6 research outputs found
Enhancing Completion Rates in Public Day Secondary Schools in Kenya; the Role of Government Bursary Subsidy
No full textThe purpose of the study was to investigate the influence of Government Bursaries on completion rates in public day secondary schools in Kitui County, Kenya. The journal is based on findings of a study conducted in 2017. The objectives of the study were; to investigate the influence of government bursaries on retention rates in day secondary schools in Kitui County; to assess the influence of government bursaries on dropout rates in day secondary schools in Kitui County; to assess the role government bursaries on retention rates in day secondary schools in ASAL areas of Kitui County; to assess the relationship between government bursaries and completion rates in day secondary schools in Kitui County. The study adopted descriptive survey research design. The study sample was 119 principals of public day secondary schools in Kitui County, 16 treasurers of Constituency Bursary Fund and one County Director of Education. Data was collected using a questionnaire, interview schedules and document review guide. Validity of the research instruments was ascertained through piloting and expert judgement. A test-re-test technique was used to assess reliability of the research instruments. The scores were correlated to get the co-efficient of stability using Spearman’s coefficient of correlation and an instrument reliability value of 0.823 was obtained. Descriptive and inferential statistics was used to analyse data using Statistical Package for Social Science (SPSS). Chi-square (χ²) was used to analyse hypothesis. The study found that government bursaries given to day secondary schools were not adequate to finance education expenses of the learner; the study further found that government bursaries increase retention rates in day public secondary schools; The study also found that government bursaries ensures learners in public day secondary schools in ASALs benefit from education. The study recommended that government should allocate more funds for bursaries in public day secondary schools. The study concluded that there is no consistency in disbursement of government bursaries in public day secondary schools
Principals’ Management Styles and Students’ Unrest in Public Secondary Schools in Nairobi County, Kenya
No full textThis paper is just a sample template1* for the prospective authors of IISTE Over the decades, the concepts of holons and holonic systems have been adopted in many research fields, but they are scarcely attempted on labour planning. A literature gap exists, thus motivating the author to come up with a holonic model that uses exponential smoothing to forecast some quantitative The nature of students’ unrest in schools has taken a dramatic turn for the worse. These findings are based on a study conducted in 2009.The study sought to establish the management styles used by principals and their influence on students’ unrest in public secondary schools in Nairobi County.A descriptive research design was used. A sample of 15 principles, 60 class teachers and 600 students were selected using stratified, simple random and purposive sampling methods. Data were collected using questionnaires and interview guide. Inferential and descriptive statistics were used to analyze data. The studyfindings were that, there was no clear management style that was predominant in the schools surveyed. The findings also showed that;mock exams, diet, bullying, high handedness of principals, pressure from other schools, transfer of principals, lack of communication between students and the principals, poor facilities, and drug and substance abuse were common causes of students unrest. All the respondents indicated that; principal’s management style influences student’s unrest in secondary schools. Head teachers’ gender, qualifications, experience and age also influenced unrest in secondary schools. The study concludes that; principals use various styles in managing schools. The study recommends that school administrations need to enhance communication among various stakeholders in the school through dialogue. Key words; Management style, Principal, Students unrest, Count
Influence of Teacher Competency on Integration of ICT in Teaching and Learning in Public Secondary Schools in Machakos
No full textThis study was set to investigate the influence of teachers’ competency on the integration of ICT in teaching and learning in public secondary schools in Machakos County. The study hypothesis was that: There is no significant relationship between teacher competency and the integration of ICT in teaching and learning. The study used a sample of twenty one (21) secondary school head teachers and one hundred and twenty six (126) teachers. The study used questionnaires to collect data. Data was analyzed using descriptive and inferential statistics. The study established that majority of the head teachers and teachers had basic ICT literacy while only a few head teachers and teachers integrate ICT in teaching and learning due to their limited competency in ICT skills. The study findings showed a significant relationship between teacher competency and ICT integration. The study recommended that there is need for secondary school teachers to be trained in ICT integration in their subject areas in teaching and learning. The study also recommended that the Ministry of Education should ensure that all teachers train in ICT so as to acquire skills for teaching and learning
Academic Capacity Building for Teachers as a Determinant of Student's Performance in Public Secondary in Kenya
No full textEducation is an important ingredient in the progress and changes of countries the world over. The purpose of the study was to determine the influence of capacity building for teachers on students’ academic performance in public secondary schools in Kenya. The article is an extract from a study done in public secondary schools in the Yatta sub-county, Machakos County, Kenya. The study was guided by the instructional leadership model. This study adopted a descriptive research design, survey method. The study was conducted among 247 respondents comprising 19 principals and 228 teachers. The study employed stratified sampling techniques and simple random sampling techniques. Data collection was done using questionnaires for principals and for teachers. Data were analysed using Statistical Package for Social Sciences (SPSS). The findings revealed a strong positive correlation between the principal’s involvement in capacity building for teachers and students’ academic performance from the principal’s perspective. However, the results of the teacher’s questionnaires indicated a weak positive correlation between the principal’s involvement in capacity building for teachers and students’ academic performance. The study concludes that principals' capacity building for teachers positively influences the student’s academic performance. However, capacity building in most schools has not been implemented appropriately. It was; thus, suggested that all principals working in public secondary schools enhance capacity building for teachers to ensure that they are always motivated which will in turn help to improve the student’s academic performance. Capacity building should be done in consultation with the teachers for it to be effective. It should be a policy from the ministry of education that capacity building for teachers is improved in all public schools
Principals’ Gender and Management Effectiveness in Secondary Schools: Case of Mtito Andei Division, Kenya
No full textEducational leadership has a critical role in the transformation of society, and for change to happen, effective leaders are key. The purpose of the study was to determine the effects of principals’ gender on management effectiveness in secondary schools in Mtito-Andei Division, Kenya. The study sought to establish the relationship between the Principals’ gender and their effectiveness in management of the discipline, staff, students and school finance. The study used ex-post facto research design. Simple random sampling was used to select the respondents for the study. The sample size was 28 principals and 140 teachers. Data was collected by use of questionnaires and interview schedules and was analyzed by use of descriptive and inferential statistics. Conceptually, the chi-square test of independence statistic was computed. In hypotheses the four scores in management of discipline, management of staff personnel, management of students and management of financial resources were converted from continuous data to discreet data (categories) respectively and then Chi-square used to test the hypotheses. The researcher adopted a significance level of 0.05. The results of the data analysis show that there was a significant relationship between the principals’ gender and effectiveness in management of discipline. It was also found out that there was no significant relationship between the principles gender and their effectiveness in personnel management, student management and financial management.. The study recommends that the teachers’ employer (The Teachers’ Service Commission) should consider gender while promoting deputy principals to become principals in order to ensure that there is gender equity in the secondary schools. Keywords: Principals’ Gender, Management effectivenes
Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners' Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya
No full textAlthough the Government of Kenya has been boosting effort in implementing free and compulsory education policy, transition from primary schools to secondary schools, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. Hence the study purposed to determine the relationship between learners’ entry behavior and implementation of free and compulsory education in public day secondary schools in Kitui County, Kenya. The study was underpinned on Liberal Educational Theory (LET) and used a descriptive study research design. The target population for the study was 655; 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). Data were collected from a sample of 182 respondents; 164 principals, 17 (PA) chairpersons and the Kitui CDE. Data were collected by use of questionnaire for principals, interview schedules for CDE and PA chairpersons and document review analysis. Qualitative data were analyzed based on emerging themes, while quantitative data were analyzed using descriptive statistics. Hypothesis testing was done using the Pearson Product Moment Correlation Coefficient (Pr) method at a significance level of 0.05. The study findings showed that there was a negative and significant relationship between learners’ entry behavior and the implementation (transition, retention and completion) rates (r = -.678; p≤ .01). In view of the forestated results, the study made conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education. On this basis, the study recommended, among others that secondary school principals should adhere to the policy of admitting candidates regardless of marks obtained at KCPE and promote learners to the next class regardless of performance in previous formative examinations. This, would enhance prospects of 100 % transition, retention and completion in public day secondary schools in Kitui County and Kenya in general
