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.
With the increase in sedentary lifestyles adopted by children and the neglect of primary school physical education, there is need for teachers to engage in effective teaching of physical education. One of the measures of success of a curriculum in schools is the learning which takes place. This success is accentuated by the training and supervision that teachers receive in teacher training colleges before they graduate. This will equally improve on their delivery of physical education instruction when they qualify to teach in schools. This will ensure that they inculcate the appropriate knowledge, skills, and attitudes in physical education to the children and as such giving them the opportunity to understand the importance of engaging in regular physical activity in order to boost their academic prowess, combat obesity and other resultant problems associated with inactivity.
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 book addresses the challenges of teaching Kiswahili oral literature in Kenya. The author argues that Kiswahili oral literature is important in the sense that it forms an integral part of Kiswahili as a subject in Kenya. She observes that challenges of teaching Kiswahili oral literature result from inadequate resources coupled with negative attitudes from teachers and students towards the subject. She therefore recommends that the ministry of education should provide adequate and relevant resources to support the teaching and learning of Kiswahili oral literature. Furthermore, the teachers’ and students’ positive attitudes towards the subject could be boosted by encouraging their appreciation of Kiswahili oral literature as a major component of Kenya’s cultural heritage. She opines that continuous in-service training for Kiswahili oral literature teachers would play a major role in educating teachers about the centrality of the subject, in the curriculum and the community at large, in terms of communicative competence and inter- and intra-community cultural cohesion. Curriculum developers, teachers and students of Kiswahili oral literature will find this book quite resourceful.
The quality of management of schools continues to be a major concern of the government of Kenya. Most headteachers irrespective of their formal training encounter administration constraints in performing their roles effectively. It is generally perceived that schools administered by women experience problems due to their inefficiency, incompetence, poor human relations and gender.This leads to the question:Is this the reason why there is under-representative of female headteachers in Primary schools in Bondo County, Kenya? This book will be useful to supervisory and quality assurance personnel,teachers service commission and stakeholders in education.Teachers training colleges will also find the book significant when instructing the teacher trainees,some of whom may eventually become headteachers.The teacher trainees will be able to gain knowledge on the roles by the headteacher and what is expected of them in order to enhance learning and teaching in schools.
So far, various efforts have been made by the government and private sector to provide primary education in Kenya.However, evidence persist that performance in public schools is poorer than in private primary schools. This book presents the results of a research investigating the factors influencing Kenya Certificate of Primary Education performance among public and private primary schools in Central division, Kirinyaga district. The book provides insight that there is a significant difference in KCPE performance between public and private primary schools in central division. The roles played by parents differed according to the type of the school. Professional advice for teachers was in favour of public schools. In the school environment, teachers and pupils expectations differed according to types of schools attended. The publication will be useful to policy makers and educationist in the efforts to improve KCPE performance in all primary schools in Kenya.
The problems that beginning teachers face early in their careers are a major factor in growing rates of attrition among neophyte teachers. New Scheme Teacher (NST) induction is an imperative process in acculturating teachers to their new careers and helping them overcome the hardships of teaching and the accreditation process. Although induction practices have become more common in recent years, there are still no mandated structures for inducting NSTs into the profession in New South Wales (NSW); this is especially poignant in the independent education sector, which has little oversight. This research entailed a collective case study of six independent schools in NSW to examine their induction processes from the view of the administration and the views of the New Scheme Teachers involved. The results were compared against other participating schools and international best practice, as deemed by the literature. The results show a great disparity between schools and sectors, which impacts on teacher preparedness. Recommendations are made with reagrd to aligning best practice to ensure that all beginning teachers have the opportunity to thrive in their chosen field.
This book discusses understanding of chemical bonding which is a principle concept in chemistry. It is a key area in secondary school chemistry and even at higher levels of learning. The book highlights that students in secondary schools have some learning difficulties and lack a proper understanding of structure and chemical bonding concepts, and also clearly provides evidence that learners’ attitude towards structure and chemical bonding concepts is positive. It suggests that teachers should try to identify learners’ conceptions in their classes in order to correctly assist them acquire scientific knowledge. It enlightens teachers on the difficulties that their learners encounter and as a result, it therefore helps them improve on their teaching approach to the subject matter as well as other related topics. This provides invaluable information for the understanding of student learning difficulties, and insight into how they might be addressed. In general, it generates knowledge and helps improve the practice of teaching of these concepts in schools.
In the past and modern world today institutions rely heavily on productivity of workers to prosper and for institutions to achieve their main agenda. Studies reveal that this has not succeeded in a number of countries that have ignored the welfare of workers in totality. More often than not management teams have forgotten issues that make workers to like their work even when payment in terms of salary is not forth coming. How does it happen? That is the question that this book tries to answer. There are several activities that the moment institutions involved in then workers will never wait for direction to be given for productivity to improve. The book gives the analysis of what issues need to be addressed in an institution for workers to fill motivated to perform without supervision. The book is meant to address issues that management in various institutions need to address in totality to change the mood of workers so that their morale, productivity, relationship and coordination is well channeled for prosperity of the institution. The book is also meant to train researchers on major issues of research in development and management world
Acquisition of higher education by secondary school teachers has implications on teaching and learning in secondary schools. The study set out to determine the perceived effects of teachers’ acquisition of higher degrees on teaching and learning. Specifically it investigated the perceived effect of teacher’s acquisition of higher degrees on the use of instructional methodologies, instructional materials, students’ assessment and performance. The study was carried out in public secondary schools in Kakamega Central district of Kenya. It used descriptive survey design. The results were presented in form of frequency tables, pie charts and bar graphs. The study findings as opined by respondents showed that acquisition of higher degrees by secondary school teachers’ affected the use of instructional media and students’ assessment. It also revealed that there is a relationship between a teacher’s higher academic qualification and student’s academic performance. However the study showed that higher education does not affect the use of instructional methodology.
Instructional resources which are educational inputs are very vital and play a key role in the process of teaching and learning. They help reduce abstraction and make discovered facts glued firmly to the memory of students. Proper use of these resources has a significant effect on academic performance and help to improve student performance. However, stagnating performance in public primary schools raises concern on the use of these resources. This book therefore provides insights on the importance of efficient use of instructional resources in primary schools. It elaborates on the need to ensure availability, adequacy and frequent use of these resources in a teaching/learning process. It highlights on the various instructional resources available for use by teachers and their role in a teaching / learning process. Adoption of efficient use of instructional resources is an essential characteristic of quality teaching and learning irrespective of the discipline being handled. The book is therefore primarily intended to serve as an eye opener for all teachers, policy makers and education stakeholders. It should also be useful in policy formulation and analysis.
The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government’s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of “hardships” has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge.
Githui takes a look on how the perception of retirement by teachers in public secondary schools. In Kenya, like many other countries, retirement especially in the public service is mandatory after attaining 60 years of age. Teachers retire after attaining 60 years of age, which is the mandatory retirement age. Githui critically analyses the major problem of majority of the teachers who are not ready to stop working until they reach 60 years of age. The book talks on how the teachers should invest early and save to be comfortable during retirement. Teachers should be taught financial management to enable them manage their finances; know the areas to invest in to reap maximum benefits out of their investments. In order for teachers to be comfortable during their retirement days, Githui suggests that the teachers pay should be improved to enable them to save and to increase their pension. The book will be very beneficial to the lecturers in University, policy makers and high school tutors.
This book discusses a study done on the implementation of Christian Religious Education (CRE) curriculum in secondary schools in Murang’a South District, Central Province, Kenya. The motivation to delve into this study came from gaps in available literature on implementation of CRE curriculum in secondary schools in Kenya. Additionally, teachers' perceptions have been ignored in available literature despite their impact on curriculum implementation processes. The study established that although CRE teachers in secondary schools in Murang’a South District handled huge teaching workloads and lacked adequate teaching-learning resources, they held positive perceptions towards implementation of CRE curriculum. The authors recommended that challenges facing implementation of CRE curriculum should urgently be addressed. They also recommended that a similar study should be done covering students' perceptions which were excluded in this study.
This book shows the extent of parents’ involvement in secondary school management, identifies effects of increased parents’ involvement on the managerial functioning of Headteachers as well as establishing the perception of parents’ involvement in secondary school management. A hybrid theoretical framework of the behavioural science theory and parents-school-relations concept buttressed the study and revealed that parents’ involvement in the management of schools support Headteachers in their various roles hence, more parents’ involvement was requested for. The Ministry of Education should encourage parents’ involvement in the management of public secondary schools; review the role of parents’ involvement in secondary school management with a view to giving legal status to the Parents’-Teachers’- Associations. The Perception of parents’ involvement in the management of other sectors of education in Kenya should be studied to elaborate of how parents’ involvement is perceived. This book suggests that further studies be done to throw more light on parents’ involvement in secondary school management, its financial, political, tribal and religious implications for Headteachers.