School of Education

Mental health literacy and its influence on mental well-being and help-seeking attitudes among secondary school students in Homa bay county, Kenya

2026-02-17T10:04:17Z

Mental health literacy and its influence on mental well-being and help-seeking attitudes among secondary school students in Homa bay county, Kenya ACHIENG, Monica Anne Oyoo The World Health Organization (WHO) estimates that one in four Kenyans experiences a mental health problem, with depression and anxiety symptoms being the most prevalent. Among secondary school students, prevalence of depression and anxiety symptoms are 28.1% and 38% nationally. Prevalence of depression symptoms among students is 44.8% in Kakamega County while Kisii and Migori Counties record 23% and 23.6% respectively. In Homa Bay County, these rates are notably higher, at 57.5% for depression and 49.4% for anxiety. Such figures highlight the urgent need for interventions given the academic, social, and health implications of untreated mental health conditions. Previous studies suggest that enhancing Mental Health Literacy (MHL) can improve well-being and promote positive help-seeking behaviour. The purpose of the study therefore was to examine the influence of MHL on mental well-being and help-seeking attitudes of secondary school students in Homa Bay County, Kenya. Objectives of the study were to: evaluate levels of MHL, assess the nature of relationship between MHL, mental well-being and help-seeking attitudes; establish moderation effect of availability of school-based mental health resources and gender in the relationship between MHL, mental well-being and help-seeking attitudes and establish interventions that can be put in place to improve levels of MHL among students in secondary schools in Homa Bay County. The study was anchored on Health Belief Model, Social Cognitive Theory and a conceptual framework showing the interaction between MHL (independent variable), mental well-being and help-seeking attitudes (dependent variables). Descriptive, correlational and quasi-experimental research designs were employed. The study population was 131,749 students from form1 (F1) to form 4 (F4). Stratified random and purposive sampling were used to select 400 respondents using Yamane’s formula. Data were collected using questionnaires and focus group discussions (FGDs). A pilot study was conducted among 30 students. Reliability of the instruments was established using test–retest method, with Pearson’s correlation and Cronbach’s alpha were used to determine the reliability coefficients. The results were as follows: MHL Scale (r̄ = .78, α = .98), General Help-Seeking Questionnaire (r̄ = .89, α = .99), Questionnaire on interventions (r̄ = .74, α = .98), General Anxiety Disorder (GAD-7) (r̄ = .88, α = .98) and Depression Assessment Questionnaire (DAQ-9) (r̄ = .91, α = .99). Face and content validity of the instruments were ascertained by experts in the area of Educational Psychology. Quantitative data was analyzed using means, percentages, Pearson’s r, independent samples t-test, ANOVA and linear regression analysis. Qualitative data was transcribed, categorized and reported thematically. Results showed that levels of MHL was moderate (M = 42.84, SD = 5.80), levels of MHL positively correlated with mental well-being r(382) = .822, p = .00 and attitudes towards help-seeking (r(382) = .102, p = .046); The moderating effect of school-based resources was statistically non-significant for mental well-being (R = .534, R² = .285, Adjusted R² = .279,F(3, 373) = 49.569, p < .001, Durbin–Watson = 2.134) and help-seeking attitudes (R = .223, R² = .050, Adjusted R² = .042, F(3, 373) = 6.530, p < .001, Durbin–Watson = 1.924). Moderating effect of gender was also statistically insignificant for mental well-being (R = .534, R² = .285, Adjusted R² = .280, F(3, 378) = 50.326, p < .001, Durbin–Watson = 2.126) and help-seeking attitudes (R = .132, R² = .017, Adjusted R² = .010, F(3, 378) = 2.220, p = .085, Durbin–Watson = 1.962). MHL programme was the most effective (M = 3.52, SD = .65) and use of school computers the least effective (M = 2.71, SD = .89). It was concluded that levels of MHL were moderate, MHL positively correlated with both mental well-being and help-seeking attitudes; interaction effect of availability of school-based mental health resources and gender were non-significant. MHL programme was the best strategy to improve MHL. It was recommended that schools teach MHL and make mental health resources accessible to improve MHL and help-seeking attitudes among students. Findings of this study are expected to inform development of policies to improve levels of MHL and mental well-being among students in secondary schools. PhD Thesis

Effect of management of guidance and counseling services On students’ discipline and academic performance in public Secondary schools in Kisii County, Kenya

2024-12-01T12:24:19Z

Effect of management of guidance and counseling services On students’ discipline and academic performance in public Secondary schools in Kisii County, Kenya SONG’ORO, Josiah Birundu School counselors design, deliver and manage inclusive school counseling programs that are meant to promote students’ academic achievement and discipline. The counseling program is meant to focus on academic, career, and social/emotional curriculum experiences through classroom lessons, group activities and individual consultation. Despite such programs, various research studies have indicated cases of student unrest in most schools in Kenya in the recent past and poor academic performance. Evidence shows that students have emotional and behavioral problems which cause frustrations and despair. For instance, in Kisii County such cases have come up whereby students have burnt dormitories and razing down property belonging to the students. Some students have attacked school administrators with Pangas thus threatening their lives. Unwanted pregnancies are on the rise, sexual and drug abuse and school dropouts have also been recorded. Guidance and Counseling (G&C) would be viewed as a powerful means of giving students psychosocial support and help with individual problems. The purpose of this study was to establish the effect of management of guidance and counseling services on students’ discipline and academic performance in Kisii County. The objectives of the study were to: Establish the effect of management of G&C infrastructure on student academic performance; establish the effect of management of G&C infrastructure on students discipline; determine the effect of management of G&C financial resources allocation on student academic performance; determine the effect of management of G&C on student discipline; establish the effect of G&C time allocation management on students academic performance and establish the effect of management of G&C time allocation on students’ discipline. The study adopted descriptive survey and correlational research designs. A conceptual framework was used to help focus on the variables of the study. The target population was 10385 and consisted of 355 principals, 355 teacher counselors and 9,675 form four 2015 cohort of students. Fisher’s formula (1925) was used to determine the sample. The sample sizes consisted of 185 principals, 185 teacher counselors and 370 form four students. The set of questionnaires, interview schedules and observation guide were used to collect data. Face and content validity of instruments was established by experts in Education Administration whose input was incorporated in the final drafts. Reliability coefficient of questionnaire was .836 meaning that they were reliable as the Cronbach’s alpha coefficient was greater than 0.7. Data were analyzed using frequency counts, percentages, means and regression analysis. The study established that management of Guidance and Counseling infrastructure accounted for 71.5% of the variation in students’ academic performance and 55.8% of students’ discipline. Management of Guidance and Counseling financial resource allocation accounted for 66.7% of the variation in students’ academic performance and 67.1% of students’ discipline. Management of Guidance and Counseling time allocation accounted for 41.1% of the variation in students’ academic performance and 45.6% of the students’ discipline. The study concluded that Guidance and Counseling had effect on students’ academic performance and discipline. The study recommended that school principals should improve on G&C infrastructure management, G&C financial resource allocation management and G&C time allocation management so as to further enhance students’ academic performance and discipline. The findings of this study are significant to stakeholders in education as they provide data on formulation of policies on G&C services in relation to students’ academic performance and discipline. PhD Thesis

Implications of pricing guidelines on the quality of education Of sub-county secondary Schools in Busia county, Kenya

2024-12-01T12:03:00Z

Implications of pricing guidelines on the quality of education Of sub-county secondary Schools in Busia county, Kenya ADWAR, Hezekiah Othoo The academic performance of public secondary schools in Busia County in the national examinations has been declining for the past three consecutive years below the national mean scores of 3.96 in 2018, 4.30 in 2019 and 4.53 in 2020 with the county attaining 3.80 in 2018, 3.68 in 2019 and 3.51 in 2020, the worst affected being Sub county schools compared to the neighbouring counties. Pricing as a strategic decision avails finances to schools for purchasing resources with which to offer services. For a county like Busia with high poverty index of 69.3% against national poverty index of 38.6%, there could be challenges of resourcing schools for quality attainment. The purpose of this study was to determine the implications of pricing guidelines on the quality of education in public sub-county secondary schools in Busia County, Kenya. The objectives were to: Establish the implications of pricing guidelines on the provision of infrastructural facilities for attainment of quality education; Analyze the implications of the pricing guidelines on the availability of and remuneration of human resources to facilitate processes of teaching and learning for quality education; Determine the influence of the pricing guidelines on the Kenya Certificate of Secondary Education Results (KCSE) and to determine the pricing guidelines that ensure optimal price for quality education. The study was informed by the Education Production Function. Descriptive survey and correlational research designs were used. Target population constituted 114 public Sub county secondary schools from Busia County, and 7 Sub county Directors of Education. Stratified random sampling was used to select 60 schools (principals), and purposive sampling to select 7 Sub County Directors of education for the study. Questionnaires for principals, interview schedule for sub county directors of education; observation checklist and document analysis guide were used to collect data. Face and content validity of the instruments were reviewed by experts in Planning and Economics of Education in Maseno University. The researcher pre-tested the instruments using 10 schools and a Pearson- r value of .80. Quantitative data was analyzed by use of percentages, mean scores, correlation and multiple linear regressions. Qualitative data was analyzed using content analysis. The findings indicated that the pricing guidelines did not provide adequate infrastructure as there was shortage of 110 classrooms, 117 laboratories and 279 doors of toilets. The pricing guidelines did not sufficiently address the employment and remuneration of human resource as there was shortage of 561 teachers with a deficit of sh.24, 216,084 required for their remuneration. There was a positive significant relationship between the fee paid to schools per student with mean scores in KCSE with a coefficient of determination of .120 (r =.346, p < 0.01). The pricing guidelines did not ensure optimal price for quality education. The study recommended that the Ministry of Education should revise the formula for pricing sub county secondary schools to address the salient needs of each school in order to enable them acquire resources with which to offer quality education. This study might help the Ministry of Education to formulate pricing guidelines policies that would ensure that public sub county secondary schools get sufficient resources to ascertain quality education. It might also be of help to academicians, researchers and scholars who may be interested in financing of schools and quality of education. PhD Thesis

Community financing of public secondary schools and its effect on academic achievement in Kisumu County, Kenya

2024-12-01T11:57:17Z

Community financing of public secondary schools and its effect on academic achievement in Kisumu County, Kenya OTIENO, Duncan Owiye The constitution of Kenya 2010 provided for free and compulsory basic education as a human right to every Kenyan Child. Studies have shown evidence that increasing the provision of institutional materials is the most cost effective way of raising the quality of education. Free Secondary Education (FSE) policy was introduced in Kenya in 2008 with an aim of making secondary education affordable. The constraints on national budget; many governments have turned to parents, private sector, communities and well-wishers for new revenue sources. The purpose of this study was to analyze community financing of public secondary schools and its effects on academic achievement in Kisumu County, Kenya. The study was based in Kenya however Kisumu county was chosen for its below average KCSE mean score 4.08 low student: teacher ratio of 1:59, low poverty index 34% and 60% of its population live in impoverished communities in 2015. The study had five objectives. namely: to: examine: community financing of public secondary schools infrastructure and its effect on academic achievement ,to determine community financing of teaching and learning resources of public secondary schools and its effect on academic achievement., to determine community financing of public secondary schools transport and travel and its effect on academic achievement.to examine Community financing of human resources of public secondary schools and its effect on academic achievement and finally to determine community financing of public secondary schools lunch program and its effect on academic achievement in Kisumu County, Kenya. The study was done on the assumption that all public secondary schools in Kisumu county administer similar curriculum and funding controlled by the government. The conceptual framework shows the interrelationship between dependable variable and the independent variable’s. It was guided by production function theory adopted from Psacharopolos (1981). A descriptive survey and co-relation research design were used in the study. The study population comprised of all the 214 public secondary schools in Kisumu County, 214 principals, 214 BOM chairpersons, 48 CBO chairpersons and the CDE. Stratified random sampling procedure was used to sample 64 schools from which 64 principals and 64 BOM chairpersons were selected. Simple random sampling was used to sample 16 CBO chairpersons. Data was collected through questionnaires for principals BOM chairperson, CBO chairperson, CDE and interview schedule for CDE. The data from questionnaires were analyzed using Statistical Package for Social Sciences (SPSS) computer programme, for descriptive survey and inferential statistics. The level of testing hypothesis was set at 0.05 level of statistical significance confidence. The major findings of the study indicated that funding in public secondary schools were inadequate. The communities; alumni, parents, CBOs and well-wishers do fund the schools. Pearson correlation (r) coefficient of community financing on academic achievement were; infrastructure .901, teaching and learning resources .792, transport and travel resources .878, human resources .879 and lunch program .907. The regression statistical model determined coefficients a on effect of independent variables on the dependent variable. The overall conclusion emanating from the findings in the null hypothesis is that: there is a relationship between community financing and academic achievement in public secondary schools in Kisumu County. The study recommends a well-coordinated programme to mobilize resources from the communities, such as transport and travel as provided by the communities to be enhanced, sensitization on the benefits of community financing for academic achievement and study findings be used for practice and policy formulation. Finally, further research studies to be carried out in more counties with varying socio-economic status to determine the strategy of community financing in order to enhance academic achievement. PhD Thesis

Assessment of teacher participation in english curriculum development in secondary schools in Kenya

2024-12-01T10:24:45Z

Assessment of teacher participation in english curriculum development in secondary schools in Kenya KIVIHYA, Carolyn Dayo Teacher participation in curriculum development is a decision-making process widely recognized as an avenue to tapping on teachers’ knowledge and experience gained from constant interaction with learners and the curriculum at school to enrich the national curriculum particularly in the centralized curriculum development systems such as Kenya. Further, the National Curriculum Policy (NCP) in Kenya mandates the County Education Board (CEB) to research into and propose content that will relate the local needs to the national curriculum. However, this policy has not been operationalized at the counties in development of curriculum content yet it is intended to involve teachers in enriching the curriculum which has substantial influence on interpretation of the curriculum in use. This study adapted Taba’s (1962) theory of curriculum development that considers teachers as key to curriculum development. Teacher participation is aimed at minimizing the discrepancy between intentions of curriculum developers and actual curriculum use as manifested in variations in student achievement. In Vihiga County, English has had a mean of 4.44 against a national mean of 4.52 for 2021-2023 Kenya Certificate of Secondary Education examination. The purpose of this study was to assess teacher participation in development of the English curriculum in secondary schools in Kenya. Objectives of the study were to: explore teachers’ views on relevance of the English curriculum, assess teacher expertise for participation in curriculum development, assess the support for teacher participation in curriculum development and to determine application of NCP on teacher participation in development of curriculum content. The study was based on descriptive design. The target population of 572 consisted of 157 Principals and 412 teachers of English drawn from secondary schools in Vihiga County Kenya, the chairperson of CEB, the County Quality Assurance and Standards Officer (CQASO) in Vihiga County and the chairperson of Kenya Institute of Curriculum Development (KICD) English subject panel. Sample sizes of 70 Principals and 184 teachers of English were calculated using Yamane’s (1967) formula and respondents selected using simple random sampling technique while the chairperson of CEB, the CQASO and the chairperson of KICD English subject panel were selected using purposive sampling technique. Questionnaires and interview schedules were used to collect data. Validity of the questionnaire was ascertained by experts in the field of study from Maseno University. Reliability of the questionnaire was established through a pilot study and accepted at r value of .7589. Qualitative data was analyzed by generating thematic categories. Quantitative data was analyzed using mean and standard deviation. Results of this study are significant to the Ministry of Education (MOE) and central curriculum developers in enhancing teacher expertise and support for participation in curriculum development. The findings established that relevance of the English curriculum was limited in relation to learning needs. Findings also revealed that teachers of English had inadequate curriculum development expertise and limited support essential for operationalization of the policy on development of curriculum content. The study recommended that teacher expertise and support be enhanced through collaborative effort between central curriculum developers and MOE for operationalization of NCP to enable teacher engagement in reflective practice that will improve relevance and development of the curriculum. PhD Thesis

Assessment of integration of e-resources in teaching and learning of english language in public secondary schools In kakamega county, kenya

2024-08-01T12:47:25Z

Assessment of integration of e-resources in teaching and learning of english language in public secondary schools In kakamega county, kenya MUVANGO, W. Mark Integration of e-resources in education enhanced growth of knowledge based society. It created positive impact on curriculum implementation. Kenya invested in technology considerably with a belief to support and transform pedagogical practices. Despite innovative developments, there was little empirical evidence on use of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Incorporation of e-resources in the curriculum had not reached optimum level in the county. Insufficient attention to e-resources in teacher preparation programs limited their use. These concerns prompted Teachers Service Commission (TSC) to embark on capacity building of teachers for effective utilization of e-resources. The purpose of the study was to assess integration of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Specific objectives of the study were to: examine e-resources available for use in teaching and learning of English language, determine perceptions of principals, teachers and learners on e-resources in teaching and learning of English language, establish teacher preparedness on use of e-resources in teaching and learning of English language and examine e-resource pedagogic methods for use in learning of English language. The study was guided by Bruner‟s Constructivism Theory (1990) and adopted descriptive survey design. The study population was 150 principals, 250 teachers of English and 10,000 Form Two students. Simple random sampling method used to select 108 principals, 152 teachers of English and 370 Form Two students. Research instruments included: questionnaires for principals, teachers and students, interview schedule and observation checklist for teachers. Face validity of research instruments was established by judgement of three experts in the Department of Educational Communication, Technology and Curriculum Studies. Reliability of instruments was established through pilot study. The computed coefficients of reliability were 0.85, 0.85 and 0.80 for questionnaires of principals, teachers and students respectively. Data was analysed through descriptive statistics included frequencies, means and percentages. Statistical Package for Social Sciences (SPSS) was used to analyse data. The study found out that e-resources were available but inadequate for frequent use; e-resources ensured understanding of concepts (67.6%) and made learning lively (63%); teachers lacked computer and internet skills (58.3%) and learner-centred method supported with e-resources enhanced learning (72.4%). Based on the findings, the study recommended that Ministry of Education (MoE) should provide adequate e-resources; teachers should use e-resources appropriately to improve learning outcomes; MoE in conjunction with Kenya Institute of Curriculum Development (KICD) should organise refresher courses on e-resources usage and secondary schools should emphasize learner-centred method that uses e-resources in learning process. The study contributed to development of teacher of English in regard to technological innovation in the curriculum. It also provided additional information in formulating policies which will enhance use of e-resources in teaching and learning process. PhD Thesis

Influece of school based incentives for teachers on students academic achievement in public secondary schools in Kisumu west sub county, Kenya

2023-02-14T13:21:00Z

Influece of school based incentives for teachers on students academic achievement in public secondary schools in Kisumu west sub county, Kenya NGASI Musa Awuor The achievement of students in the Kenya Certificate of Secondary Education has varied from school to school over time. This is in disregard to the fact that the Government has been according teachers similar training in colleges and universities on one hand and pays them similar amount of package corresponding with their scales, on the other hand. In the year 2015, the difference between the mean of the top school and the last school in Kisumu West Sub County was 6.66, in 2016 it was 8.64 and in 2017 it was 8.39. In Kisumu Central and Kisumu East Sub Counties, the difference in the year 2017 was 5.988 and 2.685 respectively. This disparity raises concerns among the education stakeholders on the incentive underlying teacher input. Motivation theorists believe that performance is a result of concerted effort which has been induced by some incentive. Preliminary survey in 2017 reveal that all schools subject their teachers to incentives. The purpose of this study was therefore to establish school-based incentives for teachers and their influence on students academic achievement in public secondary schools in Kisumu West Sub County. The objectives of the study were; to determine the influence of monetary, intangible non-monetary incentives for teachers and of tangible non-monetary incentives for teachers on the achievement of students in public secondary schools in Kisumu West Sub County. A conceptual framework was used to guide the study. The study adopted descriptive survey and correlation research designs. The target population consisted of 30 public secondary schools with 354 teachers, 30 Principals and 5 Curriculum Support Officers. Through Yamane’s formula, 187 teachers, 27 Principals and 4 CSOs were selected as the study sample. Simple random sampling was used to get the teachers while purposive sampling was used to get the principals and CSOs for the study. Questionnaire were used to collect data from teachers and principals, while interview schedule was used to collect data from CSOs. Face validity of instruments was ascertained by experts in the Department of Educational Management and Foundations. Reliability of instruments were determined through test-re-test method, with the coefficient r=0.784 considered acceptable. Qualitative data obtained from interviews and document analysis was analyzed through thematic analysis. Quantitative data from questionnaire was analyzed by means of descriptive statistics and Pearson’s correlations. The study found that monetary incentives for teachers is positively and moderately related to students academic achievement (r= +0.36, p<0.001), tangible non-monetary incentives are positively and strongly related students academic achievement (r= +0.805, p<0.001) while intangible non-monetary incentives for teachers have no significant relationship with students academic achievement (r= +0.002, p=0.454). The study concludes that tangible non-monetary incentives motivate teachers significantly hence high influence on students academic achievement, monetary incentives for teachers influence students academic achievement moderately while intangible non-monetary incentives have no significant influence on teacher motivation and students academic achievement in public secondary schools in Kisumu West. This study may be useful to school managements and administrators designing teacher motivational activities.

Gender difference in the influence of selected factors on science performance among secondary school students in Migori county, Kenya

2022-12-20T12:17:08Z

Gender difference in the influence of selected factors on science performance among secondary school students in Migori county, Kenya Gor, Polycarp Owino Generally, the negative stereotyping of science as a ‘male’ field has seen, girls losing self-efficacy and interest in this field and hence they continue to lag behind boys in science performance. Statistics indicate that averagely in Kenya, females constitute just 29% of Science Technology Engineering and Mathematics (STEM) careers. At the university, females constitute just 30% of STEM students. Similarly, the KCSE performance for the years 2017, 2018 and 2019 indicate that boys defeated girls in all the science subjects. With an average performance in the 2019 KCSE of 22.63% for girls and 26.65% for boys indicating a gender disparity of 4.02%, Migori county performs poorer as the national disparity stands at 2.8% in favour of the boys. Consequently, Migori county performs poorer than the neighbouring counties of Kisii and Homa-Bay which registered a gender disparity of 2.86% and 3.77% respectively in favour of the boys. The purpose of this study therefore was to establish the moderating role of gender in the influence of gender stereotype, self-efficacy and interest on science performance among secondary school students in Migori county. The objectives were, to: examine the influence of gender stereotype on science performance, examine the influence of self-efficacy on science performance, examine the influence of interest on science performance and to evaluate gender as a moderator in the influence of gender stereotype, self-efficacy and interest on science performance. The study was based on a conceptual framework describing the process by which gender stereotype, selfefficacy and interest influence science performance with respect to gender. Consequently, Descriptive Survey and Correlation Designs were used. The target population for the study was 2,200, i.e. 1550 boys and 650 girls from the 240 public secondary schools in the county. Fishers et al. (1991) formula was used to arrive at a sample size of 327 which was selected using stratified, purposive and simple random sampling methods. Gender Stereotype Scale (GSS), Science Self-Efficacy Scale (SSES), Science Interest Survey (SIS), Focus Group Discussion Guide (FGDG), Science Achievement Test (SAT) and Head of Science Interview Schedule (HOSIS) were used to collect data. A pilot study was done to establish the reliability of the instruments by subjecting the instruments to 33 students using a test-re-test method that yielded a Pearson Product Moment correlation coefficient (r) of .786 for SRMS, .792 for GSS, .769 for SSES, .780 for SIS and .782 for SAT and were deemed to be reliable as a r of .70 and above was achieved for all the instruments. Experts in the Department of Educational Psychology, Maseno University advised on the content validity of the instruments. Quantitative data was analyzed using Descriptive Statistics, Correlation analysis, Simple and Multiple Linear Regression Analysis that included frequencies, means, percentages, variance, covariance, correlations and regression estimates. Qualitative data from FGDG and HOSIS was organized into emergent themes and reported. The study revealed that gender stereotype significantly predicts performance in science b = -4.917 (p=.013, 327). Further, self-efficacy significantly predicts science performance b=5.896 (p=.026, 327). In addition, interest predicts science performance b=4.653 (p=.001, 327). However, gender only moderates the relationship between interest and science performance with b = 8.6149, 95%CI (-1.4566, 18.6864), t=1.6885, p < .05. The relationship is significantly higher among females at b = 9.892, 95%CI (2.2487, 4.8067), t =2.152, p < .05 than males at b = 5.989, 95%CI (2.1526, 22.1325), t =2.965, p < .05.. It is concluded that gender stereotype, self-efficacy and interest influence science performance and that gender only moderates the relationship between interest and science performance. Therefore, the study recommends that in order to reduce the gender disparity in science performance, the level of interest in science and self-efficacy should be enhanced, particularly for the females through intrinsic motivation. Consequently, the negative gender stereotype beliefs should be demystified. The findings are significant to the students, teachers and the government in improving gender parity in science performance for enhancement of STEM performance.

Determinants influencing the implementation of strategic Plans in public secondary schools in Kakamega County, Kenya

2022-12-19T14:55:37Z

Determinants influencing the implementation of strategic Plans in public secondary schools in Kakamega County, Kenya Mukabi, Thomas Imende Strategic planning is the process of setting goals and creating a blue print for an organization’s future / vision. From studies carried out, institutions that have embraced strategic planning, implementation part of it has been a challenge. Base line survey in Kakamega County revealed that only 158 public secondary schools out of 401 had embraced strategic planning. A standard assessment carried out in 5 institutions in Mumias Sub County revealed that only 1 school was implementing her strategic plan. The purpose of this study therefore, was to analyse determinants influencing implementation of strategic plans in public secondary schools in Kakamega County. The study was guided by Goal-Based Strategic Planning Model by McNamara (2005) and a conceptual framework showing determinants influencing implementation of strategic plans. Objectives of the study were to; establish the influence of school leadership styles, determine the influence of training of secondary school managers, determine the influence of stakeholders’ involvement and determine influence of resources on implementation of strategic plans in public secondary schools from Kakamega County. The study used a combination of descriptive survey design and correlation design targeting a total population of 645 respondents with a sample population of 171. Multiple stage sampling techniques were applied. The study used questionnaires and interview schedules as instruments for data collection alongside document guide list. Questionnaires were validated through application of content validity analysis determined by expert judgement. Piloting of the questionnaires was carried out in ten selected public secondary schools and split half technique applied to ascertain the reliability of the instruments. Correlation co-efficient for BoM, PA, Principals and senior teacher’s instruments were .85, .81, .87 and .84 respectively. These values were above 0.7, an indication of high reliability of instruments. Both descriptive statistics and regression analysis were adopted. In addition, the researcher carried out document analysis of strategic plans for individual schools sampled out. The study established that training, stakeholder’s involvement and resources had significant influence on implementation of school strategic plans at p ≤ 0.05 level of significance with a p value of 0.005 for training, 0.000 for stakeholder’s involvement and 0.043 for resources. The study established that, school managers were not adequately trained in strategic planning process, stakeholders were not fully involved in strategic planning process and resources for implementation of strategic plans were not sufficient. In terms of leadership styles, the study established that all the four leadership styles had no significant influence with a p value of .305, .805, .979, .103 for democratic, laissez fair, transformational and autocratic styles respectively. Regression analysis revealed that autocratic, democratic and laissez faire leadership styles had a positive prediction on the implementation of strategic plans in public secondary schools while transformational leadership styles had a negative prediction on the implementation of strategic plans. The study therefore recommends that, all the key stakeholders be fully involved in strategic planning process, the government to allocate more resources in public secondary schools to ensure successful implementation of strategic plans, training module for managers on strategic planning process be formulated and all managers be trained on strategic planning process and the ministry of Education to entrench an organizational culture on strategic planning process in public secondary schools.

INFLUENCE OF JOB SATISFACTION FACTORS AMONG TUTORS ON TEACHER TRAINEES’ PERFORMANCE IN PUBLIC TEACHERS’ TRAINING COLLEGES IN KENYA

2022-12-19T13:48:28Z

INFLUENCE OF JOB SATISFACTION FACTORS AMONG TUTORS ON TEACHER TRAINEES’ PERFORMANCE IN PUBLIC TEACHERS’ TRAINING COLLEGES IN KENYA ACHOLA, PATRICK JUMA Job satisfaction is important in a working environment as it determines organizational performance. Studies have highlighted the importance of remuneration, personnel, institutional activties and government policy guidelines being job satisfaction factors that influence job performance. In this respect, public teacher training colleges in Kenya have realized relatively poor performance in PTE examinations as from 2014 to 2017. In 2014, the mean was 4.4; 2015, 4.2; 2016, 4.33 and in 2017 5.1 for the five colleges displayed. The recent data reveals that out of 12,438 candidates who sat Primary Teacher Education Examinations in 2017, only 5 candidates scored distinctions, 4992 had credit, 886 had pass while 5932 failed and could not graduate. Furthermore performance among Teacher Trainees has been on the decline since 2014, as ranking for college mean for PTE 2016 examinations results for the top 5 Primary Teachers Training Colleges indicated. The purpose of the study was to establish the influence of job satisfaction factors among Tutors on Teacher Trainees performance in Public Teacher Training Colleges in Kenya. Objectives of the study was to, establish the influence of remuneration factors, personnel factors, institutional factors and government policy factors on job satisfaction among Tutors on Teacher Trainees performance. A conceptual framework was used to show how job satisfaction factors influence job teachers’ trainees’ performance. The research design used was descriptive survey and correlation research. The study population consisted of 22 Principals and 1000 Tutors from Primary Teachers Training Colleges in the country. Purposive sampling and stratified random sampling technique was used to select 20 principals and 300 Tutors as sample size respectively. Questionnaires, interview schedules and document analysis guide was used as research tools. Face validity of the instruments was established by experts in the department of Educational Management and Foundations at Maseno University, while reliability of instruments was established by piloting for 2 principals and 33 tutors. Quantitative data was analyzed using descriptive and inferential statistics in form of percentages, means and Correlation (r). Qualitative data was transcribed and analyzed on an on-going process as themes and sub themes emerged.The study established that remuneration of tutors had relations with teacher motivation and improved trainee’s performance with a mean rating of 4.16 for improved salaries. Personnel factors had influence on job satisfaction among tutors on trainee’s performance as those who have reached self actualization were motivated and posted high college mean performance. This was evidenced by a mean rating of 4.00. Institutional factors also had influence on job satisfaction among tutors on trainees’ performance with a mean rating of 4.13 which was high. Lastly government policy factors was found to be crucial in motivating tutors with a mean rating of 3.24 and this had positive influence on trainee’s performance. It further recommended that the findings be used by college administrators, Ministry of Education, Kenya Institute of Curriculum development and TSC to initiate and develop policies that could help and improve job satisfaction among teachers in the country.