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.
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.
Pedagogy in Teaching at the University. Journal
(Journal of Instructional Psychology, 1997) Okech, Jack Green
The governance of Kenyan public universities
(Taylor & Francis, 1998) Sifuna, Daniel N.
This study investigated issues in public university governance that contributed to the rapid expansion of university education and its impact on the quality of education as well as the effect of government involvement in the management of universities. The study established that although the socio-economic and political pressures coupled with external policy formulations led to the rapid expansion of all levels of the education system following Kenya's independence in 1963, university education expanded phenomenally from the 1980s in response to the insatiable demand for such education. The political system exploited this demand as a means of squaring issues relating to historical and regional inequality and the devaluation of the assumed elitist ethos of the formal education system. Among the important politically motivated factors that has influenced large numbers of student admission in public universities is the relatively high frequency of student boycotts of lectures which in most cases are accompanied by government closures of institutions. The politicisation of decision-making has further reduced the effectiveness of the Commission for Higher Education which had been set up with full statutory powers to plan, develop and maintain the quality of university education. The overall consequences of politicised university governance has been unplanned growth of university education without commensurate rise in the level of funding, leading to a sharp decline in quality of education, and diminished democratisation of decision-making within the university management. All these factors point to the need for constitutional liberalisation which will release universities from arbitrary intervention by the executive powers and the need for universities to diversify their sources of funding.
Effective Teaching as a factor of Teachers’ Attitude Towards Students.
(The journal for Basic Research in Psychological Sciences, 1998) Okech, Jack Green
Rethinking the place of African indigenous languages in African education
(Elsevier, 1999-07) Bunyi, G.
Using Kenya as a case study, the paper demonstrates how indigenous African languages have suffered delegitimization and devaluation in education both in colonial and post-colonial Africa. Ethnographic data from Kenya are presented to show how the use of English as the medium of education contributes to differential educational treatments. It is argued that this leads to the perpetuation of social inequalities. The paper advances the argument that indigenous African languages should be given greater emphasis if education in Africa is to contribute to the much needed social, economic and political transformation. The paper makes suggestions as to how indigenous African languages in education can be introduced/strengthened.
Development of education of the hearing impaired in Nigeria
(Ife Centre for Psychological Studies, 2000) Alade, Eunice B.
Education of the hearing impaired in Nigeria had gone through stages of "Darkness", "Twilight", and "Dawn" as in other countries of the world. Superstitious beliefs about hearing impaired people exercise strong influence on public attitudes toward then and their subsequent education. The advent of the missionaries into the area of education of special needs children had been the forerunner of public awareness of the possibility of training and educating them in Nigeria. A great improvement has been made since the first attempt. The increased interest in the establishment of institutions for the hearing impaired individuals is a mark of the success already achieved and a portrayer of future trend toward delivery of sound and quality education for the hearing impaired in Nigeria.
Trends in the teaching and learning of science
(Kenyatta University, 2001) Khatete, D. W.
Access and Participation in Secondary Institute of School Education in Kenya
(Institute of Policy Analysis & Research( IPAR), 2003) Orodho, John Aluko; Njeru, Enos
On attainment of political independence in 1963, the Government of Kenya (GoK), households and the private sector collectively endeavoured to enhance the development of education in the country. The rapid development of education and training in Kenya was an aftermath of the Sessional Paper No. 10 of 1965 on African Socialism and its Application to Planning in Kenya, which emphasized combating ignorance, disease and poverty. It was based on two long-standing concerns that: (i) every Kenyan child, irrespective of gender, religion and ethnicity, has the inalienable right to access basic welfare provision, including education; and (ii) the GoK has an obligation to provide opportunity to all citizens to fully participate in socio-economic and political development of the country and also to empower the people to improve their welfare. Development of education since independence has been marked by various changes and challenges. For nearly four decades therefore, the sector has undergone several reviews by special commissions and working parties appointed by the government, with the aim of improving efficiency and effectiveness of the education provision.

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