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    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, Beatrice
    Schools 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.
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    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, Beatrice
    The 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.
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    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, Beatrice
    The 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.
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    Identification of learning disabilities for implementation of individualized educational programme in taita-taveta county, public primary schools
    (KEMU, 2020-01) Mwabili, Jeslinah Waleghwa Mwagodi; Kathuri, Nephat Justus; Owiti, Beatrice
    The purpose of this study was to assess implementation of Individualized Educational Programme (IEP) by teachers, on learners with LD in Kenya. Specifically, the study sought to establish how teachers identify learners with learning disabilities. The study was grounded on Constructivist Theory of Instruction by Bruner, (1966). The study adopted descriptive research design and targeted 226 teachers trained in Special Needs Education (SNE), distributed in 46 public primary schools, the study sample comprised of 45 teachers and nine head teachers. The study was limited to teachers trained in Special Needs Education (SNE), and their respective head teachers, in public primary schools in Taita-Taveta County, Kenya. A questionnaire with simple and precise questions was formulated to adequately provide information on the research objectives and help to achieve meaningful conclusions on the topic of study. Test-retest method was applied to assess the reliability of the data collection instrument. Data collected was coded, cleaned, categorized and processed using Statistical Package for Social Sciences (SPSS). Information analyzed was presented using tables and charts, accordingly. The results of this study provide useful information on effective use of IEP strategies by teachers. The results indicated that most teachers identified pupils with LD through writing, reading, comprehension, speech, behaviour, and their academic performance. Teachers, head teachers, assessment personnel, parents and other professionals were involved in the process of identification. Parents, especially mothers, were more concerned about their children's school work, and attended meetings organized by the school to discuss about their children’s academic problems. It was concluded that mechanisms that were used to identify students with LD in schools were mainly through assessing their performance, reading, writing and comprehension, levels of concentration in class, use of checklists in specific areas and their speech and behaviour. It was recommended that parents, classmates/peers and doctors, should be more involved more in identifying learners with LD. Frequency of teacher’s updates to the head teachers should be increased to enable teachers carry out early intervention measures. There is a need to encourage fathers to be more concerned about their children's school work, and further attend meetings organized by the school to discuss about their children’s academic problems.