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.
This book is useful to all the stakeholders in the education sector especially those involved in the day to day management of schools and students in higher learning institutions. It will equip them with knowledge required to realise maximum benefits from the government’s investment in the education sector in an attempt to achieve universal education .In Kenya, free primary education is a true story with remarkable success despite the many challenges faced in the initial stages.The success is attributed to the commitment of all the stakeholders ranging from the government, the donors, the politicians, the teachers and the public. The Kenyan experience is worth being emulated in other developing countries that are struggling with the achievement of the millenium development goals. This book attempts to give an insight on how to improve the program for better results.
The book discusses challenges facing the implementation community policing initiative in Kenya with a case reference to Kibera community policing pilot site, in Nairobi.Theoretical discussions about the challenges facing the residents and the police in community policing have not been appropriately documented in the existing empirical studies in Kenya.Secondly, observations about the empirically based research in Kibera, in order to be useful in building a body of knowledge, need to be generalizable to other pilot sites.The study therefore sought to generate baseline data that can be used to evaluate the success of community policing and make decisions on whether to expand the programme.The study identified the key constraints to implementation of community policing as follows: poor public image of the police force; poor customer service procedures within the police force which discourage the residents from reporting crime and belief by the residents that crime is a source of livelihood for some people hence it would be difficult to eliminate.The study provides recommendations for the community and the police which if applied will see a vibrant crime prevention strategy in Kenya.
The Kenyan education system is experiencing curricular, administrative and cultural change as well. The guidance and counselling programme was recently introduced in the secondary component of the curriculum to respond to changing needs of the Kenyan population. The purpose of this book is to examine the role of guidance and counselling in selected secondary schools. The findings of the study documented in this book offers guidance in strengthening guidance and counselling department in secondary schools. This study reveals that guidance and counselling can play a major role in improving student behavior and enhance learning in secondary schools.It also reveals that most teachers do not have basic knowledge in guidance and counselling. The study recommends that a deliberate move be made by the Ministry of Education to have guidance and counselling teachers trained to strengthen guidance and counselling programmes in schools and also involve students in school management.
One of the key elements that enhance the performance of an organization is the organizational citizenship behavior (OCB) of its workers. The willingness to go an extra mile and owning the organization’s mission usually translate into success. Although OCB is important, little is known about the factors contributing to willingness of teachers going an extra mile in their workplace. There are some potential significant variables in schools that relate with organizational citizenship behavior (OCB). The key question in relation to OCB in schools is "To what extent does the transformational leadership, school climate, and teacher faith maturity in schools relate to the OCB of the teachers? This work seeks to provide a better theoretical understanding of OCB in schools particularly in the church related schools in Kenya.
Education has long been recognized as a central factor in development. However, public supply of education is increasingly being undermined by financial constraints being faced by the governments. The private schools hire their teachers, procure learning facilities and provide education to those who can afford. The study provides the qualitative aspects of private primary schools and their effects on the pupil academic achievement. The relevance of private schools depends on the quality of education they offer. This quality can objectively be measured by performance indicators. The author examines this controversial issue of relevance of private schools in Kenya. The study demonstrates that the performance of private schools in Kenya is above average despite the many challenges the private schools face, a fact which should guide general education policy and discourse.
This study examined the extent of teacher participation in decision-making in Zimbabwean schools. Qualitative/interpretive research methodology was adopted and a case study research design was used as the operational framework for data gathering. Data were collected from 5 secondary schools in Gweru Education District in Zimbabwe. The population sample comprised of 5 secondary school heads and 20 secondary school teachers. In order to get an in depth of the analysis of the shared decision-making concept, a series of interviews were conducted over a 2 months period of time. To get further insights in the teacher participation in the decision-making processes in schools, the author observed two staff meetings at each school under study. The author was interested in observing the interaction of the participants as they took part in the shared decision-making process. Finally, various shared decision-making documents that were related to the shared decision-making process were examined. The study found that; teachers were involved in decision-making in certain areas either as individuals or on one-on-one basis depending on one’s expertise and experience;
In Kenya, the transition of children from early childhood development centres to primary schools is measured by their ability to pass an entrance test. There is a wide gap regarding marks scored in class one selection tests by children in private and community-assisted centres. Children in private pre-schools score higher than those in community-assisted pre-schools. In the author''s view, this difference arises from factors within and outside the centres. Factors from within are learning resources and facilities, teacher''s qualifications and motivation; while factors from outside are parental involvement, poverty and teachers'' pre-service training. The author argues that children in the two types of ECD centres do not compete on a level ground and therefore she recommends that entrance to class one should be based on holistic developmental readiness other than academic assessment. Holistic developmental readiness is a concept that considers cognitive, social, physical, emotional and spiritual needs in the process of educational instruction. This is book is an important resource for the Ministry of Education, Early Childhood Education trainers, trainees and parents.
The purpose of this study is to examine teachers’ conception about constructivism teaching and to assess the existing practices of teachers in the classroom. In doing so, this study will explore conception of teachers’ about constructivist theories of learning and their practices in the classroom and tries to analyze which activities of teachers’ go in line with the constructivism assumption. The data were collected from the participant teachers using detailed interviews, classroom observations, and documents analyses. Teachers were demonstrated elements of constructivism learning principles in the classroom.
The purpose of this book was to find out the administrative variables(Principals' Leadership Characteristics:Visionary,Proactive,innovative,risk-taking;computer proficiency,and attitude towards the computer studies)influencing the Principals' performance of their role in the implementation of computer studies.The findings reveal that the Principals rated themselves highly in all leadership characteristics except in computer proficiency and attitude.The principal were averagely evaluated by teachers on the performance of their role to ensure success.Those principals who have not implemented have plans to implement computer studies.
Bullying is a pervasive problem in many schools and affect an increasing number of students. Its adverse psychological consequences call for implementation of early interventions, especially psychological counselling, so as to provide for appropriate individual behavioural change. This study sought to assess bullying and its psychological effects on students in public secondary schools in Nakuru Municipality. The study adopted a descriptive survey-research design targeting a population of 7904 students from 18 secondary schools. A sample of 367 students and 10 deputy head teachers was drawn from ten schools through administration of two sets of questionnaires (one for students and the other for deputy head teachers). The collected data was analyzed using descriptive and inferential statistics with the aid of The study findings indicate that there were direct and indirect forms of bullying in secondary schools with female students engaging more in indirect bullying while male students in direct bullying. Bullying had short term and long term psychological & physical effects which affected academic performance and made it difficult for students to concentrate on school work.
This study explored teachers’ perspectives and the experiences that shaped their perspectives towards multicultural diverse classrooms, and how their practices reflect their beliefs. As Canadian schools continue to show how learners come with many different experiences, many different ways of seeing the world, different ethnic background, and many different learning needs, the more responsive and sensitive teacher educators become. The primarily findings show that teachers’ understanding of their students ethnic, race backgrounds and cultural differences helped providing positive, confident and interactive learning environment, and raised cultural knowledge awareness among teachers and their students. Secondly, with diversity comes plurality that promotes and cultivates inclusive environment where all voices are heard, and all students’ needs are accommodated. Thirdly, in order to maintain a dynamic and democratic learning environment, all teachers developed and enhanced their mindfulness and thoughtfulness towards their teaching techniques, activities and assessments.
One goal of Mathematics teaching and learning is that students should develop a positive attitude towards the subject and participate actively in it. Students' perception of Mathematics teacher teaching practices impacts on their attitudes, beliefs,participation and performance. This book is an account of students' perspective on secondary school Mathematics teacher teaching practices in Kenya and how it impacted on their attitudes towards the subject. Curriculum developers,practicing teachers of mathematics,Mathematics Education students at the university as well as lecturers of mathematics education will benefit from the book as it will form a good reference point. Thank you
Job satisfaction is not a new phenomenon in organizational science and organizational behaviour. It is one of the topics that has drawn interest among many scholars in the world.The purpose of this book is to look at the level of job satisfaction of teachers teaching in public and private secondary schools and compare the levels of job satisfaction with regard to the personal characteristics, and job facets. The study was guided by motivation theories, which formed the theoretical framework.The main objective of this book is to determine factors which influence job satisfaction among teachers teaching in private and public secondary schools in Nairobi County.A sample of 350 secondary school teachers was obtained through a two-stage stratified random sampling method. Probability Proportional to Size PPS was applied to proportionally allocate the sample for both schools and teachers.In order to collect required data for the study, a questionnaire was used as a tool.The SPSS (version 17.0) was used to analyze the obtained data.The findings revealed that teachers are not satisfied with their jobs and the Government and Managers of private school needs to raise their satisfaction levels
Private schools supplement the government’s efforts of providing education in Kenya. Pupils from private primary schools have been out-performing those from public primary schools at Kenya Certificate of Primary Education (KCPE). The purpose of this study was to establish and compare the trends of secondary school academic performance of students from private and public primary schools, in Forms 1, 2, 3 end year teacher made test, Mock and Kenya Certificate of Secondary Education (KCSE) examinations. The research design was causal-comparative with a study population comprising 2004 and 2005 form four students in Nakuru District. Stratified random sampling technique was used to select a sample of 240 students from 6 provincial schools out of the 19 provincial schools in Nakuru District. The six schools were randomly selected from the three categories of secondary schools; Boys only, Girls only and co-educational ( Mixed). The instruments used to collect data were the Students’ Questionnaire, Teachers’ Questionnaire, Students' Academic Performance summary form.The mean scores of students from private primary schools were below the mean scores of students from public primary schools.