The Kenyan Government introduced Free Primary Education (FPE) in 2003 in all public schools. This study examined administrative stress, coping strategies and the impact of stress on performance of Kenya public school head teachers as a result of the implementation of FPE.This was a two phase descriptive survey where questionnaires and interviews were used to collect data from primary school head teachers from Samburu District, Kenya.A random sampling was used to select headteachers who participated in phase one of the survey to respond to the questionnaire while a purposive sampling technique was used to select headteachers who participated in interview.Data collected were analyzed using descriptive statistic; percentage,frequencies, ANOVA, and narrative. The study showed that primary school head teachers experience moderate level of administrative stress.They are also,aware of some of the strategies they can use while under administrative stress. Also, the study found out that stress affect job performance of the head teachers.
The declaration on education as a basic human right was articulated in article 26 of the Universal Declaration of the Human Rights (UDHR) by the United Nations in 1948. Through this declaration UDHR proclaimed free and compulsory primary education, which led to the establishment of Education For All (EFA), being a global goal. Being a fundamental right free primary education fights against illiteracy, ignorance and diseases. Kenya has been committed to the pursuit of the EFA goal through the introduction of Universal Primary Education (UPE) and Free Primary Education (FPE) since the 1970s. Kenya introduced FPE in two phases, which is in the year 1974; and in the year 2003. In both phases school fees in all public primary schools was abolished. This has led to increased access to primary education resulting to increase in enrolment to 8.3 million children by 2007.The success of implementing UPE and FPE initiatives was rooted in the total commitment and performance of the teacher. It is the teacher skill, creativity and attitude in the teaching/learning process that dictates the level of learner performance during curriculum implementation.
Research evidence points out that there is a strong relationship between teaching and learning. The KESSP 2005-2010 document and the Sessional Paper No. 1 of 2005 have cited low quality teacher education as a problem in Kenya. They attribute this to the traditional content-based pedagogical primary teacher education model which presents a fragmented view of learning and is not context-based leading to little or no connection between theory and practice. This study sought to establish whether context-based learning through focus discussion groups on teaching and classroom practice improves pre-service teachers’ teaching effectiveness.The study revealed significant differences between the group trained through the traditional content primary teacher education model and those trained through the context-based model. Based on these findings, a context-based pre-service primary teacher education model was formulated for primary teacher education in Kenya and recommendations made to primary teacher education policy makers, curriculum developers, tutors and pre-service teachers to design and implement context-based learning approaches in training primary school teachers in Kenya.
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.
The aim of Free Primary Education programme in Kenya is to provide opportunities, especially for the individuals from low economic background. However, this goal is achievable if the funds sourced and disbursed to public primary schools are effectively utilized. The purpose of this study was to investigate the factors influencing the utilization of Free Primary Education funds in public primary schools within Nakuru Municipality. The findings show that all head teachers, had undertaken some form of financial training to enable them effectively utilize Free Primary Education funds. However, the level of Free Primary Education funds utilization in public primary schools was inadequate. The main factors affecting the utilization of Free Primary Education funds were: insufficient funding, delay in disbursements, high pupil enrolment levels, high cost of materials, inadequate teaching materials, lack of teacher motivation, inadequate teaching staff, and illiteracy of some committee members. The study recommends that the Government of Kenya, through established structures in the Ministry of Education, should mobilize resources to mitigate administrative factors arising from this study.
Early Childhood Development and Education (ECDE) refer to the care and education services provided to children during their early years. In Kenya it encompasses zero to eight years (both pre- primary and lower primary levels of education). ECDE in Kenya should seek to develop the physical, mental, social, emotional, moral and spiritual and aesthetic dimension of the child. Teachers and care givers should ensure that learning in ECDE centers is holistic, integrated, stimulating and enjoyable. For teachers to do this effectively, they need the knowledge and skills on the ECDE curriculum and its underlying assumptions. This book provides the ECD teacher trainees, teacher educators, practicing teachers and professionals with an understanding on the ECDE curriculum, its planning, design, development and implementation. It draws examples from the ECDE curriculum for Kenya. The course book is recommended for students pursuing diploma and degree courses in ECDE.
This book investigates the effect of free primary school education on quality of education in Kenya and examines quality indicators or variables like class size, availability of teachers and resources like desks, books and other learning resources and funds in FPE program, all this in relation to quality of FPE, its efficiency and sustainability. It tries to examine studies done from different parts of the country in regard to FPE as indicated in the literature review of this study.Quality of education refers to excellence in the practice, continuous improvement and efficiency in utilization of available materials and manpower, looking at the cost of education and its sustainability. Quality education is the education that empowers individuals to increase their productivity by developing new skills, attitudes, behaviors, practical knowledge and develop effective and innovative ways of thinking.This book is expected to be utilized by all educationists and other stakeholders in ensuring project management principals are applied in FPE and in any other future education projects and programs. Suggestions are made as to how best Total Quality Management principles can be applied.
Free Primary Education has posed a number of challenges to the Kenyan government since its inception in 2003. The policy has led to an influx of pupils into public primary schools against a stagnant teacher population. This work investigated the effect of the policy on teacher adequacy,teacher effectiveness and how educational stakeholders are coping up with the situation. Kakamega South District which is found in Kakamega County (Kenya) was the locale considered for the study. This was due to its rural setup that makes teachers desert such schools in favour of those found in urban places. The findings attest to the fact that Free Primary Education Policy impacted on pupil enrolment. There is need for the Kenyan government to hire more trained teachers in public primary schools so as to ensure provision of quality basic education.
This is a research work of its kind ever carried out in Nakuru District of Kenya on Decentralization and Service Delivery.The study focused on the impact of delivery of Free Primary Education to all school going children since the implementation of the new system of governance in Kenya. This indispensable publication also queries the effectiveness of service delivery in basic education as claimed by the Kenyan Government. Yet, many children are still not able to access Free Primary Education (FPE) due to many factors the implementers either ignores or are not aware of it. This master piece will bring light to the implementers to see where they have succeeded or gone wrong in order to put things right and help our Kenyan children to make a better future.
The performance of Mathematics at Kenya Certificate of Primary Education has remained low compared to other subjects at this level (KNEC, 2006,2007,2008). This study investigated the factors affecting the teaching and learning of Mathematics in selected public primary schools in Usian Gishu between the period of May and July 2010. The study was guided by the following objectives: to establish the teacher, learner, syllabus and school-related factors affecting the teaching and learning of Mathematics and to determine challenges faced in Mathematics teaching and learning in primary schools. The study employed a descriptive survey study design and was guided by the education production function theory. The study population comprised of head teachers, teachers and pupils in public primary schools in Usian Gishu of Rift-Valley province. Stratified random sampling was used in selecting 15 schools for participation in this study. Purposive sampling was used to select fifteen head teachers and 45 teachers of Mathematics for inclusion in this study.
This focus of book is an evaluation of the constraints to School based Teacher Development Program for primary School teachers in Kenya.It offers vital insight on innovative measures towards the implementation of the Education curriculum.The book will be of use for reference by the Ministry of Education, Kenya and other researchers.
The object of this study was to determine sources of teacher stress in primary schools in KwaZulu Natal, South Africa. Data were collected using a questionnaire and interviews. The study revealed the following stressors in order of most to least stressful: curriculum changes, work load pressures, job insecurity, poor relationship with colleagues, reward and recognition, learners discipline problems, poor rapport with management and role ambiguity. Furthermore, the results showed that a combination of outside and inside factors were associated with teacher stress. In terms of inside factors, organisational stressors and classroom stressors were related with teacher stress.
Career development is one of the major and vital requirements of employees in the twenty first century. Primary school teachers in Eldoret west district in Kenya are not an exceptional cohort. For this group of teachers to attain job satisfaction and give the best performance and productivity then they must develop their careers. Government policies need to be effective enough to facilitate automatic progression of the said group of teachers and other employees in their service.
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.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.