School of Education and Social Sciences
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/321
Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
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Item Investment in Sports Talent Management Resources and Pupils’ Participation in Sports in Public Primary Schools in Kenya(International Journal of Academic Research in Business and Social Sciences, 2023-03) Mwangi, Muthoni Tabitha; Kigo, Josephat; Owiti, BeatriceSchools which are expected to provide the necessary institutional framework that can support talent development to its highest potential through a holistic learning framework. Sporting talents have, however, for the most part remained poorly managed at the school level where there is evidence that sports subjects are usually less emphasized compared to academic subjects. With the introduction of the competence based curriculum in Kenya in 2017, investments in talent management have demonstrably increased in terms of physical education in public primary schools across the country budget allocation per child per year from Kshs. 11.60 in 2016 for to Kshs. 38.68 in 2019. Therefore, the central question this study sought to answer was whether this investment was adequate to improve pupils participation in sports activities in primary schools in the country. School Wide Enrichment Model guided the investigations. Concurrent triangulation design was used targeting 271 school heads and teachers in charge of games from 68 public primary schools within Nairobi County, Kenya selected through systematic random sampling and purposive sampling techniques. Data was collected using questionnaires and analyzed using both descriptive and inferential statistics with the aid of Statistical Package for Social Scientists (SPSS) software. The results revealed that most schools in Kenya were still under resourced in terms of sports facilities and the existing ones were poorly maintained. The study, therefore, recommends that there is need for the schools managements to increase investment in sports resources specifically outdoor and indoor facilities and their maintenance.Item The Impact of Investment in Sports Teachers Training on Pupils’ Participation in Sporting Activities in Public Primary Schools in Kenya(European Journal of Education Studies, 2022-08) Mwangi, Muthoni Tabitha; Kigo, Josephat; Owiti, BeatriceThe introduction of the ‘Competence Based Curriculum’ (CBC) in Kenya’s basic education system in 2017 was meant to promote early identification of talents along with arts and sports among other talents. The realization of these can be best achieved through deliberate investment in talent development. One of the key investment and development areas is the training of sports teachers. However, the extent to which primary schools in the country invested in professional or ‘specialist’ training of sports teachers and its effects on pupils’ participation in sports was not well understood. Therefore, the main objective of the study was to establish the impact of investment in sports teachers’ training and its influence on pupils’ participation in sporting activities in Nairobi County, Kenya. Gardner’s theory of Multiple Intelligences theory guided the study. Concurrent triangulation design was used for the study which targeted 68 school heads and teachers in charge of games in 68 public primary schools within Nairobi County using systematic random sampling and purposive sampling techniques. Data was collected using questionnaires and was analyzed using both descriptive and inferential statistical methods with the aid of Statistical Package for Social Scientists (SPSS) software version 22.0. The results revealed that school investment in teachers’ training for talent management could significantly influence pupils’ participation in sports in primary schools in Nairobi County. However, presently there was a low investment in specialist sports teachers’ training. The study, therefore, recommends that; there is a need to emphasize that the sports teachers get at least one specialist training once posted as teachers apart from the general training they receive in the teacher training colleges.Item Analysis of Teachers’ Work Characteristics in Enhancing Discretionary Work Effort in Public Secondary Schools in Isiolo County(International Journal of Professional Practice, 2022-10) Makero, Jenipher Tharaka; Kathuri, Nephat, J.; Owiti, BeatriceThe Ministry of Education (MoE), Teachers Service Commission (TSC) and principals are expected to create a conducive environment that enable teachers to demonstrate discretionary work effort in secondary schools. This study aimed to assess the influence of teachers’ work characteristics on discretionary work effort in secondary schools in Isiolo County. The study was guided by Maslow’s Hierarchy of Needs theory. It utilized descriptive survey research design. The target population comprised of 720 teachers, 48 principals and 2 Directors (MoE and TSC) from 48 public secondary schools in Isiolo County. A sample size of 236 respondents was considered in this study. The simple random sampling technique was utilized in selecting school principals and teachers. Both Directors were purposively selected. Information for the study was acquired mainly through questionnaires and interview schedules. The reliability of the data was tested using Cronbach’s Alpha, while content validity of research instruments was assured accordingly. The frequencies, percentages and correlation analysis were used in the analysis of quantitative data, while common themes were identified from the qualitative data. The results of the study indicated that teachers’ attitude, mastery of the teaching content and co-workers support affected the degree to which teachers applied more effort for self-benefits and learners’ satisfaction. The study concluded that teachers’ work characteristics and teachers’ discretionary were positively correlated. The study recommended that the Ministry of education should provide training for teachers to enhance their mastery of content and foster professional commitment among teachers for improved discretionary work effort.