Schools In Kenya Research Articles

Communication Culture Strength and Customer Satisfaction in Public Secondary Schools in Nairobi County, Kenya

Communication Culture Strength and Customer Satisfaction in Public Secondary Schools in Nairobi County, Kenya

Influence of Feedback Provision on Teachers’ Attitude towards Performance Appraisal in Public Primary Schools in Homa-Bay Sub County, Kenya

This study examined the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub- County, Kenya. The appraisal of teachers’ performance in public schools in Kenya was initiated by the Teachers Service Commission in 2016. However, the initiative received resistance from the teachers’ unions rendering its implementation to be suspended temporarily until May 2016. Teachers’ performance evaluation guides improvement of teaching skills, to recognize and reinforce teaching excellence, to help teachers focus on student outcomes, and to plan in service education activities. Even so, there is a dearth of information regarding the factors influencing public primary school teachers’ attitudes towards performance appraisal in Homa-Bay Sub County. Therefore, the study specifically sought to: determine the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub-County. The study was guided by goal setting theory. The study adopted a descriptive survey research design. The target population comprised of 1 CSO 57 head teachers and 548 teachers from 57 public primary schools. A sample size of 26 head teachers and 133 teachers were selected for inclusion in the study through simple random sampling. Therefore, a total of 160 respondents took part in the study. Self-administered questionnaires were used to collect data from one CSO, 26 head teachers and 133 teachers. Structured and semi- structured interviews were conducted through interview guides. Quantitative data was analyzed using descriptive statistics through SPSS and results presented in tables, while the qualitative data was analyzed thematically. The study revealed that both head teachers and teachers strongly agreed that feedback is only given to them when they ask. This is seen in the highest mean rating of 4.48. The second which was agreed by most head teachers and teachers was that feedback has led to negative attitude towards performance appraisal. This was evidenced by the overall mean rate of 4.08.

Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya

This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience. The study explored teachers' participation in professional development programs, revealing substantial engagement in subject-specific training among other capacity building programs. Findings indicated high agreement among teachers on statements related to syllabus completion, assignment design aligned with objectives, and regular collaboration with colleagues. Some areas for potential improvement were identified, including the incorporation of student questions to guide lessons, ensuring adequate instructional materials, and integrating higher-order thinking strategies. Capacity building was found to have a significant influence on the effectiveness of teachers in instructional delivery, whereby teachers who had attended more courses obtained higher means scores in instructional delivery than those who had attended fewer or no courses. The study contributes to the understanding of teacher capacity development's impact on instructional practices and effectiveness. The findings underscore the importance of ongoing professional development tailored to teachers' needs, emphasizing collaborative strategies and resource provision. Policymakers, educational administrators, and teachers can leverage these insights to inform targeted interventions that enhance the overall quality of instruction in Kenyan public secondary schools.

Coverage of English syllabus in secondary schools in Kenya: A comparative study in Nairobi City County, Kenya

Education delivers large, consistent returns in terms of income, and is the most important factor to ensure equality of opportunities. Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. Worldwide, the Sustainable Development Goals (SDGs), in particular SDG4 calls for access to quality education and lifelong learning opportunities for all by 2030. A Syllabus is an important tool in a bid to acquire quality education. Firstly, it delineates the responsibilities of students and the instructors. It offers information about what should be discussed, what students are supposed to do, and how these results are evaluated. In the Kenyan Education system, all the learning processes depends crucially upon the mastery of the fundamental skills of English Language, which is vital not only for educational purpose but also for economic competitiveness. The government of Kenya has come up with policies that ensure that at the end of secondary school, students are able to communicate competitively using the English language. However, there has been a worrying concern from both employers and educationists that the employees and graduates, respectively, have poor English language skills. The aim of this study was to establish the existing gaps between stated government policies on the syllabus coverage in teaching of English in secondary schools in Kenya on one hand and on the other the actual school practices during the implementation of these policies. This study was based on structural functionalism theory by Durkheim. It adopted descriptive research design which was carried out in public secondary schools in Nairobi County. The study had a target population of 480 from 60 Schools which included: the heads of English department and teachers of English. The study employed purposive sampling where the schools’ Heads of English Department (HODs) and teachers of English were purposively sampled into 62 respondents composed of 8 HODs and 56 teachers. Questionnaires and observation checklists were used to collect data. The qualitative data was grouped into different categories depending on the responses given by the respondents. Those categories helped in establishing themes. Through the use of the statistical package for social sciences (SPSS) program, quantitative data was analyzed using descriptive statistics percentages, frequencies, and tables where appropriate. The Key finding in this study was that all the government policies on coverage of syllabus during teaching of English were not being fully implemented as required. The study recommended that teachers of English access regular professional development programs to enhance their teaching and acquire skills to enable them overcome some of the challenges they were facing during the coverage of the English syllabus during teaching; The Kenya National Examination council (KNEC) is to come up with an oral exam and a listening exam to help students achieve communication competence in English.

A Case Study of Secondary Schools in Kenya: Is Physics Achievement an Interplay of Attitudes and Strategy?

Secondary school students' achievement in Physics has been declining despite the pivotal role played by industrial development. Declining performance has been linked to various factors. The different strategies used in teaching Physics coupled with learners' attitudes have been reported to affect students' achievement in Physics. Based in Nyeri County, the study assessed the interplay between collaboration and attitude on secondary school students' achievement in Physics. The Solomon Four group quasi-experimental design was used. A sample of 173 form-four students in mixed-day secondary schools in Nyeri County participated in the study. The sample was obtained through purposive sampling to obtain a list of mixed-day secondary schools that offer the Physics subject at form four. Through random sampling, a list of four schools that participated in the study was obtained. The schools were randomly assigned to experimental and control groups. The research instruments consisted of the Physics Pre-test (PPT), the Physics Achievement Test (PAT) and the Students Attitude Questionnaire (SAQ). Kuder Richardson test was used to determine the reliability of the PPT and PAT. A reliability coefficient of 0.7 and 0.8 was obtained for the PPT and PAT, respectively. Cronbach alpha coefficient of 0.875 was obtained for the SAQ after the piloting of the instruments. Descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA) were used in data analysis. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for all statistical analyses. The hypothesis was tested at α=0.05 level of significance. The findings from the study showed that students had a positive attitude towards Physics and that the students' attitude towards Physics did not affect their achievement in Physics. The findings demystified the belief that the general attitude of students towards physics is negative. The study also revealed that the collaborative teaching strategy improved the students' achievement in physics for both HA and LA towards physics learners. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programs to equip teachers with skills for collaboration. The findings of the current study are helpful to the curriculum developers in revising the curriculum towards learner-centredness by cooperating in collaborative activities towards achieving the purpose of the Competence Curriculum. Curriculum designing bodies may find the information useful during the in-servicing of teachers towards making the curriculum more learner-centred. Instructional material developers may find the information useful while developing materials that enhance learner activity, which will enhance positive attitudes towards physics and other subjects, especially in the science field. The findings of the study may be useful in curriculum reviews towards competency-based curriculum at the secondary school level through in-cooperation of collaborative tasks since collaboration is one of the core competencies to be achieved through the curriculum.

High Hopes: Experimental Evidence on Financial Inclusion and the Transition to High School in Kenya

High Hopes: Experimental Evidence on Financial Inclusion and the Transition to High School in Kenya

Teaching critical thinking about health information and choices in secondary schools: human-centred design of digital resources

Background Learning to thinking critically about health information and choices can protect people from unnecessary suffering, harm, and resource waste. Earlier work revealed that children can learn these skills, but printing costs and curricula compatibility remain important barriers to school implementation. We aimed to develop a set of digital learning resources for students to think critically about health that were suitable for use in Kenyan, Rwandan, and Ugandan secondary schools. Methods We conducted work in two phases collaborating with teachers, students, schools, and national curriculum development offices using a human-centred design approach. First, we conducted context analyses and an overview of teaching strategies, prioritised content and collected examples. Next, we developed lessons and guidance iteratively, informed by data from user-testing, individual and group interviews, and school pilots. Results Final resources include online lesson plans, teachers’ guide, and extra resources, with lesson plans in two modes, for use in a classroom equipped with a blackboard/flip-chart and a projector. The resources are accessible offline for use when electricity or Internet is lacking. Teachers preferred the projector mode, as it provided structure and a focal point for class attention. Feedback was largely positive, with teachers and students appreciating the learning and experiencing it as relevant. Four main challenges included time to teach lessons; incorrect comprehension; identifying suitable examples; and technical, logistical, and behavioural challenges with a student-computer mode that we piloted. We resolved challenges by simplifying and combining lessons; increasing opportunities for review and assessment; developing teacher training materials, creating a searchable set of examples; and deactivating the student-computer mode. Conclusion Using a human-centred design approach, we created digital resources for teaching secondary school students to think critically about health actions and for training teachers. Be smart about your health resources are open access and can be translated or adapted to other settings.

The Impact of Educational Innovation on Teachers’ Pedagogical Practices: The Case of the ORELT Project in Kenya

This paper reports the findings of a pilot project, Open Resources for English Language Teaching (ORELT), that aimed to introduce open resources for teaching English in Kenyan junior secondary schools alongside the traditional textbooks that until now have been the only teaching resources available to teachers and learners. The ORELT materials, which consisted of open content in the form of DVDs, books, and online content were developed by the Commonwealth of Learning (CoL), Canada, for use throughout the Commonwealth of Nations. Before the rollout of these materials, English teachers from selected schools were enlisted for an in-service workshop where they were trained on the materials and the concept of open resources, and were given a hands-on familiarisation with the resources. Two ORELT workshops were conducted for four days each between 18–21 March 2013, and 6–9 May 2013 at the Kenyatta University Conference Centre (KUCC). Participants of the first workshop were drawn from secondary schools within the urban and peri-urban areas of Nairobi. Participants for the second workshop were drawn from rural schools. This article views the introduction of these open resources in Kenyan schools as an educational innovation and investigates the effects of such an innovation on teachers’ pedagogical practice. The study found that this innovation had a generally positive impact on the teachers’ pedagogical practice in terms of their pedagogical content knowledge and skills, teaching methodology, and professional growth.

The Influence of Family and Work Support in Moderating Work Family Conflict and Emotional Exhaustion among Female Urban Public School Teachers with Young Children in Kenya

Teaching requires high levels of emotional involvement. This study investigated the relationship between work family conflict, emotional exhaustion, and perceived support (supervisor, co-workers, and spouse) among 375 female teachers who had young children and worked in urban public schools in Kenya. The study investigated whether (1) there was a relationship between work-family conflict and emotional exhaustion; (2) support from work (supervisor, co-workers) and family (spouse) ameliorated the emotional exhaustion that the teachers faced; and (3) support moderated the relationship between work-family conflict and emotional exhaustion. The survey results indicated that teachers’ strain-based work interference with family was related to emotional exhaustion. Supervisor support was negatively related to emotional exhaustion, but co-workers’ or spousal support was not; and supervisor support did not moderate the relationship between strain-based work interference with family and the emotional exhaustion that teachers experienced. The findings imply that supervisor support did not buffer teachers from experiencing high levels of stress either from work or emotional exhaustion. Schools should be sensitised to offer more support to teachers on how to reduce emotional exhaustion. Spouses should offer more support at home. Further studies should investigate how personal resources can mitigate emotional exhaustion. Work-family conflict and other dimensions of burnout should also be studied among teachers.

Education for Sustainable Development: Encapsulating Government Efforts towards Implementation of Sustainable Development Goals in the Context of Junior Secondary Schools in Kenya

Education for Sustainable Development: Encapsulating Government Efforts towards Implementation of Sustainable Development Goals in the Context of Junior Secondary Schools in Kenya

Turkana Schools in Kenya: An Analysis of the Hygiene and Sanitation Management Approach and the Completion Rates for Girls

The Kenyan government has started implementing measures to improve gender equality in the availability of basic education. Low girls' participation in basic education has been connected to factors originating from the home environment. The majority of females do not finish their eight years of elementary school, as intended by Kenyan curriculum developers. This study looked into the impact of school hygiene and sanitation practices on girls' completion rates in Turkana County. A descriptive survey research design was employed in the study. The study was carried out in a primary public school. There were 14 head teachers, 110 instructors, and 112 girls in the study's sample. The girls, teachers, and head teachers were chosen by a straightforward random sample technique. Head teachers were interviewed in order to gather data.Data was gathered via focus groups with eight girls in each group (a total of 14 discussion groups), questionnaires given to teachers, and interviews with head teachers. According to Bronfenbrenner's Ecological Systems Theory (1989), the study was conducted. The results of the study indicated that improving sanitation and hygiene will raise the percentage of females who graduate from public elementary schools in Turkana County.

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

Motivation for Using Translanguaging in Kakuma Refugee Camp School

This paper explores the motivation for translanguaging in the Kakuma refugee camp school. The study aimed to examine the reasons for using translanguaging in Kakuma refugee camp schools. This study was guided by translanguaging theory. Through a case study approach, classroom observation and interviews were used to collect data. The data collected was analysed using thematic analysis. The findings indicate that the reasons for using translanguaging are the facilitation of students’ understanding of the subject matter, enhancing meaning-making in the lesson, activation of the classroom, and fostering communication. The findings of this study may inform the need to recognise translanguaging as a legitimate teaching pedagogy in the language-in-education policy in Kenya and in refugee camp schools in Kenya

CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA

This study investigated the impact of assessment methods used in internal evaluation on students’ achievement in English grammar in secondary schools in Kenya. This study was anchored on Vygotsky’s Sociocultural Theory. A pragmatic paradigm was adopted using exploratory sequential mixed methods. A quasi-experimental, pre-test, and post-test design was adopted. The target population comprised of all the form two students and teachers of English in Teso North Sub-County. Stratified and simple random sampling was used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using an interview schedule, observation schedule, questionnaire, and English Grammar Achievement Tests. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using the narrative analysis technique and presented through narration and direct quotes. Findings revealed that grammar was predominantly assessed through gap-filling as well as question and answer method. Assessing grammar through cloze test and composition writing had a more positive influence (M = 16.02; SD = 3.51) than where it was not used (M = 14.12; SD = 3.33). Pearson Correlation revealed that assessment had a statistically significant relationship of r = .643, n = 509, p = .006 with students’ achievement in English grammar. The study concluded that cloze tests and composition writing are effective methods of assessing English grammar. It was recommended that the Ministry of Education should in-service teachers on the importance of assessing English grammar through these methods. This study recommends that teachers should assess English grammar using cloze tests and composition writing.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Fostering Students Mastery of Culinary Competencies through Computer-Based Scaffolding in Secondary Schools in Kenya

Fostering Students Mastery of Culinary Competencies through Computer-Based Scaffolding in Secondary Schools in Kenya

Correlates gender traits and mindset on the choice of physics subject at high school in Kenya

<span lang="EN-US">Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS.</span>

Evaluation of employee turnover among public secondary teachers in Kisii Central District, Kisii County, Kenya

Knowledge and expertise have become essential components of wealth growth and development that organizations continue to foster employee retention. Statistics show that over 800 teachers quit to pursue other opportunities, making delivering services in Kenyan schools hard. The study aimed to identify factors that influenced turnover among secondary school teachers. The Study's survey research design was cross-sectional. Three hundred seventy-six teachers from 47 public secondary schools attended. A sample of 188 teachers was recruited using a planned stratified random sample of 47 principals and 141 teachers. A self-administered questionnaire was used. The Chi-square test determined the impact the characteristics had on the turnover of trained teachers. The findings established that coming up with a professional path, developing attractive compensation, inspiring teachers to stick to their positions at work, boosting teacher evaluations, and finding ways to communicate, have a significant positive effect, for they helped reduce labour turnover. The study recommends that managers strengthen professional development programs, salary and benefits packages, a positive work environment, performance evaluations that work, communication channels, and leadership possibilities. The study is novel in identifying specific geographical dynamics important in turnover mitigation. It also analyzes interconnected elements contributing to labour turnover and suggests complicated mitigation approaches to assist policy development and resources

Integration of the Principles of Social Cohesion and Peaceful Coexistence in TVET Institutions: A Case of Kenya School of TVET

The purpose of this paper was to review TVET teachers’ employability and transferable skills, Occupational Standards and Curriculum to integrate principles of Social Cohesion and Peaceful coexistence in TVET institutions. This was in the context of the realization that social cohesion is an integral component of a stable TVET institution. The objective that guided the study was to tease out aspects of social cohesion and integrate them into the employability module to be used in TVET institutions in Kenya. The study adopted a participatory approach that engaged Kenya Technical trainers who were involved in the whole process in a bid to enhance their capacity in the curriculum development process. The target population was the KTTC trainers who taught the employability module. This study established that inclusion of social cohesion aspects into the curriculum had potential to produce a stable workforce that will bring about positive change into the society.The study also found that digitization of the employability curriculum assisted the Kenya School of TVET to deliver the course online thus attaining flexibility in the trainees learning.This study recommends that Kenya School of TVET retools all Technical and Vocational trainers in Kenya with a view to sensitize them on critical aspects of social cohesion among them inclusion which has the potential to transform the mindset of the trainers when dealing with trainees in their respective institutions.

Effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya

In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.

THE ROLE OF HEALTH BENEFITS ON THE PERFORMANCE OF EMPLOYEES IN KENYA SCHOOL OF LAW

Without a doubt, the most significant valuable asset for every company is its workforce. Retaining and satisfying staff is the hardest thing a business can do in today's cutthroat economy. Being a business owner means you have to find ways to cut expenses without sacrificing the quality of your net outcome. Therefore, although employers want more from their staff, employees also want more from them. Rewarding workers for putting out their best effort to come up with innovative ideas that improve company efficiency and further enhance both the financial and non-financial performance of the firm is one of the most effective ways to inspire employees. Kenya School of Law faces challenges pertaining to rewards strategies due to inadequate budgetary allocation and prolonged policy development processes that have affected employee performance. Recently, the Kenya School of Law reported reduced staff and staff dissatisfaction as among the reasons for not meeting its objectives. This thus justified the need as to why this study was carried out, with the aim to examine reward strategies and the performance of employees in Kenya School of Law. The specific objective of the study was: to analyze the effect of healthcare benefits on the performance of employees in Kenya School of Law. The study utilized a descriptive research design. The study targeted 155 respondents who are employees of the Kenya School of Law. The census approach was adopted as a result of the limited size of the research population. Both open and closed-ended questions in the questionnaire tool were employed to collect primary data from the respondents. Quantitative data was analyzed through descriptive statistics using Statistical Package for Social Sciences version 22 and Microsoft Excel and through inferential statistics mainly through multiple regression analysis. The study concludes that healthcare benefits should be taken into consideration since they had a positive and significant effect on the performance of employees at the Kenya School of Law.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0605/a.php" alt="Hit counter" /></p>