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.
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.
Teachers in most schools graduate from college without professional competence of handling learners with learning disabilities in schools. Learners with learning disabilities are therefore receiving very little help in that scenario. The main objective of schooling is to provide quality teaching and learning to all students in the school system.Lack of pedagogical competence among teachers is a hindrance to quality delivery of lessons particularly in regular classes where varied learners are found. It is noted with concern that when parents send their chidren to school, they want them to receive the best education from teachers. Concerns for learners with learning disabilities have to be met. Teachers have to develop competence skills in order to meet the challenges of teaching such learners wit ease.
The concern of this study was to investigate the constraints facing girl-child education in Mochongoi Division of Baringo District in Kenya. The study involved a sample of 130 pupils (50 males and 80 females); 10 head teachers (All males); and 64 teachers (30 males and 34 females). Data was collected though questionnaires administered to pupils, interviews with parents and head teachers, and focus group discussions held with selected teachers. It was then analyzed qualitatively and quantitatively and the results are presented here in.
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.
Schools in Ghana have persistently been facing shortage of teachers over the years. The study investigated the possible causes of the shortage of qualified teachers in Ghanaian primary schools with specific focus on how policies and practices on teacher education, deployment and challenges of retention contribute to the shortage situation. The main data collected for the study comprised pupils’ enrollment trends and statistics on teacher training, deployment and attrition. It was confirmed that Ghanaian primary schools faced both real and disguised forms of teacher shortages in significant proportions. Whereas there were many classrooms with no teachers, many unqualified teachers were also used which tended to cover up the real magnitude of the shortage of qualified teachers in the schools. Quota ceilings set by government in respect of colleges of education admissions as well as the granting of study leave to teachers have been contributing significantly to teacher shortages at the primary schools. Consequently, granting of study leave and the payment of stipend which influences decisions on quota ceilings for admissions into teacher colleges need to be given a critical look.
The purpose of this study was to investigate factors influencing effective teaching of life skills on HIV and AIDS in secondary schools in Gucha South District so as to improve ways of imparting such skills to students in secondary schools in Kenya. To achieve this, the study was guided by the following objectives: To determine whether teachers have been trained to teach effectively life skills on HIV and AIDS in secondary schools, to assess teachers’ and students’ attitudes towards effective teaching of life skills on HIV and AIDS in secondary schools, to find out adequacy of teaching/learning resources for teaching life skills on HIV and AIDS in secondary schools; and to analyze the teaching/learning strategies adopted by teachers in teaching of life skills on HIV and AIDS in secondary schools. A descriptive survey design was used and the study findings are presented and discussed in this publication.
The society we leave in needs more women leaders, especially in primary schools. As these schools are the places we help carve the minds of those that are going to take over our tomorrow. The challenges for women to take the leadership position starts from they themselves and expands in to the culture of the society and everything in between. The contribution of those women and men already in the leadership positions to influence to strive to achieve for such positions is significant. This manuscript entails the challenges today's women teachers in primary schools are facing in their journey up the career ladder.
This book is a summary of a research work done in Kakamega County of Kenya in establishing the challenges experienced by Banks in effecting Credit Bureau Regulations established by the Central Bank of Kenya. Access of credit has been a big challenge especially to the SME segment and hence this piece of work can be employed by the government and banks in the view of addressing these challenges and implementing the recommendations
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.
Now days indiscipline cases reported among the teachers in secondary school increasing which lead to poor academic performance among the students,this book found out the commonly indiscipline cases experienced to teachers in secondary school and techniques used to manage teachers discipline in secondary schools.This book target all educational stake holders especially teachers, tutors, lecturers, students, and educational administrator like head teachers, school managers, school directors and educational officers.
The ranking of schools and students in national examinations is meant to encourage positive competition. In addition, the public posting of examination outcomes is meant to hold schools and teachers accountable for the students’ performance on standardized examinations. However, ranking has been known to create the impression that, there are good and bad schools in Kenya. The top performing schools are regarded as effective schools while low performing are regarded as ineffective. This belief influences enrolment, promotion rates and performance trends in different schools as revealed by this study. Both the teachers and students felt that ranking should be improved and thus called for a system of assessment that encompassed all the aspects instead of focusing on academic performance only. This would ensure that ranking of schools and students did not glorify academic achievement at the expense of talent and other virtues.
There is a dearth of empirical studies of the value of professional development from the perspectives of heads and teachers in Kenya. The book is a study of teacher professional development needs, the consequences of particular levels of professional development, the perceptions of teachers of their own effectiveness and the main barriers to improving the professional development of teachers. An evaluation of the effectiveness of CPD in the framework of various available approaches to the evaluation of CPD is analysed in the book. It shows that head teachers and teachers both felt the need for CPD for teachers but that this was expressed much more strongly by the heads than by the teachers. The area in which this need was expressed most strongly was in relation to external pressures on schools for new curriculum initiatives and examination performance. In general, the concludes that there is a felt need for CPD and its value for teachers and schools and it confirms the association between teacher quality and pupil examination outcomes.
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
This is a work project in special education. The project is all about challenges facing the implementation of inclusive education policy in Rarieda sub-county in Siaya Kenya. The Kenyan government has been formulating very good policies on inclusive education but their implementation has not been forth coming. The purpose of this work was therefore to determine some possible factors that hinders the implementation of such policies and what can be done to respond to such challenges. The key respondents were head teachers of public primary schools who I believed were in a better position to understand such challenges. the main data collection instruments was interviews and the approach was purely qualitative. Results indicated that stigmatization and attitude, lack of training to key stakeholders, lack of enough resources, curriculum and policy issues are some of the challenges facing the implementation of inclusive education policy.