Public Secondary Schools In Kenya Research Articles

Performance Appraisal Practices and Teacher Performance in Public Secondary Schools in Kenya: A Case of Busia County

Purpose: The purpose of the study was to investigate the relationship between performance appraisal practices and teacher performance in Busia County, Kenya. The Systems theory and the Ability-Motivation-Opportunity (AMO) theory informed this study. Methodology: The study was anchored on a pragmatic paradigm and adopted a mixed methods approach. The study targeted 185 public secondary schools in Busia County. The study categorized respondents into 3 strata: Principals, Mathematics Head of Department (HODs) and County Director of Education (CDE). Simple random sampling was then utilized to select samples from each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Thematic analysis was applied in the analysis of qualitative data. Data analysis and interpretation was based on descriptive statistics such as frequencies, percentages, mean, standard deviation and inferential statistics such as correlation and regressions. Findings: The findings of the study was that there is a statistically significant relationship between performance appraisal and teacher performance (r = 0.440, p<0.05), hence the study rejected the null hypothesis. The study concluded that a unit improvement in performance appraisal is likely to result to an improvement in the teacher performance by 44% (b = 0.440, t= 0.855, p<0.05). The study holds substantial academic and policy implications. Unique Contribution to Theory, Practice and Policy: The findings contribute to the understanding of the complex relationships between performance appraisal practices and teacher performance. The study provides actionable insights for education managers, empowering them to take strategic measures to address performance gaps and improve teaching standards in the unique setting of public secondary schools in Kenya. By understanding the dynamics between performance appraisal practices and teacher performance, educational institutions can tailor strategies to optimize the effectiveness of their teaching staff in Science, Technology, Engineering and Mathematics STEM subjects.

The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya

Purpose: Sheng’ is a linguistic code based primarily on the Kiswahili structure and grammar with the lexicon drawn from Kiswahili, English and the various ethnic languages of Kenya; that are mostly spoken in towns and other urban areas. The purpose of this paper was to examine the effects of Sheng’ vocabulary on the learning of Kiswahili grammar in public secondary schools in Kenya. Methodology: Krejcie & Morgan sampling table was used to sample the schools. Stratified random sampling, simple random sampling and purposive strategy were used to sample the public secondary schools to participate. Krejcie and Morgan sampling table was used to sample 55 teachers of Kiswahili and 360 students to take part in the study. Data was collected using observation schedules, focused group discussion guides and a writing task for students. Questionnaires and interview guides were used for teachers of Kiswahili. Qualitative data collected was analyzed thematically to generate information that was summarized in graphics and discussed in narrative form. Quantitative data was analyzed with the help of Statistical package for social Studies. Findings: The findings of the study further revealed that Sheng’ vocabulary influenced written Kiswahili grammar as learners wrote Sheng’ words whereas they were expected to write standard Kiswahili. Unique Contribution to Theory, Policy, and Practice: School administrators should come up with a school-based language policy so as to control learners’ language environment. The ministry of education should encourage the culture of drama, music and debate competition among schools. The Kenya Institute of Curriculum Development should also ensure language use is stipulated in Kiswahili curriculum and Sheng’ be considered as an independent language code in the country.

Influence of Boards of Management Practices on Teachers Performance in Public Secondary Schools in Kenya: A Case of Manga Sub-County Nyamira County, Kenya

The purpose of the Basic Education Act No. 14 of 2013 is to increase professionalism in the administration of public elementary schools by establishing Boards of Management. The purpose of this research is to analyse the effect that Boards of Management policies have on student achievement in public primary schools in the Manga sub-county of Kisii County, Kenya. The study set out to answer several questions about the impact of various factors on students' academic success, including the availability of instructional resources, the quality of the school's physical environment, the quality of the teaching staff, and the effectiveness of the school's management's efforts to motivate its employees. The research was based on the open systems theory and the Path Goal Leadership Theory. The study used a variety of research strategies. Concurrent triangulation, a research strategy that blends quantitative and qualitative data, was used for this investigation. Principals, BOM members, and the Sub County Director of Education made up the study population. Sampling was performed using a stratified random sampling technique. Strata were designated as learning environments. Questionnaires and interview scripts were used to compile the data. The researcher piloted the surveys with two elementary schools in Manga Sub County that have certain demographic and social characteristics with the study area. Pearson's Product Coefficient was used to verify reliability. Co-efficient. If the dependability co-efficient was lower than 0.7, then the instruments would need to be improved. The instruments' validity and reliability were established by having them crafted under the watchful eyes of the supervisors and by consulting with subject-matter experts. Both qualitative and quantitative techniques were used to analyse the data. Descriptive and inferential statistics were used in the quantitative approaches. Descriptive statistics included measurements of central tendency and dispersion, such as means and standard deviations. Chi-square tests and spearman rank order correlations were used for inferential statistics. Analysing qualitative data required making sense of the responses and contrasting them with prior research. Frequency tables, percentages, and other numerical were used. Ethical considerations were taken into account during the investigation. The vast majority of respondents agreed that their schools' ability to provide necessary teaching and learning resources was facilitated by adhering to a schedule of events. The majority of respondents said that BOM members are capable of accurately forecasting and budgeting for physical infrastructure on their own. All respondents said that those working in BOM were trustworthy because of their moral rectitude and upright character. The research concluded that the Ministry of Education should institute safeguards to guarantee that only qualified individuals serve on public elementary school governing boards. It is imperative that steps be taken to guarantee the exchequer allocates sufficient funds for the purchase of physical infrastructure for public elementary schools

Principal’s Involvement of Parents in Student’s Discipline; Assessing its Relationship with Teenage Pregnancy in Public Secondary Schools in Kenya

Teenage pregnancy remains a persistent global crisis that profoundly affects the socio-economic wellbeing of nations, citizens and families. The purpose of this study was to assess the relationship between principals’ involvement of parents in students discipline and teenage pregnancy in public secondary schools in Kenya. The article is an extract of a study done in public secondary schools in Machakos County, Kenya. The study was guided by the social learning theory postulated by Albert Bandura. The research utilized a descriptive research design. The research target population comprised of 360 principals, 360 Heads of Department (HoDs) Guidance and Counseling (G&C), 360 Parent Association (PA) chairpersons and, 103,517 students. The study sample size was 450 comprising of 189 principals, 189 HoDs G&C, 36 PA chairpersons and 36 FGD. Questionnaires were used to collect data from the principal’s and HoDs G&C. Interview schedules collected data from the PA chairperson while Focused Group Discussions (FGD) collected data from form three students. Data was analyzed using SPSS software version 25.The correlational analysis findings from the principal and HoDs G&C responses showed a positive and significant relationship between principal’s engagement of parents in student’s discipline and teenage pregnancy (rp =.379 & rh = 0.564; p≤ .01). The study concludes that involving parents enhances learner discipline and can help curb cases of teenage pregnancies. The study recommended that PAs should work collaboratively with principals to make sure that parents are engaged in all matters affecting their children.

School Guidance and Counseling Programs: Examining its Relationship with Teenage Pregnancy in Public Secondary Schools in Kenya

School Guidance and Counseling Programs: Examining its Relationship with Teenage Pregnancy in Public Secondary Schools in Kenya

The Influence of Appraisal of Teacher’s Professional Knowledge and Application on the Implementation of Curriculum in Public Secondary Schools in Kenya

Teacher Performance Appraisal (TPA) is recognized globally as a crucial tool in managing the performance of educators with the potential to greatly impact curriculum implementation and academic outcomes. However, despite its significance, teachers’ unions often oppose this policy, viewing it as a means to undermine educators. This research examines the influence of teacher appraisal on curriculum implementation in public secondary schools within Bureti Sub-County. By investigating the appraisal of teachers' professional knowledge and application, this study aims to shed light on factors that affect the effectiveness of curriculum delivery. The target population comprises 63 principals and 889 assistant teachers from 63 public secondary schools in Bureti Sub County. Sampling techniques include stratified, purposive, and random sampling, with structured questionnaires serving as research instruments. To test the reliability of the research instruments. Correlation analysis was used to establish if there was a relationship between the independent variables. Pearson correlation coefficient (r) was used to determine the relationship between the two variables with a value of + 1 and – 1. Descriptive and inferential statistics were employed to analyze quantitative data. To determine the variance of the responses, ANOVA was used. Findings indicate that teacher appraisal significantly impacts curriculum implementation, with pedagogical competence, content mastery, adaptability, and collaboration emerging as key factors. Recommendations include enhancing professional development, fostering reflective practice, aligning appraisal criteria with curriculum goals, and promoting leadership capacity among school administrators.

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.

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.

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.

Influence of Administrative Factors on Principals’ Performance in Public Secondary Schools in Kenya: A case of Kilifi North Sub-county.

Studies show that the performance of schools relies much on the administration. The study purposed to investigate the administrative factors that influence the principal’s performance in public secondary schools in Kenya, Kilifi North sub-county. This was done by examining the influence of delegation of duties to school personnel and the influence of contributions of the Board of Management and Parents-Teachers Association. The research focused on Henri Fayol’s suggestions on administrative management concepts. A descriptive survey design was used. The target population comprised 10 principals, 50 heads of departments, and 40 board of management members, totaling 100 from which a sample of 80 was selected based on a sampling chart by Krejcie and Morgan (1990). Questionnaires and interviews were used to collect data from respondents. Pilot testing was done to determine the validity of the instruments, and the test-retest approach was employed to determine the instrument’s reliability. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed thematically with the help of Statistical Package for social science (SPSS 23) findings were presented through frequency tables, bar graphs, pie charts, and percentages. Qualitative data from interview schedules was transcribed organized into themes and presented in prose according to the objectives. The study established that principals were ineffective in Kilifi North Sub-county due to insufficient and incompetent personnel to delegate duties to ineffective Board of management, minimal support from the community and inadequate infrastructure. Based on the findings the study concluded that principal’s effectiveness relies heavily on delegation of duties, effective BOM/PTA, community support and effective management of infrastructure. Therefore, the study recommended that there was need for TSC to employ more teachers in schools and ministry to release more funds for payment of workers. BOM/PTA should be on front line to source for funds to run the school.

Individual Consideration Practices of Principals on Teachers Integrating Information Communication Technology in Public Secondary Schools in Kenya

Leadership behavior is one of the issues that has received a lot of attention internationally, particularly the personal considerations of a transformative leader. A teacher’s confidence grows under the supervision of a good leader who can handle particular requirements, including a lack of ICT competency and the availability of additional technologies. This study sought to determine the extent to which Principals’ individual considerations practices influence teachers’ adoption of technology in classroom instruction. The present inquiry adopted a mixed method approach built on an explanatory sequential design. Data was collected from 62 principals and 186 teachers using interviews and questionnaires. from public secondary schools in Kakamega county Expert judgment was used to validate the instrument, obtaining a Cronbach coefficient Alpha index of 0.75, while the test-retest method was used to determine the reliability of the research instruments. Quantitative data were analyzed using frequencies, percentages, and Pearson correlations. In contrast, qualitative data were examined by grouping common themes and characterizing participants’ ideas and viewpoints. The findings revealed a significant relationship between principals’ individual consideration and the integration of ICT in teaching and learning (r (108) = 0.584, p<0.001) meaning encouraging the practice of individual consideration would increase use of ICT in Instructions. This paper recommends that principals must prioritize the unique demands of teachers. This will inspire and instill trust in teachers on the utilization of technology.

Resources Allocation as an Institutional Determinant of Strategic Plan Implementation in Public Secondary Schools in Kenya.

The study sought to examine the influence of school resource allocation on Strategic plan implementation. The study used a descriptive survey research design. The study targeted 351 public secondary schools, 351 public school principals, 1,404 class teachers and 1,755 academic Heads of Departments from which the sample of 105 principals, 176 academic Heads of Departments and 140 class teachers were derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were the data collection instruments. Descriptive and inferential statistics were used to analyze data. Data was presented by used of frequency distribution tables and pie charts. Pearson’s product moment correlation coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was at 0.05 level of significance. This may be significant to the school Board of Management policy makers in terms of know-how skills formulation, implementation and evaluation of strategic plan. This study found that resource allocation does not influence strategic plan implementation. Based on these findings, the study recommends that; the Government need to provide enough funds at the right time to finance the implementation of the schools’ strategic plan and to ensure schools have enough physical resources, enough human resources, and adequate learning resources. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a negative coefficient of -0.0168 on resource allocation was realized with a p-value of 0.714 which was not statistically significant at the 0.05 level. . Hence we fail to reject the hypothesis that, resource allocation has no effect on strategic plan implementation. This indicates that, resource allocation does not have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

Life Skills Education; Investigating its Relationship with Teenage Pregnancy in Public Secondary Schools in Kenya

Teenage pregnancy remains a persistent global crisis that profoundly affects the socio-economic wellbeing of nations, citizens and families. It contributes to school dropout rates, lower academic achievements, early marriages, and decreased school attendance for female learners. The aim of the research was to investigate the relationship between Life Skills Education and teenage pregnancy in public secondary schools in Machakos County. This article is an extract of a study done in public secondary schools in Machakos County. The reviewed Literature was based on the research aims whereas the research was anchored on social learning theory postulated by Albert Bandura. The research utilized a descriptive survey research design. The research target population was 360 principals and 360 Heads of Department (HoDs) Guidance and Counseling (G&C),. The study gathered data from a sample of 189 schools comprising Boys only, Girls only and mixed schools. The participants of the study, who were proportionately sampled, included; principals and HODs G&C. Data were collected using questionnaires and document analysis. The Collected data was analyzed using SPSS software version 25. Descriptive analysis was done using frequencies, measures of central tendency and dispersion particularly the mean and standard deviation. Hypotheses were tested using Pearson’s’ correlation coefficient at the .05 level of significance. The study results revealed that teenage pregnancy was prevalent in Machakos County with an average of 173 cases recorded annually. Each school in the county also recorded at least 2 cases of teenage pregnancy yearly. The research findings revealed that there was also a positive and significant relationship between Life Skills Education and teenage pregnancy in public secondary schools in Machakos County (rp =.575 & rh = 0.414; p≤ .01). The study suggests that KICD should review the Life Skill Education syllabus to include content on sex education. In addition, the MOE should include LSE in teacher education as a learning area or infuse LSE in a specific subject combination so that the Teachers Service Commission (TSC) posts teachers to teach LSE specifically and make it compulsory and examinable.

Principals’ Management of Teachers’ Workload Pressure and Students’ Academic Performance in Public Secondary Schools in Kenya

This study sought to investigate the principals’ management of teachers’ workload pressure and students’ academic performance in public day secondary schools in Kitui West sub-County. The study objective sought to establish the influence of Principals’ teacher workload management practices on students’ academic performance. The study was based on Job Demands–Resources theory whose characteristics can be categorized into two major groups which include job demands and job resources. Descriptive survey research design was used in the study. The study target population included all the 26 principals and 249 teachers. Census and systematic sampling techniques were used to select a sample of 26 principals and 38 teachers respectively. Questionnaires were used as data collection tools. Data was analyzed qualitatively and quantitatively using descriptive statistics. Frequency distribution and cross tabulation tables were used to present data. Qualitative data was analysed organized in subthemes and analysed qualitatively based on research objectives and presented in a narrative form. The study found that on average majority 83.7% of the principals and 74.8% of the teachers respectively were in agreement with the statement that the management practices of teacher workload pressure influences students’ academic performance. The study recommends ensuring adequate staffing in schools by the Teachers’ Service Commission to curb overworking teachers and promotion of teamwork for better academic performance. This study may be significant in that the research outcomes could inform policy formulation in the Ministry of Education regarding principals’ work environment management. The findings contribute to existing knowledge and serve as a basis for future research. The study advances conceptual understanding and provides empirical evidence in educational leadership and organizational behavior in relation to teacher workload management practices. The study concluded that principals’ management practices can significantly impact on students’ academic performance.

Headteachers Induction on Public Procurement Regulations and their Implementation in Public Secondary Schools in Kenya

This study sought to investigate the influence of Headteachers induction on public procurement regulations and their implementation in public secondary schools in Migwani District, Kenya. The study objective sought to determine whether the information provided during the induction on public procurement regulations was sufficient enough to influence headteachers’ effective implementation of public procurement regulations in their schools. This study is based on Social and Economic Organization theory (bureaucracy) by Max Weber (Max 1947). The study employed a descriptive survey research design. The target population consisted of 29 public secondary schools which consisted of headteachers. Two public secondary schools out of the 29 public secondary schools were used for pilot study. The sample size was 27 public secondary schools. Census was used to select a sample of 27 headteachers. The study used questionnaires as a tool for data collection. The instrument validity was tested by a pilot study. A test-retest technique was used to ascertain instrument reliability. From the findings, it was found that at least thirty-four-point eight percent (34.8%) of the headteachers which was below average said that the information given during induction training was sufficient while majority of the headteachers which was sixty-two-point two percent said that the information given during induction was not sufficient. The study concluded that comprehensive induction programs are essential for preparing headteachers to implement public procurement regulations. The study recommended that Headteachers in public secondary schools should be inducted immediately after appointment to headship positions.

Trauma Informed Interventions and Academic Adjustment among Adolescent Students in Public Secondary Schools in Kenya

Globally, the problem of escalating incidences of trauma among adolescents has adversely affected their physical, behavioral, emotional and psychological functioning hence impairing their quality and ability to adjust in school. The purpose of this study was to establish the effectiveness of trauma informed interventions and academic adjustment among adolescents in public secondary schools in Kisii County. This study employed an explanatory sequential mixed method design. The study targeted a population of 1100 students from which 275 students were sampled through simple random and purposive sampling technique. Data were collected using self-administered questionnaires, Focused Group Discussions, in-depth interviews and academic adjustment scale. Both descriptive and inferential techniques were employed to analyze quantitative data. The qualitative data were analyzed thematically. The results from Pearson Correlation coefficient affirmed a positive statistically significant nexus (n=.732, n= 275, p<.0.05) between trauma informed interventions and academic adjustment. The qualitative data findings further affirmed that trauma informed interventions enhance academic adjustment and resilience among adolescents. The study concluded that effective adoption of trauma informed interventions are critical in coping with academic adjustment levels among adolescents.

How Strategy Evaluation Affects Academic Performance in Public Secondary Schools in Bungoma County, Kenya

The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools

An Investigation of the Causes of Conflicts between Teaching Staff and Principals in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Communication is the nervous system of an organisation, and its success depends very much upon the coordinated efforts of people working at different levels to achieve a common goal. Conflict, on the other hand, is an expression of hostility, antagonism and misunderstanding between the staff members. Most of these conflicts occur in secondary schools, middle-level colleges, and tertiary institutions MOE (2002). The Ministry of Education report indicates that in spite of the government policies put in place, there has been an upsurge of unrest in schools, together with strikes by teachers and high rates of transfers of principals and teachers in the recent past. This paper investigates the causes of conflicts between teaching staff and principals in public secondary schools in Kenya. This study was carried out in Rachuonyo South Sub County in Homabay County, Kenya. The objective of the study was to investigate the causes of conflicts between teaching staff and principals in public secondary schools in Rachuonyo South Sub-County in Homabay County. A mixed methods approach consisting of a survey questionnaire and interview schedules involving 62 survey participants and 4 in-depth interviews with the principals and teachers was adopted. Quantitative data was sought using questionnaires and were analysed using Statistical Package of Social Sciences, while qualitative data from interviews with the principals were analysed by narrative analysis. The findings of the study revealed that Poor communication and competition for limited resources were the main causes of conflicts between teaching staff and principals. It was revealed further that the conflicts were purely work-related. Based on this, it is recommended that there is a need to offer training to both teachers and principals on the use of the best communication strategies for conflict management so as to help in the management of conflict in schools. In addition, there is a need to take teachers and principals for workshops and seminars on professionalism in order to minimise work-related conflicts.

THE 21ST CENTURY SKILLS GAP IN THE KENYAN EDUCATIONAL SYSTEM: A FOCUS ON PUBLIC SECONDARY SCHOOLS IN WEBUYE WEST SUB COUNTY, KENYA

The quote from Alvin Toffler “the illiterate of the 21st century will be those who cannot learn, un learn and re learn can be used to describe the educational system of a country which hopes to equip learners with relevant 21st century skills”. However, there is a widespread consensus that education systems are failing to adequately prepare learners with the relevant 21st century skills necessary to succeed in life, and career and be better citizens. The study adopted a descriptive survey research design. Primary data was collected using structured questionnaires and checklists. A census approach was used to select all 47 secondary schools in Webuye West Sub County. Purposive sampling was used to pick 4 teachers from each school. The four teachers were picked from the language department, Humanities department, Mathematics department, and Sciences department respectively. The sample size was 188 teachers. SPSS was used to analyze data. Descriptive statistics such as frequencies, percentages, mean and standard deviation was used. Findings reveal that the educational system in Kenya prioritizes competitive exams while underplaying 21st century skills that are needed to make learners better citizens. This implies that there is a high 21st century skills gap between both the teachers and the learners in most of the public secondary schools in Kenya. The study concluded that in 21st century all educators (teachers) play a critical role in shaping the lives of learners. When the teaching and learning process is at its best, learners will be better citizens and better human beings in society and in the nation at large. Therefore, educators should act as mentors and peer coaches with fellow educators, pursuing continuous learning opportunities and unlearn, learn and relearn to make better educators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0004/a.php" alt="Hit counter" /></p>

Towards Attainment of Kenya Certificate for Secondary Education: Role of School Culture in Kenya By

Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff.