Education In Public Primary Schools Research Articles

The Constraints in the Implementation of Inclusive Education in Public Primary Schools in Njombe Town Council, Tanzania

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.

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

Inclusive education has become a worldwide practice because it boosts child rights, especially the right to basic education. Management of inclusive education in primary schools is critical if the education sector is to realize set objectives. The purpose of the study was to examine the influence of special needs education (SNE) resources on the management of inclusive education in public primary schools in Nakuru East Sub-County, Kenya. The specific objectives included establishing the influence of available teaching and learning resources for SNE and SNE teachers' competence in the management of inclusive education in public primary schools in Nakuru East Sub-County. The study was supported by two theories, namely Classical Liberal Theory of Equal Opportunity and Social Darwinism and Systems Theory. The research used a mixed-methods approach. This study used a descriptive, explanatory research design. The target population was 520 respondents, including 437 pupils with disabilities, one quality assurance officer, 4 guidance and counselling teachers, and 4 head teachers. A sample of 170 respondents was selected. Questionnaires for Headteachers, Guidance and counselling Teachers, and Pupils with disabilities and interview schedules for Quality assurance officers were adopted to collect primary data. After cleaning this data by looking for errors in the entries, different descriptive statistics like the variation of coefficient, frequencies, standard deviation, mean score and percentages were assessed for all the quantitative information and variables presented using tables. Inferential statistics such as regression analysis were computed using Statistical Package for Social Sciences version 27. On the other hand, qualitative information was analyzed through the use of content analysis. Regarding the availability of teaching and learning resources for SNE, the study found that the schools had adequately adapted textbooks and hearing aids for SNE. Further, regarding the SNE teachers' competence, the study established that it was uncertain whether many of the teachers at their schools had received special education training. The study concluded that SNE teachers' competence (β=0.737, p-value=0.006<0.05) had the greatest influence on the management of inclusive education in public primary schools in Nakuru East Sub-County, while available teaching and learning resources for SNE (β=0.541, p-value=0.003<0.05) had the least influence on the management of inclusive education in public primary schools in Nakuru East Sub-County. The study recommended that head teachers and teachers should be taken for some SNE management training by the government through seminars organized by the Ministry of Education in order to be able to cater to the learners with special needs in regular schools. The findings might be used by the Ministry of Education and education stakeholders to enhance the quality of inclusive education in public primary schools in Nakuru East Sub-County, Kenya.

Teacher Motivation Factors Affecting Quality Education in Public Primary Schools in Dungu – Democratic Republic of Congo

Teacher Motivation Factors Affecting Quality Education in Public Primary Schools in Dungu – Democratic Republic of Congo

Teachers Training Towards Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania

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.

Levels of Involvement of Educational Stakeholders in Preparation of Strategic Plans in Enhancing Selected Aspects of Organizational Performance in Public Secondary Schools in Arusha Region

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.

Investment in Sports Talent Management Resources and Pupils’ Participation in Sports in Public Primary Schools in Kenya

Schools which are expected to provide the necessary institutional framework that can support talent development to its highest potential through a holistic learning framework. Sporting talents have, however, for the most part remained poorly managed at the school level where there is evidence that sports subjects are usually less emphasized compared to academic subjects. With the introduction of the competence based curriculum in Kenya in 2017, investments in talent management have demonstrably increased in terms of physical education in public primary schools across the country budget allocation per child per year from Kshs. 11.60 in 2016 for to Kshs. 38.68 in 2019. Therefore, the central question this study sought to answer was whether this investment was adequate to improve pupils participation in sports activities in primary schools in the country. School Wide Enrichment Model guided the investigations. Concurrent triangulation design was used targeting 271 school heads and teachers in charge of games from 68 public primary schools within Nairobi County, Kenya selected through systematic random sampling and purposive sampling techniques. Data was collected using questionnaires and analyzed using both descriptive and inferential statistics with the aid of Statistical Package for Social Scientists (SPSS) software. The results revealed that most schools in Kenya were still under resourced in terms of sports facilities and the existing ones were poorly maintained. The study, therefore, recommends that there is need for the schools managements to increase investment in sports resources specifically outdoor and indoor facilities and their maintenance.

Availability of Facilities and Learning Materials for Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania

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.

Teaching and Learning Strategies in Inclusive Public Primary Schools in Tanzania

This study assessed on effective implementation of inclusive education in enhancing quality education in public primary schools in Karagwe district. Specifically, this study aimed at assessing the teaching and learning strategies applied in inclusive public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviourism 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 was comprised of 76 respondents. Data was gathered through the use of questionnaires, interviews, and observations. The Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis were used to analyse the data. The study's findings discovered that the teaching strategies applied in inclusive public primary schools in Karagwe district are mainly lecture method, group discussion and questions and answers. The study recommends that inclusive education course should be taught in the teacher’s education curriculum. It further recommends that in-service teachers should get inclusive education trainings to enhance their awareness about inclusive education.

Relationship Between Teachers’ Attitudes, Self-Efficacy, and Teaching Practices in Sexuality Education in Public Primary Schools of Selected Districts in N’Djamena, Chad

Teachers play a significant role in the effective implementation of sexuality education programmes in schools. The purpose of the study was to examine the relationship between teachers’ attitudes, self-efficacy, and teaching practices in sexuality education in public primary schools. A survey using self-administered questionnaires was conducted. Data collected from 77 teachers were analysed using simple and multiple linear regression tests. The analyses revealed that teachers’ attitudes toward sexuality education and self-efficacy to teach this education significantly predicted their teaching practices in sexuality education. The results also revealed that the interaction between teachers’ attitudes and self-efficacy significantly predicted their way of delivering this type of education in the classroom. The study concluded by suggesting the need for comprehensive professional development to enhance teachers’ skills.

Influence of Human Resource Management on Quality of Education in Public Primary Schools in Cameroon.

Most nations in the world are always in the process of national reconstruction. To consolidate this process, they have prioritised quality education as a bedrock of sustainable development. In this gruse, Cameroon like some African Countries have embarked on huge budgetary allocations in the education sector as well as the persuance of good governance geared toward the efficient and effective management of resources. This paper therefore aims at examining the role of efficient and effective human resource management in the promotion of quality education.This study is based on the prism that efficient and effective human resource management has a bearing on the quality of education. From the pratis of Human capital theory developed by Gary Stanley Becker(1960),this paper makes the postulation that the value of human capacities (knowledge, skills, intelligence, talents, experiences, behaviour, honesty, punctuality, competence and other attributes) could be developed through education and training so as to enhance productivity and thus quality of education.

Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness

Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness

Adequacy of Teaching and Learning Resources for Implementing Inclusive Education in Primary Schools in Arusha Region, Tanzania

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.

Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: The role of school culture

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.

Assessing the Funding and Quality of Education in Public Primary Schools in Mali

Malian primary education has been suffering from funding inadequacies over the past two decades, negatively affecting the school’s learning outcomes. At the same time, several studies on school funding conducted in Mali continue to drive the school stakeholders’ attention to the drawback of school funding inadequacies on the quality of education. After a few decades, the percentage of the country’s GDP allocated to the education sector continues to rise and exceeds the state’s financial capacity and affects the quality of education in public primary schools in Mali. Based on this fact, this study examines the impact of these funding inadequacies on learning and teaching outcomes of public primary school students. We used a secondary data collection technique to collect the data. We extracted data from government expenditure from 1992 to 2020. World Bank and OECD report documents to answer four fundamental questions related to the impact of school finance inadequacies on the quality of public primary schools in Mali. First question: what are the Malian public primary education main sources of funding? Second, what are the financial discrepancies of the public primary schools in Mali? Third, what are the effects of these financial discrepancies on the quality of education in public primary schools in Mali? Fourth, is the current budget allocated to primary education adequate to offer a mass and quality education? Our results indicated that: 1) The government is the leading funder of public primary education in Mali, followed by external donors and local funders. 2) Insufficiency and mismanagement of funds are the main financial discrepancies. 3) Those discrepancies have resulted in poor quality education (low completion rate, high school dropout, poor performance, low learning outcome.). 4) No. The current budget allocated to public primary schools is not sufficient enough to have a mass and quality education.

TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA

This paper investigates the teachers’ perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers’ demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the demographic indicators and inclusive education practices. The respondents (n = 333) were regular primary school teachers in Kisii Central Sub County of Kisii County, Kenya. There were five research questions that guided the current study were translated into ten hypotheses which were tested using the one – way Analysis of Variance (ANOVA).The findings reveal that the participants presented mixed opinions on the general philosophy of inclusive education based on their demographic factors. The difference among age cohort (F (14,329)= 2.629; P< .001), level of qualification (F(14,311)= 8.94; P< .001) and teaching experience (F(12,163)= 18.03; p< .001) were found to have statistically significant influence on regular teachers’ perceptions of inclusive education. However, the findings showed that gender (F(14, 300)= 1.385; p> .001) and training in disability education (F (13,316)=3.84; P> .001), did not have significant influence on regular teachers’ perceptions of inclusive education. The study has revealed that a number of teacher demographic factors significantly influence teacher’s perceptions in inclusive education classrooms in the general school environments. These include teacher’s age, level of educational qualification and teaching experience. The gender and training in disability of the teachers however do not influence the teachers perceptions.

Teacher-related barriers to effective teaching of physical education in public primary schools

Using cross sectional descriptive survey, the study examined perceived teacher-related barriers that impeded teaching of physical education in public primary schools of six selected circuits in the Volta Region of Ghana Multistage sampling was used to draw 172 teachers (males=97, females=75) from estimated population of 300 in the study area. The data collection instrument was self-structured questionnaire which was validated by means of expert consultation. Reliability of the instrument was ascertained using Chronbach alpha reliability coefficient. Pre-data analyses were performed to eliminate probable errors during data entering. Data analyses were performed using Statistical Package for Social Sciences (SPSS, version 17). The study found that five teacher-related barriers impeded effective teaching of PE in the public primary schools of the six selected circuits. These confirmed teacher-related barriers related to inadequate training in PE, negative perception about PE, lack of expertise for teaching PE, lack of interest for teaching PE, and high level of accountability for other subjects. From the study, high level of accountability for other subjects ranked the highest teacher-related barrier to effective teaching of PE while gender stereotyping ranked the least. Negative correlation was found between teacher-related barriers and the frequency at which PE lessons were taught in public primary schools.

Relationship between Teachers Collegiality and Academic Performance of Pupils in KCPE in Central Division, Narok North Sub-County, Kenya

Collegiality in schools is a phenomenon that has been advocated for and it is said to bear positive results in school management. The purpose of the study was to find out whether there is a relationship between teachers’ collegiality and academic performance of pupils in public primary schools in Central Division of Narok North Sub County, Kenya. The specific objectives of the study were: to establish the relationship between teachers collaboration on pupils academic performance in KCPE in public primary schools in Central Division of Narok North Sub County, Kenya and to assess the relationship between teachers cohesion on academic performance of pupils in KCPE in public primary schools in Central Division, Narok North Sub County, Kenya. The study used survey research design. The target population consisted of 55 schools and 507 teachers from all the primary schools in Central Division of Narok North Sub County. Using 30%, simple random sampling was used to select 152 teachers for this study. A questionnaire was used for data collection. Reliability was tested using Cronbach’s Alpha Index and was found to be 0.878 while validity was ascertained with the help of supervisors. Data was analyzed using both descriptive and inferential statistics with Pearson r as a method of testing relationships. The results of the analysis were presented using Tables. The results of the study indicated that collegiality had a positive relationship with academic performance in KCPE. All the two independent variables were found to have a positive and significant relationship to pupils’ academic performance in public primary schools in Central Division of Narok N o r t h S u b County. The results are expected to shed light on how to improve provision of quality education in public primary schools, through the management of schools using collegial models.

Teacher and Learner Attitudes, Contextual Factors and Implementation of Peace Education in Public Primary Schools in Uasin Gishu County, Kenya

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.

Instructional materials provision on learners’ participation in early childhood development and education in public primary schools in Embu County, Kenya

Instructional materials provision on learners’ participation in early childhood development and education in public primary schools in Embu County, Kenya

INSTRUCTIONAL MEDIA AND MANAGEMENT OF ELEMENTARY SCHOOLS EDUCATION IN KWARA STATE, NIGERIA

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 �