An Assessment of the Influence of Special Needs Education Resources on Management of Inclusive Education in Public Primary Schools in Nakuru East Sub-County, Kenya

This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing the contribution of school culture in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that schools’ culture plays a major role in the implementation of inclusive education in public primary schools in Karagwe district. The study recommends that, heads of schools should be given in-service trainings on the importance of school culture and its role in the promotion of school effectiveness. This is because the heads of schools have a major role to play in building the school cultures in their schools.

The purpose of this thesis was to investigate the influence of school funding on quality education in public primary schools in Machakos County, Kenya. Objective of this paper was to explore the influence of school funding on quality education in public primary schools in Machakos County, Kenya. The study adopted descriptive research design approach and the population was 403 head teachers, 2015 teachers and 756 standard 8 pupils from public primary schools located in rural areas. A sample size of 343 respondents was selected through purposive sampling and simple random sampling. Primary data was collected using questionnaires which were issued to teachers who taught standard 8. Focus Group Discussions were conducted by standard 8 pupils while the researcher carried out document analysis after head teachers filled forms containing school related records. Descriptive analysis was used, and this included means, standard deviation, relative frequencies and percentages. A computer software programme, Statistical Package for Social Scientist (SPSS) version 26.0 was used to generate data array that was used for subsequent analysis of the data. Inferential statistics using regression model was applied to examine the relationship between the research variables. The study findings revealed that a change in school funding led to a significant change in quality education in public primary schools in Machakos County, Kenya. The conclusion drawn from the study is that there was a linear positive relationship between school funding, and quality education. The study recommends that; Ministry of Education (MOE) to increase the capitation of Free Primary Education (FPE) funds and disburse it on time and parents or guardians to provide financial support to meet hidden expenses which are not catered for by FPE.

This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.

This study assessed the adequacy of teaching and learning resources for the implementation of inclusive education in public primary schools in Arusha region. The study was guided by the Open Systems Theory, by Katz and Khan, and it adopted a mixed research approach under which a convergent research design was used. Both probability and non-probability sampling techniques were used to obtain the sample which consisted of 144 primary school teachers, 12 head teachers and 6 district education officers. Questionnaires and interview guides were used to collect data. Quantitative data were analyzed using descriptive statistics while the qualitative data were analyzed thematically and presented in narrative form with the assistance of direct quotation where necessary. The findings showed that schools do not have adequate teaching and learning resources for effective implementation of inclusive education. Computers, wheel chairs, assistive technologies as well as braille machines were all found to be inadequate. Results from hypothesis testing indicated a positive relationship between the availability of resources and the level of implementing inclusive education (P-value = 0.000). The study concluded that effective implementation of inclusive education depends on the availability of teaching and learning resources. Therefore it was recommended for the government and education practitioners to ensure the availability of adequate teaching and learning resources in all the schools where inclusive education is offered.

This study examines the influence of regular teacher professional development programs on implementing inclusive education in public primary schools in Morogoro Municipal, Tanzania. The study also assesses how continuous professional development affects their ability to accommodate and engage students with diverse educational needs within mainstream classrooms. To this end, the study adopted the Social Learning Theory, proposed by Canadian-American psychologist Albert Bandura in 1977. This theory posits that learning occurs through observation, imitation, and modeling, influenced by factors such as attention, motivation, attitudes, and emotional conditions to frame the analysis. A convergent research design under a mixed research approach was utilized, employing both probability and non-probability sampling techniques to select respondents Data were collected from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using interview guides and questionnaires. The study found that professional development for teachers plays a crucial role in promoting effective inclusive education practices, curriculum development, and student achievement. However, the study also highlighted a limited understanding of how these practices are implemented and interact within the school settings to support inclusive education. The hypothesis test indicated a significant momentous relationship between teacher professional development programs and the implementation of inclusive education in public primary schools. The study concluded that school administrators should focus on improving this professional development to enhance inclusive education practices. The study also resolved that effective professional development and inclusive education practices jointly create a supportive school environment that improves teaching and learning outcomes for all students. Therefore, the study recommended that the Ministry of Education and PORALG organize capacity-building programs for HoSs and teachers, focusing on inclusive education skills and effective implementation strategies.

The current study seeks to determine the moderating potential of contextual factors in the link between teacher and learner attitude, and implementation of peace education in public primary schools. The study employs the explanatory design and targets pupils and teachers drawn from public primary schools in Wareng Sub-County of Uasin Gishu County. The study employs proportionate stratified sampling done across the school zones in the sub-county, and simple random sampling to identify participants. Using questionnaires to collect data, and Hayes Macro PROCESS to analyze data, the study reveals that both teacher attitudes and learner attitudes have positive and significant direct effects on implementation of peace education in public primary schools in the County. Moreover, the study confirms that contextual factors moderate the link between teacher attitudes and implementation of peace education; and that between learner attitudes and implementation of peace education. The study concludes that despite both teacher and learner attitude directly impact on peace education implementation, this link is moderated by the level of contextual factors. Educational stakeholders should look for mechanisms that can lower levels of contextual factors. Meanwhile, future studies should aim to widen the geographic scope and triangulate data collection for enhanced external validity.

This study examined availability of facilities and learning materials for implementation of inclusive education in public primary schools in Dodoma Region. The study aimed on investigating availability of facilities and learning materials for the implementation of inclusive education in Public Primary schools in Dodoma region. The study was guided by theory of justice pioneered by John Rawls in 1971. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques were used to sample respondents. Simple random sampling technique was used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 9,100 pupils. The study sampled of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 144 pupils, making a total of 237 respondents. The instruments used to collect data were questionnaires, interview guides, and focus group discussion guide and observation schedule. To obtain reliability for quantitative research instruments Cronbach Alpha of 0.819 was calculated while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive statistics. Data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to the research question. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in a narrative form. The results from the findings revealed that there were inadequate facilities and learning materials at inclusive primary public primary schools in Dodoma Region. The study concluded that, poor infrastructure in inclusive public primary schools has affected the implementation of inclusive education in Dodoma region. The study recommends that adequate facilities and learning materials should be provided to ensure effective implementation of inclusive education and more funds to be allocated for procuring teaching and learning facilities for learners in inclusive public primary schools.

Education has been, recognized as basic human right by many world societies. This includes persons having difficulties in education. In spite of this inclusivity of students living with disabilities in schooling is, faced with many challenges. This study therefore looked at the influence of teacher characteristics on the implementation of inclusive education in public primary schools in Bumula Sub-County. Classical liberal theory was, employed in this study since it advocates for equal opportunities to all people in the society. This study targeted total population of 20,125 people with and without disabilities from the 126 public primary schools practicing inclusivity in education. Using Morgan and Krejcie table the study sample size was 379 respondents. A descriptive survey design was embraced utilizing quantitative approaches. Data for this study was, acquired via questionnaires for teachers and learners. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS) version 26. The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The Coefficient of Determination (R square) stood at 0.758, which means that about 75.8% of the proportion of total variations in the implementation of inclusive education was explained by teacher characteristics. The coefficient (β = 0.261) for teacher characteristics was found to be statistically significant (t = 3.831, p = 0.002) at a 95% confidence level (α = 0.05), indicating a notable relationship with the implementation of inclusive education in public primary schools. This study advocates for a deeper exploration of school-based dynamics, aligning with classical Liberal Theory principles, to further bolster the adoption of inclusive education practices. The study recommends more pursuit of school-based dynamics as demonstrated in the Classical Liberal Theory to enhance implementation of inclusive education. Investors, management, government, researchers and academicians would greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced implementation of inclusive education.

Purpose: This study investigated the influence of teacher preparedness on teaching of traditional sports and games in physical education in public primary schools in Machakos County, Kenya. Methodology: A descriptive research design was employed, utilizing questionnaires from 322 teachers, and focus group discussions with 32 groups of learners. Stratified random sampling was used to select participants. Descriptive analysis was used, which included means, standard deviation, relative frequencies, and percentages. A computer software programme, Statistical Package for Social Scientists (SPSS) version 21.0, was used for analysis to generate data array that was used for subsequent analysis of the data. Qualitative data was analysed using thematic analysis. Inferential statistics using the Chi-square test was applied to examine the relationship between the research variables. Tables and graphical presentation were used to present the data that was collected for ease of interpretation. The analyzed data was presented using tables. Findings: The findings of the study indicated that teachers have received formal training on teaching TSGs in PE (χ2 = 20.681; df = 1; p = 0.000<0.05), teachers have attended workshops on traditional sports and games (χ2 = 55.546; df = 1; p = 0.000<0.05), and teachers have experience in playing the traditional sports and games that they teach during PE (χ2 = 137.195; df = 1; p = 0.000<0.05). All study investigated teachers’ preparedness factors had p-value < 0.05 therefore confirming that teachers’ preparedness has a significant influence on teaching of traditional sports and games in physical education in public primary schools in Kenya. Unique Contribution to Theory, Practice and Policy: The study recommended providing structured teacher training, and formally incorporating TSGs into the PE curriculum. Also, Teachers should be provided with comprehensive manuals, curriculum outlines, and educational movies to enhance their confidence and expertise.

The study sought to investigate the influence of availability of internet connectivity on teachers’ integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study objectives sought to determine the influence of the degree of internet connectivity in various categories of schools on integration of information communication technology in teaching and learning and in public primary schools in Kakamega County, Kenya and to establish the influence of internet accessibility on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study used Technological Pedagogical Content Knowledge theory. The study used descriptive survey design. The target population of the study was 1County Director of Education, 356 public primary school head teachers and 3204 public primary school teachers. The sample size for the study was 1 County Director of Education, 189 public primary school head teachers and 356 public primary school teachers who were selected using purposive sampling, proportionate sampling, simple random sampling and census sampling techniques. The sample frame for the study consisted of 546 respondents. Data was collected using questionnaires and interview schedule. Data for this study was presented in frequency tables. Both a quantitative and a qualitative analysis of the results was performed. In order to determine the degree of relationship between internet connectivity and teachers’ integration of information communication technology in teaching and learning in public primary schools, the Chi-square (X2) test was utilized. It was anticipated that, the planners and policy makers will use the study’s findings as a basis for revamping the country’s present internet strategy in order to address the problems impending teachers’ integration of information communication technology in teaching and learning in public primary schools, students would graduate with knowledge and abilities that are competitive on a worldwide scale and go on to play an important role in the development of their country. The results of this study showed that, 76.12% of the sampled public primary boarding schools were connected to internet while 23.88%were not connected to internet. 12.84% of the public primary day schools were connected to internet while 87.16% of these categories of schools were not. The Chi-square (x2)test results showed that internet connection in public primary schools was not significantly different in public boarding primary schools than in public day primary schools (X2 =14.249, P Value =0.512). These findings indicate that, most public primary schools were not connected to internet and therefore, teachers’ integration of information communication technology in teaching and learning in public primary schools in Kenya was minimal. The study therefore recommends that, the government of Kenya through the Ministry of Education should offer broadband internet connection packages to teachers at fair installment and payment terms.

This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.

This study explored the constraints in the implementation of inclusive education in public primary schools in Njombe Town Council, Tanzania. The methodology of the study was qualitative. It employed multiple case study design. The study engaged a total sample of 19 respondents namely; special need education officers, heads of schools and subject teachers who were selected through purposive and snowball sampling. Data collection methods were semi-structured interviews, focus group discussion, non-participant observation and documentary review. Data were subjected to content analysis. The findings of the study revealed that teachers in public school’s face constraints in implementing inclusive education namely inadequate of teaching and learning materials, unfriendly environment to pupils with disability, small budget allocation, inadequate classrooms, less motivation to teachers, absence of in-service training, and curriculum in use is not in favor to pupils with disability. Hence, the constraints in the implementation of inclusive education are an impediment towards achieving the World Education Agenda for all by 2030. The study recommended that; the government should find out suitable ways on how to solve the aforementioned constraints for smooth running of the inclusive schools so as to maintain the teachers’ positivity in the implementation of inclusive education.

Head teachers should mobilize appropriate human, physical and material resources for the transformation of regular schools into inclusive schools. Inclusion provides dignity and personal empowerment. This study investigated Head Teachers’ Transactional Leadership Style and its Influence on the Implementation of Inclusive Education in Public Primary Schools in Uasin Gishu County, Kenya. The study was anchored on Lewin’s leadership theory. The study adopted Concurrent triangulation design within the mixed method approach. The target population for the study comprised 4909 teachers in public primary schools and 464 senior teachers totaling up to 5373. The sample size comprised 491 teachers stratified sampled, 10 senior teachers systematically randomly sampled and a sample size of 501 was used. Data collection instruments were questionnaires and interview schedules. Content, construct and face validity was ensured by expert judgment. Reliability was ensured by Cronbach Alpha method and reliability coefficients were all above 0.7. Quantitative data was analyzed by descriptive statistics and inferential statistics such as Spearman Rank correlation and liner regression while Qualitative data was analyzed thematically. The findings revealed that there is a statistically significant positive though weak correlation between the head teachers’ transactional leadership style and implementation of inclusive education (n=368; rho =.146; p =.005). The findings of this study would help the Ministry of Education in assessing policies regarding implementation of inclusive education and hence make necessary adjustments that can ensure full implementation. The Kenya Education Management Institute should sensitize head teachers on better leadership practices for primary schools that can enhance the implementation of inclusive education.

ABSTRACT�Instructional media within the educational institutions could bring the world into the classroom and enhance effective management of education. This study examined the relationship between projected media, non-projected visual, simulation and games and management of elementary education in public primary schools in Kwara State, Nigeria. Stratified random sampling technique was used to select 306 head teachers from a population of 1, 406 and 384 teachers from a population of 14,206 in public primary schools in Kwara State with the use of Research Advisor (2006) table of determining sample size of a known population. Data was collected using Instructional Media and Management of Elementary Education Questionnaire (IMMEEQ). The data was analysed using descriptive statistics and t-test statistical analysis. The results showed that there were significant and positive relationship between projected media, non-projected visual, simulation and games and management of elementary education.� Based on the findings it was therefore recommended that government and head teachers should provide appropriate projected media for teachers to disseminate information to learners in the classroom. Also, head teachers should continue to encourage teachers to make use of non-projected visual to arouse the interest and gain the attentions of the learners in order to aid the teachers� explanations and make learning of subject matter understandable to learners during teaching and learning process. Furthermore, teachers should also make use of simulation and games to enhance effective learners� performance in learning in order to realize effective management of elementary schools� education in Nigeria. ��Keywords: instructional media, motivation, projected media, elementary education, organising �

Effectiveness of Inclusive Education in Public Primary Schools in Keiyo District Elgeyo Marakwet County, Kenya