An Assessment of Students' Attitudes towards Peer Counsellors in Student Discipline in Secondary Schools in Kisumu Municipality, Kenya

The attitude of the counselee towards the counsellor is crucial factor in determining the results of the counselling process. Adolescents are readily guided and influenced by one who understands them, listens to them and is of their status. This paper examines the attitude of students on the role of peer counsellors in managing student discipline based on a study of public secondary schools in Kisumu Municipality. Cross-sectional survey design was used in the study. The study population consisted of 28 head teachers, 28 heads of guidance and counselling department, 532 peer counsellors and 3,250 students in 28 public secondary schools. Stratified random sampling was used to select 10 head teachers, 10 Heads of Department of Guidance and Counselling, 110 peer counsellors and 300 form two and three students. Questionnaire and interview guide were used to collect data. Questionnaires were administered to heads of guidance and counselling and students while head teachers were interviewed, face to face. Research instruments were piloted in three secondary schools to determine their reliability and validity. Descriptive statistics in the form of frequencies and percentages were used to analyze the quantitative data generated by questionnaires while qualitative data from interviews were transcribed and organized into themes, categories and subcategories as they emerged during the study. The study established that students valued peer counsellors and had a positive attitude towards them. It was thus recommended that that all peer counsellors be trained to effectively, efficiently and ethically handle counselling issues that students consult them about. The findings of this study may help teachers and education stakeholders to appreciate the role played by peer counsellors in managing student discipline and engage them more often. Keywords: Students, Attitudes, Peer Counsellors, Student Discipline, Secondary Schools, Kisumu Municipality, Keny

Contribution of teacher preparedness in the provision of student safety in emergency incidents in public secondary schools in kisumu county, kenya

Parents expect a safe learning environment for their children while in teachers’ custody, yet threats to student safety are increasing globally, and Kenya is no exception. In Kisumu County, media and official reports on incidents from floods, criminal activity, community conflicts, fires and strikes continue to be noted. Due to legal responsibility, preparation and their position as first responders in school emergency, teachers have a crucial role in ensuring student safety, yet little has been done to explore teacher preparedness. Therefore, the purpose of this study was to determine contribution of teacher preparedness in the provision of student safety in emergency incidents in public secondary schools in Kisumu County. Objectives of the study were to; examine contribution of teacher knowledge; establish the contribution of teacher attitude; determine contribution of teacher practices; and establish the contribution of teacher demographic factors on teacher preparedness in the provision of student safety in emergency incidents in public secondary schools in Kisumu County. The study adopted survey research design. The study population was 42 principals, 324 teachers, and 6 Sub County Quality Assurance and Standards Officers (SCQASOs). Purposive sampling was used to select principals, while SCQASOs teachers were selected by saturated sampling. Study sample consisted of 37 principals, 299 teachers and 4 SCQASOs. Questionnaire for teachers and principals, and interview schedule for SCQASOs, were used to collect data. Piloting was done to establish reliability of instruments; where 5 principals, 25 teachers and 2 SCQASOs were included in piloting. Test-retest was used to determine reliability of the questionnaires. Reliability coefficient of 0.86 and 0.81 were attained for teachers’ and principals’ questionnaires, respectively. Validity was determined by experts in Educational Administration and Policy studies. Quantitative data was analyzed using mean, t-test, correlation and multiple regression while qualitative data was coded, transcribed and organized thematically. Ethics was observed during both data collection and reporting of findings. It was established that; teacher knowledge and practices moderately contributed to student safety with overall mean ratings of 3.21 and 2.93 respectively, while teacher attitude highly contributed with overall mean rating of 3.54. Teacher demographic factors moderately contributed to teacher preparedness with overall mean rating of 3.35, and all aspects considered. In all, teacher demographic factors moderately influenced teacher preparedness, and had a positive and significant relationship (r=0.438, p<.05). Findings of this study are important to educational administrators, policy makers and planners in understanding how teacher preparedness contributes to, and how demographic factors contribute to teacher preparedness as well as contribute to the body of knowledge on teacher preparedness in the provision of student safety in emergency in schools, and to researchers interested in pursuing student safety in future

Head Teachers’ Socio-Demographic Factors Influencing Job Performance in Public Primary Schools in Suba South Sub – County Homa, Kenya

Administrators, including all head teachers, are expected to achieve organizational goals through efficient job performance. The purpose of the study was to establish the personal factors influencing head teachers’ job performance in public primary schools. The study adopted a mixed method approach with a descriptive survey research design. . The study sample was selected by saturated sampling. Findings indicate that a combination of personal factors influence different aspects job performance. Age of head teachers alone was not a significant factor influencing maintenance of school physical infrastructure, management of school finances, and effectiveness in curriculum supervision. Gender of the head teachers was also not seen as being key in influencing job performance of head teachers while the level of education was significant in influencing of maintenance of school physical infrastructure, management of school finances, and effectiveness in curriculum supervision. It is recommended that the level of educational attainment of a head teacher in considering promotion of primary teachers to headship. Further, consistent on job training and good remuneration package of head teachers should be considered as a motivating factor in job performance Key words: Job performance, personal factors, management, Gender, Productivity DOI: 10.7176/JEP/13-18-16 Publication date:June 30th 2022