Kenyan Teachers Research Articles

Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes

Purpose The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS.Design/methodology/approach Teacher interviews after LS were qualitatively and inductively analyzed with Teacher Education and Development Study: Learning to Teach Mathematics as a conceptual/analytical framework.Findings Results varied between Kenyan and US teachers. Kenyan teachers reported increases in content and pedagogical content knowledge. They suggested participating in LS was an enjoyable, productive struggle and emphasized the value of planning for lessons and the role of the outside expert. US teachers described consideration of students' needs, abilities, and learning strategies. They described LS as a positive experience, even though making time for the process was challenging. Procedurally, US teachers valued research and collaboration. Although both the process and responses differed, US and Kenyan teachers' reflections highlight affordances of LS.Research limitations/implications This study is a small-scale, comparative case study. Future research could ask similar research questions in other contexts and with greater numbers of participants.Practical implications Views of teaching and learning and typical structures for teachers' professional learning vary by context; these factors should be considered when planning and implementing LS.Originality/value The study responds to an identified need to learn more about how LS contributes to teachers’ different views of teaching and learning, which are embedded in various sociocultural settings.

Efficacy of Digital Literacy Programme in Promoting Access to Electronic Information Resources by Public Primary School Teachers, Kakamega County, Kenya

Going by the observation made by advocates of digital learning, digital technologies can increase the effectiveness of teachers. If digital technologies are made good use of, they can lead to increased access to data for learners, teaching materials, mentorship opportunities, and professional development. Successful incorporation of modern technologies into the classroom can be achieved if teachers work collaboratively to create modern learning environments and embrace technology in teaching. For this to be realised, a different set of teachers’ skills is essential to ensure frequent use of technology while encouraging a new approach where technology is made use of. The researcher carried out an investigation of the efficacy of DLP to uncover the underlying issues that could be hindering access to electronic information resources by public primary school teachers in Kenya’s Kakamega County. The objectives were to ascertain digital literacy skills possessed by public primary school teachers, establish availability and status of the necessary infrastructure for ICT in public primary schools, establish the relationship between teacher competence and access to and use of electronic information resources, and identify challenges faced by teachers in their endeavor to make use of useful electronic information resources. This research adopted descriptive approach because the intention was to describe the existing conditions with respect to variables which are, digital literacy, ICT infrastructure and teachers’ competence that affect access to electronic information resources. Proper data analysis was enabled by the researcher applying Statistical Package for Social Sciences (SPSS). Analysis of open-ended questions, which formed part of the qualitative data, was done by use of conceptual content before being presented in prose. Pie charts, tables, percentages and bar graphs were used in presentation of quantitative data. Since previous studies have shown that primary school teachers obtain low scores in integration of digital technologies in the classroom, the researcher sought to identify unique challenges that schools could be facing that require homegrown solutions. From the results of the study, digital literacy, ICT infrastructure and teacher competence have significant effect on online academic resources being used by public primary school teachers in the County of Kakamega. From the findings, the study concluded that managements of public primary school teachers in Kakamega County should ensure computer teachers are trained on a regular basis to acquire the needed knowledge and skills. There is an advocacy to managements of public primary school teachers in Kakamega County to ensure availability of the required ICT infrastructure to facilitate access to electronic information resources. Further, teachers should undertake professional development trainings to enhance their ICT knowledge and skills.

Education as a Path to Gender Justice for Maasai Youth

Abstract This study explored the differences between adolescent boys and girls and their tendency to accept the influence of others. This is important when considering not only one’s path in life but also the implications for independence and having an equal voice in a civil society. The study measured authenticity in 306 adolescent Maasai boys and girls and found that boys are significantly more likely to accept external influence than girls. Accepting external influence is inversely correlated with authenticity, a character strength linked with mental health and well-being, and arguably needed for democratic societies to flourish. Furthermore, unquestioned adherence to external social inductions serves to maintain the status quo and prevents responsiveness to needed change. The embodiment of authenticity is crucial for its actualization and takes place in the context of relationships. Schools represent a microcosm of the larger society and provide a window into different cultural practices and, as such, represent opportunities for transformation. The study discussed the social implications of these ideas, and the role Kenyan teachers play in the advancement of gender justice.

Field Dependent-Independent Cognitive Styles as Correlates of Reading Comprehension Performance among Form Two Students in Kiambu County, Kenya

The problem addressed by this study was that secondary school teachers in Kenya have largely ignored the cognitive learning styles of students in their pedagogical strategies. The teachers have been mostly using talk-chalk method, which may be attributed to dismal performance in reading comprehension in English especially in sub county secondary schools. Scholarly efforts to address this issue have majorly focused on non-cognitive factors. The study was anchored on the field dependence-independence theory of cognitive styles. This study used correlational research design. The sample size was 20 public day schools representing 11% and 860 form two students representing 10.6%. The study used a modified Group Embedded Figures Test and English comprehension test. The pilot study was carried out in two schools with a sample of 30 students to establish the reliability and validity of the research tools. Data analysis involved the use of Pearson correlation and t-test to test the research hypotheses with the aid of SPSS program version 23. The findings revealed that there was a significant relationship between field independent cognitive learning style and reading comprehension performance, r (452) = .32, P = .01. The results also indicated that there was a positive significant correlation between field dependent cognitive learning style and reading comprehension score, r (404) = .48, P = .00. The findings revealed that the mean score difference in reading comprehension performance of respondents with FI and FD cognitive learning styles was statistically significant, t (854) = -2.13, p = .03. The study recommends that curriculum designers and the developers of learning content should include cognitive learning styles in learning books to educate secondary school students on the importance of these styles in educational achievement. Teachers should use diverse teaching methods that cater for the different cognitive learning styles to improve reading comprehension performance.

Evaluating Teachers' Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

The present study examined the impact of professional development training on Canadian and Kenyan teachers’ confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler’s (2006) technology integration model were assessed, as were perceptions related to delivery pacing. Overall, outcomes reflected more similarities than differences across the two groups of teachers. Limitations in foundational knowledge regarding concepts specific to early literacy were evident in both groups, despite higher levels of perceived confidence in Kenyan teachers compared to Canadian teachers in some content areas. Perceived comfort using technology and teaching with technology were highly correlated, with no differences observed across teacher groups. Pacing was perceived to be faster for Kenyan teachers compared to Canadian teachers. Implications for professional development in this domain are discussed.

Influence of Teacher Performance Appraisal and Development Implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya

The study sought to assess the influence of teacher performance appraisal and development implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya. The study specifically sought to determine the extent to which the appraisal of Teacher knowledge and application, appraisal on professional development of teachers and the appraisal of teachers' time management on Secondary Students’ Examination Scores among public schools in Kenya. Optimizing descriptive cross-sectional survey research design, the study targeted all secondary school teachers in Kenya. The study adopted a simple random sampling technique using a ratio of 3:1 to ensure all the 200 schools were given a fair chance to participate in the study; further, a purposive sampling technique was also used to identify key informants. Primary data was collected through an online structured questionnaire. Qualitative and quantitative analysis was done by use of descriptive and inferential statistics respectively. The study concluded that appraisal of teachers' continuous professional development, appraisal of teachers' knowledge and application and the appraisal of teachers' continuous time management greatly influences their performance hence improving students' academic performance. The study recommends the enhancement of TPAD during the next review phase to embrace and connect parameters in the appraisal tool and students’ examination scores. Further, TSC in liaison with the ministry of education and the respective school principals should take deliberate effort to plan and set aside funds to enhance professional training, workshops, seminars, and conferences through which the teachers will be enlightened on how to enhance their professional knowledge and application while considering independent evaluators to enhance credibility, validity and reliability of teacher rating.

Influence of Selected Work Related Variables on Occupational Stress Among Teachers in Kenya

Occupational stress is a universal phenomenon that manifests itself among workers as a result of pressures originating from within or outside the work place. Work stress has had negative effects on performance and service delivery among workers and can therefore be expensive for organizations as it adversely affects organizational performance and productivity. Globally, teaching has been ranked the second most stressful job after ambulance driving and incidences of teachers experiencing occupational stress have been reported in Borabu Sub County. Given the important role education plays in shaping society, the pivotal roles played by teachers globally and in Borabu SubCounty cannot be over stated. Majority of teachers confess that they would opt for an alternative profession given an opportunity, a situation witnessed by a substantive number of teachers who get newly employed or are always ready to transfer to other professions. Some studies on teachers’ occupational stress have concentrated on factors causing or contributing to stress or effects of occupational stress on performance among teachers but have not investigated the influence of selected work related variables on occupational stress among secondary school teachers. The purpose of the present study was to investigate the Influence of Selected Work RelatedVariables on Occupational Stress among Teachers in Public Secondary Schools in Borabu-Sub County of Nyamira County. The main objective of the study was to determine the influence of role overload on occupational stress among public secondary school teachers. The study was anchored on Person Environment Fit Theory of Caplan. The study employed convergent parallel research design within mixed method approach. The population of the study comprised 212 public high school teachers, 21 Principals, and 3 Education Officers. Saturated sampling was used to obtain a sample size of 212 teachers, 21 Principals and 3 Education Officers of Borabu Sub County, Nyamira County, Kenya. Occupational stress questionnaire was used to collect quantitative data from teachers while qualitative data was collected using interviews to Principals and Education Officers. Descriptive statistics and correlational analysis were used to analyze quantitative data while qualitative data was analyzed using thematic framework. Validity of the instruments was ensured by seeking expert judgement from university psychology lecturers. Reliability of the instruments was determined using internal consistency with an index of 0.70 reported. The study results revealed that high school teachers of Borabu Sub County have a significant amount of role overload at r=0.647. The study established that co and extracurricular activities plummeted the teachers work. The study recommended that teachers, school Principals, Teacher Counselors, other Education stake holders and policy makers need to apply adjustment interventions for occupational stress reduction among educators. Keywords: Influence, Occupational, Stress, work DOI: 10.7176/JEP/12-30-07 Publication date: October 31 st 2021

Empirical reviews of career plateauing and turnover intentions of teachers’ experience to pursue further studies in Kenya

PURPOSE: The purpose of this paper was to review the various studies on the relationship between career plateauing, turnover intentions and teacher decisions in order to pursue further studies. METHODS: The empirical study focused on the forms of career plateauing faced by teachers, the relationship between career plateauing and turnover intentions, the relationship between turnover intentions and teacher preparation, the history characteristics of career plateauing and turnover, and techniques to enrich the quality of teacher work to fight career plateauing. Two forms of career stagnation were described in the review: structural (hierarchical) plateauing and content (job content) plateauing. RESULTS: The analysis of the studies has shown that previous researchers have studied the influence of career plateauing on organizational variables such as turnover intentions, work satisfaction and organizational engagement. Previous studies have shown that work plateauing has been negatively associated with job satisfaction and organizational engagement and positively correlated with turnover intentions. The reviewed literature also found that there are a variety of techniques that can be used to improve the job content of teachers to address the career plateau. CONCLUSION AND RECOMMENDATIONS: The review tried to define the type of plateauing that Kenyan teachers often face. While the reviews have shown that career plateauing is becoming increasingly widespread in various organizations, there has been little research in Kenya especially among secondary school teachers. The study therefore recommended that studies be undertaken to determine the relationship between career graduation, turnover intentions and the decision of the instructor to undertake post-graduate studies in Kenya.

Kenyan engineering teachers building reflective practice

ABSTRACT This study examined reflective practice by teachers in a fragile community in Kenya. Without formal qualifications, teachers grappled with engineering teaching until they become critically reflective practitioners. We used qualitative data from weekly critical friends meetings, teacher journals, peer observations, messaging app conversations, and semi-structured interviews. Analysis entailed inductive coding to identify two themes: reflective practice enabled teachers to collaborate and develop identities. Implications suggest reflective practice is an effective tool for untrained teachers in Kenya to make meaning, build identities, and actualize their teaching and learning to meet growing demand for teacher preparation under recent curricular reforms.

New Online Examination Registration Challenges to School Head Teachers in Kenya

New Online Examination Registration Challenges to School Head Teachers in Kenya

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya

AbstractIn recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.

Informal CPD practices by TVET teachers in Kenya

The literature on Kenya's TVET teachers' paints a depressing picture of teachers infrequently participate in Continuing Professional Development. It is, however, possible that due to the demands of their work, teachers choose to participate in informal CPD because it is more flexible and less expensive. Unfortunately, the literature on informal CPD in Kenya is scant. According to the adult learning literature, this article presents the initial findings of a study investigating the everyday CPD practices of TVET teachers in Kenya. The study adopted a mixed-methods approach involving a questionnaire survey that profiled the learning practices of 40 TVET teachers from three Technical Training Institutes in the Nairobi metropolitan area. Collaborative learning practices were found to be infrequently practised, while individual and self-paced learning is more common. TVET teachers were desirous of learning methods that give them control over their knowledge, with a positive correlation seen between the frequency of using a particular way and how helpful the form is perceived to be. The everyday use of informal learning practices was attributed to the organisational culture within the TVET institutes and the over-emphasis on formal learning by professional and career guidelines. It is recommended that professional and career policies are reviewed to recognise and reward informal learning.

Teenage Pregnancy: Causes and Counseling Approaches

Teenage pregnancy continues to raise concern globally especially in developing countries including Kenya. The consequences of resultant dropping out school are far reaching for economic and social wellbeing of teenage mothers and their children. This paper gives an overview of causes of teenage pregnancy and counselling approaches that can be used by counsellors and teachers in Kenya to help teenagers delay sexual activity and or make informed choices on contraceptive use. The approaches are in no way exhaustive and are adapted from existing literature on practices in other countries.

Importance of Lay Christian Participation on Management of Pastoral and Institutional Activities in the 21st Century

Participation has become a popular concept and a system not only in the secular governments and institutions, but also within religious circles. The author defines the concept. Participation, for this paper is an action or a system of involving all people of an organization in the activities pertaining to their development. In Such a system, equality is the basis of the operations. Everybody participates in decision making that brings out the desired outcome of an organization. In order to bring positive change in any institution all members must participate directly or indirectly. Even if they passively involved, they should be aware in the decisions. It is a right of every citizen under the Kenyan constitution 2010 to give their views during the public participation forums prior to initiating any county development. It is, therefore, important as well for all institutions including religious, including churches to involve their members in decision making and in the management process for effective delivery of service and production. This paper is aimed at determining the extent to which laid Christians of Kaplong catholic Parish of the diocese of Kericho, Bomet County, in the pastoral and institutional management. The objective is to determine how lay Christians participate in the management of the church in the 21 st century, in Kaplong and the entire Kenyan church in the post-missionary era. Like other parishes in Kenya, Kaplong was established by the Mill Hill missionaries as early as the 1920s when the missionaries who came from Uganda ventured into the missionary work among the Kalenjin and the Maasai communities. The missionaries had first to go to Uganda before turning to the Western, Nyanza and the Rift Valley. Reputable missionaries among them included bishop Stam, Jan de Reeper, Brandsman, Ferdinand Fent among others. At that ancient period, most of the pastoral work was done by the missionaries since lay Christians had not acquired western education which was essential in the establishment of the Christian faith. Christianity and education were synonymously intertwined. That was why the first teachers in Kenya were the catechists who pioneered the participation of church management. Having collected the data on this paper, the writer established that, the Mill Hill missionaries succeeded in their mission because of involving the lay Christians in the building of the institutions that have existed to date. Fr Fent is still a household name because the work of his hands is still indelibly seen like the hospital, schools, the Parish house and the old sister’s convent currently occupied by the Asumbi sisters. The paper concluded that most of the underlying factors causing conflicts and disagreements in church institutions emerge when all the stake holders are not involved in the management. Involvement is participatory and it creates a sense of ownership. In the 21 st century, lay Christians have replaced the former missionaries in the contribution of finances of the church. Hence, they should be involved in the management in order to avoid lack of trust and ensure transparency and accountability on the resources of the church.

Challenging inequality in Kenya, Mexico and the UK

The structures that we use to think and talk about inequality influence how we make sense of disparities, and also contribute to political choices and calls for change. While local and national inequalities and perceptions thereof have been widely studied, studies at wider geographic scales are comparatively rare. Here I investigate how teachers in Kenya, Mexico and the UK critique inequality. From group discussions, three main arguments against inequality emerged in each of the three countries: (1) the framing of inequality as an inclusive and relational concept; (2) moral distaste for the coexistence of extreme wealth with poverty; and (3) attributing the causes of inequality to larger political and economic systems. The analysis reveals that when people describe themselves as being connected to, enmeshed within, responsible for, or morally outraged by inequality, their critiques of it tend to be stronger. In contrast, those who offer weaker critiques of inequality position themselves as separate from it, or as having no leverage to challenge it. The strong discourses already in the public sphere offer support for policy interventions aimed at reducing inequality. This identification of stronger and weaker discursive challenges to inequality may be mirrored in public discussions of other global challenges.

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

Inquiry Based Learning (IBL) is a form of active learning, often used in STEM education to promote conceptual learning and to acquire scientific investigation skills. This paper reports on a study in which teachers in Kenya, Nigeria and the Republic of Benin implemented IBL embedded in online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-Lab platform (https://www.golabs.eu). After a brief description of the IBL methodology, of lab work and in particular virtual labs for STEM education, of the process of preparing teachers to use IBL in class, and of the context of this study, we highlight the methodology used, and finally report our results. These show that the introduction and class enactment of a digital inquiry based learning platform such as Go-Lab in Africa (i) is possible, although challenging, (ii) does lead to student learning, (iii) for this to take place teacher training is necessary, (iv) the digital infrastructure is present in the schools though minimal and fragile, and (v) a local partner needs to provide assistance when required.

Career plateauing and its relationship with secondary school teachers’ pursuit of post-graduate studies in Nyandarua and Murang’a counties, Kenya

Introduction: Kenyan teachers showed signs of plateauing in employment. This research examined whether the career plateauing was related to of teachers seeking postgraduate studies. Purpose: The study aimed at determining the types of career plateuing faced by public school teachers in secondary schools and to determine the relationship between career plateauing and the decisions of teachers to undertake different postgraduate courses. Methodology: The research employed correlational study design. The target population was 5,022 teachers, and 304 from Nyandarua and 348 from Murang'a Counties. A representative sample was determined using the formula by Krejcie & Morgan, which is used to calculate a sample size of 652. A questionnaire was used for data collection, and its relevance was reinforced by the experience of supervisors and other lecturers at the university. Test-Retest methodology was used to determine the reliability of the questionnaire and found a correlation coefficient of 0.86. The data were analyzed using descriptive and inferential statistics. Pearson Product Moment correlation coefficient, variance analysis and chi-square were used at 0.05 level of confidence. Results: Most teachers in the study did not experience career plateauing. There was a significant relationship between structural plateauing and nature of postgraduate course attended although there was no significant relationship across the entirety of the courses attended and overall career plateauing. Recommendations: The Teachers Service Commission should create a consistent roadmap for teachers' career development to address career plateauing and, in partnership with the Ministry of Education, should improve teachers' skills upgrades through capacity-building initiatives that should form the basis for promotion.

Construction of followership identity among Kenyan teachers

Purpose The purpose of this paper is to provide a discussion on the construction of followership identity among teachers in Kenya which has had less attention. Further, as Kenya is currently implementing a new education curriculum (competency-based curriculum) which requires teachers to be more proactive in their work, an understanding of how they construct their followership identity in schools is paramount, as this is linked to the attainment of learning outcomes. Design/methodology/approach Symbolic interactionism theory, which suggests that individuals respond to phenomena based on the meaning they give such phenomena and through interactions with others, has been used to support arguments in this paper. This theory is relevant to this paper, as it helps in understanding the meaning that teachers give to ‘followership’ through interactions with others in their schools. Findings The arguments in the current paper suggest that as Kenyan teachers interact with colleagues, their meaning of ‘followership’ is defined and refined. The resulting identity is important for these teachers, especially as they embrace the new curriculum in the country which requires them to be more proactive, unlike the previous one. Research limitations/implications As this is a conceptual paper, there is no empirical data to ground validate the arguments given. Originality/value The use of symbolic interactionism in the discussion of this paper adds another dimension to the followership and identity construction among followers. Much of the literature has focused on followership in general but not from the lens of symbolic interactionism.

Teaching New Literacies and Inquiry: A Grassroots Effort to Bring About Educational Change in Kenya

AbstractPrint‐based literacy is no longer sufficient for the global digital age. However, distribution of the resources needed to learn new literacies is unequal. The authors describe a qualitative case study conducted with teachers in Kenya who participated in a professional development series on new literacies and inquiry. The professional development involved an inquiry‐based literacy approach that is technology‐rich and learner‐centered. Three themes emerged from the data: shifting to learner‐centered pedagogies: “I’m inspired to improve my teaching”; change is slow but coming: “We need to be empowered with more information about new technologies”; and strategies for teaching new literacies: “Creating is better than just talking.” The discussion focuses on the enduring challenges for educational transformation in Kenya coupled with the substantive changes that are being made by pioneering Kenyan educators.

Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers

This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.