迈向获得肯尼亚中等教育证书:学校文化在肯尼亚的作用

Gedion kiptanui Kering, D. Kessio
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引用次数: 0

摘要

实证研究表明,在2008年采用的补贴中等教育的背景下,肯尼亚中学教育证书(KCSE)的表现不佳。学校文化被认为是一个核心概念,它改变了学校的运作方式,提高了教育成果,并受到其制度规范和历史的严重影响,这可能是所有表现的障碍。因此,本研究的目的是确定学校文化及其对肯尼亚南迪中央副县KCSE成绩的影响。本研究以以下目标为指导:建立正在实践的文化形式。确定校训、愿景、使命宣言之间的关系,确定学校规章制度与肯尼亚公立中学获得KCSE之间的关系,建立肯尼亚公立中学内部评估考试与获得KCSE之间的关系。本研究采用收敛三角法混合研究设计;采用实用主义哲学范式。本研究以frederick Herzberg 1957年的双因素理论为指导。研究在南帝县南帝县中心副县进行,涉及20所中学。采用简单随机、分层抽样和目的性抽样的方法,调查对象352人,包括20名校长、81名中四班主任和251名中四学生。研究数据的收集采用问卷调查、访谈、文献分析和直接观察等方法。本研究产生的数据是定量和定性的。涉及定量数据的分析,使用推理统计分析,其中数据被编码并输入社会科学统计包(SPSS) 26版。在定性方法中,通过组织与研究目标相对应的主题来对数据进行主题分析。研究表明,在肯尼亚,实践的文化形式与获得KCSE之间存在统计学上显著的关系(p=0.019<0.05)。在肯尼亚,校训、愿景和使命陈述与获得KCSE有显著的统计学意义(X2=93.572, p=0.000<0.05)。在肯尼亚,学校的规章制度和政策与获得KCSE有显著的统计学意义(X2=16.083, p=0.003<0.05)。在肯尼亚,定期的内部评估考试与获得KCSE有统计学意义(X2=14.821, p=0.005<0.05)。该研究得出的结论是,学校中实践的文化形式包括;平等分配教育资源和学习机会,使学生和员工感到身心安全,高度关注员工/学生,并结合强烈的绩效期望,以绩效为中心,很少考虑员工和学生。校训、校训、校训应阐明学校的宗旨,在学生和教职员工之间建立一种新的、更深层次的关系,并包含学校的新意识形态,例如基本价值观和信仰。制定规章制度,指导学生的社会和学术纪律,通过指导学生的行为转化为表现。研究建议,学校应确保学校的校训、愿景、使命陈述能阐明学校的宗旨,这将在学生和教职员工之间建立一种新的、更深层次的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Towards Attainment of Kenya Certificate for Secondary Education: Role of School Culture in Kenya By
Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff. 
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