| dc.description.abstract | Kenya's environment has continued to deteriorate despite varied efforts that
include infused Environmental Education. The purpose of the study was to
investigate the head teachers' instructional leadership role in the implementation
of Environmental Education in secondary schools in Siaya District.
Transformational Leadership Theory guided the study.
Survey and naturalistic designs were used. The sample consisted of six boys',
six girls', and eighteen mixed schools obtained by stratified random sampling. A
total of 1076 participants took part: 860 Form Four students (446 boys and 414
girls) obtained by purposive then random sampling, 183 teachers (66 females and
117 males) by random sampling, 30 head teachers of the selected schools, and one
officer each from Kenya Institute of Education (KIE) , Quality Assurance and
Standards (QAS), and the District Environment Offices by purposive sampling.
Teacher and student questionnaires were administered in person. Two interview
guides, an observation checklist, and a document analysis guide were also used to
collect data. Validation was done by experts in educational administration from
CUEA who read through the instruments. Reliability was determined by split half
method. Descriptive and inferential statistics were used to analyse quantitative
data. Data from interviews were transcribed, reconstructed and analysed using
narratives.
The study findings: The head teachers' were not able to facilitate adequately
the resources required to integrate Environmental Education. Chi-square (i) test
for the association between Instructional Leadership Mean Score (ILMS) and head
teachers' sex, age, and teaching experience showed the variables were independent
(p-values of 0.582, 0.378 and 0.523 >0.05 respectively hence we fail to reject the
null hypotheses that the variables are independent); the results for the relationship
between ILMS and head teachers' qualification showed the variables were
dependent (p-value of 0.035<0.05 hence we reject the null hypothesis that the two
variables were independent). The test for Students' Mean Attitude Score (MAS)
and head teachers' sex, age, and qualification had p-values of 0.414, 0.392, and
0.392>0.05 respectively hence we fail to reject the null hypotheses. In conclusion
the variables, Mean Attitude Score and the head teachers' background
characteristics were independent. ANOVA test showed there was no significant
difference in attitude between male and female students to acquisition of
knowledge and skills by all and as individuals (p-values 0.738 and 0.364>0.05; we
fail to reject null hypothesis); and that there was a significant difference in attitude
between male and female students towards enjoying environment related clubs and
community service (p-values of 0.039 and 0.005<0.05 respectively hence we reject
null hypothesis).
The study recommendations: The development of teacher resource centres in
the district for head teachers to access teaching aids easily for teachers' use. The
government should provide adequate funding to enable head teachers take greater
responsibility III facilitating resources for effective implementation of
Environmental Education. The head teachers need to attend seminars to enhance
the development of supervisory and interpersonal skills to enable them create an
enabling environment for learning and teaching as seminars also address and
clarify the objectives of Environmental Education. Head teachers and other
stakeholders could organize programmes at district level on Environmental
Education to increase collaboration between schools. Head teachers should take
advantage of the positive attitudes some students have to encourage participation
in environment related activities. | en |
