| dc.description.abstract | The purpose of the study was to investigate the influence of headteachers initiatives on girl-child access to primary school education in Kajiado North district, Kenya. Five research objectives were designed to guide the study. To determine the extent to which headteachers have been mobilizing parents to support girl child education; to determine the extent to which headteachers provision of physical facilities influence girl's access to public primary education; to establish the extent to which guidance and counseling programme services put in place by the headteachers influences girl-child access to education; to determine the extent to which to which the school environmental factor such as school policies, sexual harassment and safety influence the access of girl-child education and establish the influence of role model on girl-child access in education in Kajiado North District.
This study was conducted using the descriptive survey design which is a method of collecting information by interviewing or administering a questionnaire to a sample of individuals. The sample for the study comprised of 70 headteachers, 240 teachers and 384 pupils. Data were collected by use of questionnaire and analyzed using statistical package for social sciences (SPSS version 12). The findings revealed that headteachers mobilization of parents influenced access to girl child education. Provision of physical facilities influenced girls' access to education. Headteachers' provision of guidance and counseling services influenced girl-child's access to education.
School environmental influenced girl-child access to education in Kajiado North district and it also revealed that provision of role models influenced girl child education.
Based on the findings of the study, it was concluded that headteachers' initiatives have influence access of girl-child education. The headteachers had put up several forms of mobilization of the parents to enhance girls' access in education. They have put up initiatives such as awarding the best girls in the schools so that other girls could be motivated; following up on girls' performance. The study also concluded that provision of physical facilities by the headteachers had an influence of girls' access to schools.
The study further concluded that headteachers' provision of guidance and counseling services influenced girl-child's access to education. There were guidance and counseling services in the schools. The findings also concluded that school environmental factors influenced girl-child access to education. Provision of role models influenced girl child education. For instance, head teachers indicated that they had provided the girls with role models to
interact with them and had done it frequently. Most of the teachers said community role models were invited to schools.
Based on the findings some recommendations were made in ways of promoting girls access to education. The government should post teachers and especially female headteachers who could be role models for girls and also handle girls' problems. The provincial administration should enforce policies on girl child education and protection by, for example, arresting parents who prevented their children from going to school. The study suggested that a study be carried out to establish the relationship between pupils' home background and girls' academic performance should be conducted. It was further suggested that a study to establish the relationship between headteachers and teachers' demographic characteristics and girls' access to education should be conducted. Lastly a study to determine the effect of gender policy on education and girls' access to education should be conducted. | en_US |
