School of Education and Social Sciences

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Influence of Teachers’ Classroom Management Practices On Pupils’ Academic Performance In Public Primary Schools in Matuga Sub - County, Kwale County, Kenya
(Journal of Popular Education in Africa, 2021-09) Mwangare, Abdhul Ndundi; Mwawasi, Benjamin; Mwenda, Paul
Pupil’s Performance/ achievement that is academic in nature is as a result of education – the level at which a pupil has attained their educational targets. The academic performance of pupils in Matuga Sub-County has been poor for decades now. This study sought to assess the influence of teachers’ classroom management practices on pupils’ academic performance in public primary schools in the Sub-County. The objectives of the study were; to establish the influence of teachers’ classroom discipline management on pupils’ academic performance. The study was carried out using a descriptive survey design. The target population included 98 head teachers and 691 teachers. The sample size included 10 percent of the head teachers’ target population of 98 and 10 percent of the 691 target population of teachers. The researcher had a sample size of 79 subjects for the study (10 head teachers and 69 teachers). Data was collected using Questionnaires which were issued to the respondents. The questionnaire was research assisted. The researcher also used observation check list to investigate on existing practices on Teachers’ classroom discipline management. Test-retest was done to 8 respondents (1 head teacher and 7 teachers) from Matuga Sub-County to check the suitability or the validity of the instrument. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 21. The quantitative data obtained was analyzed using descriptive statistics which included percentages, frequency counts and inferences. The qualitative data obtained from the checklist was analyzed and discussed thematically. The results of data analysis were presented using frequency distribution tables and bar graphs. Study findings revealed a strong positive correlation between DM,TIM,IM and CTM, and dependent variable AP with p values as follows; (rs = .758, p = .000), (rs = .532, p = .000), (rs = .893, p = .000) and (rs = .857, p = .000) respectively which were statistically significant since the p-values are less than 0.01. The study revealed that, teachers’ classroom management practices influencing pupils’ academic performance include lack of; guidance and counselling techniques, enough skills to monitor pupils learning, follow up by headteachers on teachers, commitment to apply instructional management and proper time management by tutors. Recommendations include; Teachers to undertake in-service guidance and counseling programme, Teachers be inducted on better ways of monitoring Pupils learning and head teachers should follow up on teachers. There be organized regular capacity building seminars/workshops on teaching methodologies and the syllabi/curriculum designs be divided into the three terms of the year to ensure uniform coverage. The study also recommended areas for further study like; influence of Teachers Classroom Instructional Monitoring on Pupils’ Academic Performance and need of similar study be carried in other Counties in coast region to ascertain if comparable findings would be acquired for further generalization of outcomes
Influence of strategies adopted by school management in containing conflicts in public primary schools in Lamu County.
(IOSR Journal of Research & Method in Education (IOSR-JRME), 2020-09) Shee, Shemote Omar; Mwawasi, Benjamin; Kirigia, Paul Mwenda
Conflicts seem to be a continuous factor in leaning institutions these days and it is becoming a part of academic life. Schools frequently appear to be a field of disagreement and on occasion, they are perhaps a manifestation of problems in the community. For a school to be effective, individual members need to be able to work in a conflict free environment. The general objective of the study was to investigate on the influence of strategies adopted by school management in containing conflicts in public primary schools in Lamu County. Specifically, the study sought to establish the influence of competing strategy adopted by school management; the influence of collaboration strategy adopted by school management; the influence of avoiding strategy adopted by school management and the influence of compromising strategy adopted by school management in containing conflicts in public primary schools in Lamu County. The thesis was founded and based on the dual concern theory and max conflict theory. Target population for this study included 68 public primary schools of Lamu County and therefore targeted a population of 272 respondents comprising of the school’s head teachers, Deputy Head teachers, senior teachers respectively and Chairmen of Boards of Management. The sample size was 80 respondents randomly selected from the 68 schools in both Lamu East and Lamu West Sub-Counties. Data collected was analyzed using descriptive statistics (frequency, percentages, means and standard deviations), and inferential statistics (t-test) using SPSS software version 23. The study adopted a survey design where both qualitative and quantitative approaches were used to analyze data. Piloting of the study was done in 10 schools randomly selected which did not take part in the real research. Information about the number of schools is as recorded by the MoEST and the TSC County offices. This excludes the schools prone to frequent attacks by the Al-Shabab militia from both sub counties. Generally, it is hoped that findings of this research study will help improve the understanding of strategies to be adopted by school management in containing conflicts in public primary schools in Lamu County and their ultimate effects conflict resolutions. This study’s findings will also help improve on the future management of conflicts by head teachers, deputies, senior teachers and board members in public primary schools in Lamu County. The study concluded that school administrations have been adversely affected by lack of knowledge of conflicts management as most administrators handled conflict by trial and error approach because there were no specific procedures and methods of managing conflicts. The study therefore recommended that no one strategy is enough in conflict management and containment hence the study recommends that the school management to consider the utilization of at least two strategies in order to contain conflict. A blend of two or more strategies in containing conflict will enhance effective conflict management in public primary schools in Lamu County. It further recommended that; it is from the source of conflict where the best strategy shall be employed in containing the nature of conflict. It is therefore necessary to identify causes of conflict in an institution and subsequently suggest the best strategy to put in place.

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