Teaching in conflict-affected settings during the COVID-19 pandemic in Kenya

This paper examines the intersections and impact of violent conflict and the COVID-19 health pandemic on teachers and teaching in Kenya. The qualitative case study utilises interview data from 15 practising teachers and 8 teacher-trainees to assess their perceptions and experiences of teaching in crisis- and pandemic-affected settings, and the impact on teaching and learning. Teaching in settings of violent conflict is stressful, and COVID-19 further compounded the challenges teachers and learners were already experiencing. The findings show that many practising teachers would either prefer to transfer from conflict-affected regions to more ‘stable settings’, where like other teachers they would face the singular challenge caused by the COVID-19 pandemic, or to leave the teaching profession entirely. Teacher-trainees felt that they had more time and better options to choose and secure teaching opportunities in their preferred geographic locations

Influence of School Financial Resources on Student Academic Achievement in Kenya Certificate of Secondary Education Examination (KCSE) in Public Secondary Schools in Kenya

Issues of education funding and adequacy of school financial resources have been highly debated both in developing and developed countries.  Policy makers, tax payers and other education stakeholders do wonder whether schools that receive the most in terms of financial resources produce most in terms of measurable student outcome. The purpose of this study was to establish whether there is a significant relationship between school financial resources and school KCSE mean score in public secondary schools in Kenya. The study adopted cross-sectional survey design and had a target population of all the 7,325 public secondary school principals in Kenya and 65,000 public secondary school teachers employed by Teachers Service Commission. The study used multistage sampling giving rise to a sample of 260 principals and 368 teachers. Data was collected using an observation guide and principal and teacher questionnaire. Data analysis was done using ANOVA and regression analysis. The study found statistical significant relationship between school financial resources and school KCSE mean score. School financial resources predicted school K.C.S.E. mean score at 11.1 percent. The study recommends the government to invest more to public secondary schools especially on school infrastructure and boarding costs to mitigate the effect of poverty in schools and ensure equitable provision of quality education for all. The government should provide free secondary education for all as opposed to the present free tuition secondary education Keywords-school financial resources, student academic achievemen