The Principal's Role in Recognizing Teacher Performance and Teachers' Job Satisfaction in Public Secondary Schools in Bungoma South Sub-County, Kenya

As part of their managerial assignments, Principals are expected to play a central role in enhancing teacher job satisfaction so as to achieve the desired results. The study sought to establish the principal’s role in recognition of teachers’ performance and teachers’ job satisfaction in public secondary schools in Bungoma South Sub- county. The study adopted a descriptive survey research design. The target population was 969 respondents and 61 public secondary schools in Bungoma South sub-county. Simple random sampling technique was used to draw a sample of 272 teachers and 19 principals. Self-administered questionnaires for Principals and teachers were used to collect data. Experts in the Department of Educational Planning and Management at Kibabii University ascertained content validity of the research instruments. Piloting of the instruments was conducted in two schools in the neighbouring sub-county that did not participate in the actual study. Test retest was used to ascertain the reliability of study instruments. Data was analysed using descriptive statistics which included mean, t-tests, range and standard deviation and inferential statistics which included person regression coefficient. Statistical Package for Social Sciences (SPSS) version 26 was used for data analysis. The findings were presented in tables, figures and thematic discussions. The study revealed that there was a strong positive correlation between principal recognizing the value of teacher’s hard work and teachers job satisfaction levels [r=0.657, p<0.05]. Meanwhile, principal recognizing teachers hard work, principal praising teachers for good performance and principal providing financial benefits for good performance had statistically significant positive effect on teacher job satisfaction levels [β=0.204, p<0.05), (β=0.147, p<0.05) and (β=0.196. p<0.05) respectively

Parental Involvement in Homework and Primary School Academic Performance in Kenya

The factors associated with students’ academic performance may have been addressed but the impact of parental involvement continues to be a significant issue. Some schools in Kenya post poor results amid claims that parents are not supportive. This study examined the effect of parental involvement in homework on academic performance in public primary schools in Teso North Sub County, Busia- Kenya. The objectives were; to establish the types of homework assistance children get from parents, to ascertain the extent of parental involvement in homework and to examine the association between parental involvement in homework and school academic performance. All teachers, head teachers, pupils and parents in public primary schools were targeted. Thirty schools were sampled randomly from where 532 respondents (30 head teachers, 30 parents, 192 teachers and 280 pupils) were then sampled. Parents and head teachers were purposively sampled while teachers and pupils were proportionately sampled.  A descriptive survey design was employed and data collected using questionnaires, semi- structured interviews schedules and document analysis. Quantitative data was analyzed using means, percentages and frequencies and qualitative data was reported directly. T-tests, Pearson moment correlation coefficient, and OLS regression coefficients were used to test hypotheses. The results indicate female parents were more willing to assist children in homework. Parents provided limited assistance in areas such as reading, writing and solving difficult sums. Parental involvement in homework positively correlated with school academic performance. The positive effect of parental involvement in homework disappeared when other variables were controlled for. It was concluded that since educational gains of parental involvement are noted and confirmed the significance of parents in educational processes. It was recommended that parents who don’t assist children in homework should be sensitized to do so. Keywords: parental involvement, homework, primary school, academic performance

SCHOOL AND PUPILS BASED FACTORS INFLUENCING GIRLS’ DROPOUT RATE IN PRIMARY SCHOOLS IN WEST POKOT, KENYA

Girls’ child education is important in any education system. However, the retention of these girls’ pupils within the education system is a great challenge in Alale Zone. The study sought to establish school and pupil based factors leading to drop out among girls’ pupils in primary schools in Alale Zone, West Pokot County. The specific objectives of the study were to investigate the influence school-based and pupils’ personal factors on girls’ dropout rate in primary schools. Maslow theory guided the study. The study was conducted in 7 primary schools in Alale Zone, North Pokot Sub County. The research design was descriptive in nature. The target population included 7 head teachers and 82 public primary school teachers. The head teachers were selected through purposive sampling while teachers were selected through simple random sampling technique. The research relied on questionnaires and interview schedules as instruments of data collection. Both validity and reliability of research instruments will be determined. The data collected was analysed using descriptive statistics and presented using frequency distribution tables, pie charts and bar and column graphs. The study established that school based and pupils-based factors influenced girls’ dropout rate in the zone. Moreover, issues of teenage pregnancy, poor performance, poverty, sexual harassment and families believe and attitude contributed to increased cases of girls’ dropout in schools. The study recommends that various stakeholders; government, teachers and community at large should foster efforts aimed at promoting girls’ education in the zone. Guidance and counselling services need to be strengthened in primary schools in Alale Zone.  Article visualizations