Browsing by Author "Onyango, George"

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    Exploring How Technology Complements Constructivism Using a Lesson Plan
    (Paul Cunningham and Miriam Cunningham (Eds) IIMC International Information Management Corporation,, 2017) Onyango, George; Gitonga, Rhoda
    Constructivism approach to learning is known to support multiple perspectives in interpretations of reality, knowledge construction and context rich, experience based activities. Technology comes in handy to offer incredible amounts of information and tools for creativity and development as well as diverse environments and communication forums where students can build knowledge in an engaged setting. However, technophobia has been reported among teachers as inhibiting integration of technology in the classroom. Teachers feel confident about their knowledge of the pedagogy. They are also confident about their knowledge of the content but less confident when it comes to technology knowledge. There are many models of instruction informed by constructivist theories to implement technology into teaching. These models do not demonstrate how a teacher can develop a lesson plan using the Constructivist Learning Perspective and integrate technology in the plan particularly using SAMR Model of technology integration. This paper explores how technology can be used to complement constructivism approach to learning as part of building teacher’s confidence in using technology in the classroom. This will be possible through developing a lesson plan and using the Substitution Augmentation Modification Redefinition Model (SAMR) technology integration model. Fifteen (15) PhD students taking a course in education in May- August 2016 were engaged in developing a lesson plan based on constructivism approach to learning and they were required to use SAMR model of ICT integration in order to demonstrate how technology complements constructivism. The SMAR supports and allows trainers and teachers to plan, develop, and infuse learning experiences that utilize technology in their teaching. Specific practices in the lesson plan that specified tasks to be done using cognitive terminology such as classify, analyze, predict and create, coupled with various levels of technology integration model enabled students to explore learning.
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    Impact of principals’ instructional leadership on teacher professional development. A case of public secondary schools in Mombasa County Kenya.
    (The European Business Institute of Luxembourg (EBU), 2024) Otieno, George A.; Onyango, George
    This study sought to establish the impact of principals’ instructional leadership on teacher professional development in Mombasa County in Kenya. The specific objectives of this project were to investigate the impact of principals’ instructional leadership on teacher pedagogical skills, teacher knowledge of assessment and reporting, teacher self-efficacy and teacher support on inclusive education practices. The components of Weber's (1996) instructional leadership model was used to guide this study. The study employed explanatory sequential research design to establish the influence of the independent variable on the dependent variables. The target population of this study was the 1,103 principals and teachers teaching in the county. A sample of 305 respondents were picked out of which 216 responded back. These were 14 principals and 202 teachers. Data was collected through a questionnaire for the teachers and interview sessions with the principals. Descriptive statistics and inferential analysis was conducted on the data. Quantitative data was analysed descriptively using means and standard deviations, while qualitative data were thematically analysed and presented verbatim. The study found out that effective instructional leadership positively impacted teacher professional development. Policymakers, academia, school administrators, and teachers should collaborate to support this system as this will ultimately improve student learning outcomes.
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    Influence of Inclusiveness on the Quality of Education in Public Primary Schools in Nairobi and Kajiado Counties, Kenya
    (International Journal of Education and Research, 2019-02) Kinyanjui, Gladys N.; Olembo, Jotham; Onyango, George; Kinyanjui, Gladys N
    The purpose of this study was to establish the influence of inclusiveness on the quality of education. This research adopted mixed methods design specifically the explanatory sequential design. The study was carried out in Nairobi and Kajiado Counties. The sample size comprised of 25 head teachers, 150 teachers, 300 pupils and 4 QASO’s. Purposive sampling was used to select pupils and QASO’s while stratified random sampling was used to select teachers. Data was collected by use of questionnaires, interview guide and observation checklist. Qualitative data was analysed thematically while Quantitative data was analysed using descriptive statistics namely, means and percentages. For inferential statistics, simple linear regression was used. The major finding of this study was that implementation of inclusion of learners with special needs in regular schools positively influenced the quality of education. The study recommends that the government provides regular schools with funds to support inclusiveness.
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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.
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    School-Based management prospects and challenges: A case of public secondary schools in Muranga County, Kenya
    (2012-09-14) Kiragu, Wangari Joyce; Onyango, George; Itegi, F.
    The main purpose of this study was to seek the opinions of Principals and teachers on challenges and prospects of School Based Management which is a move away from the rigid rules and control oriented bureaucratic hierarchies of school management to looser, more informal, value driven management which is more responsive to the local markets and environment. This stemmed from the current management of secondary schools in the district which is marred by inefficiency resulting to poor academic performance and low quality of education. The objectives of this study were: To find out what the principals and teachers perceived were the prospects of SBM if it was introduced in the study district, to find out what the principals and teachers perceived were the accrued benefits of SBM if it was introduced in the study district and to find out what challenges schools would experience if SBM was introduced in the study district. The study adopted descriptive survey design, since it concerned gathering of facts. Stratified sampling was used to select 16 schools which participated in this study. A sample of 80 respondents was selected to participate in the study. The sample for the study included 64 teachers and 16 principals. The data for this study was collected using structured questionnaires which were administered by the researcher to a sample of Principals and teachers in each of the sampled schools. A pre-testing of the research tools was carried out in one of the institutions to ascertain its validity and reliability. The data was coded and analysed manually. Data was presented in descriptive statistical tables using frequencies and percentages. The results were narrated thematically according to the objectives of the study. The result findings indicated that majority of the respondents wanted reforms in the way the education system is managed. They viewed the introduction of School Based Management as a way of addressing the current crisis in management of secondary schools in the study district. The respondents indicated that SBM would help in bringing about accountability, commitment by teachers in discharging their duties, efficient use of resources, timely syllabus coverage, delivery of quality education, improve efficiency and reduce need for supervision among other prospects if it was introduced in secondary schools in the study district. Majority of the respondents also welcomed the idea of introduction of SBM in secondary schools in the study district though they indicated it would lead to increased workload for both teachers and principals and that it would require considerable initiative and efforts from all the stakeholders. Respondents identified the following as strategies of improving secondary school management; teachers training on management issues for transition, introduction of regular internal audit, students' involvement in decision making, clear demarcation of duties and responsibilities, increasing and improving school resources and better remuneration for school managers among others. Several interpretations of the results are offered in the discussion. One possible viewpoint that merits further research is that principals viewed themselves as the best stakeholders to be given power of managing schools under SBM yet they indicated favourably that teachers should be involved in management of secondary schools. The study demonstrated that participatory decision making is a useful conceptual framework for explaining School Based Management. The study made the following recommendations: Principals and teachers should be actively involved in making decisions about secondary schools management because they are the people on the ground and understands the school environment better and the MOE should consider involving all the education stakeholders in formulating policies, this way they will own the policies and it will be easy to implement them without being seen like they are enforcing them on schools among other recommendations.