School-Based Factors Influencing Integration Of Child’s Rights In Public Primary Schools In Kakamega South Sub-County, Kakamega County, Kenya Cecilia Mutambo
Abstract
The purpose of this study was to investigate school-based factors influencing
integration of child rights education in public primary schools in Kakamega South
Sub-County. The study objectives were: to establish the influence of child-centred
teaching strategies on the integration of Child’s Rights, to establish the extent to
which availability of physical facilities influences integration of Child’s Rights, to
determine the extent to which teacher training influences the integration of
Child’s Rights, and to examine the extent to which availability and effective use
of instructional resources affects integration of Child’s Rights. The study
employed a descriptive survey design targeting all the 85 head teachers, 956
teachers and 1,907 class eight pupils in Kakamega South Sub-County. Out of the
targetted population, seventeen (17) head teachers, ninety five (95) teachers, and
190 pupils from all the public primary schools were sampled. Questionnaires for
head teachers, teachers and pupils were used for data collection. Instrument
reliability was established at 0.80, 0.73, and 0.75 respectively. Data was both
qualitative and quantitative. Quantitative data collected was coded and entered
into an SPSS programme for analysis. Qualitative data was put under themes
consistent with the research objectives. The study noted that most teachers were
professionally qualified. The results further indicated that professional
qualification of a teacher in child rights education was vital for the integration of
children’s rights education in primary schools. In addition, the study established
that physical facilities played an important role in the integration of child rights
education in schools. The study findings also indicated that inadequate
instructional materials in most schools in Kakamega South Sub-County were
impacting negatively on the integration of child rights education. It was concluded
that inadequate professional qualification of a teacher in child rights education
was hampering the integration of children’s rights education in primary schools. It
was also concluded that availability of physical facilities in schools influenced the
extent of integration of child rights education. The study further concluded that
availability of instructional materials on child rights education influenced the
extent to which child rights education was integrated in the school curriculum.
Finally, it was concluded that the level of teachers’ training through in-service
courses was important in the integration of child rights education. The study
recommended that teachers should be encouraged to attend in service training on
child rights education; more funds should be spent on acquisition of physical
facilities and instructional materials and the ministry of education should facilitate
teachers’ in-service courses in primary schools. The study suggested that a similar
study should be conducted in a different location
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
The following license files are associated with this item: