Influence of Self-Esteem on Students’ Discipline in Secondary Schools in Tharaka Nithi County, Kenya

The aim of this study was to examining the influence of self-esteem on students’ discipline in secondary schools in Tharaka -Nithi County, Kenya. The study adopted the descriptive survey research design. A sample size of 340 respondents was selected through stratified random sampling technique. Purposive sampling technique was used to select the 301 form three students, 13 heads of curriculum, 13 deputy head-teachers and 13 heads of guidance and counseling. Data was collected using questionnaires and interview schedules. Data collected was analyzed by use of both descriptive and inferential statistics. Inferential statistics included Chi-Square test.  The study found out that there was significant influence of self-esteem on students’ discipline (Chi-square value=30.04, df=12,sig(p-value)=0.003).This implies that an improvement of self-esteem enhances students’ discipline in secondary schools. The study recommends the need to build self-esteem among students. This will guarantee good discipline in secondary schools. It is anticipated that the findings of the current study will provide necessary information useful to the policy makers, academician, students, teachers, school administration and other stakeholders to enhance discipline of students in secondary schools in Kenya. Keywords: Discipline; Self-esteem; Secondary schools; Student

Influence of Self-Esteem on Students’ Academic Performance in Secondary Schools in Tharaka Nithi County, Kenya

The purpose of this study was to examining the influence of self-esteem on students’ academic performance in secondary schools in Tharaka-Nithi County, Kenya. The study adopted the descriptive survey research design. A sample size of 340 respondents was selected. Stratified random sampling and purposive sampling technique were used to select the 301 form three student, 13 heads of curriculum, 13 deputy head-teachers and 13 heads of guidance and counseling. Data was collected using questionnaires and interview schedules. Descriptive statistics (such as frequencies, mean and standard deviation) and inferential statistics (such as Chi-square test) techniques were used to analyze data. The study found that self-esteem has no significant influence on students’ academic performance in secondary schools (Chi-square=13.92, df=8, sig(p-value)=0.084).This implies that low or high self-esteem does not influence student’s academic performance. The study recommends the need to build self-esteem among students. This will guarantee good academic performance in secondary schools. Moreover, the study recommends the need for school administration to focus on academic activities that are geared towards improving academic performance in secondary schools. It is anticipated that the findings of the current study will provide necessary information useful to the policy makers, academician, students, teachers, school administration and other stakeholders to enhance academic performance of students in secondary schools in Kenya. KEY WORDS: Academic performance; Low grades; Quality grades; Self-esteem; Students DOI: 10.7176/JEP/10-2-1

EFFECTS OF AVAILABILITY OF TEACHING AND LEARNING RESOURCES ON TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KITUI COUNTY, KENYA

School climate and teacher performance are critical factors in any learning institution that seeks to have competitive edge. Teachers from Kitui County have raised concern over unfavourable school climate that affects their performance. Despite the fact that some studies on school climate have been carried out in Kenya none of them has explored exhaustively on poor teacher performance. Hence there was need to carry out this study. The purpose of this study was to determine the effects of availability of teaching and learning resources on teacher performance in public secondary schools in Kitui county. this study employed mixed methods approach and descriptive survey research design to reveal and measure the opinion of teachers and the indicators of school climate and was anchored on three motivational theories namely: McGregor theory x and Maslow’s Hierarchy of needs and Hertzberg’s two factor theory. The study targeted 400 public secondary schools and 2417 teachers from Kitui county. Purposive and random sampling was used to select 40 principals and 488 teachers. Fractional method was used to sample 40 teachers from the 400-public secondary schools.20% of 2417 teachers were randomly selected from each sub-county. Sample size for this study was calculated using hypergeometric formulae where 76 principals and 352 teachers were selected giving a total of 428 respondents. Data was collected using Questionnaires for teachers, interview schedules for principals and document analysis. Validity of the instrument was achieved by reading other research works, books and journals. Split half reliability was used to test teacher’s questionnaire and principal’s checklist. Research instruments were appraised through a pilot study on 25 teachers and 5 principals from Katulani sub-county. Data was analysed qualitatively and quantitatively using Pearson correlation moment to test the questionnaire, Analysis of variance (ANOVA) and multiple regression. Descriptive statistics and inferential statics were used. Descriptive statistics aided by statistical package for social sciences (SPSS) version 21.0 was used. Quantitative data was presented in percentages, t-test, frequencies and tables while qualitative data was organized into thematic categories according to the objectives of the study. The study established that there is no statistically significant relationship between teaching/leaning resources and teacher performance, p-value=0.001<0.00, the study recommended that there was need for school principal to avail enough teaching and learning resources and balance teacher’s workload and work closely with the teachers to ensure there is enough provision of teaching materials as well as e-resources for use by both the teachers and the students.  Article visualizations

RELATIONSHIP BETWEEN TEACHERS’ PERCEPTIONS OF PRINCIPALS’ ENHANCEMENT OF ICT IN TEACHING AND LEARNING STRATEGY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA

In a rapidly changing era, teachers’ perceptions of the principals’ management of school wide change strategies are crucial. ICT in increasingly being viewed as providing teaching and learning that increases learners’ creative and intellectual resources especially in today’s information society. The success is however dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between Teachers’ Perceptions of Principals’ Enhancement of ICT in Teaching and Learning Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers’ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that there was a statistically significant association between teachers’ perceptions of principals’ enhancement of ICT in teaching and learning strategy and students’ academic performance (p < .001). It was concluded that principals’ enhancement of ICT in teaching and learning was perceived as a factor influencing students’ academic performance. The study brings to light that information and communication technology positively affects students’ academic achievement and retention and ICT was found more compelling, effective and valuable in teaching when contrasted with other techniques of teaching. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p&gt

Assessment of the Contribution of School Curriculum towards Youth Self-Employment in Kenya: Case of Youth Groups in Naivasha Sub-County

In Kenya, the economic growth rate has not been sufficient to create enough employment opportunities to absorb the ever increasing labour force of about five hundred thousand (500,000) people annually. About seventy five percent (75%) of youth are unemployed. According to Infotrak Harris February 2013 survey, the most pressing issue facing Kenyan adults today is youth unemployment. The Human Capital theory asserts that more education brings more earnings or better employment. Yet youth unemployment has been growing despite the government spending more than three hundred billion shillings annually   on education. This study intended to assess the contribution of school curriculum on youth self employment in Naivasha Sub-County. The objective of this study was to examine the influence of school curriculum on self employment initiatives among the youth in Naivasha Sub-County. The research design was a descriptive study involving survey method. The study used primary data and secondary. The study population consisted of all the one hundred licensed youth groups with businesses in Naivasha Sub-County, Nakuru County. Stratified sampling technique was used to determine the sample size. Simple random sampling was used to select the sample from the stratified data.  Based on the population size, a sample size of eighty groups was selected by using the Sample size table. Data was collected using questionnaires. A pilot study was done to ensure reliability and validity of data collection instruments. The data was analysed using SPSS computer programme version 12 and regression. The results were presented in graphs, charts, tables and figures. Data collected may be significant in that it may help policy makers improve on existing youth self- employment strategies. The results are that school curriculum has contributed to youth self- employment initiatives. Keywords: Education, employment, Curriculu

A Comparative Study of Levels of Self Esteem among Students of Single and Dual Parent Families. the Case of Students in Selected Secondary Schools in Nakuru Municipality, Kenya

Children from single parent families tend to be viewed as having low self esteem and challenges associated with  it despite the fact that children from duo parent background are not immune to the same challenge. This study therefore aimed at establishing whether there is a comparison in  levels of self esteem among students of dual and single parent families from selected schools in Nakuru Municipality, Kenya. It adopted the causal-comparative research design. A total of 4257 Form 3 and Form 4 students comprised the population of the study . The study was carried out in 18 public secondary schools within Nakuru Municipality, Kenya. A sample size of 360 students, from both single and dual parent families took part in the study. Stratified and Purposive  sampling techniques were used to obtain the sample. Data was collected by use of a questionnaire that included a self esteem test. Analysis of data was done using descriptive and inferential statistics including the independent t-test statistics. The significance was set at µ = 0.05. The analysis was performed using Statistical Package for Social sciences (SPSS) version 17. Findings of the study indicated that there was no statistically significant comparison in level of self esteem among students from single parent families and those from duo parent families (p > 0.05). This suggests the level of self-esteem of a student does not depend on the type of parenthood per se but on a complex interaction of other factors such as the type of relationship between parents and children, the school environment and teaching conditions among others. The study recommended that since self esteem is a concern for children from both single parent and duo parent and teachers, counselors, parents and other educational stakeholders should address the issue from a more holistic position and seek to come up with strategies to boost self esteem that are unique to each student’s situation. Keywords:Self-esteem, single parenthood and dual parenthood

Parenting Styles as Predictors of Suicidal Behaviors among Selected Public Secondary School Students in Embu County, Kenya

Secondary school students are faced with challenges of navigating safely through their adolescence in a world full of depressive challenges. As adolescents’ transit this stage they increasingly face a milliard of challenges which are depressive and at times lead to suicidal behaviors.   Parents play a primary role in socializing their children on dealing with life challenges; however, the extent to which parenting styles predetermine students’ suicidal behaviors remains obscure. The study investigated parenting styles, (authoritative, authoritarian, permissive indulgent and permissive neglectful) as predictors of suicidal behaviors among students in Embu county. The study was guided by the objective; to investigate the extent to which parenting styles significantly predict secondary school students’ suicidal behaviors. The study was informed by Bronfernbrenners’ bioecological theory and parenting styles theory by Maccoby and Martins. Survey research design was adopted for the study.  Stratified random sampling method was used to select a sample of 15 schools.  Stratified random sampling and systematic random sampling were used to select 399 participants (221 girls and 178 boys). Purposive sampling was used to select 15 Guidance and counseling teachers and 70 secondary school drop outs. A reliability of cronbach alpha (α) of α = 0.82 for parenting styles questionnaires was reported and for risky behaviors α = 0.78.  The major findings of the study based on the objective of  the study showed that parenting styles have a positive and significant prediction of risky sexual behaviors among secondary school students, and that  parenting styles accounts for; 57.2% (R2=0.572, p< 0.05) of secondary school students risky sexual behaviors, The study recommended that, the government through the ministry of education (MOE) and the school boards of management maintain a trained resident school counselors or psychologists in schools, who do not have teaching duties, in order to enable them have enough time to identify students with depressive signs which are precursors of suicidal behavior. Such counselors would be available to help students and   make follow-ups with parents. Keywords:  Parenting styles, authoritative, authoritarian, permissive indulgence permissive neglectful, students, suicidal behaviors

PARENTAL INFLUENCE ON DRUG AND SUBSTANCE ABUSE AMONG SECONDARY SCHOOL STUDENTS IN KINANGO SUB-COUNTY, KENYA

The United Nations office on Drug and Crime estimates that 200 million people worldwide abuse drugs. Africa is a major supplier of drugs such as cannabis and cocaine which are the most widely abused. Large hauls of cannabis and cocaine have been discovered in East African region. In Kenya, findings show that drug and substance abuse is a major social problem. A report of survey on drug and substance abuse by NACADA, revealed that 32.4% of people aged between 18-28 years have consumed alcohol or other type of drugs and substances. Majority of secondary school students are in the age bracket 14-22 years, the group that is most affected. Drug and substance abuse is partly responsible for the riots, strikes, destruction and burning of property in secondary schools. The prevalence rate of drug abuse in Kinango Sub-County was 20.3%. The purpose of the study was to investigate parental influence on Drug and Substance Abuse among Secondary School Students in Kinango Sub-County Kwale County. Erickson’s theory on social development and Bandura’s Social Learning Theory (SLT) helped in explaining the findings of the study. A survey research design was employed for the study with the study population comprising of all secondary school students, heads of guidance and counselling departments and deputy principals in Kinango sub-county totalling 4,964 people. Four public secondary schools were selected through stratified random sampling. The sample size comprised of 4 deputy principals, 4 heads of guidance and counselling departments of the selected schools and 384 students selected by random sampling. Data was collected through questionnaires and an interview schedule. Validity of the instruments was ensured by using expert judgement of my supervisors. A mixed research methodology was used during data presentation where both descriptive and inferential statistics were used to make inferences and draw conclusions. This was done with help of SPSS version 23. The overall reliability of all the instruments had Cronbach’s alpha of 0.842 which was above the minimum threshold of 0.7. Validity was determined by; the Kaiser- Meyer-Olkim (KMO) Measures of Sampling Adequacy and Bartlett’s Test of Sphericity. Values of 0.787 and 0.000 were obtained respectively, which are acceptable indexes. It was established that there is statistically significant influence of parental influence on drug and substance abuse among secondary school students in Kinango sub-County from hypothesis one (p˂ 0.05). The study recommended that parents should abstain from drugs because they are role models of their children and that guidance and counselling should be strengthen in schools.  Article visualizations

Relationship between Teachers Perceptions of Principals’ Management of Strategic Planning Guidelines Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County, Kenya

In a rapidly changing era, educational change has become one of the crucial tasks for better student performance in schools. Principals are charged with the responsibility of creating a conducive learning climate that fosters academic success. The success is dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between teachers‟ perceptions of principals‟ management of strategic planning guidelines strategy and students‟ academic performance in public secondary schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers‟ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that teachers‟ perceptions towards principals‟ management of strategic planning guidelines strategy were positively correlated to students‟ academic performance (p < .001). It was concluded that when several changes are implemented simultaneously, student academic performance improves greatly. The study recommends that principals in schools should incorporate the necessary school-wide changes that influence students‟ academic performance Keywords: Teachers Perceptions, Principals, Management, Strategic Planning, Academic Performance, Public Secondary Schools. DOI: 10.7176/JEP/12-17-11 Publication date:June 30th 202