Faculty of Education (FEd)http://erepository.uonbi.ac.ke/handle/11295/80162024-03-29T01:30:35Z2024-03-29T01:30:35ZInfluence of Educational Resources on Quality of Education in Public Day Secondary Schools in Embu County, KenyaMbogo, Simon M.http://erepository.uonbi.ac.ke/handle/11295/1643092024-02-20T10:52:54Z2023-01-01T00:00:00ZInfluence of Educational Resources on Quality of Education in Public Day Secondary Schools in Embu County, Kenya
Mbogo, Simon M.
The realization of the significant role of quality education in economic growth and development of nations has led to the shift in focus in education development from access to its quality. Education in developing countries is characterized by high dropout and grade repetition rates, low enrollments and completion rates and poor test scores. One key feature, among others, of Kenyan secondary education is mass failure in the KCSE despite the government efforts to improve on quality of education. The intent of this study was to establish the influence of human resource staffing levels; adequacy of physical facilities; adequacy of teaching/learning resources; and adequacy of finances on ratio of quality grades; dropout rate; repetition rate; enrolments and completion rates. The study attempts to answer the following questions: What is the influence of human resource staffing levels on quality of education in public day secondary schools in Embu County? What is the impact of adequacy of physical facilities on quality of education in public day secondary schools in Embu County? How does adequacy of teaching and learning resources influence quality of education in public day secondary schools in Embu County? How does adequacy of financial resources affect the quality of education in public day secondary schools in Embu County? The study employed correlational research design. The study targeted 192 principals, 1743 teachers and 35124 students from all the 192 public secondary schools in Embu County. The study used a sample of 384 students, 97 teachers and 35 principals. The research instruments included questionnaires, interview schedule and observation checklists. From the correlation analysis student-teacher ratio and completion rate had a correlation of 0.625, adequacy of laboratories and enrolment rate had a correlation of 0.904 while cost of uniform and repetition rate had a correlation of 0.619. From the regression analysis the relationship between cost of stationery and dropout ratio was the most significant with a p-value of 0.000 followed by the one between the ratio of toilets to students and enrolment ratio with p-value of 0.001. The relationship between student-teacher ratio and completion ratio had a p-value of 0.003. The study did not find any significant relationship between adequacy of teaching and learning resources and quality of education. Based on these findings the study recommends that the government employs more teachers to alleviate teacher shortage. The government should also increase the maintenance and improvement fund and the tuition fund as well to enable the schools to acquire, maintain and improve their facilities and purchase the teaching and learning materials. The study also recommends for introduction of stipends to the very poor students to enable them afford educational expenses.
2023-01-01T00:00:00ZInfluence of Headteachers Management Practices on Job Satisfaction Among Teachers in Public Primary Schools in Nandi County, KenyaArusei, Paul T.http://erepository.uonbi.ac.ke/handle/11295/1643032024-02-19T10:31:03Z2023-01-01T00:00:00ZInfluence of Headteachers Management Practices on Job Satisfaction Among Teachers in Public Primary Schools in Nandi County, Kenya
Arusei, Paul T.
The objective of this research was to examine the impact of head teachers' management techniques on the level of work satisfaction experienced by teachers in public primary schools located in Nandi County, Kenya. The research was conducted with the aim of examining the impact of many factors, including: work allocation, recognition of teachers, career development opportunities, working conditions, and participatory decision-making facilitated by head teachers, on teachers' job satisfaction in public primary schools. The research was conducted based on the theoretical framework of the two-factor theory developed by Fredrick Herzberg in 1968, as well as the job characteristics model proposed by Hackman and Oldham in 1980. The research used a descriptive survey approach, including a target population of 691 primary schools. This group consisted of 32 Curriculum support officers, 691 head teachers, and 5470 instructors at public primary schools located in Nandi County. The study used a multi-stage simple random sampling technique to pick zones, followed by a simple random sampling method to choose 117 schools and 548 instructors. The method used for selecting instructors at the school was stratified simple random selection, resulting in a sample size of 5 Curriculum Support Officers. The data gathering procedure used questionnaires for head teachers and instructors, as well as an interview guide for the Chief School Officer (CSO). A pilot study was conducted to assess the validity. The reliability was assessed using Pearson's moment coefficient technique. The frequencies, percentages, and means were analyzed using inferential statistics, namely the Chi-square test and ANOVA. Based on the data obtained from testing the null hypothesis, the Chi-square test revealed a statistically significant relationship between head teachers' task allocation and job satisfaction (χ2 = 20.596, df = 8, p = 0.008 at a significance level of 0.05). Consequently, the null hypothesis (Ho1) was rejected, indicating that there is really a relationship between these two variables. The results of the Chi-square test (df=8, Pearson Chi-square (χ2) =4.566a, p=0.803 at a significance level of 0.05) supported the acceptance of the null hypothesis (Ho2), suggesting that there is no significant association between teachers' recognition and work satisfaction. The hypothesis Ho3 was found to be invalid. A significant link between career progress and work satisfaction was shown by the use of a one-way ANOVA test (F (4, 91) = 5,958.10, p = .000), (F (4, 91) = 4.211, p = .004). The hypothesis H04 was rejected since the results indicated a significant link between working conditions and job satisfaction, as shown by a one-way analysis of variance (ANOVA) test (F (4, 91) = 6.033, p = .000), (F (4, 91) = 4.096, p = .004). Hypothesis 5 (Ho5) was rejected, indicating a significant association between participatory decision making and work satisfaction, as shown by the results of a one-way ANOVA analysis (F (4, 91) = 5.642, p = .000), (F (4, 91) = 4.198, p = .004), and (F (4, 91) = 3.848, p = .006). The proposals propose that the government, namely the Ministry of Education, should prioritize the involvement of teachers in decision-making processes within schools regarding educational problems. This is to guarantee that the engagement of all instructors is of utmost importance, ultimately leading to work satisfaction among teachers. The Ministry of Education, in collaboration with Education Practitioners, should prioritize the exploration and promotion of theories that impact teachers and head teachers, as well as their work environment, with the aim of creating a conducive and supportive atmosphere for their professional endeavors.
2023-01-01T00:00:00ZSelected Administrative Practices Influencing Student Discipline in Public Secondary Schools in Kisumu County, KenyaOwuor, Emmily A.http://erepository.uonbi.ac.ke/handle/11295/1643002024-02-16T10:13:03Z2023-01-01T00:00:00ZSelected Administrative Practices Influencing Student Discipline in Public Secondary Schools in Kisumu County, Kenya
Owuor, Emmily A.
The globe's educational institutions face a serious challenge from instances of student
disobedience. As a result, school administrators are expected to put in place proper measures
in order to secure learning environments that are free of disturbances brought on by unruly
behaviour. With over 114 occurrences of arson in 2016 as well as the annual cancelling of the
KCSE examination for some schools, student indiscipline issues in Kenya have gotten worse
over the last ten years, raising concerns about the efficacy of administrative policies. The
purpose of this investigation was to evaluate the influence of particular administrative
methods on student behaviour in public secondary schools in Kisumu, County, Kenya. The
objective of the investigation was to determining the influence of communication methods on
students' behaviour, evaluating the influence of students' participation in decision-making on
their behaviour, assessing the influence t of welfare management on students' behaviour,
determining the influence of administration of school rules on students' behaviour, and
evaluating how education policies in public schools moderate the influence of certain
administrative practices on students' behaviour. The General Systems Theory by Ludwig
Wittgenstein, which views educational institutions as systems that can be positively or
negatively influenced by their surroundings, served as the study's main theoretical framework.
Cross-sectional survey design and a mixed-methods technique were used in this study. The
study targeted 225 Kisumu County public secondary schools, seven Sub County Directors of
Education officers, 225 principals, 225 disciplinary masters, as well as 225 student council
leaders adding up to 682 respondents. The sample size for this study, which was 439, was
determined using Yamane's methodology. The study sample included seven (7) sub county
education officers, 144 student council leaders, 144 discipline masters, and even the
principals of 144 schools. Leaders of the student council and discipline officers filled out a
questionnaire to provide statistics. Data was gathered through interviews with Sub County
Directors of Education and school principals. The documentation of administrative
procedures and student disciplinary measures was gathered using a document analysis guide.
Face, content and construct validity index were employed to check instrument validity. Based
on data from a pilot research involving 22 schools, the reliability of the instrument was
evaluated using the split-half test method. Regressions and descriptive statistics were
employed to analyse the data. Results revealed that judgments of student discipline based on
communication strategies, student participation in decision-making, management of student
welfare, and application of school rules did not differ significantly from one another. The use
of communication strategies (B=.284; p=.000), student participation in decision-making
(B=.236; p=.000), student welfare management (B=.109; p=.002), administration of school
regulations (B=.381; p=.000), and students' discipline all showed a significant link. When the
moderator, education policy, is taken into consideration, administrative procedures account
for around 63.2% of the variation in students' behaviour, with welfare management
(Welfare*Policy) having the biggest effect (Beta=.122). this study concludes that
administrative practices: communication methods, student involvement in decision-making,
welfare management, and administration of school rules are major predictors of students'
behaviour in public secondary schools when used in consideration of education policy on
discipline management requirements. It is recommended that administrative procedures for
handling student disciplinary issues should be put into effect within the constraints of
educational policy. Further research should be done on the influence of policy-based student
welfare management strategies on student discipline in public secondary schools.
2023-01-01T00:00:00ZInstitutional Factors Influencing Access to County Vocational Education and Training Institutions in Makueni County, KenyaNgulu, Onesmus M.http://erepository.uonbi.ac.ke/handle/11295/1642992024-02-16T09:08:02Z2023-01-01T00:00:00ZInstitutional Factors Influencing Access to County Vocational Education and Training Institutions in Makueni County, Kenya
Ngulu, Onesmus M.
The purpose of this study was to investigate the influence of institutional factors on
access to County Vocational Education and Training institutions in Makueni
County, Kenya. The study was informed by the existence of a large number of
youths in the County who have not enrolled in County Vocational Education and
Training Institutions (CVETIs). This denies them an opportunity to acquire relevant
employable skills, which contribute to significant dependency ratio, high
unemployment cases, engagement in drug and substance abuse and other socialevils.
They are vulnerable and poorest in a total population of (26%). The youths
are left with no option but to destroy their environment to survive. Technical
Vocational Education and Training (TVET) remains the first paramount step from
being unemployable to employability. The study was based on four specific
objectives; to find out the extent to which relevance of training courses, adequacy
of training facilities and equipment, career guidance and adequacy of competent
instructors influences access to CVETIs. Adopting the Human Capital Theory
(HCT), the study employed descriptive research design. The study targeted 28
registered Public Vocational institutions in Makueni County. Stratified simple
random sampling and purposive sampling techniques were used to obtain a random
sample of 21 managers, 87 instructors and 316 trainees drawn from 21 randomly
selected Vocational institutions. Questionnaires, interview schedule and an
observation check list were used to collect data. The instruments gave both
qualitative and quantitative data. Reliability of the research tools was determined
by computing the Cronbach’s alpha reliability coefficient using Statistical Package
for Social Science (SPSS). A coefficient of (0.772 to 0.92) was obtained. The data
was cleaned, coded, processed and analyzed. Quantitative analysis used descriptive
and inferential statistics computed using a computer programme (SPSS version 23
computer package). Descriptive statistics were generated and used in describing
and discussing the research findings. Statistical tests were done using a T-test and
one-way analysis of variance (ANOVA) at 95% Confidence Interval of the
difference (α=0.05). The finding of the study revealed that, vocational training
courses have not kept the phase of advancing technology in the industry and they
less meet the labour market requirements, hence not attracted prospective trainees
who meet the minimum admission requirements. The training facilities and
equipment in most vocational institutes are inadequate, technologically irrelevant
and not meeting the standards of the industry. Most of the vocational institutions
have no organized and functional career guidance departments to provide in-depth
information on individual courses which is an ingredient for successful career
progression. The instructors were found to be inadequate and missed industrial
experiences, which are an important ingredient for knowledge and skills transfer.
The study recommends that; the institutions should provide technologically
relevant training equipment and establish functional career guidance departments.
Reviewing the vocational education and training curriculum to create a sustainable
linkages and collaboration with the private sector, employers and the labour market
is necessary. Refresher training programme and industrial attachment would enrich
the instructors’ training capacities.
2023-01-01T00:00:00Z