East African Journal of Education Studies最新文献

{"title":"Influence of Control Systems on Internal Efficiency in Public Secondary Schools in Nakuru County, Kenya","authors":"Eliud K. Korir, Paul Edabu, Peter C. Mungai","doi":"10.37284/eajes.6.3.1501","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1501","url":null,"abstract":"Even though every public secondary school in Nakuru County, Kenya, has adopted strategic plans, internal inefficiencies in the form of poor academic performance and a low student transition rate exist. Therefore, this study aimed to examine the influence of control systems on internal efficiency in public secondary schools in Nakuru County, Kenya. This research study was guided by the 7-S model developed by McKinsey, the 10-step model developed by Bryson, and the system theory developed by Von Bertanlanffy. This study employed a mixed approach and concurrent triangulation design. The study sought responses from a target population of 311 public secondary school teachers in Nakuru County, 311 principals and 11 sub-county education officials. Using stratified random sampling a total of 240 teachers, principals, and sub-county education officers were included in the sample. The study utilised questionnaires, document analysis, and interview schedules. Pearson’s Correlation Coefficient was 0.76, indicating reliability. Data was analysed descriptively using SPSS (version 23). The study also employed inferential statistics, such as regression analysis and Pearson correlations. Results are presented using bar graphs, pie charts, and frequency distribution tables. The control system positively impacted the schools’ internal efficiency despite the fact that most of the public secondary schools in Nakuru County had subpar supervision. According to the findings of this research, the Ministry of Education should conduct more frequent checks on implementing the control strategy to improve the organisation’s overall efficiency","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Influencing Commitment to Work among Public Servants: The Case Study of Secondary School Teachers in Morogoro Municipality","authors":"Ekisaviour A. Hokororo, Jackson M. Kaijage","doi":"10.37284/eajes.6.3.1485","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1485","url":null,"abstract":"The study explored factors influencing commitment among public servants: the case study of secondary school teachers in Morogoro Municipality. The study was guided by three objectives: to identify factors influencing public teachers’ commitment to secondary school, examine challenges facing committed public teachers in secondary school and identify strategies for improving secondary teachers’ commitments. The study employed a qualitative approach and explorative case study design. A sample of 18 respondents was drawn from 5 secondary schools for data collection. Data was collected using interviews and documentary reviews. The findings show that trust from the leadership who are headmasters, good leadership from the heads of the school and the prestige of being a teacher are some of the factors that influence the commitment of the teachers. Leadership ambitions, family relationships with students, and job competition are individual factors that influence commitment. Challenges facing committed public teachers in secondary school were lack of support from other members of staff, interference from family matters, and workloads. The strategies for improving secondary teachers’ commitments increase patriotism, rewards for hard workers, and intensive supervision from supervisors","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nexus Between Teachers’ Remuneration and Teachers’ Job Satisfaction","authors":"Julius Rotich, Joshua Manduku, Viviline Ngeno","doi":"10.37284/eajes.6.3.1481","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1481","url":null,"abstract":"Teachers’ job satisfaction is amongst the fundamental factors that are applied in determining the success of a school. A teacher who is satisfied is most likely to give more effort in pursuit of the school’s success, whereas a teacher who is dissatisfied is likely to laze; hence, the students would not achieve the optimum benefits of education. This study seeks to establish the relationship between teachers’ remuneration and teachers’ job satisfaction in public secondary schools in Molo Sub County, Kenya. The study is anchored on Herzberg’s theory and Maslow’s Hierarchy of Needs theories, and a conceptual framework showing the relationship between the independent and dependent variables was given. A mixed methods methodology, which employed both quantitative and qualitative methods, was adopted. The study adopted the correlational research design. The study’s target population included 423 teachers, 33 principals and one director of education. Stratified random sampling was applied to select the 10 schools, 10 principals and 201 teachers who took part in the study as sample size. The Sub-County Director of Education in Molo Sub County was also selected purposively. Questionnaires were used to obtain primary data. Data was analysed using both descriptive statistics and inferential statistics and presented using tables and figures. The findings revealed that teacher’s remuneration provided decent living earnings. The pay was compared to other workers in school and equitable to the work done. However, remuneration, as compared with the private sector, department and workload, needs improvement. Therefore, teacher’s remuneration had a strong positive correlation with job satisfaction. The study concluded that teachers’ remuneration had a positive and significant effect on job satisfaction. The study recommended the use of remodelling remuneration to be compared with the private sector and other departments","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135895791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students","authors":"Abel Nyimba Najah, Moses Abdullai Abukari, Thomas Nipielim Tindan, Patrick Agyei, Isaac Azumah Gonyalug, James Dentu Mensah","doi":"10.37284/eajes.6.3.1478","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1478","url":null,"abstract":"The Ghana Education Service has employed two categories of chemistry teachers who are expected to deliver in line with a set standard of teaching and assessment. The study investigated professionally trained chemistry teachers and untrained chemistry teachers using Shulman’s PCK model. The study investigated their knowledge of teaching and assessment. A multi-case study design was used to investigate multiple knowledge domains of chemistry teachers in senior high schools within the Tamale Metropolis in the Northern Region. One hundred fifty chemistry students and 12 chemistry teachers were selected through a random sampling technique, and in one of the schools, a convenient sampling technique was utilised. The study employed questionnaires, interviews, and classroom observation to solicit data from the participants. The quantitative data gathered was analysed by employing descriptive statistics and paired sample t-tests. The qualitative data was analysed by developing common themes and patterns in the respondents’ responses. Comparatively, the findings revealed that the professionally trained chemistry teachers exhibited higher knowledge of teaching and assessment in chemistry than the untrained chemistry teachers. Case-by-case analysis and comparison of the findings indicated that some untrained chemistry teachers exhibited higher knowledge in teaching and assessment than some of the professionally trained chemistry teachers. It was therefore recommended that colleges of education and universities that train teachers should concentrate on the pedagogical development of chemistry teacher trainees. Content knowledge alone would not ensure professional teaching of chemistry. Ghana Education Service, in collaboration with other governmental and non-governmental agencies, should periodically organise workshops and seminars for in-service chemistry teachers’ professional development to be trained in modern pedagogical trends. In-service chemistry teachers should be given opportunities for further studies to learn and discover emerging methods and strategies for teaching chemistry","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Principals’ Transformative Leadership on the Performance in Science Subjects in Girls’ Public Secondary Schools in Tharaka Nithi County","authors":"Meakelinah Miano, Margaret Aringo, Violet Barasa","doi":"10.37284/eajes.6.3.1475","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1475","url":null,"abstract":"This study examined the influence of principals’ transformative leadership traits on the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County, Kenya. It was guided by the following specific objectives: to ascertain whether principal-teacher role modelling influences performance in science subjects and to find out the relationship between the provision of supportive learning resources and the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County, Kenya. The study was guided by transformational leadership theory. A concurrent triangulation design was adopted. The sample size for the study constituted 11 principals, 1 county director, 330 students and 100 teachers. The study used questionnaires to collect data from teachers and students, while interviews were conducted with principals and the County Director of education. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) version 25. The data from quantitative instruments was presented using frequencies and%ages on tables, graphs, and pie charts. Qualitative data was analysed in themes, and the reporting was done in direct quotations and narratives. The results revealed that the transformational leadership of principals, as evidenced by their role modelling for teachers and the provision of supportive learning resources, plays a crucial role in shaping the academic performance of students in science subjects within girls’ public secondary schools in Tharaka Nithi County. The study’s findings led to the conclusion that school principals are not consistently able to converse with and uplift girls facing difficulties in science subjects. Additionally, it was concluded that students lack adequate resources necessary for excelling in science subjects, notably the insufficiency of laboratory equipment, which has consequently impeded their performance in these subjects. The study recommended that principals actively engage and motivate girls to pursue science subjects. Additionally, it proposes that the government should focus on maintaining well-equipped and modern school science laboratories, providing science books in libraries, and offering online resources, educational apps, and e-learning platforms. These measures would supplement traditional teaching methods, creating a more interactive learning experience and ultimately boosting girls’ engagement and success in science subjects.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Student Council’s Demographic Characteristics on the Management of Secondary School Students’ Discipline in Kenyenya Sub-County, Kisii County, Kenya","authors":"Mekenye O. Justus, Mary Mugwe Chui","doi":"10.37284/eajes.6.3.1452","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1452","url":null,"abstract":"Student indiscipline has always been an issue facing schools the world over. Although student councils are known to be vital in assisting school administration in the management of student discipline, their presence in leadership has not fully controlled cases of student indiscipline. This study employed a descriptive survey design. The study utilised an interview guide designed for SCDE to collect primary data. There were questionnaires for principals, deputy principals, teachers and student council leaders (SCL) to collect both qualitative and quantitative data. The study targeted a population of 422 respondents consisting of one (1) Sub-County Director of Education (SCDE), forty-five (45) Principals, 45 Deputy Principals, two hundred and eighty-six (286) teachers and forty-five (45) Student Council Leaders in secondary schools in Kenyenya Sub-County. A sample size of one hundred and twenty-six (126) respondents corresponding to thirty per cent (30%) of the target population (422) was used to select 13 principals, 13 deputy principals, 86 teachers and 13 student council leaders. Before the actual administration of the research instruments, a pre-test of the instruments was conducted in two secondary schools within Kenyenya Sub-County using 13 respondents, constituting 10% of the study sample. The schools and respondents that were used in the pilot study were not included in the final survey. This study adopted a multi-stage sampling approach where stratified sampling was used to select schools while simple and purposive sampling was used to select respondents. The data was analysed based on the study objectives. Descriptive and inferential statistics were used to analyse quantitative data, and the results were presented in the form of frequencies, percentages, means, and standard deviations using tables, graphs, and charts. Qualitative data were analysed thematically based on the research objectives. The findings of this study indicate that student council dynamics such as leadership attitude, leadership training and personality greatly influenced the management of student discipline","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134961036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Kenya Education Management Institute Training for Head Teachers on Financial Resource Management in Public Secondary Schools in Kisii South Sub-County, Kenya","authors":"Florence Chepkemoi Bii, George Ogochi","doi":"10.37284/eajes.6.3.1451","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1451","url":null,"abstract":"Management of resources in secondary schools by principals greatly contributes towards successful institutional programmes and projects in their respective schools. Kenya Education Management Institute (KEMI) has taken an integral role in training head teachers on the management of resources. Despite KEMI training the principals on resources and management, schools remain underdeveloped as head teachers get interdicted due to mismanagement of resources. The study was, therefore, paramount in establishing the influence of KEMI training for principals on the management of resources available in secondary schools. The study adopted mixed methods, and therefore, the researcher applied qualitative and quantitative methods through concurrent triangulation design of both qualitative and quantitative data collections at the same time. The target population comprised 73 head teachers and 73 school management committee chairpersons. Using the Central limit theorem, a sample of 25 head teachers and 25 committee chairpersons was selected. Simple random and purposive sampling was used to select the samples from each category of the population; questionnaires were administered among principals, while interview schedules were conducted among school chairpersons. An observation checklist was also used to collect data from the school vicinity. Data analysis involved qualitative data being analysed in themes, while quantitative data was through descriptive statistics used in Statistical Packages for Social Sciences (SPSS 23) and presented using tables and charts. The study established that KEMI training for principals influenced their management of human resources in schools. Through KEMI training, principals acquired knowledge, skills, and attitudes to handle teachers, support staff, pupils and other persons involved in the running of schools. The study recommends that there is a need for principals to conduct staff appraisals, create a motivating and rewarding environment and establish conflict resolution mechanisms","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Student Leaders Involvement in Enhancing School Discipline on Academic Performance in Kisii South Sub-County, Kenya","authors":"Rael Kemunto Mwagi, Evans Monda","doi":"10.37284/eajes.6.3.1449","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1449","url":null,"abstract":"Poor academic performance of student leaders in C could be attributed to bad personal character, their leadership role expectations and the duties and responsibilities that these student leaders have. This study used a mixed method with a concurrent triangulation design. The study targeted principals, all the deputy principals in charge of discipline, and student leaders in public secondary schools in Kisii South Sub-County, Kisii County. A sample size of 179 respondents was determined by the Magnani formula. The researcher collected data by using interview schedules on principals and deputy principals, questionnaires on students and document reviews provided by teachers in charge of academics as data collection tools. Data was analyzed by use of both descriptive and inferential statistics applying SPSS version 22, while qualitative data was analyzed in themes and presented in narrative form. The analysis gave rise to two key findings: school-integrated student leadership was involved in the operations of school management, and the reception of the students was positive","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of Pedagogical Strategies in Curriculum Implementation in Early Childhood Development Education in Kenya: Case Study of Hamisi Sub-County","authors":"Herbert Amunavi Obeywa, Teresa A. Okoth-Oluoch, Rose Atieno Opiyo, Aggrey Mukasa Simiyu","doi":"10.37284/eajes.6.3.1441","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1441","url":null,"abstract":"The purpose of this study was to assess the efficacy of Pedagogical strategies in ECDE curriculum implementation. The study objective was to assess the effectiveness of the pedagogical strategies in promoting learners’ readiness for primary education. The study was guided by the curriculum implementation theory by Gross (1971), Ecological Systems Theory of Bronfenbrenner revised by Guy Evans (2020) and Stufflebeam’s CIPP evaluation model (2003). The study adopted a descriptive survey design. The study population comprised CSOs, Section Heads, ECDE centres-in-charge and teachers. A sample size of 212 respondents was calculated by Yamane’s (1967) formula. Cluster, stratified and simple random sampling was used to apportion individual members of the groups. Data was collected using an interview schedule, questionnaire, and Focus Group Discussions (FGD). Qualitative data was analysed using content analysis and presented in narrative form. Quantitative data was analysed using descriptive statistics such as frequencies and percentages, and findings were presented in pie charts, graphs, and tables. Inferential statistics was done using parametric and non-parametric tests. Logistic regression analysis at a 5% significance level was used to test the null hypothesis. Tests for normality by both Shapiro-Wilk and Kolmogorov-Sminorv tests were done on the data. P=0.042<0.05; hence, we reject the null hypothesis that the utilisation of selected pedagogical strategies has no statistically significant effect on learners’ readiness for primary education. These findings may be used by the County Government in designing, planning, and funding to deliver quality ECD services. The National Government may use them in policy formulation and regulation to ensure effective supervision and management of centres to realise learners’ readiness for school. Teachers may find these findings quite informative since it has provided various strategies for effective implementation of the ECDE curriculum to enhance learners’ preparedness for school","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Sense of the Delivery of Non-Academic Student Support Services at Kyambogo University","authors":"Agnes Nakimuli","doi":"10.37284/eajes.6.3.1432","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1432","url":null,"abstract":"The study explored how staff make sense of the delivery of non-academic student support services at Kyambogo University. Acquiring this deeper understanding was crucial because when staff make sense of their work, they are able to contribute to the fulfilment of the university’s objectives and are more driven to work for the good of others. When they see how their effort is having an impact and value on students, it also enables them to feel satisfied with their work. The study was based on semi-structured interviews with 11 staff who deliver non-academic student support services at Kyambogo University. The findings showed that staff made sense of their work when it benefited others than themselves. When the delivery of the services contributed to the creation of meaning, and when it resulted in their personal satisfaction, they were motivated to work more effectively and efficiently in order to support the success of all university stakeholders. The paper recommends that since the staff’s work aims to serve others’ needs and aspirations, management at Kyambogo University should provide assistance to staff in order to preserve the spirit of service by fostering a culture of trust and a safe psychological environment that motivates staff and secure their involvement, commitment, and dedication. Further, the delivery of the services leads to staff satisfaction when it satisfies the beneficiaries; hence, management should assist staff in achieving personal satisfaction since it motivates them to work by facilitating them in the form of workshops and conferences in order to build their capacity in the field","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}