Grounded in Positioning Theory, this study was conducted to examine the attitude, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 primary school teachers from 10 schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. A concurrent Mixed Methods design was used to collect, analyze and interpret data for the study. The overall findings indicated that teachers have a positive attitude towards inclusion of children with disabilities in regular education classrooms. This study is particularly strategic to teacher education training programs, policy makers, practitioners and all stakeholders in education. The study will serve to create awareness among policymakers and all stakeholders of the specific challenges that teachers face and confront in the inclusive classrooms in the aftermath of the implementation of inclusive education not only in Kenyan schools but also throughout the developing countries. Lastly, the study will be important in adding to the body of knowledge.
A continued lackluster academic achievement in secondary schools in Teso South Sub-County, Busia County, Kenya was the heart of this study. The study was to investigate the implication of parental and teachers' involvement on students academic achievement in public secondary schools in this region. The specific objectives zeroed on communication, consultation, support and supervision and their influence on students academic achievement. This study was guided by Ecological Systems Theory advanced by Bronfenbrenner. The study used a survey design strategy with target population comprising of PTA representatives, principals, teachers and form four students. The research instruments used were questionnaires and interview schedules. Data was analyzed qualitatively and quantitatively. The results of the analysis were presented using tables, graphs and narrations. In a nut shell the study results revealed that parental-teacher relationship was low in majority of secondary schools in the region under investigation. Recommendations were made.
Workplace Motivation has attracted immense attention of scholars across the world. There is however more documentation on Motivation factors than there is on motivation strategies. School managers are oftentimes faced with difficulties when deciding which strategies to use to effectively motivate teachers in their schools. 'Teacher Motivation Strategies in Kenya' discusses findings of a study carried out in Rachuonyo South District, Kenya in order to explain Teachers' Perceptions of Motivation Strategies employed by principals of public secondary schools.
This book discusses factors that influence enrolment levels in secondary schools in Keiyo District, Kenya. The author argues that with the introduction of free primary and secondary education in Kenya, it was expected that the country would experience an increase in secondary school enrolment coupled with a corresponding expansion of secondary schools. However, the author observes, this has not been the case in Keiyo District. Basing her arguments on Max Weber’s Theory of Production Function, Bargerei takes the reader through how various factors such as geographical location, attitude of the community towards a school, academic performance, head teachers’ leadership and government policies impinge on enrolment levels. The author posits that once these factors are taken into consideration, the wide disparity in enrolment levels between schools in areas perceived to be in harsh conditions and those in urban areas will be addressed. The discussions in this text are a step-by-step guide on how schools can come up with mechanisms to enhance their optimal enrolment levels. This book is highly recommended to stakeholders in the Education Sector in Kenya and beyond.
World over, education is regarded as a major engine behind development. In Kenya, rapid expansion of education and the consequent recruitment of teachers by the Board of Governors have played a crucial role in steering the country towards development of crucial manpower required in different sectors of the economy. Like any market economy, recruitment of teachers in Kenyan secondary schools is demand driven and schools’ Board of Governors take a centre stage. The book presents findings on the effectiveness of Board of Governors in the recruitment of teachers in public secondary schools in Gucha District, Kenya. This book will be invaluable material to education planners, donors and teacher employers. Students and consultants in the field of education will find this book useful as well.
One basic role of teachers in education is to promote academic performance. The success or otherwise depends solely on the many aspects which the school revolve, being in charge of daily running of the school academically. Schools can make a difference to students` performance and the teachers` input is one factor determining that success, hence it is important that the performance of a school is appraised against the performance of the teacher and vice versa. This book employs descriptive survey, the study population comprised 1650 respondents comprising 150 school principals and 1500 students drawn equally from the two areas, Multi stage stratified and simple random sampling techniques. Data collected were analyzed using frequency counts, percentage, means and Pearson Product Moment Correlation. Five null-hypotheses were tested at 0.05 level of significance. The study reveals that the input of Youth teachers on secondary school students was close in the two distinct areas in Kenya and Nigeria and, as such students` academic performance was significantly related to teachers` Work Habit, General Ability, Resourcefulness, Personal Qualities and Mental Stability.
In Uganda, management related-problems for head teachers in secondary schools have been both turbulent and rapid. Of recent, Government funded secondary schools in some districts have suffered from poor academic performances and strikes which lowered teachers’ job satisfaction. This has put head teachers’ leadership styles in the spot light (Mathiu, 2008). As a result, teachers were reluctant to do their work and absenteeism has been rampant UNATU (2007-2010). Unfortunately, all this has been going on without any attempt to understand the leadership styles head teachers are applying in these schools. This book, therefore, provides a new metric of success for head teachers in Education Administration and leadership in secondary schools. Two separate, clearly different types of leadership styles are carefully analyzed among other ideas.The analysis should help lean to new and exciting leadership styles of head teachers that would create teachers’ job satisfaction and should be especially useful to teachers, policy makers, researchers, or any other administrators who may be considering utilizing leadership styles and job satisfaction in organizational Administration and Management.
The primary purpose of this study was to determine the effectiveness of leadership models in special schools of Pakistan for raising quality impact on child’s performance. The study considered various styles of school leadership as perceived by stakeholders that is headteachers, teachers, parents and students. Later, it went further to study the impact of headteachers’ leadership style on children’s performance and on school improvement. Illuminative approach was taken up combining quantitative and qualitative research. The schools were divided into four categories of Elite Public, Elite Private, Mainstream Private and Small Scale Private. Four schools, one in every category were then taken up for in-depth case studies. The special school headteachers participating in this study attested that as a whole they were not satisfied in their present position. The reasons for female satisfaction in their job may be due to social acceptance, less financial burden in family affairs or a job with minimum challenges. It shows that administrative work created a heavy workload which caused them to neglect and avoid doing any positive work for children with disabilities. These onerous duties wer
The cost of education in Kenya has been increasing over the years and until the introduction of Free Primary Education. This has blocked children from disadvantaged background from attaining primary level of education. This book therefore examines the challenges facing FPE enrolment in Winam division of Kisumu East District, its success by increasing enrolment, nationwide disbursement in different schools, the extent to which FPE objectives are met, the number of pupils benefiting from FPE, problems FPE is experiencing and possible measures that can help minimize the problems in the system. It also highlights great awareness and accessibility. The analysis of this book should help the MOE in putting in place other measures like feeding programme, priority to be based on lunch programme and the government needs to monitor the extra levies charged in schools and to strengthen Guidance and Counseling departments in schools by employing more trained teachers.
Head teachers or principals as they are called in many parts of the world, have multiple roles to play in the school to ensure teaching and learning take place for the benefit of the learners. The head teachers' roles have been categorized into two major roles which are the administrative or managerial roles and the instructional or teaching role. The head teachers time is mostly taken up by the administrative role. Yet head teachers as classroom teachers have been trained on instructional leadership roles than the administrative roles The study sought to investigate stakeholders’ perceptions of the head teacher’s role in teaching and learning. In doing so, the study has shown how different stakeholders perceive the role of the head teacher differently. The study has also shown how the head teacher personally perceived his role in teaching and learning in the school. In order to understand the stakeholders’ perceptions of the head teacher’s role, the study explored the various factors that facilitate the head teacher involvement in teaching and learning in the school. The study also explored the factors that hinder the head teacher’s involvement in teaching and learning.
Obviously the quality of teachers is determined by the provision of adequate per-service and in-service educational training. In-service training is necessary and it is potentially powerful part of the continuous professional development of teachers. These indicate that unless teachers update their skills and knowledge through continuous training and development programs, they face challenges or problems to satisfy their students’ information needs.
This study sought to investigate the status of readiness of public secondary schools in Mogotio district of Baringo County in Kenya to integrate ICTs in Mathematics teaching. The study was guided by the following specific objectives: To assess the availability of ICT infrastructure like computer laboratories, computer hardware and software programs for integrating ICTs in Mathematics teaching in the schools; to establish the teachers’ readiness in terms of skills and training for integrating ICTs in the teaching of Mathematics; to determine the teachers’ attitudes towards the use of ICTs in Mathematics instruction; and to establish the hindrances that teachers are encountering in the integration of ICTs in the teaching of Mathematics in the schools. The study employed a descriptive survey design where head teachers and mathematics teachers of public secondary schools in the district were targeted. Questionnaires and observation checklists were used to elicit data for the study. After coding the responses, data was entered into the SPSS computer program for analysis. The findings of the study are discussed herein.
Kenya is on track to achieving some of the Millennium Development Goals by 2015. The Government of Kenya has provided Free Primary Education and increased resource allocation to enhance its delivery. The trend in school enrollment has been impressive since 2003, but with various funds management concerns. This book is about a study that examined the factors influencing the management of Free Primary Education funds in Nakuru Municipality, Kenya. The study was carried out in schools within Nakuru Municipality amongst the Head Teachers, School Management Committee and School Instructional Material Selection Committee. The study objectives were: to establish whether the institutional innovations at school levels influence management of Free Primary Education funds; to examine the Knowledge levels of financial managers in the management of Free Primary Education funds, to establish challenges facing Fund Managers in managing Free Primary Education funds, to assess measures that have been put in place to overcome the factors affecting management of Free Primary Education funds in Nakuru Municipality. The study adopted the descriptive survey design.
Management of secondary school students is a complex issue in Kenya. More often, students riot and cause property destruction. This, according to the author of this book, leads to poor examination results and increased costs on parents and guardians. The author argues that no matter how qualified teachers are, or how much money is allocated to secondary schools in Kenya; examination performance will always be low unless a consultative and systematic way of solving students'' problems is practiced. This book provides valuable information that point to the importance of adequate formal preparation of head teachers in regard to solving secondary school student problems in Kenya and elsewhere in the world. The book is recommended to education policy makers and implementers, education scholars in universities and Teacher Training Colleges.
Secondary education in Kenya, unlike primary education, is yet to be free and universal. Financing secondary education is mainly the responsibility of parents while the government partly participates in paying salaries and allowances to school administrators and teachers as well as providing bursaries for some of the needy students. To supplement what is available through traditional sources of funds, schools can engage in income generating activities. This book notes that schools have a number of income generating activities, but which do not contribute much to the school budget. Major problems that school managers faced in implementation and management of income generating activities are identified in this book. The book also notes that there are resources that can be utilized to generate more income for secondary schools. This book concludes that schools have not fully utilized the opportunities available for income generation, despite the fact that they still experience shortage of funds. As such, it is recommended that school administrators take income-generating activities more seriously and that schools employ qualified personnel to manage income-generating initiatives.