This study sought to investigate challenges facing implementation of Life Skills Education in secondary schools in Trans-Nzoia West District in Kenya. It was guided by the following specific objectives: To determine teachers’ training on Life Skills Education; to find out teachers’ and students attitudes towards implementation of Life Skills Education in secondary schools; to establish the level of availability and adequacy of teaching/learning resources for implementing Life Skills Education in secondary schools; to analyze the teaching/learning strategies adopted by teachers to implement Life Skills Education in secondary schools; and to find out suggestions of teachers and students on the ways of improving implementation of Life Skills Education in secondary schools. A descriptive survey research design was employed in the study where the schools principals, teachers and students were involved. The study findings are presented and discussed in this publication.
The study in this book sought to investigate the status of E-learning readiness in public secondary schools in Kenya given the agreement by educators and policy makers across the world on the importance of ICTs to the future of education. Descriptive survey design was employed where head teachers, teachers and students were targeted. Systematic sampling technique was used to select 10 schools. The researcher then used simple random sampling to select 24 students and five (5) teachers from each school. Head teachers were purposively selected from the ten selected schools. Questionnaires and an observation schedule were used to collect data. After coding the responses manually, data was entered into the SPSS computer program for analysis.Descriptive statistics such as frequencies, percentages and mean were used to analyze the data quantitatively while qualitative data obtained from the open-ended questions was analyzed according to themes based on the study objectives and the research questions and thereafter, inferences and conclusions were drawn. Analyzed data was presented using tables and charts as depicted herein.
The issue confronting the education system is how to transform the curriculum and teaching-learning process to meet the increasing pressure to use the new ICT to teach students in the 21st century. This study, therefore, explored the challenges facing ICT integration in the teaching and learning of mathematics and sciences in secondary schools in Vihiga District. The diffusion of innovations theory (Rogers, 1995) served as a theoretical framework. The study employed the descriptive research design. Questionnaires were administered among 15 secondary school head teachers, 110 teachers and 335 students of fifteen schools and interviews were done on 15 teachers using an interview schedule. Purposive sampling technique was used to sample 15 schools, which have been teaching computer studies. Data was analyzed using both descriptive and nferential statistics. The Statistical Package for Social Sciences version 15 (SPSS) was used. The study revealed that the extent of computer use among students, teachers in Vihiga District was minimal despite the positive attitude they had of computer use.
The use of life approach in the teaching of Christian Religious Education (CRE) has been recommended as an intervention that would greatly improve students' interest and achievement in this subject in secondary schools. However,it has been observed that some teachers continue to teach the subject using inappropriate approaches with disastrous consequences on students' interest and achievement. This, coupled with the numerous challenges that teachers face while teaching CRE in secondary schools, has led to low achievement and students loosing interest in the subject. The author set out to discuss the use of the life approach and the challenges which teachers face while teaching CRE in secondary schools in rural Kenya. The author argues that if these challenges are effectively addressed and teachers embrace the use of life approach in the teaching of CRE, students' performance in this subject will improve. This book is therefore useful to professionals who play key roles in the teaching and learning of CRE in secondary schools as teachers, head teachers, educational officials or consultants.
Emerging challenges face school principals and head teachers in their administrative roles.There is need to equip them with new skills, including effective communication skills, in oder to foster their efficiency and effectiveness for achievement of organizational objectives.This book analyses and identifies the communication practices of head teachers and the barriers they face in the process of communication. This book is of great help to serving and potential school administrators, head teachers, principals, education officers, tutors, teachers, and student-teachers aspiring to be leaders. The book is also of great importance to administrators and managers serving outside education settings such as in business and formal and informal organizations who want to practice effective management.
The purpose of this research was to compare the influence of management styles of head teacher’s on pupils’ performance in private and public primary schools in Nakuru municipality at Kenya Certificate of Primary Education (K.C.P.E.) level. The study findings revealed that most public primary schools were using democratic and participatory leadership styles as opposed to private primary schools, which were mainly using the autocratic leadership style. Private primary schools were performing better than Public primary schools in K.C.P.E. Most teachers in both private and public primary schools were not comfortable with the prevailing leadership styles and administration standards which negatively influenced student performance in K.C.P.E. Following these findings, the study recommends that the Ministry of Education, School governing bodies, and stakeholders should consider mobilizing and allocating resources towards mitigating the impediments to the effective leadership styles which influence student performance in K.C.P.E.
Females'' status in Nepali society is increasingly low. Society sees how much money in terms of the cash they earn,household chores and females'' involvement in different activities go unnoticed. It seems the same psychological mindset persists in teaching too. So female teachers are shy; feel alienated and their intuition is baldly affected. Because of all those factors female teachers at schools in Nepal have been facing discomforts in teaching. Although many empowerment issues have been introduced in Nepal time and again, the suffering of female teachers have not lessened but remain prolonged. Discrimination appears to be in disguised form. Female teachers at schools in Nepal are like cats sitting on the hot tin roof.
This survey was conducted in 1999 when few schools in Kenya had computers; and the country lacked relevant policies. The purpose of this study was to determine factors that influence the use of computers by secondary school teachers of Western Province in Kenya. The research questions were: Q1. Is there any significant difference between the way teachers use computers and the potential use of computers as identified from literature? Q2. Is there any significant relationship between the teacher’s type of training, experience or qualification and their level of use of computers? Q3. Is there any significant relationship between the attitude of teachers towards computers and the teachers' experience and type of training and qualification? There was no clear rationale for introduction of computer in schools. Attitude towards the use of computers was positive. It increases with teacher experience. However, 88% of the teachers did not use computers regularly. Teachers with Diploma qualifications were more likely to use computers than graduates. Heavy work load was blamed for not using computers. One's teaching subject and gender were not significant.
This book highlights professionalism and effectiveness of the teacher counsellor in student Guidance and Counselling in secondary schools in Nandi County, Kenya. The author points out that in Kenya, teachers are not trained as professional counsellors yet every school has a Guidance and Counselling Department. Jepkemboi establishes that Guidance and Counselling in secondary schools is not the responsibility of teacher counsellors per se; rather, other stake holders such as school chaplains, parents, head teachers and peer counsellors play a role in Guidance and Counselling services. She observes that Guidance and Counselling facilities, in secondary schools, are not adequate and effective. Therefore, the author recommends that the government trains and deploys teacher counsellors to schools for effective co-ordination of Guidance and Counselling programs. She posits that there should also be a continuous professional development for the present teacher counsellors to equip them with knowledge and skills on effective Guidance and Counselling. This book is a must-read for teacher educators, professional school counsellors, school teachers and school principals in Kenya and beyond.
This book is a product of a study that was carried out between 2010-2011 in secondary schools in West Pokot county, Kenya. The book begins with a brief introduction of writing skills, its importance and significance in the secondary school curriculum. The book highlights challenges that teachers face in teaching composition writing in ESL contexts. It also describes the various forms of writing and briefly explains the approaches to writing. The findings of the study may be used as a guide by teachers who want to improve their students' writing competence. The challenges highlighted can be utilized by teachers and students as a stepping stone for better writing. The book will also be relevant to the school administrators in improving provision of materials and resources for writing. The Ministry of Education and Teachers Service Commission will also find the book necessary for it provides adequate information on staffing of English language teachers. The information obtained may be used to enhance ELT in schools.
Read this book and get to know how teachers in the basic school of Ghana are integrating ICT into their Lessons. The integration of ICT in lessons is of very great importance for any educational system. African countries have been struggling with many challenges in integrating ICT in teaching. Read this book and find the challenges Ghanaian teachers are faced with and how they are coping with these challenges . Find out for yourself!
This book on management of students’ discipline presents a research on the extent to which principals involve teachers and parents in students discipline management. Using ex post facto research design, data were collected through a self-administered questionnaire from secondary school principals, teachers and parents in Nyandarua and Laikipia Districts, Kenya. Data were analyzed using t-test and one-way ANOVA. Findings from the study revealed that more experienced principals, female principals, principals heading large schools, Day and Boarding schools, were more inclusive. This had a positive effect on teachers’ and parental input in discipline management. Save for female headed schools, inclusion of teachers and parents had no beneficial effect on discipline in schools under more experienced principals, large schools and boarding schools. These findings have important implications on discipline management. Specifically principals should embrace an inclusive climate in their schools. Further research should be done to determine why inclusive approach did not impact positively on discipline in schools under more experienced principals, large schools and boarding schools.
This study was conducted to evaluate the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations, interviews, and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technology (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for internet access in computer laboratories where a variable number of computers were installed. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that six of the seven E-School Success Model’s dimensions positively contribute towards the success of the e-School.
This book analyses school-based-teacher-evaluation practice in secondary schools in Western Kenya. Teachers are evaluated by management and peers through class observation during instruction and analysis of their professional tools such as schemes of work, lesson guides, records of work covered, lesson notes, learners’ exercise books and their portfolios. In this context, the author argues that other than analysis of professional tools, the other modes of teacher evaluation are hardly conducted. Therefore, it is difficult to establish if there is proper curriculum implementation. Consequently, she recommends that head-teachers should enforce observation of teachers during instruction and the government should ensure that all schools are adequately staffed with teachers. This book is a must-read for teachers, teacher educators, education policy makers and student teachers in Kenya and beyond.
Secondary Schools in Kenya have in the recent past been experiencing strikes and for a very long time now, there has never been a long-lasting solution to this problem.During second term of every year, several schools experience strikes caused by students which in some cases lead to deaths! In the past, teachers have been applying corporal punishment.The newly promulgated constitution of Kenya outlaws the use of the cane as a perfect way of instilling discipline among learners in schools. Scholars in Education argue that provision of Guidance and Counseling Services can help in reducing indiscipline cases experienced in School.The author therefore,being an educationist, believes that the situation can perfectly be contained if all principals of Secondary Schools developed positive attitudes towards provision of this essential Service to all students in their schools. The book has given various ways through which principals can use Guidance and Counseling programme to eliminate cases of indiscipline. It is therefore hoped that Principals, Head-teachers in both primary and secondary schools and administrators in general, will find this book very useful to them