RP-School of Education

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Role Overload, Teacher-Pupil-Ratio, School Type, Years of Teaching Experience, Gender and Burn Out as Factors Related to Work Stress among Primary School Teachers in Kasarani Division, Nairobi County, Kenya
(Global Journals Inc. (USA), 201) Wang'eri, T. W.; Okello, L. W.
The intention of this study was to establish the work related factors that contribute to stress and burn out among primary school teachers in Kasarani. To achieve this, the study sought to investigate the role played by overload in terms of lessons taught per week and class size. The study also explored whether school type (public or private) had any relationship with work stress. In addition the study sought to establish were years of teaching experience, gender and their relationship with work stress. Data were collected from 120 teachers through a paper based questionnaire. Majority of teacher reported work overload (50.83%) against 43.33% who reported mild overload while only 5.84% reported no overload. With regard to burn out, a high percentage of teachers 61.67 reported to have experienced burn out while 35.00% reported mild burn out and only 3.33% reported no burn out. Analysis of variance revealed statistical significance between role overload and burn out. The findings further revealed that teachers in public schools experienced higher work stress than their counterparts in the private secondary schools. Neither length of service nor gender was found to contribute to work stress. The study recommended that the ministry of education structures the teachers’ job to make it more manageable by reducing class size and work load. This can be achieved though building additional classrooms and employing more teachers. The school administration should ensure put structures that give teachers support like employing teacher assistants to do a lot of the clerical work that teachers do. In addition the study recommended that teachers be trained how to cope with work related stress through application of time management skills, efficient communication of their needs and feelings. Lastly, the study recommended that teachers should be encouraged to seek for support from school administration and family.
Trauma types, symptoms, manifestations and social support systems among university students trauma survivors in Kenya
(Contemporary Research Center AUSTRALIA, 201) Wang'eri, T. W.; Tumuti, S. T.
The intention of this study was to explore trauma types, symptoms manifestations and social support systems among undergraduate students in Kenya. Specifically, the study was done among the first and second year students taking Bachelor of Education (B.ED) Degree at Kenyatta University, a public university in Kenya. A total of 438 students were randomly selected and data generated using a paper based questionnaire. Out of the total sample, 45.16% had experienced traumatic events. Out of these, more males (26.50%) than females (18.66) reported that they had experienced traumatic events. The most significant traumatic experiences reported were witnessing violence, having a chronically sick family member and being in circumstances where they reported to have narrowly escaped death. The least significant traumatic events reported were bereavement, sexual abuse and being involved in accidents in which one was seriously injured. The findings revealed slight gender differences in the traumatic events reported as the females reported higher incidences of witnessing violence, while the males reported higher incidents in which they had been in circumstances where they escaped death narrowly . Further to this, more males than females reported witnessing family conflicts. Both males and females reported experiencing mood swings where they felt angry, sad, depressed and annoyed and also a sense of confusion that interfered with their ability to cope with daily challenges of life. Both males and females reported difficulties in concentrating (32.04%) while 24.76% displayed social withdrawal in which they specifically felt they did not want the company of others. In addition, they reported experiencing anger over minor issues (30.26%), followed by difficulties concentrating in important matters like lectures (23.68%). Some of the males and females reported experiencing body aches and pains (19.74%) as well as fatigue even after having a good night sleep. The symptoms reported by some students were: inability to sleep, nightmares, and being easily startled. The study findings revealed that the most significant coping strategies students employed Included attempting to solve the problem, trying to forget the problem existed, looking for someone to help and avoiding trauma triggers. The least reported coping methods were smoking cigarettes, taking psychoactive drugs, sexual promiscuity and drinking alcohol. However, insignificant gender differences revealed that more males than females reported drinking alcohol, smoking cigarettes, taking other psychoactive drugs and engaging in sexual promiscuity as methods of coping with traumatic events. The findings further revealed that majority of students preferred seeking help from their close friends and only insignificant percentages sought help from established University programmes such as psychological counseling and other social support systems. Gender differences revealed that fewer males than females reported sharing their traumatic experiences with friends. The study recommended that the university set up a system of screening students for symptoms of psychological trauma. The study further recommended that the students be sensitized about the importance of seeking institutional and professional help in times of trauma. Specifically, the male students should be trained and encouraged to seek social support in times of trauma. Further, the study recommended that students be sensitized about the risks of engaging in health compromising behavior as methods of coping with psychological trauma.
Adequacy of School Infrastructure and Quality of Early Childhood Education – The Case of Nakuru County, Kenya
(European Journal of Education Studies, 0201) Kariuki, Kiyo Isaac
Early childhood development and education forms a strong foundation for children as they get ready to go through formal education. Many early childhood education centres in Kenya face challenges in regard to necessities that enhance quality education. The study sought to establish the situation that could have led to lack of quality education in ECDE centres in Naivasha. The purpose of the study was to determine the adequacy of infrastructure associated with quality Early Childhood Education in Naivasha central zone, Nakuru County. The study employed the descriptive survey design. The target population of this study was all the 40 public pre-primary schools in Naivasha central zone, the 40 head teachers/managers and all the 120 ECDE teachers. A sample of (20) 50% of the centres were selected using purposive and simple random sampling methods. The research tools used to elicit data were two questionnaires administered to head teachers and ECDE teachers. Observation schedule was used to elicit information on the adequacy of infrastructure and their conditions. Before the main study, a pilot study was carried out in two ECDE centres in order to test the validity and reliability of the instruments that were to be used. The data obtained was analyzed using frequencies and percentages and presented using tables. The researcher found out that financial challenges inhibited the acquisition of materials, equipment and development of standard and adequate facilities. This was accounted for by the fact that free primary education funding does not incorporate ECDE funding. Most parents with children in the ECDE Centers felt that free primary education funds should also cater for ECDE and were therefore reluctant to pay fees. The study, therefore, recommended that the National government through Ministry of Education should allocate or develop a kitty to support early childhood education centres in developing and maintain reliable infrastructural systems.
Headteachers’ and Teachers’ Perceptions towards Smase Programme and Primary School Pupils’ Mathematics and Science Achievement in Murang’a County, Kenya
(International Journal of Education and Research, 0201-08) Gachahi, Michael W.
With support from Japan, the Government of Kenya embarked on implementation of Strengthening Mathe matics and Science Education (SMASE) in-service programme in all primary schools in 2009 with the aim of i mproving pupils’ achievement in the two subjects. However, headteachers’ and teachers’ perceptions tow ards this programme and the effects of those perceptions on pupils’ achievement have not been establishe d. This study therefore sought to determine headteachers’ and teachers’ perceptions towards the SMASE-p rogramme and primary school pupils’ achievement in Mathematics and Science in primary schools in Mura ng’a County, Kenya. This study adopted descriptive survey research design. Data were collected through val idated headteachers’ and teachers’ questionnaires and pupils’ achievement tests in Mathematics and Scien ce. Chi Square (χ²) tests and Pearson correlation coefficient were used to test the null hypotheses (α = .05). I n the study, only headteachers’ perceptions towards SMASE in-service programme had a significant relatio nship with pupils’ achievement in Mathematics, albeit a negative one
Pre-Primary School Experiences and Lower Primary Pupils’ Reading Literacy Competencies: A Case of Laikipia, Kenya
(World Journal of Innovative Research (WJIR), 0201-09) Ouko, Ong’ang’a H.M.; Nderitu, N. Elizabeth
Reading skills is one of the basic requirements which enable people engage themselves in their daily activities. Reading achievement determines the child’s success in school and eventual career development. School age children are not learning core skills expected at age level. Despite significant gains in expanding access to primary school education literacy outcomes remains significantly deficient. The study focused on influence of pre-primary school experience on pupils’ reading achievement in Laikipia West Sub-county. Ex post facto research design was employed. The target population were grade two pupils in both public and private schools in the sub-county.Quantitative data was tabulated and analyzed by descriptive statistic including frequency and percentages presented through tables and figures. Results revealed that levels of competency in story-reading, word recognition and letter, sound recognition were below average at 60%, 57%, and 50%respectively. From the results, pre-primary experience in key in pupils’ reading achievement, where pupils who attended pre-primary school registering good grades in letter and sound recognition, word recognition and paragraph reading. Recommendations were made that parents be educated on the importance of early year’s education and teachers to design appropriate tasks in order to enhance and boost reading literacy among pupils
The Relationship between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya
(European Journal of Special Education Research, 0202) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities in pre-primary schools in Busia County, Kenya. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analysing qualitative data, thematic analysis was used, while quantitative data was analysed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that average language competencies had a mean score of 2.32 (M=2.32) to average parental engagement, which had a mean score of 2.20 (M=2.20) with a mean difference of 0.12 (M=0.12). The mean difference is 0.12, which indicates that parental engagement had a very small influence on the acquisition of early language competencies. The correlation coefficient between parental engagement with (M=2.20; SD=.874) and language competencies with (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated that the relationship between parental engagement and language competencies was positive and had high significance. Averagely, the mean score for parental engagement in private schools was 3.49 (M=3.49), and the mean score for public schools was 1.91(M=1.91) with a mean difference of 1.58 (M-1.58). It was concluded that the majority of parents did not participate in their children's early language acquisition activities. However, parents of children from private schools participated more in their children's language acquisition than parents of children from public schools. This research recommended that public school parents encourage each other to be actively involved in their children’s language activities at home. Parents from public schools should inspire each other to collaboratively work together to support the provision of language teaching and learning resources. Public school administrators and managers should organize workshops for parents to educate them on how they can guide their children on where, when and how to do language activities, how to access educative language resources from the internet, and how to find developmentally appropriate language programs on television.
Availability of Sanitation Facilities and Its Contribution to Academic Performance of Children in Pre-Primary Schools in Mathare Sub-County in Nairobi City County, Kenya
(European Journal of Education Studies, 0202) Mwangi, Nancy Njeri H; Ndani, Mary
The purpose of this study was to establish the contribution of the availability of sanitation facilities to the academic performance of children in pre-primary schools in Mathare Sub County. The study was built on the theory of Bronfenbrenner's ecological systems theory. A descriptive research design was used to achieve the research objectives. The target population was 68 Early Childhood Development Education centers distributed within Mathare Sub-County. Stratified sampling was used to select 136 teachers to participate in the study. A pilot study was undertaken to establish the reliability and validity of the research instruments. Data was collected using a semi-structured questionnaire. Data were analyzed using Statistical Package for Social Sciences (SPSS) to generate both descriptive and inferential statistics. The study employed an independent sample t-test as well as a chi-square analysis. Data were presented in tables and charts and interpretations were made based on research objectives. Findings revealed that all schools under the study had functional hand-washing facilities. Most APBET schools had one hand washing facility with no soap most of the time. Very few have at least two hand washing facilities with no soap most of the time. All public schools had hand washing and anal cleansing materials. All public schools had hand washing and anal cleansing materials. However, the anal cleansing materials in public schools purposely served the teachers and staff alone. Findings revealed that the majority of schools did not have quality sanitation since an average of only 9 schools could meet the quality standards of sanitation in Mathare slums. Sanitation facilities in pre-primary schools were not fully utilizable as toilets were in pathetic conditions in more than 50% of the schools engaged in the study. the study concluded that there are big deficits in sanitation facilities and materials in the sampled schools of Mathare slums because all schools demonstrated that one toilet could be shared by over one hundred pupils at any given time during school hours. The study recommended that the Ministry of Education should conduct regular monitoring and evaluation of school sanitation and hygiene standards as part of its regulatory roles
Public Pre-Primary School Teachers’ Use of Play as A Classroom Teaching Strategy: A Case of Bunyala, Busia County, Kenya
(Journal of Research Innovation and Implications in Education, 0202) Okello, Zachary A.; Kirimi, Josephine; Ong’ang’a, Hudson Ouko
Online Continuous Assessment Tests: Experiences and Lessons from Kenyatta University
(Kenyatta University, 0202-06) Njihia, Mukirae; Mwaniki, Elizabeth; Ireri, Anthony
Between October 2015 and April, 2017, the School of Education, Kenyatta University in collaboration with the Commonwealth of Learning (CoL) organized three capacity building workshops for its lecturers on Integration of ICT in teaching and learning. During the 3rd workshop held in March, 2017 and whose focus was on online Assessment, it was noted that despite the university’s investment in a Learning Management System (LMS) for online teaching and learning, lecturers had not utilized it for formative learner assessment. Therefore, it was agreed that the departments of Educational Psychology and Educational Management would play the role of trailblazers in giving online Continuous Assessments Tests (CATs) in the School of Education. In the 2nd semester of 2016/2017 academic year and the 1st semester of the 2017/2018 academic year, the two departments gave a total of four online CATs in four different units to over 9,000 undergraduate students. This innovation in assessment informed this study whose purpose was to document the views and experiences of both students and lecturers on online CATs. The study embraced a mixed method design that enabled collection and triangulation of quantitative data from students and qualitative data from lecturers. The results indicated that the students were initially apprehensive before the online CAT but after they were done, a majority stated that they enjoyed the experience. The students also praised the technical support given during the CAT, the immediate feedback and the sense of control of their marks. Lecturers were initially sceptical about mounting online CATs but their perception changed after they were rolled out as they appreciated the reduced workload in terms of marking and grading as well as reduced human error. Some key challenges that hindered effectiveness of the online CATs included a few students’ registration numbers missing in the LMS, slow internet during online CATs, students using wrong passwords to get into the LMS, interruption from other students in computer lab and strict marking in the short answer items
Christian Religious Education in Kenya : An Assessment of the Evolution and Operation of the Western Missionary Ideology
(1982) Otiende, J.E.
This study analyses the problems of moral education within Christian religious education in Kenya. It focuses on the displacement of African traditional education by the Western missionary ideology. The latter's influence on Christian religious education is deeply rooted in official commissions, reports and teaching programmes. A separation of moral education from Christian religious education in Kenya is suggested. The moral developmental approach of Piaget and Kohlberg is proposed as a basis for this separate moral education.
Education in Kenya since independence: a bibliography, 1963-1983.
(Kenyatta University College Library, 1983) Ng'ang'a, J. M.
The bibliography includes material on all aspects of education in Kenya (and in East Africa in general) covering books, periodical articles and university theses. It also includes a list of Kenyan educational journals available in Kenyatta University College Library, a list of official documents, and a list of educational research in progress at the University. References are classified by subject.
Self- Concepts and attitudes Towards Teaching as Predictors of Effective Teaching
(Journal of Instructional Psychology, 1987) Okech, Jack Green
Innovation in a Kenyan B.Ed. (Primary) Course
(Journal of Education for Teaching, 1989) Okech, Jack Green
Major Influences on Science Achievement in a Developing Country: Kenya
(International Journal of Science Education, 1989) Twoli, N. W.; Power, C.N.
This study seeks to contribute to our understanding of the relative importance of selected student, teacher and school characteristics on student achievement and attitudes towards science. The sample included 424 Form 4 students and 144 science teachers from ten secondary schools in Kenya. Data were collected on school type, location and science resources; teacher experience, training and expectation; and student gender, science experiences, attitudes and aspirations with respect to science, and science achievement. The results indicate that the school and teacher characteristics play a more significant role in shaping science attitudes and achievement in developing countries like Kenya, than in developed countries. There were significant differences between boys and girls in student motivational orientation and achievement, but the relationship between gender and achievement is indirect and mediated through variations in the resources of different types of secondary schools and the teachers assigned to them.
An essay on the implications of university expansion in Kenya
(Springer, 1990) Rees, Hughes; Kilemi, Mwiria
Abstract. Although Kenya may be the most extreme example, expansion of university education is widespread throughout Eastern and Southern Africa. This article examines the irresistible rising tide of populism as it reaches the ivory tower in Kenya. Economic, political, and equity arguments supporting and opposing expansion are outlined. The conclusions, although directed at Kenya, are broadly applicable to those African nations embarking upon a program of tertiary-level growth.
Education for critical consciousness?: Curriculum and reality in African social studies education
(Elsevier, 1990) Harber, C.
This paper uses the ideas of Paulo Freire to explore the role of social studies in African schools. In particular it examines the extent to which social studies can achieve a key aim of the African Social Studies Programme—the development of a critical perspective on society. The evidence does not give rise to a great deal of optimism in this regard. Factors such as the political environment, the content of teaching materials, school and classroom organisation, teacher training and resource provision severely hamper the potential of social studies to educate for critical consciousness.
Socialising multilingualism: Determinants of codeswitching in Kenyan primary classrooms
(Taylor & Francis, 1992) Bunyi, G.; Merritt, M.; Cleghorn, A.; Abagi, J. O.
Individual multilingualism in a multilingual society is often associated with a mass education system. The Kenyan situation illustrates the intertwined complexity of the pedagogical and socialising aspects of language contact in such a system. Using ethnographic observation of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother‐tongue are explored: official school policy, cognitive concerns, classroom management concerns, values and attitudes about societal multilingualism. Analogously to monolingual modality switching, codeswitching between languages often provides a resource to focus or regain students' attention, or, to clarify, enhance, or reinforce lesson material. Instructional demands and inconsistent patterns of use, however, may also lead to linguistic insecurity and the mislabelling of content or conceptual problems as language competency problems. Understanding the complex role of language, and how teachers informally provide models for behavior and attitudes in the context of formal instruction is important for educational policy.
Diversifying the Secondary School Curriculum: The African Experience
(Kluwer Academic Publishers, 1992-01-01) Sifuna, D.N.
The paper discusses some African experiences in the diversification of secondary education, which is taken to mean curriculum change in a practical or vocational direction. This approach is intended to provide a wider set of future career options than is offered in the more uniform academic curriculum. The diversification policy has generally been seen as a solution to a number of economic and social problems facing the independent African countries, notably the increasing youth unemployment and the escalating costs of formal education. Studies which have so far been carried out have, however, revealed that diversification programmes have not met the intended objectives, although there is sustained interest in vocationalising formal education. Problems which commonly face these programmes include high unit costs, an absence of clarity in aims and objectives, a shortage of qualified teachers and the low status of vocational subjects as viewed by the students and the community. For future development, it is suggested that diversification programmes be reorganised to relate to more realistic goals through wider community participation and through the work-orientation of post-school training programmes.
Household and preschooler vitamin A consumption in southwestern Kenya
(Pubmed, 1993-05) Kennedy, ET; Oniang'o, R.
This study examined the effects of an income-generating policy to expand the commerciali zation of subsistence agriculture in southwestern Kenya on household and preschooler macro- and micronutrient consumption. A representative sample of 617 household was included, and all preschoolers under the age of 6 y (1677) residing in these households were included in the study. Results of this analysis indicate that although increases in household income do result in improved household level vitamin A consumption, increases in household income are not significantly associated with the intake of dietary vitamin A by preschoolers. The analysis suggests that although increases in household income have some very positive effects on household food security and household micronutrient consumption, other community-based health, sanitation and nutrition interventions are needed to address the dietary needs of individuals within the household. J. Nutr. 123: 841-846, 1993.
Multilingualism and discourse in primary school mathematics in Kenya
(Taylor & Francis, 1997) Bunyi, G.
The paper very briefly reviews the literature on second language medium of instruction and educational achievement. Classroom discourse data from English, Kiswahili and mother tongue mathematics lessons, and from lessons where code switching occurred are presented. The paper argues that regardless of the medium of instruction, a transmissional model of teaching and learning predominates. The paper underlines the importance of teacher education programmes that are based on the realities of the local situation, and that develop the teachers’ awareness of the impacts that their way of talking and organising learning opportunities have on how pupils learn.

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