Educating Female learners is educating the whole generation. Female managers are faced with physical as well as psychological challenges. Female managers have to balance work at work as well as work at home. Female head teachers face managerial challenges when heading institutions. These challenges are prominent in schools partly due to male dominated world. Cultural orientations and Stereotypes demand that female teachers to be submissive. That female teachers go for maternity leave hence a great challenge i deciding whom to leave in charge.
Provision of quality secondary school education is important in generating opportunities and achieving benefits of socio-economic development. Among the strategies adopted for expanding access to secondary school education in developing countries and particularly in Kenya are to subsidize fees in secondary schools. The purpose of this book was to examine the administrative challenges facing public secondary schools in the introduction of subsidized secondary school education in Nakuru municipality of Kenya. The book recommends that the Government of Kenya (Ministry of Education) should consider mobilizing resources to increase the allocation of funds disbursed to schools, revision of policy on funds disbursement with a view to ensure timely disbursement, allocation of resources to support financial education and management training workshops for school heads, integration of information technology in school management, organization of regular refresher courses to improve skills for the school head teachers and all persons involved in the school management.
‘Challenges Facing Teen Mothers in Secondary Schools,’ is based on information from teen mothers on the experiences they face in schools upon re-admission. With first hand information from teen mothers and other key respondents, the book exposes the difficulties of simultaneous parenting and schooling despite the teen mothers’ tender age and inexperience. Health and emotional issues related to premature births and parenting and which pose great difficulties in the learning process are also discussed. In addition, it explores the roles of school heads, teacher counsellors and students in alleviating or causing teen mothers’ social trauma which emanates from lack of acceptability and accommodation among peers in school. The book pays special attention to the implementation of the re-entry policy that should see such mothers comfortably re-admitted and perfectly accommodated among their school mates while pertinent issues and assumptions of education administration in Kenya related to education accessibility. This book will appeal to head teachers, parents, teachers, teacher counselors, students and policy makers in the Ministry of Education.
This book assesses leadership behaviours of high school principals in terms of balance between initiating structure and consideration dimensions and their relationship to performance of students’ in the national examination, Kenya Certificate of Secondary Education (KCSE) that marks the end of secondary school education. It investigates whether demographic factors of age, education level, gender and administrative experience of head teachers as well the categories of schools affect these leadership behaviours. The book shows that head teachers emphasise initiating structure more than consideration, that female head teachers were significantly stronger than their counterparts on both leadership dimensions. It also reveals that performance of students related negatively to initiating structure dimension of principals’ leadership and positively with consideration dimension. This book is highly recommended for lecturers, students and researchers of school management.
The Kenyan Government introduced Free Primary Education (FPE) in 2003 in all public schools. This study examined administrative stress, coping strategies and the impact of stress on performance of Kenya public school head teachers as a result of the implementation of FPE.This was a two phase descriptive survey where questionnaires and interviews were used to collect data from primary school head teachers from Samburu District, Kenya.A random sampling was used to select headteachers who participated in phase one of the survey to respond to the questionnaire while a purposive sampling technique was used to select headteachers who participated in interview.Data collected were analyzed using descriptive statistic; percentage,frequencies, ANOVA, and narrative. The study showed that primary school head teachers experience moderate level of administrative stress.They are also,aware of some of the strategies they can use while under administrative stress. Also, the study found out that stress affect job performance of the head teachers.
Many policies have been put in place for the last two decades to enhance both male and female participation in secondary schools headship. However,females are under-represented in educational management.In Kenya,gender balance is given emphasis by the government for all public sector appointments.However,in Vihiga District in Kenya, male teachers dominated headship positions in mixed secondary schools. Out of the 34 head teachers in mixed secondary schools, only 8 (24%) were female while 26 (76%) were male. The purpose of this study therefore was to investigate factors influencing gender imbalance in appointment of head teachers in mixed secondary schools in Vihiga District. The study examined government policies, headship qualifications, staffing practices and social cultural factors from the perspectives of stakeholders: Findings showed that the factors influencing gender imbalance were: unwillingness of female teachers to take up headship post; fewer female teachers; inappropriate school location; failure by female teachers to apply for headship; female head teachers transfers; limited vacancies; male leadership dominance and school leadership traditions among others.
The purpose of this study was to investigate challenges emanating from school based selection and recruitment of secondary school teachers in Mombasa County faced by Board of Governors (BOG). Although the Government of Kenya has strategies to enhance equality and distribution of teachers in Kenya, there have been challenges in decentralization of teachers’ recruitment in Kenya public secondary schools. Objective number one was to determine factors affecting teachers’ recruitment in secondary schools. Objective number two was to establish criteria used by BOG in selection and recruitment of secondary school teachers. Objective number three was to establish personnel and political factors that affect BOG members in their role of selection and recruitment of teacher’s recruitment. Objective number four was to determine other challenges BOG faced in teachers’ recruitment and how they were resolved.
Despite the completion of all cycles of SMASSE project with nearly all teachers having undergone training on effective teaching approaches of ASEI/PDSI. The study used survey design to investigate the challenges facing mathematics eachers in implementing SMASSE skills. The study used questionnaire for Teachers and deputy principals in gathering information. The following were found to be the challenges in the implementation of SMASSE inset: that the application of SMASSE skills is time consuming hence might not allow the teachers to cover syllabi in time required in some of the schools, large workload that is brought by high teacher-learner ratio in all the schools in Kenya, inadequate facilities in the schools to enable teachers implement the skills, indifferent learners in some of the schools, there was poor training during the INSET.
The performance of Mathematics at Kenya Certificate of Primary Education has remained low compared to other subjects at this level (KNEC, 2006,2007,2008). This study investigated the factors affecting the teaching and learning of Mathematics in selected public primary schools in Usian Gishu between the period of May and July 2010. The study was guided by the following objectives: to establish the teacher, learner, syllabus and school-related factors affecting the teaching and learning of Mathematics and to determine challenges faced in Mathematics teaching and learning in primary schools. The study employed a descriptive survey study design and was guided by the education production function theory. The study population comprised of head teachers, teachers and pupils in public primary schools in Usian Gishu of Rift-Valley province. Stratified random sampling was used in selecting 15 schools for participation in this study. Purposive sampling was used to select fifteen head teachers and 45 teachers of Mathematics for inclusion in this study.
The purpose of this study was to determine the nature, trend and factors that cause wastage in form of drop-outs and repetition in secondary schools in Murang’a East District in Kenya.It was guided by the following objectives: To investigate the magnitude of wastage in secondary schools; to find out the causes of wastage in secondary schools; to determine the classes where wastage is rampant; and to establish corrective measures that can minimize repetitions and dropouts. The study was conducted using a descriptive survey design and it targeted all the head teachers, teachers and students in day and boarding secondary schools. The sample comprised of 20 head teachers, 120 teachers, and 400 students randomly selected from the 20 sampled schools in the district. Data was collected using questionnaires for head teachers, teachers and students, an interview schedule for the District Education Officer and observation schedule for physical resources such as classrooms, libraries. It was then analysed using quantitative and qualitative statistics and the results are presented here in.
This book highlights important areas concerning induction and orientation of teachers in schools. These areas include: Objectives of induction and orientation of teachers; components of induction and orientation programmes; benefits of induction and orientation to teachers; demerits of non induction and orientation of teachers; guidelines for a better induction and orientation process; challenges facing induction and orientation of teachers in Kenyan secondary schools and a brief comparative study of induction and orientation of teachers in Britain. The book is a product of a MEd Degree Research Project which was carried out in the larger Taita district, Kenya in 2010. The study was guided by the following objectives: To establish the status of induction and orientation of teachers in public secondary schools in Taita District; to find out the benefits of induction and orientation of teachers; to establish the induction related challenges facing beginning teachers in the execution of their duties and to investigate the challenges facing induction and orientation of teachers in public secondary schools in Taita District.
Study sought to establish problems head teachers faced in management of curriculum implementation in schools. Descriptive survey was used and sample of 56 head teachers (74%) was randomly selected from head teachers in the district. Findings indicated that head teachers faced several challenges in school management. Conclusions of the study were that head teachers faced serious challenges in the management of curriculum implementation, physical facilities and material resources, teaching staff personnel and students discipline. Recommendations were that government should help to mitigate situation by releasing funds for free secondary education, early in the beginning of the year and help to provide facilities such as laboratories and equipment. Board of governors and PTA should combine efforts with head teachers to deal with the many challenges of school management.
The study aimed at establishing factors influencing the implementation of NFE in non formal schools of informal settlements of Mukuru Kwa Njenga, Nairobi Kenya. The study endeavoured to identify the challenges faced by NFE sector in non formal primary schools of Mukuru Kwa Njenga informal settlements. It also sought to establish the administrative challenges that head teachers face as result of lack of qualified and professional teachers, teacher turnover, teachers’ attitude towards NFE, inadequate physical facilities and inadequate of teaching/ learning resources. The study was based on A Theory of Change. The research design used in this study was descriptive survey. The target population was the NFSs of the informal settlements of Mukuru Kwa Njenga. The research instrument used was one set of questionnaire to the head teachers, teachers and students. In data collection twenty schools were used whereby one was used for piloting and nineteen for final study. The respondents were primary school heads of non formal schools, teachers and students of NFS. The data was analyzed using frequencies and percentages for easier interpretation.
The aim of Free Primary Education programme in Kenya is to provide opportunities, especially for the individuals from low economic background. However, this goal is achievable if the funds sourced and disbursed to public primary schools are effectively utilized. The purpose of this study was to investigate the factors influencing the utilization of Free Primary Education funds in public primary schools within Nakuru Municipality. The findings show that all head teachers, had undertaken some form of financial training to enable them effectively utilize Free Primary Education funds. However, the level of Free Primary Education funds utilization in public primary schools was inadequate. The main factors affecting the utilization of Free Primary Education funds were: insufficient funding, delay in disbursements, high pupil enrolment levels, high cost of materials, inadequate teaching materials, lack of teacher motivation, inadequate teaching staff, and illiteracy of some committee members. The study recommends that the Government of Kenya, through established structures in the Ministry of Education, should mobilize resources to mitigate administrative factors arising from this study.
This book is about orphans enrollment in Primary schools and its Challenges to Headteachers Administrative Tasks in Kenya and it suggests ways of coping with the Challenges. Based on the Human Relations Theory, the study pays more attention to the orphaned children faced with learning needs. The book provides useful information to Education Administrators and policy makers and planners particularly in Pupils enrollment visa-a-vis resources available.