Browsing by Author "Mbune, Beatrice Abisaki"

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    Challenges facing on-line registration of kenya certificate of primary education candidates in public primary schools in Khwisero, Kakamega county
    (Kenyatta University, 2015-01) Mbune, Beatrice Abisaki; Waweru, S. N.; Njihia, M.
    The purpose of the study was to investigate the challenges facing On-line registration of Kenya Certificate of Primary Education Candidates in Public Primary Schools in Khwisero, Kakamega County. The objectives of this study were; to investigate the Head teachers Proficiency Level in the use of ICT in Public primary Schools. Secondly, to find out the availability of Computers in Public primary schools. Thirdly to establish how effective the new registration system was to public primary Schools. Finally the study sought to find out some of the challenges the head teachers faced with the use of ICT in registering candidates. The Innovation Diffusion theory was applied in the Study. Its Proponent was Rodgers in 2003. Technology is considered as a new idea, Registering Candidates online was perceived as a new idea to Public Primary Schools. The study employed descriptive survey research design. The target population consisted of 58 Head teachers and 474 teachers of primary schools in Khwisero District. The sample consisted of 100 teachers and 10 head teachers who were selected using simple random and purposive sampling method. The instruments used in collecting data included questionnaires and interview schedules. The investigator sought the assistance of experts to get the validity of the research instruments during piloting. The study used test-retest technique to get the reliability of the research instruments. Spearman coefficient formula was used to compute the consistency of the results. Data analysis was done using descriptive statistics after cleaning and coding. Quantitative data was analyzed using frequency counts and percentages this was presented using tables and charts. The results of this study showed that principals face various challenges when it comes to online registration of KCPE candidates in Khwisero district primary schools. As the study shows, a higher concentration of 40% (n=4) of the Head teachers found this process tedious and involving, 30% (n=3) found it expensive while another 30% (n=3) found it time consuming. On the other hand, teachers noted that lack of internet access and lack of electricity were some of the challenges. Majority of schools were also found to lack computers and power supply, both the principals and teachers were found to have problems operating computers indicating limited skills in ICT use. These are therefore some of the challenges that the researcher found to be facing principals in Khwisero district primary schools as far as online registration of KCPE candidates is concerned. The Study recommended that the Government should facilitate In-Service training to improve the competence of teachers in the use of computers. There was also need to upgrade the ICT Infrastructure such as Computer Laboratories and internet–connectivity
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    Principals’ transformational leadership influence on information communication technology integration in teaching and learning in public secondary schools in Kakamega County, Kenya
    (Kenyatta University, 2025-07) Mbune, Beatrice Abisaki
    Information and Communication Technology (ICT) integration is critical for 21stcentury education, requiring effective leadership to drive digital transformation in schools. Transformational leadership plays a significant role in promoting teachers' ICT use, enhancing student collaboration, professional growth, and classroom innovation. However, despite substantial investments by the government in technology infrastructure, teacher training, and leadership initiatives, ICT integration in schools remains minimal. The study aimed to investigate principals' transformational leadership influence on the integration of information and communication technology in teaching and learning in Kakamega county Public secondary schools. The research objectives were: To establish the extent to which principals' individualized consideration of staff skill development influences ICT integration in teaching and learning in public secondary schools in Kakamega county ,to examine the extent to which principals' intellectual stimulation of teachers influences ICT integration in teaching and learning in public secondary schools in Kakamega county, to explore how principals' inspirational motivation to teachers influences ICT integration in teaching and learning in public secondary schools in Kakamega County, to determine the degree to which principals' idealized influence on teachers influences ICT integration in teaching and learning in public secondary schools in Kakamega County. Using a mixed-methods explanatory sequential design and Burns' (1978) transformational leadership theory, the study identified transformational leadership as the independent variable and ICT integration as the dependent variable. The research targeted a population of 6,290 and sampled 62 principals, 186 teachers, 372 students, and one County Quality Assurance and Standards Officer (CQUASO). Teacher and student sample sizes were determined using Slovin's Formula and selected through single random sampling, while principals and the CQUASO were purposively sampled. Data collection instruments included interview guides, questionnaires, Focus groups, observation checklists, document analysis checklist. The research instruments were validated by experts in Education Management, Policy, and Curriculum Studies, and a pilot study was conducted with 70 respondents. Reliability was confirmed through Cronbach's Alpha coefficient. Descriptive statistics were employed to analyze both qualitative and quantitative data. Thematic analysis was used for qualitative insights, while quantitative data was analyzed using percentages, frequencies, means, and standard deviations, presented in charts and tables. Linear regression analysis assessed the relationships between variables. Data analysis was conducted using Statistical Package for Social Sciences (SPSS). Findings revealed positive correlations between principals' leadership components and ICT integration in classrooms. Individualized consideration had a strong correlation (r = 0.584, p<0.001), while intellectual stimulation (r = 0.534, p<0.001), inspirational motivation (r = 0.569, p<0.001), and idealized influence (r = 0.557, p<0.001) also showed statistically significant positive relationships with ICT integration. The study concluded that transformational leadership positively influences ICT integration in classrooms. It recommended that the Ministry of Education strengthen training programs on both transformational leadership and ICT skills. Secondary school principals in Kakamega County are encouraged to enhance their leadership strategies to address staff needs for effective ICT integration.