This study examined the extent of teacher participation in decision-making in Zimbabwean schools. Qualitative/interpretive research methodology was adopted and a case study research design was used as the operational framework for data gathering. Data were collected from 5 secondary schools in Gweru Education District in Zimbabwe. The population sample comprised of 5 secondary school heads and 20 secondary school teachers. In order to get an in depth of the analysis of the shared decision-making concept, a series of interviews were conducted over a 2 months period of time. To get further insights in the teacher participation in the decision-making processes in schools, the author observed two staff meetings at each school under study. The author was interested in observing the interaction of the participants as they took part in the shared decision-making process. Finally, various shared decision-making documents that were related to the shared decision-making process were examined. The study found that; teachers were involved in decision-making in certain areas either as individuals or on one-on-one basis depending on one’s expertise and experience;
Private schools supplement the government’s efforts of providing education in Kenya. Pupils from private primary schools have been out-performing those from public primary schools at Kenya Certificate of Primary Education (KCPE). The purpose of this study was to establish and compare the trends of secondary school academic performance of students from private and public primary schools, in Forms 1, 2, 3 end year teacher made test, Mock and Kenya Certificate of Secondary Education (KCSE) examinations. The research design was causal-comparative with a study population comprising 2004 and 2005 form four students in Nakuru District. Stratified random sampling technique was used to select a sample of 240 students from 6 provincial schools out of the 19 provincial schools in Nakuru District. The six schools were randomly selected from the three categories of secondary schools; Boys only, Girls only and co-educational ( Mixed). The instruments used to collect data were the Students’ Questionnaire, Teachers’ Questionnaire, Students' Academic Performance summary form.The mean scores of students from private primary schools were below the mean scores of students from public primary schools.
The purpose of this study is to examine teachers’ conception about constructivism teaching and to assess the existing practices of teachers in the classroom. In doing so, this study will explore conception of teachers’ about constructivist theories of learning and their practices in the classroom and tries to analyze which activities of teachers’ go in line with the constructivism assumption. The data were collected from the participant teachers using detailed interviews, classroom observations, and documents analyses. Teachers were demonstrated elements of constructivism learning principles in the classroom.
One goal of Mathematics teaching and learning is that students should develop a positive attitude towards the subject and participate actively in it. Students' perception of Mathematics teacher teaching practices impacts on their attitudes, beliefs,participation and performance. This book is an account of students' perspective on secondary school Mathematics teacher teaching practices in Kenya and how it impacted on their attitudes towards the subject. Curriculum developers,practicing teachers of mathematics,Mathematics Education students at the university as well as lecturers of mathematics education will benefit from the book as it will form a good reference point. Thank you
The issue of student deviance has been a problem in the Kenyan educational system since the first case of student unrest was reported at the beginning of the 20th century. However, violence where human lives have been lost and a mass of property destroyed have characterized recent cases of student unrest in secondary schools in Kenya. The main concern is why student protests are turning violent day after day. This is worrying the major stakeholders given the mass of resources invested in the educational system. In the last couple of years, the Kenyan Government outlawed corporal punishment in schools and this has been seen as aggravating student violence especially in secondary schools. This book has six chapters. There is the introduction, review of relevant literature, and the discussion of methodology. There is also data presentation, data analysis and interpretation, and finally, the summary and conclusions. The book is intended for all those who hold stake in secondary schools, school administrators, student-teacher trainees and students of Sociology at university level, and anybody with interest in teenage and/or youth issues in general. Enjoy reading this great book.
This book explains the factors that influence the supply and demand of teachers in Kenya. The author engages with the imbalance of demand and supply of teachers. Through qualitative and quantitative data analysis, she found out that the problem of teacher supply in Kenya is caused by uncoordinated policies at formulation, implementation and evaluation levels. Therefore, she recommends that the government should put in place mechanisms such as recruitment and replacement of teachers to ensure that there is enough supply of teachers in primary schools. She argues that such mechanisms should be informed by consistent and reliable data on teacher turnover. The book is resourceful to education policy makers, teacher trainers, researchers in the field of education planning and management, education officers and all educationists in Kenya and beyond.
Education has long been recognized as a central factor in development. However, public supply of education is increasingly being undermined by financial constraints being faced by the governments. The private schools hire their teachers, procure learning facilities and provide education to those who can afford. The study provides the qualitative aspects of private primary schools and their effects on the pupil academic achievement. The relevance of private schools depends on the quality of education they offer. This quality can objectively be measured by performance indicators. The author examines this controversial issue of relevance of private schools in Kenya. The study demonstrates that the performance of private schools in Kenya is above average despite the many challenges the private schools face, a fact which should guide general education policy and discourse.
There are close to 40 million people worldwide who are infected with HIV–AIDS virus, half of whom are found in sub-Saharan Africa. AIDS is one of the most serious challenges currently facing the education systems of developing countries. The national HIV prevalence in Kenya stands at 7.4 and Nyanza province has the highest prevalence of 15.3 with Homa Bay District having the highest HIV–AIDS prevalence in Nyanza province of 21.0%. The study employed survey and phenomenological design.Pupils and teachers affected and infected with HIV–AIDS display many problems that affected teaching and learning.Some of these problems are addressed through counseling and provision of material support. Many teachers and pupils did not appreciate counseling and most counseling teachers were not trained. Most head teachers did not have complete knowledge of Ministry of Education (MOE) policy guidelines on response to the effects of HIV–AIDS. It was recommended that more sensitization and awareness on HIV-AIDS should be done. Affected and infected should be provided with basic necessities, teacher counselors should be trained, MOE should avail policy guidelines to headteachers among other things.
Extensive reading as an approach to teaching is highly recommended in teaching and learning of English. It offers language input necessary for the learning of English therefore giving promise of improving the quality of teaching and learning especially at the foundational stage (primary school). This work takes into cognizance the worrying trend in achievement in English in primary schools in Kenya. Thus, this work captures the practical application of Extensive reading in primary schools in Nyakach district, Kenya. This work highlights areas of concern that would be of interest to policy makers, administrators, lecturers, researchers, teachers, students and parents.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.
Theatre and performance in Kenya are practised by youth in varied forms in trying to combat HIV/AIDS. This book explores the potential and limitations of youth theatre and performance in responding to social issues in Kenya with a focus on HIV/AIDS. It questions the application, form, relevance and influence of a range of performances. Of particular interest are three areas in Kenya, namely; theatre in schools meant for the Kenya Schools and Colleges Drama Festival, theatre in schools prepared for pupils and the local community and theatre within communities sponsored by INGOs and NGOs in different parts of the country. Reference is made to examples of youth theatre work from South Africa and Uganda in order to compare experiences elsewhere in Africa with Kenyan practice and examine the possibility of the countries learning from each other.
Language and Literary Education: The State of Children''s Literature in Kiswahili in Kenya, is a useful resource book for teachers, parents, teacher trainees, educators and educational administrators at primary, tertiary and university levels. The purpose of this study was to investigate the state of Children''s literature in Kiswahili in primary schools in Kenya by examining the reading habits of pupils both in school and at home. It highlights the following aspects: attitudes towards reading, the amount of reading materials available to pupils both at school and at home, the accessibility of the reading materials, the frequency of reading for pleasure, the reading environment that pupils are exposed to and any other activities that pupils engage in that contribute to enhancing and maintaining of reading habits. In addition, the study also investigated the role played by other stakeholders in developing and enhancing reading habits in pupils. These included: head teachers, Kiswahili teachers and parents.
This study explored teachers’ perspectives and the experiences that shaped their perspectives towards multicultural diverse classrooms, and how their practices reflect their beliefs. As Canadian schools continue to show how learners come with many different experiences, many different ways of seeing the world, different ethnic background, and many different learning needs, the more responsive and sensitive teacher educators become. The primarily findings show that teachers’ understanding of their students ethnic, race backgrounds and cultural differences helped providing positive, confident and interactive learning environment, and raised cultural knowledge awareness among teachers and their students. Secondly, with diversity comes plurality that promotes and cultivates inclusive environment where all voices are heard, and all students’ needs are accommodated. Thirdly, in order to maintain a dynamic and democratic learning environment, all teachers developed and enhanced their mindfulness and thoughtfulness towards their teaching techniques, activities and assessments.
Job satisfaction is not a new phenomenon in organizational science and organizational behaviour. It is one of the topics that has drawn interest among many scholars in the world.The purpose of this book is to look at the level of job satisfaction of teachers teaching in public and private secondary schools and compare the levels of job satisfaction with regard to the personal characteristics, and job facets. The study was guided by motivation theories, which formed the theoretical framework.The main objective of this book is to determine factors which influence job satisfaction among teachers teaching in private and public secondary schools in Nairobi County.A sample of 350 secondary school teachers was obtained through a two-stage stratified random sampling method. Probability Proportional to Size PPS was applied to proportionally allocate the sample for both schools and teachers.In order to collect required data for the study, a questionnaire was used as a tool.The SPSS (version 17.0) was used to analyze the obtained data.The findings revealed that teachers are not satisfied with their jobs and the Government and Managers of private school needs to raise their satisfaction levels
Teacher education (TE) is a process of preparing individuals for the profession of teaching; therefore it is indispensable to understand the Initial teacher preparation. This is because it has been observed that the deterioration of education quality in schools is partly attributed to the way in which teachers are prepared. Both novice and experienced teachers face challenges in contextual teaching, however challenges become more critical to novice due to lack of experience. The book describes how a teacher is prepared both in pedagogical content knowledge (knowledge related to the act of teaching)and subject content knowledge. Further it highlights some challenges to student teachers ahead post-qualification practice,and shows that disparities in the way teachers are prepared is directly reflected in their post-qualification practice. This book is useful to teacher educators in improving their practices; Curriculum developers and Policy makers in planning and developing teacher education programs.