Evaluation of Secondary School Principals’ Views on the Use of Untrained Teachers in Lesson Delivery in a Free Secondary Education System Era in Kenya

This article reports on the findings from a quantitative research study on the views of secondary school principals regarding the teaching competences of untrained teachers in free secondary schools in Kenya. Aim: To investigate the views of secondary school principals’ views on the qualifications and teaching skills of untrained teachers. Study Design: The study adopted a quantitative survey design and took place in Nyamira County. The study was conducted for six months. Methodology: The study is a quantitative survey involving 81 secondary school principals (70 % Men and 30 % Women). Just fewer than two-fifths had been in principalship position for less than five years, a third between five and ten years and another a third over ten years. 42% were in their first headship, 38% second headship and 12 % third headship. 83% work in rural schools and 89 % public schools. Result: One quarter of the schools employed Board of Governors (BOGs) teachers who have neither formal teaching qualifications nor pedagogical skills. There are also issues of inadequate syllabus coverage and overworking or overloading of qualified teachers associated with that. The study also highlights issues linked to recruitment of staff, for instance, corruption, clanism and nepotism practices among BOGs. Conclusion: Unqualified teachers experience limitations in necessary competences in delivering lessons effectively and therefore negatively impacting on the quality of teaching and learning. Keywords: Free secondary education, quality education, Kenya, untrained teachers, pedagogical skills and teachers’ qualification

Quality of Programmes and Training in Youth Polytechnics: An Assessment of the Challenges Facing Youth Polytechnics in Provision of Quality Education and Training in Kenya

Tertiary education especially in Youth Polytechnics has been identified as the means to provide relevant and adequate technical skills for industrial and economic development consistent with aspirations of Kenya Vision 2030. Youth Polytechnics being accountable to the public as stakeholders need to guarantee that they offer quality training. However, with the diminishing number of students seeking education through Youth Polytechnics, the question of quality is critical and requires urgent attention. The objectives that guided the study were to find out the attitude of stakeholders on quality of programmes offered; Investigate challenges facing Youth Polytechnics in provision of quality education. The study adopted a descriptive research survey design and informed by the Classical Liberal Theory of Equal opportunity and Social Darwinism. The units of analysis were the 31 Youth Polytechnics, 4 were used in the pilot study. Methodology; data was collected through interviews and questionnaires. The findings were that there is shortage of instructors in the Youth Polytechnics and No standardization in academic programmes undertaken across the country. It was concluded that the enrolment was diminishing and quality of training, physical facilities and human resource was wanting

QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA

Learning infrastructure is a key base for effective teaching and learning in schools. The infrastructure forms a very important component in ensuring successful education. The purpose of the study was to evaluate quality implications of learning infrastructure on secondary education in a County in Kenya. The objective of the study was to explore the quality implications of learning infrastructure on secondary education. The study employed the Production Function Theory. The study adopted sequential explanatory design that was employed within mixed methods approach. The target population constituted of 334 principals, 334 senior teachers and 9 education officers. The sample size constituted of 181 principals 181 senior teachers selected through stratified random sampling technique and 9 education officers selected by saturated sampling technique. Instruments for data collection were questionnaires, interview schedule. Reliability was determined by piloting through the split-half method. The reliability index for the instrument was 0.826. Quantitative data for the study was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using thematic analysis. On the concern about educational facilities; library had the highest Product-Moment Correlation Coefficient (PMCC) of (r = .832, p=.001), this was followed by a correlation of .800 for laboratory. This shows that they had a positive association in the model of educational facilities. Further; there were also positive correlations of .730, .716 and .715 for administration offices and water, administration offices and classroom, laboratory and classroom respectively. This study finding might assist in decision making to the Ministry of Education and all other stakeholders in education in implementing policies that might ensure provision of educational infrastructure for quality education. This study recommends that the Ministry of Education (MoE) and schools revisit their policies related to provision of safety measures and work towards their implementation.  Article visualizations

An evaluation of secondary school principals’ perception of learning resources in free secondary education era in Kenya

This article reports on the findings from a quantitative research study on learning resources in Kenya‟s secondary schools. The purpose of this study is to investigate the secondary school principals‟ perception on the learning resources. The study adopted a quantitative survey design involving 81 secondary principals, selected purposively. Data was collected using a questionnaire (open and closed-ended, rating scale items). Data was analysed using Statistical Package for Social Sciences (SPSS) resulting in descriptive data. From the study, it was found that some schools do not have laboratories, libraries and workshops. Some of the resources were charged unfavourably by the principals therefore raising concerns regarding their quality in the teaching learning process. In terms of their contributions to the teaching and learning process, textbooks and classrooms were charged higher while furniture was charged lowest. The rest of the resources fall in between. As sources of funding, Secondary Free Education (FSE) and Parent Teacher Association (PTA) were considered favourably than Constituency Development Fund (CDF) and Local Authority Transfer funds (LATF). However, FSE was found to be inadequate and unreliable. In conclusion, the implications of the principals‟ perception on the quality of the teaching and learning resources are that their morale and job satisfaction may be negatively affected thus indirectly affecting the quality of teaching and learning. Poor quality of resources would directly affect the teaching and learning process. In either case, students‟ attainment may be affected negatively

SECONDARY SCHOOL PRINCIPALS IN NYAMIRA COUNTY IN KENYA: ISSUES AND CHALLENGES

The purpose of this study was to establish the challenges that confront principals of secondary schools in Nyamira County in Kenya. The study adopted a descriptive survey and questionnaires were employed to collect data. The study sample consisted of 87 principals purposively selected from schools in the County. The quantitative data from questionnaires was analysed with the aid of SPSS (statistical package for social science). The study established that principals faced serious challenges which included interference from sponsors, inadequate funds, inadequate resources and lack of qualified teachers among others. The study also identified the following as serious issues: teenage pregnancy, bullying, alcohol and drugs, violence and truancy among others. Such challenges and issues negatively impacted on the schools’ entire life including examination performances

Training needs of BoG and PTA on school leadership and management in Kenya’s secondary education: A study of a district in the Kisii County of Kenya

Parent Teacher Association (PTA) and Board of Governor (BOG) constitute an integral part of the school governance and/or leadership and management structure. They make a significant contribution to the teaching and learning process of a school. They provide a very important interface between the school and the community. The two bodies are therefore considered a key stakeholder in the education of a child. Therefore their involvement in the life of the school is very important. This article reports on the findings of a study conducted in one county in Kenya. The study utilised a survey design and comprised of head teachers (30), chairs of PTAs (30) and BOGs (30) drawn from thirty secondary schools. The schools were purposively sampled for the study. Data was collected through the use of questionnaires. The study mainly focused on the roles of PTAs and BOGs. The study revealed that both BOGs and PTAs performed various strategic roles, for instance, identification of school development projects, staff salary review, staff recruitment, school community welfare, quality standard assurance, raising funds, discipline and monitoring of school performance, among others. However, it emerged that training and support was seriously lacking and that affected the way they performed their various roles. It was also noted that sufficient induction into their roles was lacking

Examining the teaching and learning resources related challenges facing small and medium-sized public secondary schools in Kenya: A comparative analysis

This article reports on the quantitative research survey findings regarding the challenges related to the teaching and learning resources affecting small and medium sized public secondary schools in Kenya. The aim of this study is to investigate the secondary school principals’ views on the teaching and learning resources related challenges facing small and medium sized secondary schools. The study took place in Nyamira County and adopted a quantitative survey design. The study is a quantitative survey involving 81 public secondary school principals. Questionnaires (both open and closed-ended, and rating scale items) were used to collect data. The resulting data was analysed using Statistical Package for Social Science (SPSS) producing descriptive data. 14.4 and 4.8% of small and medium sized secondary schools respectively lack a library resource; 8.4 and 2.4% of small and medium sized secondary schools respectively lack laboratory resource and one small school lack a sports facility. Besides, 16.8 and 19.2% of small and medium sized secondary schools respectively assessed library as poor or average; 26.4 and 21.6% of small and medium sized secondary schools respectively assessed the laboratory resource as poor or average; 21.6 and 15.6% small and medium sized secondary schools respectively assessed classroom as poor or average; 27.6 and 14.4% of small and medium sized secondary schools respectively assessed furniture as poor or average; 27.6 and 19.2% of small and medium sized schools respectively assessed staffing level as poor or average and 27.6 and 18% of small and medium sized secondary schools respectively assessed workshops as poor or average. Other resources assessed as poor or average include playgrounds and sports facility. In conclusion, some small and medium sized secondary schools lack library, laboratory and sports facility. Other small and medium sized secondary schools charged all the teaching and learning resources considered in this article unfavourably suggesting some concerns about them in relationship to teaching and learning process

Understanding Realities, Inequalities and Implications Associated With Policy and Practice in Form One Selection in Secondary Schools in Kenya

This article reports on the findings from a research study on form one selection in secondary schools in Kenya. The aim of the study was to identify issues and challenges associated with form one selection using quantitative and qualitative research design. Data was collected through a survey from 81 principals in Nyamira County, Kenya. Data analysis indicates various issues and challenges that militate against the provision of education based on equality. The issues and challenges identified undermined the provision of equality in education provision in Kenya. The current form one selection policy and practice favoured national and county schools and disadvantaged district schools. The issues and challenges include among others that national and county schools selected top performing students based on KCPE (Kenya certificate of primary education) examination results, leaving bottom performing ones to district schools. District secondary schools also face severe competition from other schools within the district, thus chasing not only fewer numbers of students but also low achieving ones. The results also indicate that district schools were under pressure from their community to admit students with very low marks. Also selected students failed to turn up forcing district secondary schools to admit students with even the lowest marks in order to survive in the free secondary education era. In conclusion, the current form one selection policy discriminated against district secondary schools resulting in admitting students with very low or rather poor KCPE marks

Evaluation of Secondary School Principals’ Views on the Use of Untrained Teachers in Lesson Delivery in a Free Secondary Education System Era in Kenya

This article reports on the findings from a quantitative research study on the views of secondary school principals regarding the teaching competences of untrained teachers in free secondary schools in Kenya. Aim: To investigate the views of secondary school principals‟ views on the qualifications and teaching skills of untrained teachers. Study Design: The study adopted a quantitative survey design and took place in Nyamira County. The study was conducted for six months. Methodology: The study is a quantitative survey involving 81 secondary school principals (70 % Men and 30 % Women). Just fewer than two-fifths had been in principalship position for less than five years, a third between five and ten years and another a third over ten years. 42% were in their first headship, 38% second headship and 12 % third headship. 83% work in rural schools and 89 % public schools. Result: One quarter of the schools employed Board of Governors (BOGs) teachers who have neither formal teaching qualifications nor pedagogical skills. There are also issues of inadequate syllabus coverage and overworking or overloading of qualified teachers associated with that. The study also highlights issues linked to recruitment of staff, for instance, corruption, clanism and nepotism practices among BOGs. Conclusion: Unqualified teachers experience limitations in necessary competences in delivering lessons effectively and therefore negatively impacting on the quality of teaching and learning

CHALLENGES IN ACHIEVING EFFECTIVE RECRUITMENT OF SECONDARY SCHOOL TEACHERS IN KENYA

This article reports on findings from a quantitative research study on recruitment of teachers in Kenya’s secondary schools. Purpose: To identify issues and challenges facing school-based recruitment of secondary school teachers. Method: The study adopted a quantitative survey involving 81 secondary principals, selected purposively. Data was collected using a questionnaire (open and closed-ended, rating scale items). Data was analysed using SPSS resulting in descriptive data. Principle findings: BOG wants their own people regardless qualifications or competence and paid less attention to qualification than clanism. There were also issues of nepotism, corruption and negative influence, among BOG members. Conclusion: BOG’s practices and behaviours undermine the effectiveness of the secondary schools teachers’ recruitment policy, resulting in ineffective staff, not closely matched to the needs of the school