Institutional factors influencing implementation of children’s rights in public primary schools in Nyatike District, Migori County, Kenya.
The purpose of the study was to investigate the factors that influence implementation of children’s rights education in public primary schools in Nyatike District. The study in particular sought to examine the extent to which children’s rights to learn and be taught are implemented; the extent to which head teacher influences implementation of children’s rights to air their views and be listened to; the extent to which the professional level of teachers’ training influences implementation of children’s rights against corporal punishment; and the extent to which availability of learning facilities and resources influence implementation of children’s rights to play and relax. This study adopted the descriptive survey design. Stratified and simple random sampling was used to select 27 head teachers, 174 teachers and 378 pupils and thus a sample size of 580 respondents. This study used semi-structured questionnaires schedule interview to collect data from 27 public primary schools head teachers, 174 teachers and 378 class eight pupils while interview guide assisted in collecting data from the DEO for Nyatike district. The study generated both qualitative and quantitative data. For the quantitative data, analysis of the data was done through descriptive statistics by use of frequencies and percentages. The qualitative data was organized into themes corresponding to the study objectives. Content analysis was then used for analysis. From the findings, half of head teachers in Nyatike constituency do not allow their teachers to be violent to pupils while most of the head teachers do not involve their pupils in administrative decisions and the teachers. Majority of teachers are well experienced to handle issues and implement children’s right against corporal punishment with most of pupils being are allowed to participate in extra curriculum activities. From the study it was concluded that, 46.2 percent of public primary schools have the problem of school-based mental violence subjected on pupils. It was also revealed that, 53.8 percent of pupils are allowed to air their views to the administration or even get involved in administration decision. On the basis of these findings, the researcher recommends that the Ministry of Education should ensure the existing laws on children’s rights are fully implemented and guide in formulation of new provisions that promotes children rights education. This would ensure that there is no mental violence for pupils in primary schools. The Teachers Service Commission should also organize periodical training on teachers and head teachers that would impart them with more knowledge and skills on how to handle disciplinary cases instead of using corporal punishments on pupils.