Leadership is one of the crucial elements of school improvement. Bangladesh is one of the densely populated countries where there are more than eighteen thousands of secondary schools. As a developing country most of the schools are established by the community people. Those are mainly situated in the rural areas where there are so many issues which can not be resolved by the government education administration. Schools are expected to be run by the local administration which is basically led by the head teacher (principal). So it is very important to have a knowledgeable and skilled person to have this position. The researcher tried to find out the possibilities and problems behind the effective leadership for the schools. This research was done in both the rural and urban areas to have the clear idea about the kind of leadership the head teachers provide.
Planning depends largely on proper identification of the educational needs a task achieved through baseline studies. Kenya has used education commissions and task forces in the baseline studies to inform on needs in education development. This study set out to examine how the recommendations made from education commissions; the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond (Kamunge) and the Commission of Inquiry into Education System of Kenya (Koech) have been utilized in planning for quality education at primary school level in Kenya. The study was guided by four objectives and four research questions. Descriptive survey research design was used. The study targeted all primary schools registered by the Kenya national examination council for KCPE examination in 2006. A sample size of 196 primary schools served as the respondent units represented by the head teachers and five subject panel heads. The research instruments used for data collection included document analysis, questionnaires, and observation check list and interview. The instruments yielded both qualitative and quantitative data.
Management of pre-primary education is a critical issue as it involves golden age of intellectual curiosity and development. However primary school heads in Tanzania face challenges in managing pre – primary education units subsumed in primary schools. Therefore, this book calls the attention of education stakeholders in Tanzania on the difficulties being faced by primary school head teachers as they managed two education levels of primary education and pre-primary education. The book reflects the findings of a study conducted in Chamwino District in Dodoma Region, Tanzania. This book creates awareness of challenges facing primary school heads in managing pre-primary education. Such awareness has to help education stakeholders, especially the government officials, to develop appropriate and effective strategies and policies to address the challenges facing primary school heads. As the result the book provides the basis of improving pre-primary education management and practices.
The purpose of this book was to determine the effect of syllabus coverage on student performance in mathematics, for secondary schools in Kakamega South District. It further brings out the relationship between the percentage of the syllabus covered and the student performance in the Kenya Certificate of Secondary Education Examinations (KCSE). Schools that covered the mathematics syllabus early, had a better mean score than schools who did not cover the syllabus. Some of the factors that affect syllabus coverage were found to be absenteeism and entry behavior of both students and teachers. Schools that cover the syllabus early have to put in a lot of extra time for tuition. This included lessons created over lunchtime, in the evening during night preps, over the weekends, and during school holidays. It highlights the relationship between syllabus coverage and student performance as well as factors that affect syllabus coverage. This book therefore purposes to help mathematics teachers, heads of secondary schools, curriculum developers at Kenya Institute of Education (KIE), managers of the National Examinations, and other parties concerned with quality mathematics dissemination.
The study is an attempt to study the opinions of teachers of special schools, integrated schools and regular schools respectively towards inclusive education. The field of special education has grown tremendously in the past few years, demanding frequent updates for the professionals. Periodic in-service training programmes for teaching professionals to keep them abreast of the developments worldwide and to equip them to face the challenges of changing trends is of paramount importance. Such programmes are needed for all levels of staff from classroom teachers to master trainers. Periodic short-term programmes varying from 2 weeks to 3 months, based on the need, should be made mandatory for all trained professionals. Awareness programmes on each disability be initiated at school level. Mass media can be used for enhancing awareness and influencing attitude of masses towards inclusive education. Though factors behind positive and negative attitudes were not able to be determined, the results indicate that the majority of participants agree that special education and general education teachers need to collaborate in order for inclusive education to be successful.
This study investigates the unique experience of Arab teachers’ integration in Jewish schools through exploring differences in self-concept between them and their counterparts who teach at Arab schools. The study aims to identify and predict the factors which relate to the differences, given the unique socio-political context of the Arab-Jewish conflict. In addition, it investigates Arab teachers’ attitudes towards the languages they teach-Arabic and English, as well as identity-related aspects. The quantitative analysis indicates that Arab teachers at Jewish schools have higher self-concepts than their counterparts who teach at Arab schools. Moreover, the findings show that Arab teachers who teach at Jewish schools have got more positive attitudes towards the languages they teach (Arabic and English) than their counterparts who teach at Arab schools. The study’s findings give further support to the existing project in encouraging the integration of Arab teachers in Jewish schools while maintaining the positive attitudes towards the languages they teach; sustain positive relationships between teachers, students and parents; and raise integrative motivation among Arab teachers.
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 report is meant to provide a detailed assessment of the WISER Bridge program in Muhuru Bay. The first part documents the incredible success the program has made in increasing KCPE scores for both boys and girls in the participating schools, and provides direct feedback from students and teachers who explained why these changes had come about. Teaching quality has improved through WISER Bridge’s pay-for-performance technique because teachers are being given financial incentives, being held accountable, being rewarded and recognized for good work and punished for poor work, and being motivated through seminars and free teacher training.
Motivated by the increasing problem of drug abuse among the youth (and in particular high school students) in her country Kenya, Doctor Maithya seeks to bring to light the perceptions of students, student counselors, parents and teachers on the causes and possible effects of the vice to the individual and the society. Furthermore, she proposes possible prevention and intervention strategies based on the findings of the study to various stakeholders who include: the government, the church, school administrators, parents and the society at large. It is her hope that the recommendations of her study will go a long way in addressing the vice and helping various policy makers and also those directly endowed with the responsibility of addressing educational matters to improve the quality of life of the young people, enabling them to lead better lives and craft a bright future.
Investment in Education accelerates economic growth and development of a nation.Increased cost of education against other competing sectoral demands caused most developing countries to adopt cost sharing method in financing of secondary education.Government of Kenya has ensured accessibility and supply of education as a social good to beneficiaries by issuance of fee guidelines on the user price.As providers relied on fees paid to meet their budgetary needs,there emerged divergence views among Education Managers on the actual cost of education as schools continued to operate.This book looks at the role of MOE Fees Guidelines in Annual Budgets Management with emphasis on fees requirements by school categories, adequacy of fees set by MOE, levels of compliance by schools to MOE set fees and challenges schools faced in implementation of MOE fee guidelines in Kenya.Derived formulas on Unit cost and Cost equations are applied in determining the actual fees schools require annually since the MOE fee guidelines were untenable as the levels of compliance to set fees was low.It implied that the role of MOE fee guidelines was minimal since the set fee was inadequate to meet school budgets.
The study deals with the analysis of the internal efficiency of secondary schools. Over the years , quality of learning have been interfered with by internal inefficiency in education institutions the world over. This book focuses on the indicators affecting internal efficiency of schools such as class size, educational wastage (dropouts and repeaters )and enrollment. It shed some light on the measures to be undertaken in order to result to internal efficiency in education institutions.
The need for students' involvement in decision-making in schools is becoming increasingly important in many countries as one way of enhancing democratic practice in schools. For democracy to take root in schools, there is need for structures that enhance the process. This book is based on a study that explored student voice in decision-making process in a secondary school in Kenya. It is set against a background of a requirement by the Government that schools involve students in decision–making processes. The study was an ethnographic case study, where data were collected using interviews, focus group discussions and observations. The findings suggest that teachers use prefects and the student council as structures through which students participate in decision-making processes. Nevertheless, teachers retain the prerogative to make the final decisions either as a group or individually after getting views from students. With its detailed coverage of the research process and levels of student participation in decision-making processes, this book is suitable for researchers, postgraduate students and anyone else who intends to interrogate issues of student voice in school leadership.
Women who work outside the home is now a phenomenon all over the world including developing countries. Thus female administrators, whether married or not, have multiple roles to perform. Their role outside the home as an administrator is demanding and challenging. Then they have their traditional roles as wives, mothers and managers of the home. There is the possibility of a role conflict as they balance their primary roles as homemakers and their administrative duties. The tendency is that the role conflict can create problems, which can affect their effectiveness both at the workplace and at home. The book identifies problems faced by female administrators as they try to combine their administrative duties with their household roles. Thus prospective female administrators are enlighten about possible work-home role conflict problems they are likely to encounter as they aspire to positions of responsibilities in schools and colleges.
Orphans face social and psychological challenges in adjustment to daily life. These challenges affect learning process and interpersonal relationships. The study examined role of guidance and counselling services in psychosocial adjustment of orphaned pupils in primary schools in Bahati, Nakuru Kenya. The study employed survey research. Accessible population was 514 orphans and sample included 220 orphans from 10 schools. Reliability of study instruments was 0.7 Cronbach’s Alpha. Data was analyzed through descriptive statistics with aid of Statistical Package for Social Sciences (SPSS); version 17.0 for windows. Study indicated that majority of teacher counselors had challenges in helping orphans adjust appropriately. Professional qualifications of teacher counsellors were inadequate for handling complicated pupils’ psychosocial problems and few orphans benefited from counselling services offered at schools. Study recommended professional counsellors involvement with issues affecting pupils in schools. Guidance and counselling services needed strengthening and there required needs assessment in order to design relevant and efficient guidance and counseling services in schools.
Some countries experience a notable feature of a rise in the proportion of female students in Higher Education while in Kenya, there is a persistent under-representation of female students, and few senior women academics. This is despite the implementation of Affirmative Action by the government. This study therefore sought to examine motivational factors, challenges and survival strategies in academia. It is a contribution to knowledge and extant literature. Intrinsic motivation of self-drives, and extrinsic motivation of socio-economic factors, were driving forces to joining academia. Findings demonstrate that very few women have progressed to senior academic ranks, the pace is slow, hampered by socio-cultural attitudes, and the male-dominated university cultures. Some women academics have had to put off marriage for career, others put on hold or postponed career for family responsibilities. Participants employed various strategies of hard work, research, and publication. Drawing on face-to-face interviews, theory, and national data, Women Academics’ Careers in Kenya provides an accessible discussion for academics, students, teachers, researchers, as well as policy-makers.