Browsing by Author "Mutune, Susan"

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    Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions
    (Journal of Integration of Social Studies and Business Development, 2024) Kioko, Joseph Wambua; Njihia, Mukirae; Mutune, Susan
    This study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.
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    Influence on Head Teachers Supportive Leadership Practices in Teachers Job Satisfaction in Nakuru and Nairobi Catholic Private Primary Schools, Kenya
    (International Peer Reviewed Journals and Books, 2019) Mutune, Susan; Onyango, George; Olembo, Jotham
    Purpose: The purpose of this study was to establish the influence on head teachers’ supportive leadership practices on teachers’ job satisfaction in Nakuru and Nairobi catholic private primary schools, Kenya. Methodology: The study was guided by the path goal theory. Mixed methods research design was used. This study adopted the convergent parallel design. In this design quantitative and qualitative research is conducted simultaneously in a single study. The target population was 74 head teachers and 1184 teachers in the 74 primary Catholic private primary schools in Nairobi and Nakuru dioceses. Stratified sampling was used to categorize schools into two strata, the urban and rural schools. From each stratum, 40% of the head teachers and 20% of teachers were sampled. Simple random sampling was used to sample two teachers from each of the 6 teaching subjects. The study sampled 31 head teachers and 248 teachers. The instruments for conducting the study were; questionnaire for head teachers and teachers, interview guide for head teachers and focus group discussion guide for teachers. Content validity was determined by seeking expert judgment from specialist in Educational Management and Cronbach alpha was used to ascertain reliability of the instrument. The data was analyzed using descriptive and inferential statistics. Results: The regression results revealed that head teachers supportive leadership practices had a positive and significant influence teacher’s job satisfaction. The null hypothesis which indicated that supportive leadership practices had no significant influence on teachers’ job satisfaction was rejected. Recommendations: Integrate supportive leadership aspects in the execution of other leadership practices and create caring and positive environment that build supportive relationships.