East African Journal of Education Studies最新文献

{"title":"Teacher-Related Factors and their Influence on the Integration of Practical Skills in Teaching and Learning of Agriculture in Secondary Schools in Busia County, Kenya","authors":"Rehema Nanyama Shabani, J. Shiundu, S. Mutsotso","doi":"10.37284/eajes.6.2.1321","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1321","url":null,"abstract":"The purpose of the study was to determine the teacher-related factors and their influence on the integration of practical skills in teaching and learning agriculture in secondary schools in Busia County, Kenya. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data were collected using questionnaires, interview schedules and observation. The study sampled a total of 367 respondents, which comprised 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through simple random sampling and 1 quality assurance and standard officer. Data was analyzed descriptively and presented using tables and charts. The study revealed that teacher-related factors influence the integration of practical skills. The factors include various teaching methodologies, teacher competencies, and teacher qualifications. However, the teaching methodology deployed by teachers does not favour the integration of practical skills, as most teachers prefer the lecture method. The schools however faced various challenges which hampered the integration of practical skills in teaching and learning of agriculture in secondary school in Busia County, Kenya. The study therefore recommends that the agriculture curriculum in Kenya should be aligned with the national agricultural policy and strategy to ensure that students are exposed to the latest developments and trends in the field and other career-related areas after their secondary school education; Teachers be provided with regular professional development courses to enhance their teaching methodology and enough resources be allocated for practical purposes in teaching and learning of agriculture.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124557710","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":"Promoting Equity in Education: How Teachers in a Public Primary School in the Indian Ocean Island of Seychelles Cater to Students’ Learning Styles","authors":"Jeanine Fatma Bibi, R. Anyanwu","doi":"10.37284/eajes.6.2.1320","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1320","url":null,"abstract":"Equity in education demands that schools should cater to students’ learning needs, including their learning styles. This research assessed how teachers in a public primary school in Seychelles cater to the learning styles of their students with a focus on how students’ preferred learning modes are identified and categorised, the teaching approaches and methods teachers use to cater to the different learning modes, and the nature of the support teachers receive. Adopting the descriptive, single-case, cross-sectional research design, data were collected from the participants (n=7) through questionnaires and analysis of documents, namely lesson plans and assessment scripts. Approval to collect data from participants was obtained from the relevant education authority in addition to the informed consent of participants and pledging anonymity and confidentiality of data. Collected data from closed-ended items of the questionnaire were analysed with descriptive statistical techniques to produce frequency and percentage for each element of the variables being examined, and results were showcased in tables. Word-based data from open-ended items of the questionnaire and transcripts from analysis of documents were analysed interpretively, and results were presented as written summaries. Rather than using tested instruments to identify and classify students according to learning styles, the teachers relied on traditional strategies whose upshots are often prejudiced. Some of the teachers’ teaching approaches and assessment techniques are incongruent with the student’s learning styles. Albeit the teachers received support from their management and stakeholders, the support did not empower them to adequately cater to the learning needs of their students. A review of existing instructional models and monitoring mechanisms used by the school is recommended so that the management can easily detect areas where teachers need support and offer fitting professional development.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115863478","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":"An Investigation of the Causes of Conflicts between Teaching Staff and Principals in Public Secondary Schools in Rachuonyo South Sub-County, Kenya","authors":"Okoth Kenneth Odhiambo, Nyabera N. Samwel, F. Ogenga, Millicent Otieno","doi":"10.37284/eajes.6.2.1319","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1319","url":null,"abstract":"Communication is the nervous system of an organisation, and its success depends very much upon the coordinated efforts of people working at different levels to achieve a common goal. Conflict, on the other hand, is an expression of hostility, antagonism and misunderstanding between the staff members. Most of these conflicts occur in secondary schools, middle-level colleges, and tertiary institutions MOE (2002). The Ministry of Education report indicates that in spite of the government policies put in place, there has been an upsurge of unrest in schools, together with strikes by teachers and high rates of transfers of principals and teachers in the recent past. This paper investigates the causes of conflicts between teaching staff and principals in public secondary schools in Kenya. This study was carried out in Rachuonyo South Sub County in Homabay County, Kenya. The objective of the study was to investigate the causes of conflicts between teaching staff and principals in public secondary schools in Rachuonyo South Sub-County in Homabay County. A mixed methods approach consisting of a survey questionnaire and interview schedules involving 62 survey participants and 4 in-depth interviews with the principals and teachers was adopted. Quantitative data was sought using questionnaires and were analysed using Statistical Package of Social Sciences, while qualitative data from interviews with the principals were analysed by narrative analysis. The findings of the study revealed that Poor communication and competition for limited resources were the main causes of conflicts between teaching staff and principals. It was revealed further that the conflicts were purely work-related. Based on this, it is recommended that there is a need to offer training to both teachers and principals on the use of the best communication strategies for conflict management so as to help in the management of conflict in schools. In addition, there is a need to take teachers and principals for workshops and seminars on professionalism in order to minimise work-related conflicts.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122467472","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":"Leadership Behaviours and Job Satisfaction of Academic Staff of Kyambogo University, Uganda","authors":"Joshua Kimata Kato, W. Mugizi, G. Kasule","doi":"10.37284/eajes.6.2.1316","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1316","url":null,"abstract":"This study examined the influence of leadership behaviours on the job satisfaction of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of participative, supportive, directive and achievement-oriented leadership on the job satisfaction of academic staff in Kyambogo University, Uganda. Job satisfaction was studied in terms of intrinsic and extrinsic job satisfaction. Using the quantitative approach for inferential analysis, the study adopted the correlational research design on a sample of 175 full-time academic staff. The study used a self-administered questionnaire to collect the data. Data analysis involved carrying out Structural Equation Modelling (SEM) using SmartPLS. The results indicated that while participative, supportive and directive leadership positively and significantly influenced the job satisfaction of full-time academic staff, achievement-oriented leadership had a negative and insignificant influence on the job satisfaction of academic staff. The study concluded that while participative, supportive and directive leadership behaviours are imperative for the job satisfaction of full-time academic staff, achievement-oriented leadership is not. Therefore, it was recommended that to boost the job satisfaction of academic staff, managers of universities should promote participative, supportive and directive leadership than achievement-oriented leadership","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131005713","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":"Effectiveness of Teachers’ Service Commission on Ensuring Quality Services to Public Secondary School Teachers in Ruangwa District Tanzania","authors":"Godlisten Alex Kabarata","doi":"10.37284/eajes.6.2.1292","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1292","url":null,"abstract":"The main purpose of the study on which this paper is based was to assess the effectiveness of the Teachers’ Service Commission in ensuring quality services to public secondary school teachers in Ruangwa District. Using a mixed research technique, the study collected both qualitative and quantitative data. The targeted population of the study was 126; the sample size of 88 drawn from the targeted population. The data collection tools involved the questionnaire, in-depth interview, and documentary review. Qualitative data were analysed thematically, while quantitative data were analysed through descriptive statistics with the help of the Statistical Package for Social Science (SPSS) version 21. The study was guided by Transformation Leadership Theory founded by James MacGregor Burns in 1978. The findings revealed that the Teachers’ Service Commission had been ineffective as it failed to promote teachers timely and to administer in-service training programmes for secondary school teachers who qualified. This is because the employer (the government) has the upper hand in deciding whether to pay for promotions and in-service training programmes or not. The study recommends that TSC should be empowered by making it have a say or being in control of the salary system","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131564200","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":"School Determinants Influencing Students’ Retention Rates in Public Secondary Schools in Rachuonyo South Sub-County, Homabay County","authors":"Milton Ouma Oginga, Christopher Ayienda","doi":"10.37284/eajes.6.2.1295","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1295","url":null,"abstract":"The issue of retention of students in public secondary schools is a major concern all over the world. The purpose of this study was to establish the determinants of students’ retention in secondary schools in Rachuonyo South Sub-County, Homa-bay County. The study focused on the family, school, and student factors influencing the retention of students in the secondary schools in Rachuonyo South Sub-County. The target population in this study comprised 14,025 respondents comprised of 25 Principals, 250 teachers, 5400 parents and 8350 students. The sample size for this study included 225 respondents; using purposive sampling, the researcher selected all 25 Principals, 75 teachers, and 25 PTA Chairman and using simple random sampling, 100 students. The research instruments included questionnaires for teachers and students and an interview guide for the principals and parents. Qualitative data was analysed thematically along the objectives and presented in narrative forms, whereas quantitative data was analysed descriptively using frequencies, percentages, mean and standard deviation and inferentially using correlation and linear regression with the help of Statistical Packages for Social Science (SPSS Version 23). The findings of the study were presented using tables and charts. From the findings of the study, the regression analysis showed culture and students’ determinants were the only variables with the least number of significant predictors. In addressing the students’ determinates, the main points of focus that ought to have required more attention were ensuring students coped with school rules and avoided discipline issues and guidance, and counselling services must be deployed in the Rachuonyo South sub-county. On the issue of cultural determinants, the civilisation of the society and ensuring that traditions do not interfere with education must be addressed.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131315025","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":"Perception of Teachers of English Towards Boys in English Lessons in Secondary Schools in Uganda: Implication on Students’ Performance","authors":"Yuda Taddeo Kaahwa, Richard Sentamu, Charles Muweesi, Sarah Atugonza","doi":"10.37284/eajes.6.2.1286","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1286","url":null,"abstract":"The study investigated why boys perform poorly in the English language in secondary schools, with a focus on schools in Uganda. The specific objective was: to establish the perception of teachers of English towards boys in English lessons in Uganda. An explanatory case study research design was adopted, and 20 study participants were included in this study. Purposive sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation checklist and document analysis. Findings revealed that teachers of the English language perceive boys as not cooperative in class; they are stubborn, disturbing, and much disorganised with low interest in the subject. Findings further revealed that some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English language has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that Teachers need to improve their pedagogical approaches in order to interest boys in English Language subjects. Boys need to be trained in better ways in which they can read the English language and be independent thinkers than always following their peers. In addition, Boys in secondary schools need to change their attitude and feeling towards the English language and take it as a serious subject like other subjects. Developing a positive perception and attitude towards the subject will enable them to improve their grades. Further still, boys should not perceive the English language as a subject for only girls because there are male teachers of the English language and doing it perfectly well with ease.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122253994","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":"Challenges Facing Teachers in the Provision of Career Guidance Services to Secondary School Students in Magu District, Tanzania","authors":"Justine Matiko Alloph, Edina Msonge","doi":"10.37284/eajes.6.2.1277","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1277","url":null,"abstract":"The study sought to examine the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, Tanzania. The study was guided by Social Cognitive Career Theory (SCCT) which was developed by Lent, Brown, and Hackett in 1994. The study employed a convergent parallel research design under a mixed research approach which helped in data collection and analysis. The sample size was 152 participants; simple random sampling was used to select secondary school teachers and form four students. While purposive sampling was used to select public secondary school leavers in 2020 and heads of secondary schools. Quantitative data were collected through questionnaires and analysed using descriptive statistics with the helper of Statistical Package for Social Science (SPSS) version 21 and presented in table, frequency, and percentages. Qualitative data were collected through interviews and analysed thematically. The study revealed that lack of professional training on career guidance, lack of cooperation among the students and teachers, shortage of time in school as well as a shortage of career guidance materials are the challenges facing teachers in the provision of career guidance services to secondary school students in Magu District, the study recommends that public secondary school administrator should provide time for career guidance services in their schools. Moreover, public secondary school teachers should cooperate with their students with the aim of ensuring the effective provision of career guidance services in schools","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"25 3-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127509989","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 Quality Appraisal Techniques on Deputy School Principals’ Performance in Nandi North Sub-County, Kenya","authors":"Kirwa Caroline Jemurgor","doi":"10.37284/eajes.6.2.1276","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1276","url":null,"abstract":"Deputy principals play a crucial role in the management of secondary schools. Yet, their performance is often a product of diverse factors, among them being the pressure exerted from frequent performance appraisals. The study investigated the influence of techniques adopted for performance appraisal on the work output of deputy principals in public secondary schools in Nandi-North Sub-County, Kenya. The study was guided by Scientific Management Theory and used ex-post facto design. The target population included 55 principals, 67 deputy principals, and 1197 students of Form Three. Stratified and simple random sampling was used to sample schools and the respondents. The sample size was 328, comprising 16 principals, 21 deputy principals, and 291 students. Data was collected using questionnaires and analysed using both descriptive statistics and inferential statistics. The hypothesis was tested using an independent t-test. The study found a significant relationship between techniques of performance appraisal and the performance of deputy principals. Effective implementation of the techniques of performance appraisal could lead to the improved job performance of the deputy principals. Nevertheless, the performance of the deputy principals had a lower rating, particularly on the evaluation of classroom presentation, development of performance improvement plan and effective provision of feedback after evaluation after performance appraisal. It is recommended that performance appraisal techniques should be tailored to meet the unique environment in which deputy principals operate. The study findings are beneficial to the Teachers Service Commission, as the policy maker at the national level, in providing insights on the role of the performance appraisal system and how to effectively monitor and assess the performance of the deputy principals","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133908127","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 Students Leaders’ Selection Criteria on Management of Student Discipline in Public Secondary Schools in Tigania West Sub-County, Kenya","authors":"John Mburung’a Itamunya, Paul Edabu","doi":"10.37284/eajes.6.2.1257","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1257","url":null,"abstract":"The success of the teaching-learning process in school is dependent upon the quality of students’ discipline. However, indiscipline among students is on the rise in public secondary schools. The issue of student strikes, fear of examinations, leading to cheating and the burning of school property has become one of the serious problems being faced by the country’s school principals. In light of this, the study sought to investigate selection criteria for the management of student discipline in public secondary schools in Tigania West Sub-County, Kenya. The study is based on Douglas Murray McGregor’s Theory X and Theory Y. The research employed a descriptive survey study. The population of the study consisted of 10 principals, 44 teachers and 80 student leaders to a total of 134 respondents, stratified random sampling was used to categorise schools into four: mixed day schools, boarding boys, boarding girls, and mixed boarding schools. Then 30% of principals were selected, while other categories were 10% each. The main research instrument was a questionnaire. The researcher piloted the questionnaires in one public secondary school, and the test-retest technique was used to assess the reliability of the research instrument. Quantitative data collected was analysed with the aid of the statistical package for social sciences version 21 to get the percentages and generate tables, charts, and figures for interpretation. The study established that the selection is mainly based on the academic performance and discipline of the individual, and this allows the selection of disciplined individuals with academic merit and good personality as leaders. The study concluded that the selection of student leaders by involving both teachers and students could enhance the ability of student leaders to promote student discipline. The study recommends that the selection of student leaders should involve both teachers and students in a democratic manner to avoid any disruption of academic work due to students feeling short-changed.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127826236","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}