Master of Education in Leadership and Educational Management

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Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County, Mombasa
(KeMU, 2019-09) Nguya, Mary Nyale
Quality education plays a major role in promoting economic growth, enhancing democracy and good governance. Though access to education has improved worldwide, an estimated 250 million learners of primary school age lacking basic reading, writing and numeracy skills whether in school or not. The Annual Learning Assessment (ALA) carried out in Kenya in February in 2012 by Uwezo revealed that majority of class 8 pupils could neither pass English nor Kiswahili reading tests set at class 2 level. The study analyzed teacher factors influencing the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The study objectives were; to establish the effect of teacher attitudes, teacher preparedness, qualifications and also teaching styles on the implementation of early literacy in lower primary public schools in Mvita Sub County. This research study was anchored on Capital Theory of School Effectiveness and Constructivists’ Theory. The study used descriptive survey research design. This design was appropriate for this study since it enabled the researcher to study the variables as they were without any manipulation. The target population was 124 lower public primary teachers in all Twenty five public primary schools in Mvita sub-county. The study used purposive sampling technique in determining the sample size. The study used both primary and secondary data. The main primary data collection method for the study was the questionnaire. The study used secondary data which was obtained from the sub-county education officer and ministry of education curriculum implementation reports. Pilot study was conducted among 12 (10% * 124) lower primary teachers from public primary schools in Kisauni Sub-county. The validity of the instrument was established by being given to experts, research assistants with experience and the Supervisors who approved the instrument for data collection. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 which processed accurate frequencies and percentages which was used to discuss the findings. The study concluded that Teacher preparedness, Teacher qualifications and teaching styles had a strong relationship (p<0.001) with implementation of Tusome program therefore influencing implementation of the same. Teachers’ attitude had the strongest relationship (p=0.045) with implementation of Tusome program compared to other teacher factors such as Teacher preparedness, Teacher qualifications and teaching styles. The study recommended that the Ministry of Education should closely monitor the implementation of Tusome Program by carrying out spontaneous checks on the teacher’s notes, preparation during the lessons, the syllabus they use, observe the teaching styles employed during teaching and learning process and receive teacher’s views on some of the things to be improved for the Tusome Program to be a success. The researcher suggests that subsequent studies should consider conducting a similar study in other counties so as to establish whether similar results will be achieved.
Determinants of Academic Performance among Mature Entry Students: A Case of Nakuru and Nairobi Campuses of Kenya Methodist University
(2019-09) Munuhe, Patrick Karinga
Numerous studies analyzing academic performance and factors affecting the same among university students have been conducted and remedies have been suggested. However, little attention has been highlighted on mature entry student. The purpose of this study is to investigate the determinants of academic performance among mature age entry students. The objectives of the study were: to establish the impact of previous academic achievement of mature age entry students on their academic performance, to determine the influence of the mature age entry student’s demographic characteristics and to determine the impact of the social factors affecting mature age students on their academic performance. The study was guided by Needs theory of Abraham Maslow and adopted descriptive survey research design. The total target population was 289 mature age entry students enrolled at Nakuru and Nairobi campuses of Kenya Methodist University, administrators, Chairmen of Departments and lecturers of the two campuses. Proportionate stratified sampling was used to select the 118 subjects. Questionnaire and interview schedules were used for collecting data for the study. Data from the questionnaires were edited, coded and entered into the computer for analysis. Both qualitative and quantitative methods were used in analyzing the data using Statistical Package for Social Sciences version 20, where both descriptive and inferential statistics were computed appropriately. Results were presented in tables and charts to enhance clarity. It was found out that previous academic performance had an impact on academic performance also students with high entry points were more likely to finish assignments and studies than their counterparts with low entry points. The findings of the study also confirmed that both demographic characteristics and socio economic factors affect the academic performance of mature entry students. The study recommends universities to come up with ways of scrutinizing past performances of students and coming up with strategies such as coaching for the purpose of uplifting the entry behaviour of a prospective mature entry student whose weakness has been identified. The finding further recommend favorable fees payment schedules and minimization of cost of university education which will enable mature entry students to cope better with financial burden and also be able to pay the fees with less strain, and enjoy better concentration on academics. Finally a newer approach in delivering academic program that help reduce conflicts with job and family commitment is highly recommended.
Influence of Head Teachers' Leadership Traitson Students Academic Performance: A Survey of Private Primary School in Nyali Sub County
(KeMU, 2019-10) Kefa, Kelvin Nyongesa
Studies done over the years indicate that Headteachers leadership traits influence academic performance to a great extent. This is because the headteacher is the chief instructor, coordinator and motivator of both teachers and pupils. Academic performance for private primary schools in Nyali Sub County has been dismal over the years hence raising questions on the effectiveness of headteachers leadership traits on students’ academic performance. This study therefore endeavored to make findings on the influence of headteachers leadership traits on students academic performance in Nyali Sub-county. The study established the influence of leadership skills, leadership styles, and headteacher motivation on students’ academic performance in private primary schools of Nyali Sub-county. The study used descriptive survey research design which described systematically a situation, a problem, or phenomenon, or provides information about an issue, or describes attitudes towards an issue. The target population was all 77 registered private primary schools in Nyali sub-county, 77 headteachers and 782 teachers. The study used simple random sampling technique in determining 10% sample size of the respondents. Therefore the sample size arrived at was 7 headteachers and 78 teachers. The study used closed-ended questionnaire which on a linket skell of 1-5 to measure the influence of headtechers leadership traits on students’ academic performance. Reliability of the instrument was established through piloting of the instruments in Kisauni sub-county. Cronbach’s Alpha coefficient of reliability of 0.7 indicated that the instruments were reliable. The validity of the instruments was established through expert judgment offered by quality assurance sub-county director of Nyali Sub- County and also the supervisors. The researcher obtained a letter from Kenya Methodist University academic (KeMU) office and the National Commission for Science, Technology and Innovation (NACOSTI) to facilitate data collection. The researcher adhered to all ethical research requirements. The data was analyzed using descriptive statistics such as frequency’s, percentages, means and standard deviations. ANOVA was used to establish the extent to which the headteachers leadership traits influence academic performance. The researcher used SPSS version 23 to facilitate data analysis. The study found out that headteachers leadership traits significantly influence academic performance either negatively or positively. The researcher concluded that headteachers leadership traits should frequently be enhanced through training which is based on policy. The study recommended that the school management should formulate capacity building programs so as to empower both the head teachers and teachers in their leadership skills and styles. The study recommends a similar study to be conducted in secondary and public primary schools to identify the influence of headteachers leadership traits on student’s academic performance.
Effect of Head Teachers Leadership Styles on Discipline in Public Secondary Schools in Tigania West District, Kenya
(KeMU, 2012-07) Kanario, Winfred Miriti
s ABSTRACT In the late l 980's and early 1990's there was a notable increase in mass indiscipline in various secondary schools in Kenya. Students' unrests not only resulted in loss of human life and property but also in unwarranted disruption of teaching and learning. In September and October 2010, the media reported many cases of unrests in secondary schools in which some were fatal. Many parents and stakeholders blamed the leadership of the respective schools. This is a clear indicator that the leadership of a school has a great influence on discipline. The purpose of this study was to find out how leadership in secondary schools affects discipline. Questionnaires, observation schedules and in depth interviews were used to collect the data. The research design used was a descriptive research. Thus, this design was suitable to answer the questions concerning the current effects of leadership on school discipline, especially where the researcher will not practically control the effects of the independent variables on dependent variables. The research-focused on all the 23 secondary schools in Tigania West District consisting of 10 day schools, 5 Girl's Boarding schools, 5 Boys boarding schools and 3 mixed boarding schools. The total population of students was 8,830. The respondents, who included 154 teachers, 3000 students and 15 head teachers, were selected through random sampling. The main tools of data collection for this study was a questionnaire for head teachers, a questionnaire for teachers and a questionnaire for students. Observation schedules and in depth interviews were also prepared to obtain general data to back up the data from the questionnaires. Descriptive statistics such as percentages, means and frequencies were used to report the data. The study established that most teachers rated their head teachers as effective in instilling discipline. The findings also show that head teachers with more years of work experience were more effective in discipline maintenances than those with less experience. Head teachers with a Master of Education degree were more effective than those with a Bachelor of Education degree's notable percentage of head teachers had received in-service training on issues related to discipline. Attendance of in-service training positively influenced head teachers' effectiveness in discipline maintenance. The study recommends that: head teachers should be trained on aspects of discipline as this will greatly reduce the current problems existing in schools; head teachers and teachers across the country should be in-serviced constantly; students should be restrained from peer pressure through strengthened guidance and counseling programs.
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.
Factors Leading to High Dropout Rates among Students in Public Secondary School in Rongai District, Nakuru County, Kenya
(KeMU, 2013-06) lucy, Njeri Macharia
ABSTRACT Education plays a key role in human development through the process of empowering people to improve their wellbeing and participation in nation building. Dropout however causes a serious threat to gain in education despite the government emphasize on Education for All by the year 2015. In Rongai District, Nakuru County, Kenya, the problem is more pronounced among the public secondary schools. This study sought information on factors leading to high rate of public. Secondary school dropout rate among students in public schools in Rongai District, Nakuru County, Kenya which required urgent attention. Research shows that students who enroll in secondary school drop out before the completion of secondary school level a situation culminating to wastage of resources in time and space. This indicates that there has been an increase in the number of students facing school dropout problems and it also attempts to answer. The question whether there has been a real increase in the number of dropouts. The situation of very different and complex factors helps to reveal the action to be taken and eventually lead to a decrease and prevention of school dropout. This was a concern of head teachers, teachers' parents and community as a whole. The study sought to relate the variables of drop out from secondary schools in Rongai District, Nakuru County. The targeted population consisted of all students, teachers and head teachers from secondary schools in the District. The sample consisted of 28 head teachers, 380 teachers and 6,935 students. In the district chosen from a cross section of 28 schools from the provincial category, District randomly sampled from urban and rural set up boarding and day school. Sample size formula was determined using Kothari (2006) formula where sample elements were selected using proportionate random sampling method. The main tools of data collection were questionnaires for the head teachers, teachers, parents and AEOs. Validity for this study was ensured through consultations and expert's opinion from research supervisors from Kenya Methodist University at every stage. As for the reliability, the researcher recruited and trained the data collection assistants who dropped and • collected filled in questionnaires from respondents. A pilot test instruments was conducted in the neighboring Njoro District on 26 head teachers and 300 teachers. After data was collected, then it was coded and entered in the computer for analysis using Statistical Package and Social Science (SPSS). The significance of the study sought to expose more on the causes of high rate of school drop outs in Secondary Schools in Rongai District, Nakuru County, Kenya. The study will employ descriptive survey research design. This is according to Orodho (2003). The finding could therefore assist policy makers to come up with strategies to curb the high rate of school dropout in Rongai District, Nakuru County, Kenya.
Pre-Service Training of Primary School Teachers and how it Impacts on Quality of Teaching in Primary Schools; A Case of Thika District in Kiambu County, Kenya
(KeMU, 2013-06) Paul, Kithinji Mwongera
ABSTRACT Pre-service teacher education programs are designed to develop in students the initial knowledge, skills, and attitudes that enable them grow into successful teachers. The Ministry of Education and other key players in teaAcher education have long been aware of the need to improve the quality of pre- service teacher education because of its importance to the overall quality of teachers and teaching. This has been brought into focus by the recedt research indicating that teachers graduating from colleges do not have strong enough initial preparation for teaching. This study investigated the views of education stakeholders on pre-service training of Primary School Teachers and quality of teaching in Primary Schools in Kenya. A sample of 150 respondents including: Primary Teachers Training College tutors in Kilimambogo and Thogoto Teachers colleges, trainee teachers in the same colleges, primary school teachers, KIE and Ministry of Education officials provided the requisite data. Data was obtained through questionnaires with closed and open-ended questions, semi-structured interviews and documentary review. Qualitative data was used to gather through interviews, documentary review and open-ended questions in questionnaires were subjected to content analysis in which common themes and patterns were identified. Individual comments were also included as a way of illustrating the variety of stakeholders' views on the issue. Quantitative data from closed ended questions in questionnaires were categorized and tabulated. The findings of the study indicated that; principals and lecturers are qualified to administer and teach in the primary teachers training colleges, minimum entry grade to the primary teachers training colleges is C and above in KCSE and most of the trainees attained C+ and B-. The factors that hinder effective pre-service training of primary school teachers and implementation of primary teacher education curriculum include; Short teaching practice period, lack of induction training for lecturers as they join to teach in colleges, specialization of curriculum for both trainees and lecturers, lack of college fees resulting in trainees being away from college and trainees negative attitude towards the program and certain new subjects. The following conclusions were drawn; the administrators in primary schools and colleges are qualified for the jobs but require managerial and accounting skills training, the minimum entry grade for the teacher trainees is sufficient and the issues concerning negative attitude should be dealt with during orientation week. The factors that hinder effective pre-service training of primary school teachers and implementation of teacher education curriculum can be addressed by the stakeholders to improve quality of training. The following recommendations were made; the period of teaching practice should be increased and lecturers given ample time to advice the trainees after assessment, induction of new lecturers to colleges is essential and a need for establishing an in-service college, specialization is crucial for both lecturers and trainees for quality in curriculum implementation, negative attitude amongst the trainees should be addressed as early as possible in the program and necessary guidance made and the teacher education curriculum should be revised to reflect needs of the contemporary society. This study makes the following suggestions for further research; to establish the relationship between the role of parents and academic performance of trainees, a review of the primary teacher education curriculum is necessary to address the factors hindering proper implementation of the current program
Factors Contributing to Effective Provision of In-Service Education and Training (Inset) of Primary School Teachers: Case of Nyandarua South Distict Nyandarua County -Kenya
(KeMU, 2013-06) Nelly, Wairimu Mwangi
ABSTRACT In-service education and training programs or in other words professional development programs are those programs given to individuals, in this case, teachers as they are still in their work place. The main aim of such programs is to equip teachers with up to date pedagogies so as to produce an all-round learner. In the study, the researcher explored some factors that contribute to effective provision of INSETs in public primary schools in Nyandarua South District. The purpose study was to investigate providers' perception on specific factors that contribute to the effectiveness of INSET programs. The study was guided by three research objectives which were; whether INSET Providers' qualification affect the effectiveness of INSET programs, whether the management of INSET programs affected the effectiveness of those programs and whether resources availability affected the effective and efficient execution of INSET Programs. The Researcher used survey research design in which stratified purposive sampling with proportionate allocation of subjects was employed where the, Teachers Advisory Centre Tutors, Teachers Trainers with SMASE, the officials of Kenya National Union of Teachers {KNUT) and The Teachers' SACCO were the respondents. Data collection was carried out using structured questionnaires. It was analyzed using SPSS version 20. The Researcher employed both qualitative and quantitative approach in the analysis of data. Statistical tables bar and pie charts were used in presentation for easier understanding of the research findings. It was evident that majority of respondents were males. It was further noted that qualification did not affect the effectiveness of INSETs as it was the case with experience. Finally, it was established that resources significantly influenced effectiveness of INSET programs. Consequently, it was recommended that •the providers should have adequate resources at their disposal to facilitate them conduct programs successfully.
Management Challenges Facing Head Teachers in Utilizing Constituency Development Funds in Primary Schools in Nyeri South District
(KeMU, 2012-06) Kiragu, Dynah Wanjugu
Despite the large sums of funds devolved to schools with the goal of developing resources and infrastructure, issues have been raised on the effectiveness of utilizing the funds. The purpose of the study was to analyze the challenges faced by head teachers in their role as the key managers of the projects funded through Constituency Development Fund (CDF) in primary schools. It aimed at determining the challenges faced by head teachers in identifying projects to be implemented through CDF funds, evaluating, determining the challenges encountered in managing CDF projects stakeholders and establishing the challenges faced in carrying out monitoring and evaluation on CDF initiatives in the schools. The study used a descriptive survey design and covered primary schools in Nyeri South District. A sample consisting of forty eight head teachers was selected through stratification of schools into four categories based on the four zones in the District; that is; Iriaini, Chinga, Karima and Mahiga.Three types of research instruments were used for the study namely; questionnaires, interview schedules and document analysis. A pilot study was carried out with a similar sample from Nyeri Central District so as to identify any shortcomings that would have been experienced in the actual study and increase the content and construct validity of the research instruments and test retest method was used to ensure reliability of the research instruments. The data was analyzed using descriptive analytical methods which included percentages, means, variances and standard deviation. To enhance clarity, the results were presented in tables, charts and graphs. The study found that needs identification is largely carried out by the school management committee but head teachers are consulted on the CDF projects to be initiated in their schools. In addition, the findings imply that resource competition among concurrent projects do occur and affects the schedules of implementation which may lead to stalling of some projects. On the stakeholder management, all the respondents who said that the stakeholders exert a negative influence on project management said that they rarely succeed in mitigating against the negative influence. On monitoring and evaluation, local CDF officials were identified as the single entity mostly involved in carrying out monitoring and evaluation. Data collected indicated that the Ministry of Education lacks policy guidelines on the role of the head teacher in monitoring and evaluation of the CDF projects in their schools. The study recommends that the head teachers, the teachers and the school management committee be given the full mandate of identifying the projects to be funded through CDF. This will ensure that only the priority areas as identified by the school community are addressed through the CDF funding. Secondly, the ministry of education in conjunction with the CDF committee develops policy guidelines on the role of the head teacher in CDF project management. The head teachers should be given more control over the teams implementing the projects. This will ensure that the head teacher can act on the monitoring information and this will improve the quality of the projects being implemented as well as later projects. The findings of the study is of the benefit to the Government in formulating procedures and policies on CDF funds utilization, head teachers through acquisition of skills in managing the CDF projects and the local communities in inducing effective utilization of the funds.
Factors Influencing Mathematics Performance in KCSE among Learners in Public Secondary Schools in Kilifi Sub-County
(KeMU, 2019-09) Githaiga, Esther Wanjiru
Mathematics plays a critical role in development of thinking skills, creative problem solving, precise communication as well as teamwork skills for 21st century socio-economic development. Despite mathematics playing an important societal role, students continue to perform poorly in mathematics in national examinations. In Kilifi Sub-County of Kenya, very few students attained the required grade of C+ in mathematics. The study’s main aim therefore was to assess factors influencing mathematics performance in KCSE among learners in public secondary schools in Kilifi sub-county. The study specifically assessed how: Student’s attitude, family background, teaching and learning resources influence mathematics performance in KCSE among learners in public secondary schools in Kilifi sub-county. The study was founded on social cognitive theory, self- efficacy theory as well as Plato and Socrates’ perspectives on teaching and learning. It targeted mathematics heads of department, mathematics teachers and Form Three students from all the public secondary schools in Kilifi Sub-county. Slovins formula was used to come up with a sample of 12 secondary schools. From each of the schools, purposive sampling was used to recruit, mathematics HODs, teachers and students. The study therefore had a sample of 156 respondents comprising 12 mathematics heads of department, 24 mathematics teachers and 120 students. Students were selected among the worst performing students in the previous end-of-term examinations. Questionnaires were used to collect data. SPSS were used to aid in data analysis. Descriptive statistics comprising frequencies, percentages, mean and standard deviation were used to organize findings. Chi-square tests were used to establish relationships. Tables were used to present the study findings. The study found that students generally had negative attitudes towards mathematic subject terming it as a complex subject. Majority of students were from poor backgrounds and therefore lacked necessary resources for learning mathematics. Teaching resources were also found to be inadequate. The findings showed that poor preparedness of teachers in mathematics was brought about by heavy workload. Chi-square analysis showed that students attitude (p=0.000) and teaching resources (p=0.021) were significant at 95% confidence level. Cramer’s V values showed that student’s attitude (v=0.680) had a greater influence than teaching resources (v=0.305). The study therefore concluded that poor mathematics performance in KCSE among learners in secondary schools in Kilifi sub-county could have been caused by students’ negative attitudes and inadequate teaching resources. It was recommended that secondary schools in Kilifi sub-county to hire motivational speakers in order to change their poor perception of mathematics. In addition, the ministry of education should commit more mathematics teaching resources to secondary schools. Benchmarking with schools performing well in mathematics should also be done where students can visit and learn. The study also recommended that teachers use audio-visual equipment and internet based programs to teach mathematics.

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