and guidance and counselling should focus on changing learners' negative attitudes.
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.
Causes of under representation of women in the headship of mixed public secondary schools in Nyeri county, Kenya.
(KeMU, 2015-05) Njoroge, Alice Nyawira
ABSTRACT Under the new constitutional dispensation in Kenya, the gender distribution in school headship has not been achieved as required. The third gender rule has not been met in the school headship among the mixed secondary schools. One of the most common reasons presented in the literature for the under representation of women in school administration was the negative perception of women's leadership. The study aimed at determining the causes of under representation of women in leadership positions in mixed public secondary schools in Nyeri County in Kenya. The study also investigated the factors influencing female's participation in the management of mixed public secondary schools, teachers' attitude towards female principals and to find out the extent to which schools are gender responsive to leadership especially to female principals. The study was conducted in Nyeri County in Kenya. Nyeri County constituted 8 sub-counties. The target population was 162 mixed public secondary schools in the county. Out of the 162 mixed public secondary schools, 126 (78%) were headed by male principals while 36 (22%) were headed by female principals. 40 mixed public secondary schools selected from 4 districts headed by 20 female and 20 male principals made up the sample population which constituted 25% of the target population. The participants were the Principals/Deputy Principals (DP), Heads of Departments (HOD), District Education Officers (DEOs) and the County Director of Education (CDE). Sampling technique applied for selecting 4 sub-counties was convenient sampling, 20 female principals were purposively sampled, male principals were conveniently sampled. Simple random sampling was applied to select 2 HODs from the sampled schools. Purposive sampling was used on selecting 4 DEOs and saturated sampling applied on 1 CDE. The sample size was 125 participants. Data was collected using questionnaires and interview schedules. A pilot study was conducted to ensure reliability and validity of the instruments. Content validity was improved through experts' judgment. Data collected was analyzed using Statistical Package for Social Science (SPSS). The study determined that with a mean of 4 for principals and HODs teachers were indifferent between women and men leadership in the region under study. The study also established that leadership does not depend on ones gender with a mean of 5 for principals and HODs. The study recommends that strategies to reduce female chauvinism in education as well as minimizing cultural stigmatization men leadership. The study recommends a deeper analysis on the role played by TSC in ensuring gender equity in education management.
The challenges and innovations of implementing Kiswahili curriculum in primary schools; a case of Muthetheni zone Machakos county
(KeMU, 2013-04) Musyoka, Jeniffer Muthakye
This study investigated the challenges and innovation of implementing Kiswahili urriculum in primary schools in Muthetheni Zone Machakos County .. The objectives of the study were to; establish whether the Kiswahili teachers have clearly understood the Kiswahili curriculum, establish whether the Kiswahili teachers were trained (pre-service and in-serve training) to competently implement the curriculum, to assess whether there are sufficient resources and facilities to support the curriculum and examine how the attitudes of Kiswahili teachers contribute to the implementation of the Kiswahili curriculum. The target population was 173 teachers in Muthetheni Zone. A sample of 44 Kiswahili teachers and 22 heads of Kiswahili language department were chosen for the study. Data was collected using structured questionnaires. A pilot study was conducted to test the reliability of data collection instrument. Data was analyzed using descriptive statistics where tables and frequency description were used to present the data. The results indicated that lack of adequate in-service training and seminars by Kiswahili teachers affected their competence to implement the curriculum effectively. There were no adequate materials and resources in schools to implement curriculum for Kiswahili teaching and learning. The study also revealed that 18% of the Kiswahili teachers sampled had a negative attitude towards the Kiswahili subject. All these made the implementation of Kiswahili curriculum difficult contrary to expectations. It was recommended that Kiswahili teachers should be in-serviced through seminars and workshops so that they can fully understand and implement the Kiswahili curriculum. It was also recommended that teacher training colleges should adopt the reforms in their curriculum so that the graduates are not challenged when implementing the curriculum in primary schools. Kiswahili books should not be frequently changed as teachers needed time to read and internalize them. This ':YUi lighten the burden ~f parents and schools from purchasing the books frequently. It was also recommended that Kiswahili grammar (Kiswahili Lugha) be separated from Kiswahili composition (insha) so that the two are treated as separate subjects to enable the teachers tackle their areas of specialization and make implementation of the curriculum sustainable.
Challenges faced by primary school headteachers in female genital mutilation prone zones; a survey of Chepareria division in West Pokot county.
(KeMU, 2013-06) Kaliakamur, L. Emmanuel
Female Genital Mutilation (FGM) also known as female genital cutting is defined by the World Health Organization (WHO) as all procedures involving partial or total removal of the external female genitalia or any other injury to the female genital organs for non¬medical reasons. FGM related factors have been found to offer major challenges to headteachers in primary schools. The purpose of the study was to establish the challenges faced by primary school head teachers in female genital mutilation prone zones. This was necessitated by the fact that there have been witnessed high rates of school-dropouts, early marriages, low school enrolment and improper hygiene factors that are FGM related and which consequently cause major challenges to head teachers .. The study therefore aimed to identify the effect of school drop-out cha11enge faced by primary school headteachers; analyze the effect of hygiene factor challenge faced by primary school headteachers; locate the effect of early marriages challenge faced by primary school headteachers; and establish the effect of low enrolment challenge faced by primary school headteachers in female genital mutilation prone zones within Chepareria Division. It employed descriptive survey research design and targeted 40 head teachers and 1000 parents and the sub-chief of Chepareria Division and its zonal education officer. Simple random.sampling.was.used. to. select 12 head teachers and 300 parents while-purposive sampling technique was used to select sub-chief and zonal education officer. Questionnaires and interview schedules were the data collection instruments. To establish reliability of research instruments, the Cronbach's coefficient alpha model was used with its figure standing at 0.712 while to establish Validity of the instruments, two experts on the topic from Methodist University examined the content of the instruments. Data was analyzed using descriptive statistics and presented in tables, charts and graphs. The results show: that school drop-out, hygiene factors, early marriages and low pupil enrolment that were FGM related posed a major challenge for head teachers. The study therefore recommends that: Head teachers should initiate programs aimed at promoting primary school education even for girls who have encountered FGM to then curb school dropout cases. The head teachers in conjunction with the police should in no uncertain terms ensure that girls, even for girls who have encountered FGM, are put back in school as the law demands. Head teachers with the help of the government should invest in school sanatoriums that wiII effectively deal with hygiene factors suffered by girls who have undergone FGM. This will enable them remain in school even in the face of FGM. They should initiate public private partnerships in involving NGO's in creating awareness on the ills of FGM which lead to school dropouts, early marriages, hygiene factors and low enrolment and motivating parents and girls to remain in school. Further, the government through the Ministry of Education should initiate and review policies to help effectively curb FGM related school-dropouts and other attendant ills. The head teachers should be trained in effective strategic management to ensure that the measures put to offset retention challenges in FGM prone zones bear fruit. The study will benefit the community with findings to help curb the FGM menace.
Challenges faced by secondary school principals in the implementation of school strategic plans:A case of Mathira sub-county, Nyeri,Kenya
(KeMU, 2017-09) Kirimu, Margaret Kangai
A strategic plan is a management tool that charts the course of direction a school intends to take to enhance productivity and increase efficiency. To achieve the desired results, a strategic plan must be implemented. However, some researchers have noted that organizations fail to implement up to 70% of their strategic plans and this is due to several challenges that have to be addressed. This study sought to investigate the challenges faced by principals in the implementation of strategic plans in public secondary schools in Mathira Sub-County in Nyeri County. The variables examined were: school's structure, school's culture, availability of resources, and the principal's management skills. Descriptive research design was used in this study. The target population comprised of 40 principals, 520 members of Board of Management and 320 Heads of Departments. A sample of 12 principals, 12 chairpersons of Board of Management and 96 heads of departments were selected through both simple random sampling and purposive sampling methods. The researcher collected data by administering questionnaires to the principals and Heads of Departments, and an interview schedule for the chairpersons of the Board of Management. A pilot study was carried out prior to the main study in order to test the reliability and validity of the instruments. The data collected was quantitative and qualitative in nature. [twas analyzed using descriptive statistics and by organizing it into appropriate categories or themes, accordingly. The analyzed data was presented in frequency tables, pie charts, bar graphs and in prose form. The study established that public secondary schools in Mathira Sub¬County had formulated strategic plans but had failed to implement them as planned. The study also established that the school structure was not flexible and the culture was not aligned to the implementation of strategic plans. Besides, schools lacked adequate resources and all these factors posed a challenge to the implementation of strategic plans. The study also established that most of the implementation process was done by the top level managers. Based on these findings, it was concluded that structure, culture, availability of resources and management skills affect the implementation of strategic plans. The study recommends that the structure of the schools be made flexible and the school culture is aligned to the implementation of strategic plans. The government should also channel more funds to schools and offer capacity building courses for education managers. Finally, all managers should be involved in the implementation process.
Challenges faced by teachers in managing street children in public primary schools in Imenti North district, Kenya.
(KeMU, 2013-06) Kinoti, Mary Kanana
ABSTRACT Provision of basic education and literacy to all is among the most important contribution that can be made to the development of the child's world. The street children phenomenon is a major human development that is experienced all over the world. The aim of this research was to investigate challenges faced by teachers in managing rehabilitated street children in public primary schools in Imenti North District. The target population for this study was 10 primary school head teachers and 268 teachers from the 10 public primary schools in Imenti North District and 15 Rehabilitation Centre staffs. All the 10 head teachers from the sampled 10 primary schools were purposively selected while 15 Rehabilitation Centre staffs and 132 teachers were randomly selected using simple random technique. The study had a total sample size of 157 respondents. Data collection instruments were teacher's questionnaires and head teachers' and Rehabilitation Centre Staffs' interviews. Before the. actual data was collected, the researcher conducted a. pilot study in the neighboring Igembe North District with 4 head teachers, 16 teachers and 10 rehabilitation staff. Validity of the questionnaire was obtained by presenting it to at least two professional people that is • the researcher's supervisors while reliability of the instruments was obtained by using the test retest The study established validity confident 0.85. The researcher obtained a letter from Kenya Methodist University and National Council for Science and Technology (NCST) and District Education Officer (DEO). Data was analyzed using Statistical Package for Social Science version 17.0. Some of the challenges teaches face include; indiscipline of the rehabilitated street children, truancy, lack of professional counselors,. low concentration and hallucinations, high drop rate, poor performance of the rehabilitated street children, and lack of parental love . The study established that 100% of the head teachers had a positive attitude toward rehabilitated street children while, 85.0 % of teachers had a positive attitude toward rehabilitated street children.• 86.7 % of • Rehabilitation Centre staff indicated that they were comfortable working with the children and it is not a nerve-wrecking job. Several suggestion were made by the respondent on how to improve learning and completion rate of rehabilitated street children that include: Rehabilitated street children to be trained on how to accept themselves and join rest in daily activities to create a sense of being accepted in the society .. This study would help •IT). development workers and other professionals like teachers as well as the government policy makers, to grasp fully implications of the rehabilitated street children in. public primary school and behavior of the rehabilitee and promote more research to be done in the area of educating rehabilitated street children. This study recommends appropriate levels of investment in rehabilitated street children from all sectors of • society.. The study recommends further research regarding . specific accommodations and modifications necessary to accommodate the rehabilitated street children in a regular educational• system in relation to academic achievement. •
Challenges faced in effective implementation of the language of instruction in lower classes in public primary schools in Mathira East District, Kenya
(KeMU, 2014-07) Ngunjiri, Kirigo Judy
The Language in education policy has the potential to make primary education contextually located and locally accessible, particularly to the ethnic minority and marginalized groups, improving the reach and quality of education. The application of language of instruction policy in lower primary classes in Kenyan public schools has not been effectively implemented. With the recent public declaration of opposition towards the Language in education policy from the teachers body in Kenya is evidence of this. The purpose of this study was to examine the challenges faced in effective implementation of the language of instruction in lower classes in public primary schools in Mathira East District, Nyeri County. The objectives of this study were, to: determine teacher based challenges the on effective implementation of the language of instruction, assess challenges posed by instructional materials on effective implementation of language of instruction, establish the challenges associated with education policy and planning on effective implementation of the language of instruction and investigate the role of the language status on effective implementation of the language of instruction in lower classes. The study adopted a descriptive design and was located in Mathira East District. The target population was 38 primary school head teachers and 114 lower primary teachers. The study used simple random sampling to technique. The study selected a sample size of 15 head teachers and 45 lower class teachers. The main research instrument was the questionnaire. An interview guide was also used to collect data from the District Quality Assurance and Standards Officer. The questionnaire was pilot tested to a selected sample of four teachers and two head teachers in the District and who were excluded in the final study. A reliability coefficient of 0.82 was acceptable for this study. Data was analyzed using descriptive analytical methods which included percentages and charts. To enhance clarity the results were presented in tables, charts and graphs. It was hoped that the findings of this study would assist education planners, the policy makers, school managements, teachers and other interested parties initiate necessary intervention measures to make implementation of the use of first language in the classes a reality. The study established that a relatively small population (11.4%) of teachers was well conversant with the local language. The study also established that majority of the teachers had not undergone language training in the sampled schools as 81.8% of the teachers indicated they had not undergone any first language training in college. The study also established that the government does not give adequate support for application of first language in lower primary as majority of the head teachers (78.6%) and teachers (68.4%) indicated they receive least support from the government. Majority of the teachers (93 .18%) indicated that the first language materials are not adequate in the schools. The study recommends that awareness should be done in order for the parents and other education stake holders understand and appreciate the role of first language in cognitive development of lower primary learners. The study also recommends that Lower primary teachers should undergo first language training in the training institutions. Therefore the lower primary teacher training curriculum should be expanded or overhauled to accommodate this change. More instructional materials must be availed in school. The publishing houses should publish first language instructional materials.
Challenges facing academic performance in catholic sponsored private schools; a case of catholic primary and secondary school schools in Isiolo county.
(KeMU, 2013-07) Munya, Rebecca Mwonjiru
ABSTRACT In Kenya, the church missionaries were the initiators of education. They built their schools and maintained them, hence, the genesis of church participation in schools. Education was an important integral part for evangelization and moral formation for the recipient Africans. This study intended to investigate the challenges facing academic performance in mission owned schools in Isiolo County and to make recommendations to improve the performance. Descriptive survey design was used and mission owned both primary and secondary schools in Isiolo County formed the study population. Since there are only three secondary and five primary schools the whole population was studied. The participants constituted the five head teachers, three principals and Education Secretary. The total enrolments of students was 1560 the enrolment of standard eight pupils was one (148) who formed the sample to represent primary schools, while those in form four were90 total number of Parents Teacher Association (PTAs) members was72 while Board of Governors members were thirty nine (39), The school Management Committee were 65 in number resulting to 1745 participants. The sample size was 224 respondents who were randomly sampled. Questionnaires, interview and observation schedules were used as tools for data collection. The instruments had achieved a reliability coefficient of 0. 7. The study generated qualitative and quantitative data. Quantitative data was coded, grouped and entered into a computer for analysis using the SPSS software program. Qualitative data was presented thematically in line with the objectives of the study. The results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. The study found that the average annual school fees collection was 50%-75%. The main sources of funding other than parents were donor funds. The sponsor supports the school. The study concluded that provision of quality education infrastructure is an expensive venture which forces such institutions have simmering row between parents, sponsor and the government. The management put parents' contribution through fees into good use such as paying salaries and other development activities. It was recommended that there is need to seek the private sector support to complement government efforts in providing education. Current education reform policies in Kenya encourage potential contribution of private sector, however, the issues affecting private sector in primary and secondary education have not been assessed adequately; School atmosphere should be conducive to the learning and overall development of children; Physical facilities should be adequate and well maintained. There is need to engage Head teachers who are• qualified in relevant courses in education as well as teachers specialized in relevant subject areas should be recruited, and finally a school strategic plan should be put in place.
Challenges facing free primary education in the management of primary schools in Mbeere South sub county, Embu county, Kenya.
(KeMU, 2014-12) Mbui, James Kibori.
ABSTRACT The establishment of Free Primary Education (F.P.E) in January 2003 by the Government of Kenya with an intention to do away with the tuition fees, building funds and activity fees that was paid in public primary schools. F.P.E increased in enrolment to over a million pupils across the country. The purpose of the study was therefore to investigate these challenges facing the implementation of the FPE in Mbeere South Sub-County. The primary schools literature review looks at F.P.E around the world, Africa, East Africa and Kenya. The study also looked at the task areas of a school head. The study was carried out in 36 public schools selected through random sampling targeting 10 head teachers; 20 teachers who hold the position of curriculum coordinators, the District Education Officer (D.E.O) and District Quality Assurance and Standards Officer (DQASO). The sample size was 1 % of the target population for pilot study. The study employed three tools of data collection, a questionnaire for head teachers, an interview schedule for the teachers and interview schedule for the District Education Officers and the DQASO. The content validity of the instruments was assessed using expert judgment by two faculty academic staff in the Department of Education. Piloting was carried out to test for reliability by administering questionnaires to respondents who did not take part in the study but had similar characteristics. Data collected was analyzed using descriptive statistics in the form of frequencies and percentages presented in tables and bar graphs. The analysis was facilitated by SPSS version 17 a computer software. The results have provided insight for the government and other researchers on what can be done to make the programme a success. The nature of challenges on the management disclosed may be helpful to educational planners in identifying areas that require more attention or even changing systems or mechanism of management in the primary schools so as to have the full realization of all the benefits of F.P.E.
Challenges facing headteachers in the provision of free primary education in Njoro district Kenya.
(KeMU, 2013-05) Muchiri, Susan Kabura
ABSTRACT The Kenya Government policy to achieve Universal Primary Education (UPE) has to be een within developments in the wider international context. The Universal declaration of human rights, adopted in December 1948, stated that everyone has a right to education. In 1989, the convention on the right of the child stated that every child has a right to free basic education. The Ominde Report in 1964 proposed an education system that would foster national unity and development. The Gachathi Committee 1976 recommended the abolition of school fees from standard five to standard seven, by then fees for lower primary had been abolished in 1974. The sessional paper No. 6 of 1988 addressed financing of education as its running theme and was an outcome of the Kamunge Report. According to Vision 2030, Kenya will provide a globally competitive quality education training and research. According to the new constitution of Kenya (2010) every child has a right to free basic education. During the 2002 general elections, the National Rainbow Coalition (NARC) made the provision of Free Primary Education parts of its manifesto following its victory. The Minister for Education, Science and Technology (MOEST) launched the Free Primary Education (F.P.E) to fulfill NARC's election pledge. Therefore this study investigated the challenges facing head teachers in the provision of Free Primary Education in Njoro District. The study reviewed the following themes, teacher-pupil ratio in primary schools, teachers' establishment in primary schools, adequacy and utilization of physical and instructional resources, management of Free Primary Education funds and academic performance among school learners. The researcher used a questionnaire, observational checklist and interview schedule. The head teachers are responsible for purchasing the required materials such as textbooks, exercise books and other learning aids. Simple random sampling was used for observational checklist and interview schedules which were 30% of 80 head teachers. All the 80 head teachers were given the questionnaires. The researcher analyzed data using statistical procedures such as means, percentages, modes and presented in frequencies, bar graphs, histographs and pie charts. Data was presented, analyzed, discussed and the results were achieved. The study established that the school management was not conducted well in various primary schools. There were also scarce physical and instructional resources due to high enrollment after the provision of free primary education.
The challenges facing implementation of adult education program in Kenya; a case Nakuru county.
(KeMU, 2014-05) Fabian, M. Mwitari
ABSTRACT In Kenya a lot of effort has been made towards improving adult education. In 1968, Parliamentary Act was passed that provided for the creation of the Board of Adult Education. Kenya has put in place strategies towards attainment of adult literacy which are contained in various official documents. The purpose of this study was to find out the challenges that face the successful implementation of the adult education program in Kenya. This study adopted the survey research design. It was carried out in Nakuru County. The study population had 136 subjects. These were, County Director of Adult and Continuing Education, nine District Adult Education Officers, fifty eight full time and sixty eight part time adult education teachers. Questionnaires and interview schedules were used to collect data. Questionnaires were administered to the full time and part time teachers. Interviews were conducted with the County Director of adult education and District Adult Education officers. A pilot study was conducted in Baringo County. The results were used to determine the validity and reliability of the instruments. The data collected by the use of questionnaires was analyzed using (SPSS) computer program determine frequencies and percentages. The data was analyzed by use of inferential and descriptive statistics such as frequency counts, percentages and presented in form of tables. The findings of this study were intended to highlight the shortcomings in the adult education implementation strategies that would in turn enable policy makers address the issue from an informed position. The study established that availability of teaching personnel, availability of teaching-learning resources, accessibility of adult Education centers and policy issues significantly affected the success of implementation of ACE programs. Demographic characteristics of the respondents were also found to have a huge impact on the sustainability of the ACE programs. The findings revealed that unconducive teaching and learning environment, inadequate personnel and inadequate teaching and learning materials affected implementation and success of the programs. Following these research findings, the recommendations made to enhance the sustainability of the ACE programs were that stakeholders in ACE programs should come up with mitigating factors to curb gender disparity, part time teachers should be employed on permanent basis and be paid well, teaching and learning resources should be made available to ACE institutions, permanent infrastructure should be set up, these ACE centers be far away from primary, Nursery schools and churches so as to enhance accessibility and privacy. Also the Community should be sensitized on the benefits of adult education.
Challenges facing implementation of ICT education policy at basic education sector in Katulani sub county, Kitui county, Kenya.
(KeMU, 2018-05) Mbalo, Paul Mbuki
Information Communication and Technology in basic education is that ability to use ICT knowledge and skills in teaching and learning. When actually applied, it is important in a number of ways. First it will help the head teachers to improve their knowledge in ICT. With that knowledge the head teachers will be in position to support ICT teachers training programmes. Secondly, teachers knowledgeable in ICT will be able to source information for students from the internet. The importance of information and communication technology (ICT) education policy in the educational perspective is quite evident worldwide, especially in Europe and the United States of America. The purpose of this study was to investigate the challenges facing implementation of lnformation Communication Technology (ICT) education policy at basic education in Katulani Sub County in Kitui County. The specific objectives were to establish the relationship between cost of ICT, support infrastructure, staff competence and relevance of software's on the implementation of ICT education policy. The study was carried out in Katulani Sub County in Kitui County. The researcher used a descriptive survey research design. The research sampled fourteen head teachers, 4 7 teachers and 107 pupils making a total of 168 respondents. Questionnaires, interview schedule and observation schedule were used for data collection in this study. Results of this data analysis were followed by interpretation and discussion. Qualitative data was analyzed qualitatively using content analysis of meanings and implications emanating from respondents' information. The results were used to enrich the quantitative results. The study established that majority of the respondents strongly agreed that, among the challenges related to cost of ICT implementation, the cost of computers and accessories were the greatest. This was followed by the cost of classrooms and furniture and cost of electricity. The study revealed that most schools did not have adequate computers as indicated by majority of respondents. The study established that the challenges related to staff competence and implementation of ICT included knowledge on how to use power point, as indicated by majority of respondents. The study also revealed that the software factors influencing utilization of ICT were; unit cost of operating system frequent modifications of the software and the inadequate money to buy software. The study concluded that the relationship between the cost and implementation of ICT education policy at basic education has been difficult due to financial pressure, while also there is inadequate infrastructure in both primary and secondary schools. It was also concluded that there is lack of enough trained teachers who can practically apply ICT, which is new to traditional teachers, while the supply of relevant and appropriate software is an issue obstructing wider application of ICT. The study recommends that schools through BoM's should mobilize additional funds to buy computers, accessories and build computer laboratories. The study further recommends the need to improve on infrastructure in schools such as computers and computer laboratories to enable the teachers use them in implementing the ICT. School administration should also ensure teachers competence in ICT skills and applications through training to facilitate them to develop school ICT policy, encourage and motivate the teachers to practically apply ICT Skills in their teaching. Furthermore, there is need for developers of educational software to localize their products to the local market so that they are more acceptable to the teachers and learners who are the end users. It is also further recommended that the ICT policy of the Ministry of education needs to be closely aligned with the basic education curriculum.
Challenges facing principals in addressing drug and substance abuse in secondary schools in Mombasa county, Kenya.
(KeMU, 2015-03) Muthoni, Gitingu Angelyne
Studies in students' drug abuse highlight the risk posed by the continued abuse of drugs on discipline, school safety and academic performance. The problem of drug and substance abuse among students is increasingly becoming pervasive in secondary schools in Mombasa County. It is likely to be partly responsible for low academic performance and cases of indiscipline that are witnessed in secondary schools. The purpose of this study was to establish the challenges facing Principals in addressing drug and substance abuse in secondary schools in Mombasa County. The objectives of this study were to establish lack of parental support, influence of social media, ineffectiveness of guidance and counselling programmes in addressing drug and substance in secondary schools. The ultimate aim was to investigate challenges facing Principals in eradicating drug and substance abuse in secondary schools in Mombasa County. Using Urie Brofenbtenner's Ecology of Human Development Theory, this study intended to show that students' environments are responsible for drug and substance abuse. The study employed a descriptive survey research design. The target population comprised of 96 Principals from 33 public and 63 private secondary schools in Mombasa County. 94 secondary school Principals in Mombasa County were selected through census method because the population was very small and it also covered all categories of secondary schools. The validity and reliability of the instruments was established by piloting the instruments in two schools which were not part of the sample. Data was collected using principals' 5-point Likert Rating Scale questionnaire. Data was coded and analysed using SPSS Version 20. Data was presented using frequency tables, pie charts and percentages. The findings of the study indicated that Principals in Mombasa County faced challenges when addressing drug and substance abuse. These challenges were; parental support was not sufficient in curbing drug and substance abuse in schools; social media was found to be a stumbling block in the war against drug abuse among the students while guidance and counseling services were found not to be successful in addressing drug and substance abuse due to of lack of qualified teacher counselors and inadequate teaching and learning resources. The study recommends that, parents should be cooperative and give the Principals adequate support in eradicating this vice in schools. Secondly, the Ministry of Education should strengthen the Guidance and counseling units in all secondary schools in Mombasa County by training qualified teacher counselors and providing resources materials to be used in counseling sessions. The government should also ban advertisement, promotion, and sponsorship of alcoholic products and cigarettes in the media among other recommendations. Further research is necessary to determine how availability of illicit drugs and substance in the school neighborhood hampers the efforts of Principals in curbing drugs and substance abuse.
Challenges facing supervision of curriculum implementation in secondary schools in Taita Taveta county.
(KeMU, 2013-05) Mwasaru, Selestine Mwashegwa
The study was conducted on challenges facing supervision of curriculum implementation in secondary schools in Taita-Taveta County. Supervision is an important component for any organization that deals with provision of services. Thus curriculum implementation should be upported by adequate supervision. Historically, curriculum supervision started about 400BC. In Africa, curriculum supervision in formal education was initially done by Christian missionaries before the government took over. The study intended to establish the challenges facing supervision of curriculum implementation in secondary schools in Taita Taveta County. The purpose of the study was to examine the challenges faced in supervision of curriculum implementation in secondary schools. The study population comprised District Quality ssurance and Standards officers from four districts, fifty eight Principals and two hundred and ninety subject Heads of Departments from fifty eight secondary schools in Taita-Taveta county. It sought to establish challenges facing curriculum implementation in secondary school; knowledge, skills and attitudes needed by various secondary school supervisors and the support services available to the supervisors. Stratified sampling was employed to ensure that schools from each of the four districts had equal chances, while in each district schools were randomly selected. Stratified sampling was employed to ensure that supervisors from each of the four districts had equal chances, while in each district schools from where the supervisors were to be located, were randomly selected. Descriptive survey was used in the study. The data was collected through questionnaires. The data was collected by use of questionnaires. Before collection of data, permission was sought from Ministry of Higher Education, and the necessary permit obtained. The data obtained was analyzed by use of both qualitative and quantitative procedures. The presentation was in the form of tables and charts which were backed up with necessary explanations. From the analysis, conclusions were drawn and recommendations made. The study was intended to improve curriculum supervision in secondary schools. The study revealed that supervisors did not have adequate skills while an appreciable percentage did not have professional qualification in education. Further, there was strong correlation between experience and effective supervision. The challenges the supervisors faced included inadequate resources, lack of cooperation/support from stakeholders and large workloads. Supervisors needed training particularly in management related courses. The study recommends provision of adequate resources for supervisors, preparation of supervisors through induction and appropriate workshops for supervisory role, provision of opportunities for continuous knowledge and skill improvement for both the teacher and supervisor and more involvement of the stakeholders. It also recommends for further research on the quality of teachers and supervisors in private schools and their effect on learners.