Effects of Teachers’ Participation in Management of Physical and Material Resources on Their Motivation, Kenya

Motivation is one of the many factors that contribute to employee performance. Teachers’ motivation in public secondary schools has been highlighted as one of the factors that contribute to employee performance (Matoke, Okibo & Nyamongo, 2015). There is however a dearth of literature on the effects of teachers’ level of participation in management of physical and material resources on their motivation. The purpose of this study was to investigate the effects of teachers’ levels of participation in management of physical and material resources on teachers’ motivation in public secondary schools in Kiambu, Machakos and Kajiado Counties, Kenay. The study sought to establish whether there was a significant relationship between the teachers’ level of participation in management of physical and material resources on teachers’ motivation in secondary schools. The study used Kurt Lewin change management model (1951) and Herzeberg Motivation Hygiene Theory (1959). Correlation design was adopted with a sample size of 58 principal and 345 subject teachers. Data was collected using questionnaires for the teachers and principals and self-administered observation guide. Stratified random sampling technique was used to get the sample size of the respondents. Validity was established through expert consultation and reliability determined using cronbach alpha. Means were computed to compare the teachers’ and principals’ opinions on the teachers’ level of participation in management of physical and material resources. Mean of below 2.00 was considered low level, mean between 2 to 3.5 was moderate whereas as mean above 3.5 was regarded high level. Independent t-test was used to establish whether there was a statistical mean difference between the teachers and school principals’ opinion on the teachers’ level of teachers’ participation in management of physical material resources. Simple regression analysis was carried out in order to establish the effect of teachers’ participation in the management of physical and material resources on their motivation. The study established that teachers were moderately involved in management of physical and material resources. The independent sample t-test results shows that there was a significant difference in the mean difference between the means of principals’ and teachers’ views on teachers’ participation in management of physical and material resources t (377) = -6.073, p = 0.00. The study revealed a statistical significant relationship between teachers’ level of participation in the management of physical facilities and their motivation ( = .399, p-value< .01).There is need to embrace participative structures that encourage teachers’ participation in management of physical facilities and material resources. Through such ventures the teachers will highly be motivated to work and consequently improving the quality of education in Kenya

Availability and Adequacy of Physical Infrastructure as Determinants of Parental Choice of Primary Schools in Embakasi Sub-County, Nairobi City County, Kenya

The purpose of the study was to investigate the influence of physical facilities on parental choice of primary schools in Embakasi Sub-county, Nairobi City County, Kenya. Specifically, the study sought to determine the extent to which the adequacy and condition of physical facilities influenced parents’ choice of primary schools. The study also sought to compare the adequacy and condition of physical facilities in public and private schools in Embakasi Sub-county. Using a descriptive survey design, the study targeted 20 public schools with 30,201 parents and 97 private schools with 30,257 parents.  To pick the study sample, the population was stratified into two subgroups of public and private schools. Each of the subgroups was further subdivided into subgroups of school heads and parents from which 95 school heads and 600 parents were picked.  Systematic sampling was used to pick the respondents. Primary data were collected using questionnaires. Collected data was analyzed qualitatively based on themes and quantitatively using frequencies and percentages. The study findings revealed that majority (68.7%) of the parents were influenced by availability of permanent buildings. Well-stocked libraries ranked second at 54.4 percent while good furniture ranked third at 39.5 percent. The study recommends that the Ministry of Education, Science and Technology (MoEST) in partnership with other stakeholders ensures that schools have adequate facilities to meet parents’ expectations. There is also need for regular assessment of both public and private schools by MoEST to ensure that they operate above a given minimum standard of physical facilities. Keywords: Physical facilities, Parental choice, availability, adequacy (247 words

LECTURER QUALITY IN PUBLIC UNIVERSITIES IN KENYA

Universities play a critical in preparing human resources for sustainable development of nations. There have been persistent concerns that public universities in Kenya are producing graduates inadequately prepared to effectively transition from learning to earning. Lecturers are the core agents in facilitating the development of relevant professional competencies and skills essential for graduates’ successful transition into the workplace. The debate on the quality of the graduate cannot ignore the quality of the lecturer. The purpose of this study is to examine lecturer quality in public universities in Kenya. The study used cross sectional research design. Eight universities representing 36.0% of public universities were sampled. A stratified proportionate random sample of 1,107 third and fourth year undergraduate students responded to the study. Thirty one key informants who included deans of schools, registrars in charge of academic affairs, directors of quality assurance, and chairpersons of students’ union participated in the study. Data were collected using a questionnaire for students and interview guide for key informants. The tools were subjected to validity and reliability analysis. Quantitative data were analysed using factor analysis, Pearson product-moment correlation coefficient and descriptive statistics. Qualitative data were analysed using frequency counts, percentages and content analysis. The research determined two valid and reliable dimensions which accounted for 62.95% of the variations in lecturer quality. The dimensions are lecturer’s professional attributes and instructional practices with professional attributes being the most important. Lecturer’s professional attributes is strongly related to instructional practices (r = 0.597,

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

Principals’ Use of Student Mentorship Programmes and Students’ Discipline in Secondary Schools in Machakos County, Kenya

Studies have advocated for participatory governance in education (Kindiki, 2009, Tikoko& Kiprop, 2011). There is however a dearth of literature on use student mentoring in relation to discipline. The purpose of this study was investigating principals’ use of student mentorship programmes and students’ discipline in secondary schools in Machakos County, Kenya. The study sought to establish the focus of student mentoring and determine significant relationships existed between principals’ use of successful alumni, mentoring on ethical living and students’ discipline in secondary schools. The study used systems theory by Ludwig Bartalanffy which postulates that schools are part of the environment in which they operate and influence and get influenced by other systems. Questionnaires for principals and student leaders were used. Cross-sectional survey design was adopted with a target population of 354 secondary schools principals and 4602 student leaders. Probability sampling was employed and stratified proportionate random sampling was used. A sample of 118 secondary school principals and 1534 student leaders were sampled and the return rate consisted of 101(85.6%) principals, 100 teachers (100%) and 1433(93.4%) student leaders. Frequencies, percentages and Means were used to compare various forms of mentoring while correlation coefficients were used to determine the strengths of the association between the various participatory practices and establish if statistically significant or not. Student mentoring was practised in 66.3 per cent of schools with attendant reduced cases of indiscipline. There was a strong correlation between use of successful alumni, mentoring on academic excellence, mentoring on ethical living and student discipline

Influence of Principals’ Involvement of Students in Decision Making on Discipline in Secondary Schools, Kenya

Stakeholder involvement is critical in that it can enhance levels of ownership of the decisions made as well building trust between the governors and the governed. The purpose of the study was to investigate the influence principals’ involvement of students in decision making on student discipline in secondary schools, Kenya. The study sought to establish the areas of student involvement in decision making by secondary school principals and determine whether significant differences exist between reported incidences of student indiscipline based on the levels of student involvement in decision making in secondary schools. The study employed systems theory by Ludwig Bertalanffy which looks at organisations as systems. Schools are viewed as parts joined together by web of relationships both within and outside the school. Using a descriptive survey design with a target population of 354 secondary school principals, 300 teachers and 4602 student leaders, a sample of 118 principals and 1534 student leaders were sampled through stratified proportionate sampling. Questionnaires for principals and student leaders were used for the study. The return rate was 101 principals (85.6%) and 1433(93.4%) student leaders. Cross-tabulations were done to determine whether the mean occurrences of student indiscipline were different based on levels of principals’ involvement of students in decision making. The findings indicated that 94.1 per cent of principals involved students in decision making with varying degrees of involvement for student welfare. Analysis of Variance (ANOVA) did not indicate significant differences between involvement in decision making and lowering of cases of drug and substance abuse, cases of arson and student suspension. The incidences of student indiscipline in those schools were low, as evidenced by lowered cases of arson factor that could be attributed to  students sense of ownership and feeling respected and recognised. The study concluded that involvement in decision making is a key driver to student’s discipline. The study could be replicated in a number of counties involving teachers and Board members as respondents. In addition, the study could be replicated using mixed methods with more inclination to the qualitative research

Social Cultural Factors Influencing Pupils’ Participation in Primary Education in Ololulunga Division, Narok County Kenya

Access to primary education is crucial as noted by World Bank reports that demonstrate that primary education enhances citizen partition in governance, development activities, creates health awareness and makes citizens less gullible, more receptive to change than the case would be with a populace that has no access   to education. Reports from studies and government annual education reports have noted discrepancies in access to education between high economic potential areas and low economic potential areas. Participation rates have been an issue of concern to most educational stakeholders in Kenya over the past years. This is manifested by lower rates of completion. This study sought to establish the influence of socio-cultural factors (female genital mutilation; moranism), economic factors (family incomes-poverty levels and child labour) and teenage pregnancies on pupils’ participation in public primary schools as perceived by head teachers, members of school management committees and class right pupils in Ololulunga Division, Narok County, Kenya. The study adopted descriptive survey design whose intent is to obtain pertinent and precise data on status of the phenomena. The study had a target population of 64 public primary schools translating to 64 head teachers, 64 members of school management committees and 1260 standard eight pupils spanning over three educational zones; namely Ololunga, Lemek and Melelo zones. The sample size consisted of 12 head teachers, 12 members of School Management Committees and 252 class eight pupils. Questionnaires were used to obtain data from the pupils while interview guides were administered to the head teachers and members of school Management committees (SMC). Data was analysed by use frequencies and percentages captured through the Statistical Package for Social Sciences (SPSS). Female genital mutilation and the associated rites of passage were rated as the greatest impediment to girl-child participation in primary education by 33.3 percent of the respondents, while teenage pregnancies were the second challenge. The rite of passage of circumcision and being a moran (community defender) was equally a challenge for boy child participation in education. Poverty and employment (child labour) were the least rated impediments to pupils’ participation in primary education. The study concluded that socio-cultural factors had a negative influence on pupils’ participation than the economic factors Keywords: socio-cultural factors, pupil participation, rites of passage (365 words

RELATIONSHIP BETWEEN ACHIEVEMENT-ORIENTED LEADERSHIP STYLE AND TEACHERS’ JOB SATISFACTION IN NAKURU COUNTY, KENYA

This study investigated achievement leadership style practiced by head teachers’ and job satisfaction of teachers’. The study was conducted among a random sample of 348 primary school teachers from Nakuru County, Kenya. A researcher developed questionnaire was administered and interview schedule. Correlation design was used for the study. Spearman’s coefficient correlation analysis was used to predict relationships between variables however; they were subjected to hypotheses test. The objective of the study was to examine the relationship between head teachers’ achievement-oriented leadership style and teachers’ job satisfaction in primary schools. Teacher job satisfaction is influenced by head teacher who demonstrates ultimate goal achievement to teachers’ through giving of challenging tasks and roles as well as creating confidence on followers. A conducive environment in school is vital for teachers who show lack of confidence in ability to complete a task and hence they need motivation in order for them to continue achieving towards the goals set. Moreover, achievement-oriented persons in leadership demonstrate that clear performance of high standards at work is vital and hence they show concern for subordinates’ confidence. Although school tasks need to be set on clear guidelines and standards of performance, routine tasks need to be made more challenging and followers made aware to focus on high standards. An achievement-oriented leader should often seek for continuous improvement from the subordinates. Spearman rho correlation coefficient relationship between head teachers’ achievement leadership style and teachers’ job satisfaction was found to be significant. The study concluded that achievement oriented leadership style practice by head teachers’ had a weak relationship although significant correlation to job satisfaction. In view of this foregoing teachers’ work need to be made more challenging and interesting to eliminate routine activities. The study recommended that schools should continue focusing on leadership practices as part of their professional learning and leadership development. This development enables to maintain a continuous supply of future leaders and sustainable leadership. Institutional heads need to learn more about human behavior as it impacts on teacher performance. Head teachers’ through their actions and attitudes should create an enabling environment which induces motivation on teachers towards achievement of desired goals.  Article visualizations

RELATIONSHIP BETWEEN SUPPORTIVE LEADERSHIP STYLE AND TEACHERS’ JOB SATISFACTION IN NAKURU COUNTY, KENYA

This study investigated supportive leadership style practiced by head teachers’ and job satisfaction of teachers’. The study was conducted among a random sample of 348 primary school teachers from Nakuru County, Kenya. A researcher developed questionnaire was administered and interview schedule. Correlation design was used for the study. Spearman’s coefficient correlation analysis was used to predict relationships between variables however; they were subjected to hypotheses test. The objective of the study was to examine the relationship between head teachers’ supportive leadership style and teachers’ job satisfaction in primary schools. Teacher job satisfaction is influenced by head teacher in giving support to teachers’ through creating pleasant environment in school for instance when teachers show lack of confidence in ability to complete a task they need motivation to move on, creating friendly climate, and verbally recognizes teachers’ achievement in a rewarding modus. Moreover, supportive persons in leadership demonstrate respect, treat everyone equally, and show concern for subordinates’ well-being. Although school tasks need to be set on clear rules; guidelines and standards of performance, routine tasks need to be strengthened to break the monotony. Supportive leader should utilize the expertise to improve activities and school structures. Spearman rho correlation coefficient relationship between head teachers’ supportive leadership style and teachers’ job satisfaction was found to be significantly positive. The study concludes that supportive leadership style practice by head teachers’ has a high positive significant correlation to job satisfaction due to head teachers’ concern for well-being, friendliness and approach. To this end teachers’ workload need to be made more challenging and interesting to eliminate routine activities. The study recommends that schools should continue focusing on leadership practices as part of their professional learning and leadership development. This development enables to maintain a continuous supply of future leaders and sustainable leadership. Institutional heads need to learn more about human behavior as it impacts on teacher performance. Head teachers’ through their actions and attitudes should create environment which induces motivation on teachers.  Article visualizations

INFLUENCE OF STAFFING LEVELS ON HEAD TEACHERS’ INSTRUCTIONAL SUPERVISION PRACTICES IN INTEGRATED ISLAMIC PRIMARY SCHOOLS IN GARISSA AND NAIROBI COUNTIES, KENYA

The study investigates staffing levels and school location based on head teachers’ instructional supervision practices in integrated Islamic primary schools in Kenya. The study was conducted in two counties in Kenya: Garissa and Nairobi. The study was guided by systems theory by Bertalanffy in Sergiovanni and Starrat (2004). The study adopted a descriptive survey design. The target population consisted of 86 head teachers and 602 teachers from where a sample of 234was derived using Yamane’s formula (2001) then stratified random sampling used to sample 42 head teachers and 104teachers from Garissa and 44 head teachers and 130 teachers from Nairobi. Census was used to obtain all 86 head teachers since they were less than one hundred respondents. The study used questionnaires for teachers while questionnaires and interview guides for head teachers as instruments of data collection. The collected data were analyzed using frequencies, percentages and t-test. Research findings pointed out that location of schools significantly influence (