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Browsing by Author "Ogola, Martin"

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Connecting Research, Practice and Policy: Are Policy Makers and Practitioners in Kenya Utilising Universities’ Social Science Research?
(Journal of the Kenya National Commission for UNESCO, 2023) Bunyi, Grace; Njihia, Mukirae; Ogola, Martin
Universities play a leading role in research and are considered the main knowledge-producing institutions in any society. Whereas conducting research is important, the utilization of the findings is even more important. Increasingly, research funders are keen to ensure that research makes a difference and that the research they fund is applicable in the relevant areas. The present study thus sought to establish the level of utilisation of university-produced social science research by government in the policymaking and formulation processes in Kenya. Data was collected from universities, national government ministries and county governments. The study established that there was very low utilisation of university produced social science research in the policy formulation and making processes at both national and county government levels. It also emerged that most of the research studies conducted by universities were commissioned by private agencies. The study concludes that channels for communicating research findings between universities and government were lacking. The study recommends that universities should create formal research linkages and partnerships with government ministries to enable dialogue throughout the entire research process. Universities should also establish/strengthen research dissemination units, as well as move beyond the traditional channels of disseminating research findings
Determination of the Most Important Aspects of Head Teachers’ Leadership Practices Influencing Student Academic Achievement in Secondary Schools: A Case Study of Machakos County, Kenya
(Open Access Publishing Group, 2017) Muasya, Mutuku P.; Njuguna, Felicita W.; Ogola, Martin
The purpose of this study was to assess the most important aspects of head teachers’ leadership practices influencing student academic achievement in secondary schools of Machakos County, Kenya. Performance by many students in the Kenya Certificate of Secondary Education examination in most secondary schools in Machakos County has been low in the recent past years (2009-2013), and a study was therefore necessary to establish whether in the execution of head teachers’ instructional leadership practices, the head teachers may have ignored important aspects which if put to consideration could help improve their instructional leadership practice, and subsequently the performance of pupils. The study applied Survey design. The target population was the head teachers, teachers and students of 176 public secondary schools in Machakos County. Stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from among high and low performing secondary schools in Machakos County. The study used the Head Teacher Questionnaire (reliability 0.78), Teachers Questionnaire (reliability 0.74) and the students Questionnaire (reliability 0.75). The response was 87.5%. Factor analysis was then done to establish the most important indicators of the head teachers’ instructional leadership practices. The study found that most indicators used in the head teachers’ instructional leadership are reliable, with Cronbach’s alpha values higher than 0.5. The study recommends in-service training for head teachers and preparatory training for deputy head teachers and heads of departments on effective instructional leadership practices so as to enhance balanced instructional leadership in schools.
Effect of quality assurance on instruction in secondary schools in Matuga District Kwale county
(2014-07-24) Wajomba, Righa Aurea; Ogola, Martin
The major responsibilities of Quality assurance and standards officers and principals, is to ensure quality teaching in schools. Parents, sponsors, students are demanding for good quality teaching which will improve performance. Quality education is indispensible in a society that needs to break the cycle of poverty, ignorance and disease. Effective teaching and adequate teacher training at all levels of education is crucial in the achievement of quality education and development. The purpose of the study will be to investigate the effect of Quality Assurance and standards in secondary in Matuga district secondary schools. This study will employ descriptive survey to gather information. The target population will be 22 principals, 100 heads of department, a randomly selected sample of 10 principals, 30 heads of department and an interview guide for Quality Assurance Officer will be the tools for data collection. Quantitative data will b e coded and analyzed using statistical package for social sciences(SPSS).The results will be presented using descriptive statistics such as percentage, means, frequency distribution tables and pie charts. The specific objectives are, to investigate the roles of quality assurance and standards officers in enhancing quality instruction in Matuga secondary schools, to determine the role played by the principals and heads of academic departments in ensuring quality in Matuga district secondary schools, to establish the challenges facing QASOs, principals, as they attempt to enhance quality of instruction, to determine whether quality assurance and standards have any effect on instruction in Matuga district secondary schools.
Effectiveness of secondary school principals in the management of human resources: a case of Mathioya district, Murang'a county, Kenya
(2014-08-12) Ngaire, Jane Muthoni; Ogola, Martin; Onyango, G. A.
The purpose of this research is to investigate the effectiveness of secondary school principals in the management of human resources in Mathioya District, Murang'a County. The research is based on a literature review, which focuses on the various functions of human resource management. Some ofthese include the role ofthe principal in Recruitment, Selection, Induction, Development and Motivation of members of staff in the school. The objectives of the study will be to: determine the effectiveness of principals in recruitment, selection, induction, development and motivation of staff in public secondary schools as perceived by teachers and the principals; determine the challenges faced by principals in their role of managing human resources; propose some strategies that could be used by Secondary School Principals for them to be effective in their management of staff in schools. A descriptive survey research design will be used to carry out the study. The respondents will be selected through a purposive sampling. Overall, 15 schools will be selected from which 15 principals and 30 teachers will be involved in the research. Data will be collected using questionnaires. A pilot study will be carried out before the actual study to test the research instruments. Questionnaires will be issued to the respondents together with a document explaining the nature and purpose of the study. The researcher will analyze the data using qualitative and quantitative methods.
Efficacies of the Kenya Education Management Institute Induction Course in the Management of Public Primary Schools in Kenya
(International Knowledge Sharing Platform, 2019) Ongoto, Joel; Ogola, Martin; Malusu, Joseph
In order to address performance gaps in management of public primary schools and provision of quality education, the Ministry of Education periodically supports head teachers of primary schools to undertake induction courses in education management. One of the many induction courses supported and organised by the Ministry of Education (MoE) is the Induction Course in Educational Management (ICEM). ICEM is organised by Kenya Education Management Institute (KEMI) for head teachers of public primary schools where they are taken through best management practices to be adopted and implemented in schools. Despite the head teachers undertaking this induction courses, poor management of public primary schools is a perennial problem in many schools. Despite the enormous resources set aside by the Government of Kenya (GoK) for induction courses, poor management of primary schools affects the provision of quality education. The purpose of this study was to investigate the efficacies of ICEM in-service training in order to establish its impact on management of public primary schools in Nairobi County. The specific objective of this study was to examine the procedures used in the selection and preparation of head teachers for ICEM in-service training. The study was anchored on Quality Management System’s theory.The study employed a descriptive research design. The target population for the study were public primary schools head teachers, chairpersons of Boards of Management (BOM), senior teachers, subordinate staff members, school prefects and KEMI staff trainers. Stratified random sampling was used to select the target population for this study. Data for the study was collected using structured questionnaires and was analysed using the Statistical Package for Social Sciences (SPSS) computer software. This study established that despite the fact that ICEM training were considered to be pertinent in the management of the schools’ resources such as finances, curriculum, plant and human resources, it was revealed that there were no proper policy guidelines on head teacher selection and preparation for ICEM training. The study concludes that time allocated for the trainings were inadequate and lack of follow-ups were challenges that hampered effectiveness of the training. Therefore, this study recommends that the Ministry of Education (MoE) should develop clear policies and guidelines on selection and orientation of head teachers for in-service training. Further, this study recommends that KEMI in partnership with the MoE should review timelines of the trainings and develop a sustainable model of evaluating results or effectiveness of the ICEM training in management of public primary schools in Kenya.
Factors contributing to bullying among students in public secondary schools in Kiambu district, Kenya
(Kenyatta University, 2013) Mwangi, Joseph Kahunga; Ogola, Martin; Kithinji, F.
In spite of the fact that incidences of bullying are widespread in schools, bullying in Kenyan secondary schools has not been given much attention by researchers. The only Kenyan policy addressing bullying in schools is contained in the Safety Standards Manual for Schools in Kenya. However, this policy document does not adequately address the issue of bullying, instead grouping it together in the broad content of child abuse.Bullying has many negative effects including psychological harm, physical injuries, poor academic performance, and even loss of life. It was for this reason that the researcher proposed to carry out a study on the factors contributing to bullying in secondary schools in Kiambu District. The objectives of the study were to: determine the various forms of bullying experienced in secondary schools in Kiambu District; to examine how students' age, gender and academic performance influence bullying; to find out how school management structures influence bullying among secondary school students in Kiambu District; to examine the strategies employed by secondary school administrators to control bullying, and to establish possible ways through which bullying in schools can be eradicated. The study used an ex-post facto research design targeting 19 principals, 19 teacher counsellors, 386 teachers and 10,193 students from the nineteen public secondary schools in Kiambu District. Stratified random sampling was employed to select 10 schools, from which 200 students (20 per school) were selected to take part in the study. The headteachers or deputy headteachers of the selected schools were also selected for the study. Data was collected using questionnaires and interview schedules. The reliability index for the students' questionnaire was established at 0.7257. Data was both qualitative and quantitative. Quantitative data collected was coded and entered into an SPSS programme for analysis. Qualitative data was put under themes consistent with the research objectives. The study established that bullying incidents were experienced in secondary schools in Kiambu district. The major factors contributing to bullying among students were; peer pressure, indiscipline, drug/substance abuse among students, harsh punishment from teachers and unclear defined procedure in the administration of students' discipline. It was established that disciplinary measures such as denying students rights to meals and physical punishment (beating) were other factors that negatively influenced students to engage in bullying. The study recommends that the Ministry of education should provide staff development training in prevention of bullying and cultivate acceptance and understanding in all students to develop a safe and healthy learning environment; effective guidance and counseling programs should be put as essential part for schools by the school administrators to promote students discipline; among other recommendations.
Management Challenges Occasioned by Drug Abuse in Secondary Schools in Mbeere North District, Embu County.
(2013-08-14) Maundu, Ruth Mutumi; Ogola, Martin; Otieno, Mary Akinyi
The primary purpose of this study was to investigate into the management challenges occasioned by drug abuse in secondary schools in Mbeere North District and the possible solutions to these challenges. Out of the twenty seven (27) schools, nine (9) were purposively sampled. This represents 30% of the schools in this district. Out of the nine (9) schools, one (1) was girls boarding, one (1) was boys boarding, three (3) were mixed day schools, three (3) were mixed day and boarding and one (1) was private. Each school provided a total of forty (40) respondents, ten (10) students from each form, the deputy head teacher and one (1) teacher for guidance and counselling. Three hundred and sixty (360) students were randomly selected and nine (9) deputies and nine (9) 1.eachers purposively sampled because they were from the same schools to facilitate consistency in the research process. 'S'e~en objectives were covered in the study. One self-report questionnaire with both closed and open ended questions was administered to each student and teacher counsellors. Students' questionnaires were filled and collected, there and then. Teacher's questionnaires were given a day before and collected on the day when students were filling theirs. Data. was collected by use of questionnaires and analyzed quantitatively. The results were presented in frequency distribution and percentages. Data analysis was carried out. using the Statistical Package for Social Sciences (SPSS) utilizing descriptive and statistical analysis procedures. Descriptive statistics used included frequency and percentages. The following were the findings of the study; the commonly abused drugs in these schools included: alcohol, cigarettes, khat and sleeping pills. Majority of the students (63.1%) indicated that the main source of drugs abused by students was kiosks/small shops. Majority (66.7 %) of the students indicated that the main problem of drug abuse by colleagues was lack of concentration. The students who abused drugs turned to stealing money and property and also encouraged damages on school property. A drug' prevention programme has been put in place in the schools according to majority of the students (69.4%) and students were exposed to drug prevention programmes. Teachers in the guidance and counselling departments and BOG/PTA were involved in guidance and counselling. To curb drug abuse, all the teacher counsellors and the deputy headteachers suggested that effective guidance and counselling and creating awareness among students should be carried out. Based on the findings of the study, the following recommendations were made=secondary schools should have qualified guidance and counselling teachers who would help students struggling with drugs. Since in secondary schools the cane is not used to discipline students, emphasis should be put on guidance and counselling to control indiscipline among the students. Students who are identified as drug abusers should not be expelled from schools but should be accepted in the community and be helped through guidance and counselling. Although the Ministry of Education has integrated drug abuse in some subject, it should consider developing a curriculum on effects of drug abuse. This will ensure that all students are informed about dangers of drug abuse in order to make informed choices.
Management related occupational stress and coping strategies among secondary school principals in Mwingi west district, Kitui county, Kenya
(Kenyatta University, 2014) Kimanzi, Grace Kalungwa; Olembo, J. O.; Ogola, Martin
This research study investigated the management related occupational stress and coping strategies among secondary school principals in Mwingi West District. It looked at the nature of management related stress, the source of management related stress, the impact of management related occupational stress on administrative roles among secondary school principals and the intervention measures to stress. The research study employed a descriptive survey design and made use of both qualitative and quantitative approaches to collect information on management related occupational stress and coping strategies among school principals. The target population of the study comprised the District Education officer (DEO), secondary school Principals and the schools‟ Heads of Departments (HODs). Purposive sampling technique was used to select the study area, schools, the DEO and principals who were involved in the study. Both simple random sampling and purposive sampling were used to select HODs. The sample population consisted of 10 Principals, 40 HODs and the DEO. Three instruments were used to collect data which included two questionnaires; one for district education officer and another one for heads of departments. An interview schedule was used on the Principals. The research instruments were piloted on a small representative sample identical to but not including the group that was involved in the actual study. The pilot study was done to ensure that the items consistently measured the variables in the study and produced reliable results. A validity coefficient was computed by correlating measurements from two instruments. Descriptive statistics was used for data analysis in this study where the data was presented by use of frequency tables and percentages. The study identified Physical fatigue, psychological distress, emotional and mental disturbances as the types of management related occupational stress experienced by principals in secondary schools. The sources of management related occupational stress were identified as: students‟ indiscipline, too many expectations and many responsibilities, financial constrains, curriculum supervision and implementation, political interference, mandatory and compliant work, inadequate and unqualified administrative staff and complex learner needs. The study also identified various effects of management related occupational stress on principals administrative roles which included; negligence of administrative roles, time wastage, strained relations with staff, decrease in administration satisfaction and increased administrator turnover. On the part of the strategies used in the management of occupational stress, the study found out that the principals employed practices such as: practice of good time management, setting of priorities, talking to someone and attending social gatherings, taking time for leisure and rest, alternating of heavy work with light work, taking counseling, taking sleeping pills and mood altering drugs, and offering prayers and Bible reading. Based on these findings, it was recommended that principals should be equipped with knowledge on the nature of management related occupational stress as well as the stress coping strategies in order to mitigate the effects of the stressors in their daily activities. It was also recommended to the policy makers and implementers to come up with strategies for moderating the effects of stressors in the course of formulating and implementing educational policies so as to avoid management related occupational stress among principals.
Relationship between Head Teachers’ instructional Leadership Practices and the Academic Performance of Students in Machakos County
(Open Access Publishing Group, 2017) Mutuku, Muasya P.; Njuguna, Felicita W.; Ogola, Martin
The performance of students in Kenya Certificate of Secondary Education (KCSE) examination in Machakos County, Kenya has been low for the recent years. It is suspected that the head teachers may have ignored their instructional leadership practices which if put to consideration could help improve students’ performance. Therefore, the purpose of this study was to determine the relationship between head teachers’ instructional leadership practices and students’ performance in KCSE examination. The study applied descriptive survey design. Stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from 38 (42%) of target schools which were grouped as high performing and low performing categories. Pearson’s product moment correlation was used and the study found strong positive correlations between instructional leadership practices and the performance of students, where poorly performing schools are also rated low in the instructional leadership practice, and vice versa for schools performing well. The study therefore recommends in-service training on instructional leadership for head teachers to enhance balanced instructional leadership, for better academic performance
The Role Of Guidance And Counselling In Management Of Student DIiscipline In Secondary Schools In Londiani District, Kericho County, Kenya
(2013-02-21) Samoei, Wilson Kiptonui; Ogola, Martin
Discipline is an integral part of the teaching-learning process in any learning institution, without which effective teaching-learning may not occur. Students in secondary schools are in their adolescent stage characterized by numerous changes and may end up being unruly resulting to indiscipline problems. The purpose of the study was to examine the role of guidance and counseling in the management of students discipline in secondary schools in Londiani District in Kericho County, Kenya. The study was guided by the following specific objectives; to establish disciplinary problems experienced in secondary schools in Londiani district, to find out the role of Head teachers, Deputy Head teachers, Head of guidance and counseling and teachers in guidance and counseling in the management of students discipline, to find out the nature of cases of indiscipline referred to the teacher counselor by teachers, to establish the factors that hinder effective guidance and counseling in the management of students discipline in Londiani District. The researcher employed stratified sampling technique to select the schools to be studied. The target population comprised 25 public secondary schools, 25 head teachers, 25 heads of guidance and counseling, 280 teachers and 3750 students. Out of this, a sample of 10(40%) secondary schools, 10(40%) head teachers, 10(40%) deputy head teachers, 10(40%) heads of guidance and counseling, 30(10.7%) teachers and 380(10.1 %) students was selected through the simple random sampling technique. Two instruments were used to collect data for the study. These were interview schedules and questionnaires. The data collected through questionnaire was analyzed using descriptive statistics inform of frequencies and percentages. The data collected using interview schedules was analyzed using summary tables for the purpose of data presentation and interpretation. Data was presented using tables. The study concludes that Lateness, bullying of the students and disobedience are the commonest offences that student commit. Laziness is the most common problem in schools. Results showed head of guidance and counseling organize the guidance and counseling services in the school, offer guidance and counseling services to the students. The findings show that guidance and counselling was minimally used in the management of student discipline in secondary schools in Londiani District. Punishments especially physical punishment, corporal punishment and suspension/calling parents were used as a disciplinary method. It was also found out that the policy guidelines from the Ministry of Education on how the schools could use guidance and counselling to manage student disciplinary cases in schools are not adhered to. The study recommends that Ministry of Education should do regular follow up on how policy guidelines on the use of guidance and counselling for the management of students discipline in secondary schools are being implemented.
A study of secondary school headteachers' views on the performance of the 1990s B.Ed graduate teachers: a survey of Kakamega district
(2012-02-22) Ogola, Martin
This study focused on the views of head teachers regarding the performance of the current graduate teachers. It sought to identify and highlight functions in these teachers' role where they might have failed, gauge the head teachers' general preference between current graduates and diploma teachers and identify the graduate teachers' own view of themselves as teachers and of their training. It also sought to determine whether these current graduate teachers were ever evaluated by head teachers and if they were inducted into schools. The study was motivated by claims from some head teachers and other stakeholders within the education fraternity during this decade (1990s) that the Bachelor of Education teachers from the public universities have become ineffective and incompetent. It is for this reason that the study focused on current graduate teachers in secondary schools. The secondary school cycle of education is crucial because it is here that students begin to get moulded for the right tasks or service in the society. The teachers entrusted with these maturing individuals must therefore be competent and committed individuals. A sample of twenty four (24) secondary school head teachers and forty eight (43) current graduate teachers from secondary schools in Kakamega district were selected for the study. To them, questionnaires were administered by the researcher and were filled as the researcher awaited completion. Data obtained was then analysed and interpreted as frequency distributions, percentages, and in narration form and findings were deduced. The findings, which were based on research questions, were used to generate conclusions and recommendations. Some of the highlights of the findings are; i. The head teachers generally view the current graduate teachers as effective. ii. The current graduate teachers were seen to have shown weakness in science subjects, and are not committed to the teaching profession. iii. The current graduate teachers have shown positive ability in Humanities and technical subjects. iv. The current graduate teachers have a high regard of themselves as professional teachers. v. The current graduate teachers view their training as having been useful and relevant but also noted weaknesses in the training programme. vi. Most of the current graduate teachers have not been evaluated by head teachers in the classroom and induction into schools has not been comprehensive. Based on the findings of the study, the following recommendations were made by the researcher. i. Universities should conduct follow-up evaluation of their graduates in the field during their probation period and structures be established to facilitate communication and professional interactional interaction between universities and schools on matters of educational interest. ii. There should be regular in-service courses for graduate teachers by the Ministry of Education and whenever possible, such courses should involve academic staff from the universities education faculty as resource persons. iii. More emphasis should be place on instructional competence of student-teachers rather than mere mastery of content as expressed in written examinations during pre-service teacher education. iv. The on-going right sizing of universities student admissions (to regular programmes) must be maintained within manageable sizes that match the available facilities and resources. v. Teaching of the science subjects at the universities should be strengthened, by placing more emphasis on practicals, tutorials, regular assessment and use of affordable and appropriate technology.
A Study of Secondary School Headteachers' Views on the Performance of the 1990s B.Ed Graduate Teachers: A Survey of Kakamega District
(Kenyatta University, 2000) Ogola, Martin
Teachers' perception of performance contracting in public secondary schools: a case of Laikipia central district, Kenya
(2014-03-25) Muriithi, Phyllis Wangui; Ogola, Martin; Kithinji, F.
This study attempted to find out the perception of teachers towards Performance Contracting (PC). The study explored the teachers' level of exposure and also sought their opinion on the proposal to introduce performance contracting of teachers. Performance Contracting (PC) is a modern management instrument adopted in Kenya as part of the government's public policy initiative to improve efficiency and performance under the wider reform initiatives of the government which began ill 2003. The concept of performance contracting is often cited as an effective strategy to assure accountability for results. The calls for introduction of PC in schools is to a great extent fuelled by a persistent belief that the fundamental issues and problems in education could be resolved or at least better managed if schools and those who teach in them were more 'accountable'. However, the teaching force in Kenya has persistently resisted performance contracting in schools leading to speculations that teachers do not fully understand the concept and benefits of PC or that if they do, then they have fundamental reasons for the outright rejection of the idea. The main purpose of the study was to find out the teachers' perception of the concept of PC and the reasons for their opposition to the introduction of PC in schools. The Scientific Management Theory offered the theoretical framework for the study. The study adopted an exploratory approach using the survey design to investigate the perception of teachers towards performance contracting. The study was carried out in Laikipia Central district. The research targeted all of the one hundred and thirty (130) teachers in the eleven (1 J) pub Iic secondary schools in the district. Simple random, purposive and systematic sampling procedures were employed to draw a sample of forty eight (48) subjects. The questionnaire was utilized to elicit responses on the extent of the teachers' knowledge of the PC concept, as well as their opinion on the introduction of PC in schools. A pilot study was conducted in two schools to enhance the research instrument's reliability and validity. Descriptive statistics was used to analyze the data collected. Qualitative analysis considered inferences that were made from the respondents' opinions. First primary data from the research instruments was edited and coded to organize and reduce data into manageable summaries; the Statistical Package for Social Sciences (SPSS) was used to analyze the coded items. The findings were quantified and then presented in percentages and frequency tables according to the study objectives. The results of the findings revealed that the teachers' level of knowledge of performance contracting was relatively low, and that their main sources of information on changes proposed in education was the media, the teachers unions and professional associations. The study also established that although there was a high level of resistance among teachers to their performance contracting; there was also evidence that they could change the stance and accept PC if certain conditions were met. The study recommends that the government, through the Ministry of Education and the TSC should work on a strategy to address the information gaps concerning PC of teachers and also ensure that all schools meet the institutional preconditions for successful implementation of PC in schools.

Browsing by Author "Ogola, Martin"

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