| dc.description.abstract | The purpose the study was to investigate head teacher factors influencing
participation of orphans and vulnerable children in public primary schools in
Ndhiwa Sub County. It sought to establish how head teachers organization of
guidance and counseling program for teachers, head teachers competence in
instructional resource mobilization, head teachers sensitization of teachers on
OVC and head teachers networking with stakeholders on OVC issues affect their
participation. The study was anchored on Abraham Maslow’s advanced theory of
human needs and motivation (1943). The study was a descriptive survey research
design where the target population consisted of 40 public primary schools and
head teachers, 74 teachers and 140 OVC within Ndhiwa Sub County. Simple
random sampling method was used to pick the schools, head teachers, teachers
and OVC. The study used questionnaires and focus group discussion as research
instruments for data collection. Descriptive statistics was used to analyse the
quantitative data obtained. The statistics used frequency counts and percentages.
Qualitative data was analysed by assigning open-ended response to specific
response categories each of which was assigned a specific value. Further, the
qualitative data was analysed by organizing them into similar themes and tallying
the numbers of similar responses. The study established that organization of
guidance and counseling programs by head teachers has an influence on the
participation of OVC in school as it affects their attendance; make them cope well
in school; and build their confidence. Head teachers’ competence in instructional
resource mobilization affects OVC participation in education as mobilization of
stakeholders and NGOs support OVC readiness in learning. Sensitizing teachers
on OVC by head teachers influenced OVC participation in education as it creates
a conducive environment which is learner friendly. Head teachers’ networking
with stakeholders influence OVC participation in education. Sustainability of
stakeholder and NGO programmes lead to enrolment and attendance of OVC in
school. From the research several recommendations are made; The Ministry of
Education should enhance the participation of OVC in school especially the boy
child to achieve gender parity in education. The head teachers should pay more
emphasis on creating conducive environment for the OVCs to feel accommodated
and encouraged to participate in the teaching/ learning process. Head teachers
should ensure that programmes that improve participation of OVC in education
are sustained. Suggestions for further studies have also been given which include;
Socio-economic factors that influence the participation of orphans and vulnerable
children in public primary schools. A replica of the study should be carried out in
other areas to establish further the factors influencing OVC participation in
education. | en_US |
