Faculty of Education
Permanent URI for this collection
Browse
Recent Submissions
Item 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 NJERUThe 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.Item EMOTIONAL INTELLIGENCE AND OCCUPATIONAL STRESS AMONG TEACHERS BORSTAL INSTITUTIONS IN KENYA(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2017-12) MARGARET WAMBUI KAGWETeaching is a unique profession in which practitioners constantly deal with situations in which a variety of emotions are involved. Emotional intelligence is therefore vital for teachers as they strive to meet their occupational expectations, and in managing their own stress. High emotional Intelligence is associated with less stress. It is conceivable that teachers in Borstal institutions could be exposed to greater stress since they work with learners who may have conduct disorders that impact negatively to their process of learning. This study explored emotional intelligence and occupational stress among teachers in Borstal institutions. The target population was all the teachers in the four Borstal institutions in Kenya. The researcher’s aim was to conduct a census, but only the teachers who returned duly completed questionnaires were included in the study. Mixed Method Embedded research Design was used. Quantitative and qualitative data were collected from the teachers. Maximum variation purposive method was used to sample focused group discussion participants. A modified Schutte emotional intelligence scale was used to measure emotional intelligence and Occupational stress was measured using Teachers Occupational Stress scale. Results indicated that teachers in Borstal institutions had high levels of emotional intelligence and moderate levels of occupational stress. Emotional intelligence was not a significant predictor of teachers’ ability to cope with occupational stress (F (4, 55) = 1.647, p > 0.05). Major sources of stress among the teachers included work overload, poor living conditions, inadequate training, and acute shortage of teaching and learning resources among others. The most frequently mentioned coping mechanism used by teachers was physical exercise.Item EFFECTIVENESS OF IMPLEMENTATION OF TEACHERS SERVICE COMMISSION HIV AND AIDS SUB–SECTOR POLICY FOR TEACHERS IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) KIOKO CAROLINE M.The objective of this study was to assess the extent to which the Teachers Service Commission (TSC) sub–sector workplace policy on HIV and AIDS has been effectively implemented in public secondary schools in Nairobi County, Kenya. The study sought to find out the level of awareness of the TSC sub–sector policy among educators and, the extent to which the policy implementation has influenced teachers‟ HIV and AIDS information, HIV–related stigma and discrimination, uptake of voluntary HIV testing and counselling, provision of treatment, care and support to infected teachers and HIV infected teacher productivity. Convergent parallel approach was adopted. The specific research designs used were cross–sectional survey and phenomenology. Instruments‟ validity was ensured by subjecting them to quantifiable measure of content validity ratio. Prolonged engagement of the respondents and narrative accounts ensured trustworthiness of qualitative data. Reliability of instruments was tested after pilot study using Cronbach‟s Alpha. Data were collected from 14 secondary school principals, 183 teachers, 2 TSC‟s Wellness staff and 3 Kenya Network for Positive Teachers (KENEPOTE) officials who were selected using probability and non–probability sampling techniques. The instruments of data collection were structured questionnaire and semi–structured interview guide. Data from the interviews were coded and categories generated whereas those from the questionnaires were analyzed using descriptive statistics, frequencies, percentages, Pearson‟s Product Moment correlation and chi square. Findings indicated that TSC HIV and AIDS sub–sector policy implementation has been minimal and fundamentally did not impact on essential problems like stigma and discrimination which contribute considerably to the reduction of HIV transmission amongst teachers. No Significant relationship was found between policy implementation and HIV positive teacher productivity. It is recommended that the policy implementation ought to be hastened by provision of adequate funds by the government, scaling up policy awareness campaigns and capacity building by TSC, and institutionalizing HIV programs in schools by principals to boost interventions and end the spread of the disease teachers.Item TEACHERS AND HEAD TEACHERS’ PREPAREDNESS FOR IMPLEMENTING INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS OF MURANG’A COUNTY, KENYA(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-07) CATHERINE N. MWARARIAlthough inclusive education has been acknowledged as the means through which learners with special needs can access quality education, the practice is yet to be fully introduced and implemented in public primary schools in Kenya. Inclusive education is grounded on the principle that learners with special needs should be accommodated in neighbourhood ageappropriate regular classes; this being the first placement option. Based on Everett Rogers‟ theory of innovation diffusion, this study aimed at assessing teachers and head teachers‟ preparedness for implementing inclusive education in public primary schools in Murang‟a County. Employing the embedded model of mixed research design, both quantitative and qualitative data were collected. The participants were 462 teachers, 66 head teachers, 4 Quality Assurance and Standards officers, and 4 Education Assessment and Resources Centres officers. Using questionnaires, interviews, observations and document analysis, knowledge, skills and attitudes of teachers and head teachers were assessed to establish their level of preparedness for inclusive education. Descriptive and inferential statistics were used to analyse quantitative data while content analysis was used for qualitative data. The study findings revealed that preparedness of teachers and head teachers for implementing inclusive education in Murang‟a County was inadequate and the level of inclusive education implementation in the county was low. Further, results showed that teachers‟ attitudes towards inclusive education were negative and only the demographic variables of age and marital status had significant influence on teachers‟ attitudes towards inclusive education. Findings also indicated that preparedness predicted effective implementation of inclusive education and head teachers attitudes was the most significant predictor of effective implementation of inclusive education. Lack of training on inclusive education impeded teachers and head teachers‟ preparedness for inclusive practices. The implications of the findings are discussed in reference to promoting teachers and head teachers preparedness with the intention of advancing effective adoption, implementation and institutionalisation of inclusive education in Kenya.Item INFLUENCE OF INTERNATIONAL STANDARDIZATION FOR ORGANIZATION (ISO 9001:2008) STANDARDS ON TEACHING AND LEARNING PROCEDURES AND PROCESSES IN SELECTED PUBLIC AND PRIVATE UNIVERSITIES IN KENYA(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-09) KINIKONDA OKEMASISIThis study investigated the influence of International Organization for Standardization (ISO 9001:2008) standards on teaching and learning procedures and processes in the selected public and private universities in Kenya. The study was guided by the following research questions: How does ISO influence generation of teaching and learning procedures and processes in sampled universities in Kenya? To what extent does ISO certification influence the implementation of teaching and learning procedures and processes? How does ISO influence the resources and the overall quality of infrastructure in teaching and learning processes? What challenges face the ISO certification in teaching and learning procedures and processes? What strategies are and could be in place to address these challenges? The study employed stratified and simple random sampling techniques to get 372 final year full time undergraduate students and 56 full time lecturers from the schools of education. Purposeful sampling was used to select 3 universities for the study, 3 Directorate of Quality Assurance, 3 Heads of Departments and one officer from Kenya Bureau of Standards. The study employed mixed method design (Concurrent Triangulation) which enabled utilization of both quantitative and qualitative methods. Quantitative data were collected by the use of closed and open-ended questionnaires while qualitative data by face to face interview and observation guides. The instruments for data collection were validated by peer review and the experts. The researcher reported qualitative data largely by using detailed descriptions that included direct quotations. The study found that the selected ISO certified universities had documented most of the procedures in teaching and learning processes such as recruitment of lecturers and student admissions, setting, and marking of examinations, procedures on complaints and compliments and requisition for resources. The study found that universities had resources such as libraries, internet, computer labs and projectors among others. The main challenges found were large classes, student leadership, meeting ISO requirements and inadequate funding for research. The study recommends construction of more lecture halls to ease congestion in public universities and coming up with sustainable mechanisms for financing university operations and continuous training on ISO Quality Management System.Item ASSESSING STAKEHOLDERS’ ROLES IN IMPLEMETING EQUITY IN EDUCATIONAL RESOURCE ALLOCATIONS AND ITS INFLUENCE ON OUTPUTS IN PUBLIC SECONDARY SCHOOLS IN MARSABIT COUNTY, KENYA(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-09) GURRO YATTANI IBRAHEThis study was to assess the role of stakeholders‟ in equity in educational resource allocation and its influence on outputs in public secondary schools in Marsabit County. The study was guided by the following research questions; How are educational resources equitably allocated to public secondary schools in Marsabit County?; To what extent does the socio–economic status of parents influence equity in implementing secondary education in Marsabit County?; What are the challenges facing equity in educational resources allocation in public secondary schools in Marsabit County?; What structures should be put in place to facilitate the distribution of education resources and promote education equity in public secondary schools in Marsabit County?; The study adopted mixed methods research particularly triangulation design. The study covered thirteen secondary schools that presented students for Kenya Certificate of Secondary Education exams for the last five years, thirteen head teachers, Teachers Service Commission - County Director and County Director of Education, 59 teachers and 237 students. The teachers and students were selected using stratified random sampling and simple random sampling. Quantitative data were gathered using questionnaires, interviews, and observations guides and documents analysis. Descriptive statistics such as frequencies, means, standard deviations, percentages, and inferential statistics such as Pearson product moment correlation, One-Way analyses of variance and independent t-tests by the help of SPSS program version 20 were used to analysis and summarise the data. The qualitative data were analyzed and presented using narrative description and excerpts. The study found that equitable educational resource allocations to public secondary schools lead to high growth and achievement level of students, while some schools were not fairly allocated resources hence suffered low retention rates, high drop outs, low enrolment which led to closure of some classes due to lack of students. The study established that equity in educational resource allocations were hindered by high fees, political interference, poverty, insecurity and geographical location. The study recommended that the government should increase the amount of tuition funds and bursaries to cover boarding fees for the needy students from poor families and improve quality outputs.