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Principals’ Administration Skills Adopted in Handmaid of the Blessed Virgin Mary in Grant-Aided and Private Secondary Schools in Enhancing Pupil Academic Performance in Lusaka, Zambia
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) REGINA A. PHIRI
The study was conducted to examine administration skills adopted by Handmaid of the Blessed Virgin Mary Principals in Grant-Aided and private secondary schools which, enhance high student academic performance in Lusaka District, Zambia. The study was guided by the following research questions: What are the administration skills used in Handmaid of the Blessed Virgin Mary Grant-aided and private schools in enhancing student academic performance in Lusaka District? Why is there a higher student academic performance in Handmaid grant-aided and private schools compared to government managed schools in Lusaka District? How effective are the administration skills in achieving high
student academic performance in Lusaka District? What challenges are encountered by principals in executing the administration skills in handmaid schools in Lusaka District? What strategies can be put in place by the school administrators in enhancing better student academic performance? The study employed Symbolic Interactionism theory by Max Weber, (1864-1920) which deals with individuals and how these individuals relate to society. The
population of the study comprised of 5 (five) principals, 180 teachers, and 2500 students. Mixed methods designs was used which is a combination of quantitative and qualitative designs. In qualitative design, survey design was used while in qualitative design phenomenology design was used. The study used both probability and non-probability sampling techniques. The questionnaires and interview guide were used to collect data from Principals, teachers, and students. Quantitative data were analysed using descriptive statistical Package for Social Science (SPSS) version 21 to make a descriptive analysis to give percentages and frequency distribution which displayed data systematically for
reporting. Inferential statistics were used to check the relationships between the study variables and presented by using tables and graphs. Qualitative data that was generated in the study was organised in themes and patterns, grouped through content analysis and then tabulated. All ethical considerations were observed. The findings show that principals who use administration skills acquired through frequent in-service training and workshops prepared by their schools, attain high student academic performance. These principals achieve high results by motivating their teachers to work hard through different incentives and this promotes effective teaching. The perception of the teachers about their principals in Handmaid schools is that, through acquired administration skills, they promote team work and time management which helps in accomplishing school syllabuses and all other activities in time. Usage of technology in Handmaid schools proved to be a contributing factor to achieving better results. When evaluating/considering learner participation in attaining better results, students‟ perception is that, they take school work seriously and that through motivation by their principals and teachers, turn to enjoy doing their homework and other school activities. The study makes several recommendations such as: The government, through relevant ministries and departments need to invest in and embrace the introduction of compulsory in-service training and workshops for managers and teachers. This will serve as an alternative to administration and teaching education, for them to achieve better academic performance in their schools. Further, more emphasis should be put on learner centred activities. This can be achieved students through their homework and full participation in school activities that in turn contribute to their learning effectiveness.
THE CONTRIBUTION OF IGNATIAN PEDAGOGICAL PARADIGM TO HOLISTIC EDUCATION IN PRIVATE SECONDARY SCHOOLS IN KIGALI CITY, RWANDA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2018-05) CHARLES NIYIGENA
This study examined the contribution of Ignatian Pedagogical Paradigm (IPP) to the holistic education in Private Secondary School in Kigali City, Rwanda. The main thrust of this study was to reinvigorate the role of private partnership in education in ensuring quality living by the provision of holistic education. The research sought to find out (a) ways in which teachers‘ consideration of students‘ context influence holistic education; (b) how teaching and learning experiences influence holistic education; (c) how students‘ reflection on experiences stimulate holistic education; (d) the extent to which students‘ actions motivate holistic education; (e) the effect of students‘ evaluation on holistic education; (f) challenges encountered in implementing IPP in schools for holistic education; and (g) possible strategies that can be put in place to enhance the implementation of IPP for holistic development. The study was guided by holistic theory of knowledge and learning. It used a mixed method approach combing quantitative and qualitative approaches. It combined cross-sectional survey for quantitative approach and a collective case study for qualitative approach. Purposive, stratified and simple random sampling techniques were used to select schools, head teachers, teachers, and students as participants. Data was collected using document analysis guide, questionnaire, interview guide, and observation checklist. The instruments were validated through triangulation and pilot study and a strong Cronbach‘s alpha reliability index was found. Quantitative data were coded, entered into Statistical Package for Social Sciences (SPSS) analysed statistically and presented in tables and figures. Independent samples t-test was used to compare a school that has adopted IPP and that which has not adopted it with regard to holistic education. Qualitative data were summarized, analysed descriptively and presented in narrative form. The findings revealed there was a significant difference in respondents‘ ratings between a school run on IPP and a school that has not adopted IPP with regard to the level of holistic education and various ways used to provide holistic education. Thus, the study concluded, a school that has adopted IPP offered more opportunities for holistic growth of students than a school which has not. A cycle of context,
experience, reflection, action, and evaluation plays an important role in holistic education enterprise. The IPP provides more opportunities for holistic growth by emphasizing on collaboration and partnership, personalized learning, academic and human excellence. It was recommended that the government, schools, teachers, and parents adopt IPP and its principles in the interest of holistic growth of students.
SCHOOL MANAGERS’ PERCEPTION TOWARDS LEVELS OF INVOLVEMENT OF STUDENT COUNCILS IN MANAGEMENT OF SECONDARY SCHOOLS IN MERU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-07) LAWRENCE NJERU
The purpose of the study was to establish the schools‟ managers‟ perception towards the levels of involvement of student councils in the management of secondary schools in Meru County, Kenya. The study had five research questions. The questions sought the perception of the managers‟ towards levels of involvement of students‟ councils managements‟ meetings, enhancing discipline, communication, decision making and fostering positive relationships in schools. There were 5 Hypothesis tested at 95% confidence level. The Attribution theory of Fritz Heider which describes the process of perception formation and consequent behavior guided the study. It was conducted by use of mixed method design. In line with the mixed design, the study adopted cross sectional survey for quantitative data and phenomenological approach for qualitative data. The data was collected through quantitative and qualitative methods. Quantitative data was collected through questionnaires, analyzed by use of SPSS version 16 and then presented in tables and charts in percentages and frequencies. Qualitative data was collected through interviews, then transcribed, coded and interpreted according to the research questions. The participants were selected through both probability and non-probability sampling procedures. The target population included principals, Heads of Departments, students‟ councils‟ members, members of secondary schools‟ Boards of Management (BOM), the Sub-County Education Officers and the County Director of Education. The study found out that Students‟ council members should not be involved in management meetings. A high level of involvement of students‟ council in management of schools enhances discipline, communication between students and schools‟ management and fosters positive relationship between students and staff members. The study recommends that students‟ leaders should only be invited in BOM meetings for specific agenda. The system of electing leaders should allow nomination of some members to avoid compromise in discipline. Managers should avail more informal channels of communication in schools. High level of involving students‟ fosters positive relationships in schools.
STUDENTS' TIME MANAGEMENT SKILLS ON KCSE ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS, KIAMBU SUB-COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-09) SR. MIRIAM STELLA OBIEKWE
This study investigated on the students’ time management skills on academic performance in KCSE in public secondary schools in Kiambu sub-county, Kenya. Research questions used were; extent to which students are observing time management skills, how students’ attitude towards time management skills affects academic performance, challenges students face towards time management skills in achieving academic performance, suggestions on how to improve students’ time management skills for academic performance. Convergent mixed methods design was used in this study. The target population included 13 public secondary schools, 13 principals, 1,759 form 2 students, 52 class teachers. The study used questionnaires and interviews guide for data collection. For the purposes of validity of the instrument of this study the researcher used content validity and to conclude on the reliability of the instrument, the researcher used Cronbach alpha technique, which requires only a single test to determine the internal consistency of the instruments. The study was guided by Pickle Jar Theory. Quantitative data was analyzed using descriptive statistics such as frequencies and percentages while qualitative data was categorized into respective themes and reported in narrative forms. The researcher maintained honesty and accuracy in data collection and analysis. The researcher also guaranteed privacy and confidentiality of information rendered by the participants. The study found that students do not effectively observe and implement time management skills towards their academic performance. The study also found that
students encounter some challenges in observing time management skills, however, some suggestions were made for improvement. The study concluded that time management skills knowledge need to be enhanced so as to benefit all the students. The study recommended that time management skills improvement is a collaborative action between the students, teachers, principals, parents and the government. The role of principals and teachers on students observing time management skills shall be for future study.
PREPAREDNESS AND IMPLEMENTATION OF COMPULSORY SCIENCE CURRICULUM IN PUBLIC SECONDARY SCHOOLS IN BUKOBA DISTRICT COUNCIL, TANZANIA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2018-05) ADEODATUS M. RWEHUMBIZA
This study investigated the problem of preparedness and implementation of compulsory science curriculum in public secondary schools in Bukoba District Council (BDC), Tanzania. It was guided by four research question: 1. To what extent is the supply of learning/teaching materials adequate for the implementation of compulsory science curriculum in BDC? 2. What is the attitude of education stakeholders on the preparedness and the implementation of compulsory
science curriculum in BDC? 3. What are the challenges affecting the preparedness and implementation of compulsory science curriculum in secondary schools in BDC? 4. What are the strategies for effective preparedness and implementation of compulsory science curriculum in secondary schools in BDC? Mixed methods design, a combination of cross sectional survey and phenomenology, was used to collect data. Stratified and purposive sampling techniques were used to sample ten schools. Data was obtained from 260 respondents. Ten heads of schools and 9 HoDs of the sampled schools were automatically involved. Nineteen science teachers were determined by simple random sampling procedures. Two hundred and eleven Form III students and 10 parents -members of BoM- were purposively sampled for the study. Research instruments included questionnaires, interview guides and observation schedule. Validity for qualitative instruments was determined by content validity, source triangulation, method triangulation and pilot testing. Cronbach‘s Alpha was used to test quantitative instruments‘ internal consistence reliability. Trustworthiness of qualitative instruments was ensured by: triangulation, rich-thick description and peer review and debriefing. Quantitative data were analysed by SPSS and summarized using descriptive statistics. Results were presented by tables and pie charts. Qualitative data were examined and analysed by breaking them into manageable units; looking for patterns among variables to establish accuracy, usefulness and completeness. Findings were discussed and presented in form of narrative and direct quotes by thematic analysis. Key results: some teaching/learning resources were adequately available in some schools. Most of the teaching/learning materials and laboratories were inadequate. Shortage of basic ICT hardware and software for management and for instruction was rampant. Most students were unhappy with the way science was taught. Majority of teachers, though overloaded with teaching lessons, were willing to teach. Parents neither followed up their children nor encouraged them to study science. Shortage of competent science teachers, lack of motivation and overcrowding in classrooms/laboratories posed strong challenges. The study recommends that the Ministry of
Education, Science and Technology constantly update itself on the condition of the schools and address their problems accordingly. Preparation of school budgets should be realistic and must involve heads of schools in order to cater for the actual needs of the schools. School Managements must ensure good conditions for the teachers‘ basic welfare.