Browsing by Author "Njuguna, Felicita"

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    Communication Mechanisms and Job Productivity among Public Secondary School Teachers in Machakos County, Kenya
    (Journal of Education, 2025-02) Muthengi, Kimanzi Bernard; Otieno, Daniel; Njuguna, Felicita
    Purpose:The fundamental part of any school is staff communication and staff performance in teaching. When principals practice effective communication with their staff and recognize what each teacher contributes, productivity can be realized. This study aimed to determinethe role of communication mechanisms in job productivityamong secondary school teachers in Machakos County.Methodology:The research used a correlation research design.The target population wasthe 5869 teachers and 396 principals in the 396 public secondary schools in Machakos County. The researcher used a simple random sampling method to identify 97teachers who formed the study sample. Data wascollected using questionnaires. Quantitative data was analysed using descriptive statisticsand Pearson Correlation Coefficient, while qualitative data was analysed through narrative analysis. Results:The study findings indicated that communication mechanisms influenced job productivity. Further, correlation analysis indicated there was a significant positive relationship between communication mechanisms and job productivity (rho = 0.606, p-value < 0.05), among public secondary school teachers in Machakos County.Implication: Training incommunication process hasensured job productivity. Effective communication ensured job productivity in their schools.Lateralcommunication hasimproved the teachers’ job productivity.The study recommends that principals shouldshift towards a more inclusive and participatory communication model thatempowers teachers to voice their opinions, share feedback, and contribute to decision-making processes.
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    Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya
    (EAJESS, 2024-12) Mmbaka, Bonface Shisakha; Njuguna, Felicita; Ogeta, Norbert
    E-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members' readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors, 12 Heads of Department, 90 faculty members and 335 students in Kenyan universities. Data were gathered through a semi structured questionnaire from faculty and students and in-depth interviews with Directors and Heads of Departments. The study concluded that blended learning is the faculty members’ preferred instructional model, aligning with literature that emphasize its benefits in promoting flexibility, engagement and inclusivity. While the majority of faculty members rated their e-learning utilization as proficient, with most using resources like the internet and whiteboards effectively, the minority reported average or poor utilization, indicating a need for targeted interventions to enhance digital literacy and ensure equitable e-learning adoption. Finally, the study concludes that Moodle was the most preferred platform due to its flexibility and interactivity while WebCT was the less commonly used platform. Study recommends that policy makers should invest in infrastructure, training and awareness campaigns to support blended learning and e-Learning platform adoption and utilization.
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    Higher Education – New Solutions
    (Kenyatta University, 2015) Njuguna, Felicita
    A study by Nganga (2014) who studied employers across the East African region, found that graduates lacked employability skills - technical mastery and basic work–related capabilities. Nganga indicated that “at least half of graduates produced by East African universities are ‘half-baked’ for the job market”. The question that begs to be asked is, what went wrong? What could have produced the situation? Is it financing and the cost of education? It is now known that education at higher education level is self-financed and although governments give subsidies, they may not be sufficient. The universities have to be innovative and entrepreneurial in funding their programmes. Could they have forgotten their role of scholarship …… in their pursuits of self-sufficiency? There are also the many private Universities besides the - the high enrolment, the availability of lecturers, the facilities and the programmes. What about the curriculum and the programmes, are they relevant to the world of work? Are the employers and industrialists, the customers of the university products involved in the design of curriculum? Have they afforded students pupilage opportunities and talked to their lecturers or is there a disconnect with the university management. Is innovation and creativity being compromised by the speed of churning out large numbers of graduates? What about the quality of education? Is it possible that the best students are preferring education cross the border and staying and working in their host countries because of lack of opportunities in their own countries and thereby causing brain drain? What about harmonization of education across the region? This paper attempt to elucidate on the reasons why the situation is as pointed out with a view to suggesting new ways of handling higher education in East African Region