MST-Department of Educational Management Policy & Curriculum Studies

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Accelerated student enrolments in Kenyan public universities: implications for quality instruction
(2012-04-05) Mwangi, Waituru
The purpose of this study was to investigate implications of student enrolments in Kenyan public universities on factors of quality instruction. Focus was put on selected departments in the Faculties of Medicine and Engineering in the University of Nairobi and the Faculties of Education and Science at Kenyatta University. The specific objectives of the study were three, namely: 1 (a) To investigate the implications of increased student numbers on: (i) Physical facilities and learning related resources; (ii) abilities of university academic staff to present and evaluate lessons, do research and publish (b) To find out merits and demerits of the staggered semester system. 2. To investigate the effects of expanded enrolments on the quality of university out-put as measured by the lecturers' opinions on quality of graduates produced and graduates’ satisfaction with skills gained. 3. To investigate ways of improving the quality of instruction in the universities. To answer the questions that guided the study, data was collected through administration of questionnaires and interviews to sampled graduates, lecturers and administrators from the selected faculties. In total, 35 engineering, 33 medical and 65 education graduates and 39 lecturers provided data through questionnaires. Those interviewed included 18 lecturers and 12 administrators. Supplementary information was obtained through analysis of available documents. The analysis of data revealed that in virtually all the studied departments, expanded enrolments strained the use of available facilities and resources and increased lecturers' workload. The staggered semester system introduced to handle large student numbers, was found unpopular among the respondents because it put pressure on lectures and resulted in reduced contact hours with students. Lecturers rated the post-expansion graduates as inferior to their pre-expansion colleagues. Most post-expansion graduates indicated that they were dissatisfied with levels of skills gained in their university experience while most of their pre-expansion counterparts indicated satisfaction with skills gained. Overall, rapid expansion of students negatively affected the quality of instruction and, as a result the quality of graduates produced. In line with these findings it was recommended that effort be made to marshal resources to cater for the increased student numbers. The study also recommended improved management of the public universities especially depolicisation of university administration, motivation of academic staff and more prudent expenditure of funds. Review of the university curriculum was found necessary. In this connection universities should co-operate with industries and middle level training institutions in matters of curriculum development, training and research.
Access and participation of adult and continuing education learners in adult basic literacy programme in Kiambu District, Kenya
(2012-02-20) Kamau, Catherine Njeri
Access and participation of adult education learner in adult basic literacy programme is poor in most regions in Kenya, this is supported by the findings released by Kenya national literacy survey which show that 7.8 million of the Kenya adult population are illiterate (Republic of Kenya, 2007); Kiambu district is one of the regions experiencing poor participation in adult basic literacy programme. This is further evidenced by the low attendance, high dropout rate and low completion rate of adult learners in adult basic literacy programmes. The study assessed the access and participation of adult education learners in adult basic literacy programme in Kiambu District. The study was guided by the theory of Classical Liberal Theory of equal opportunity advanced by Horace Mann (1796) which states that the education system should be designed so as to remove barriers of any nature such as socio-economic, gender, geographical, age and policy. The objectives of the study were: to establish the attendance rate of adult education learners; to determine enrolment rate of adult education learners, to determine the factors influencing adult education learners participation in adult basic literacy programme; to establish drop rate of adult basic education learners, to establish the completion rate of adult education learners, and to suggest measures to improve access and participation of adult education learners. The study target population was 100 adult education learners, 20 adult education teachers, two division adult education officer and district education officer. The sample size was 60 adult education learners, 12 adult education teachers, and one district adult education officer. The descriptive survey method of research was used. Data were collected by use of questionnaires, interview schedules, and focus group discussion guide and observation guide. Data collected were analyzed by using statistical package for social sciences (SPSS). Frequency tables, graphs and percentages were used to enhance data presentation. The major findings of the study were: Teachers in the study area were not academically and professionally qualified, majority of teachers were on full time employment, attendance rate for adult learners have been very low, the learners are not subjected to full time schooling, attendance rates were higher for females than for males, factors that influence attendance drop out and completion rates are economic, social, behavioral and psychological factors, absenteeism was high among the males than the females, age of learners and language used for content delivery had minimal effect on attendance, drop out and completion of learners, there was a declining trend in enrollment the number of females who had had dropped out of classes from 2007-2010 were more than the number of males. The following recommendations were made: the government recruit teachers, who are academically and professionally qualified and should be recruited on full time employment, that a rotational fund with reduced interest rates be established to finance projects initiated by adult education learners, more centres be established to cater for more adult learners, the government should introduce multi-shift learning programmes, and all learners be promoted automatically for post-literacy level.
Access and retention of girls in primary education, Wajir district, North-Eastern provision of Kenya
(2013-01-22) Noor, Ambia Guhad
Investment in female education especially at primary level is increasingly being realized to improve nutritional practices, proper hygiene and management of their households, increased earning and economic productivity as well as improved quality of life for developing nations. In Kenya, the government has articulated its commitment to providing primary education to all its school age children. But female illiteracy remains a draw back to realizing an ideal equality and universality of primary education. Despite the governments commitment of providing education to all school age children; donor funding as well as self-help activity, Wajir district is still lagging behind as far as girl's accessibility and retention in Primary Education is concerned. No in-depth investigation has been undertaken to find out the reasons for this low access and retention in Wajir. Therefore, this study investigated the socio-economic, socio-cultural and school based factors affecting girls' primary education in Wajir district. The study involved a sample of 340 pupils (170 males and 170 females) from class seven and eight, 12 head teachers (11 male and 1 female), 72 teachers (36 males and 36 females) and 24 parents (12 females and 12 males). In the sampling of Head teachers, one female Head teacher was chosen because she was the only female Head teacher in Wajir district. It also included the District Commissioner, the District Education Officer, six chiefs and 24 village elders. The data was collected through questionnaire administered to pupils, interview schedules for parents, head teachers, District Commissioner and District Education Officer. Focus group discussions were held with the sampled teachers, chiefs and village elders. The data collecte d was analysed both qualitatively and quantitatively. From the findings of the study, the following emerged as the main factors influencing girls' access to and retention in primary education in Wajir district: -School based factors such as distance and location of schools, category of schools, lack of physical facilities, learning environment, staffing as well as safety inside and outside the school. - Socio- cultural factors such as gender stereotyped roles, negative traditional beliefs, attitudes and practices, patriarchal descent system, religious beliefs, miraa trade as well as nomadic way of life. - Socio-economic factors, which include high poverty level, child labour, home environment and household chores, parental level of education, occupation and income levels, lack of employment and well as high cost of education. In conclusion, it is evident that the government has the policy that allows equal access to primary education for boys and girls but due to the aforesaid factors enrolment and retention rates differ in Wajir district. Taking the above findings into consideration, the study makes the following recommendations. - There is need to carry out awareness campaigns to sensitize all the stakeholders on the importance of education especially of the girls child. - It is important tocreate well-maintained single sex boarding schools. There is need to equip the existing nomadic boarding schools. Girls should be targeted in terms of bursary and sponsorship. - There is need to create projects and programmes that will increase the family income hence a source of economical empowerment. This will help parents to generate more income to invest in primary education especially for the girl-child. There is need to enforce the laws that prohibit negative practices such as early marriage, Female Genital Mutilation and sexual harassment
Access of Primary Education to the pastoralist: a case Study of Namanga division Kajiado county
(2013-08-08) Saltakwet, Metuy
In this research project, the researcher dealt mainly with access of primary education to the pastoralist of Namanga division, Kajiado County in the Rift valley province of Kenya. The objectives of the study were to find out how household conditions, educational facilities, socio-cultural practices and environmental factors affect access to primary education to the pastoralist of Namanga division. The design of the study was descriptive survey design where a sample size of 20 out of 39 public primary schools in the division, were selected for the study. These represented 51.3% of the total population in the schools. The head teachers of these schools were selected automatically from the study sample. A simple random sampling technique was used to identify 5 teachers per school. A total of 100 teachers out of 273 teachers were sampled making a total sample size of 120 respondents. The data was obtained using structured and semi-structured questionnaires which were administered to the head teachers and teachers in the respective schools. An interview schedule was also administered to the Assistant Education Officer (AEO). The data was analyzed using descriptive statistics and summarized using tables, pie charts, bar graphs and percentages. Chi square was used to test if there was any significant difference between variables. The results indicates household conditions such as the type of house, source of light and economic activities of the parents, educational facilities such as type and location of schools, writing materials and textbooks and environmental factors such as drought and famine affect access to primary education. Socio-cultural practices such as Moranism and circumcision (X2=6.988, P=0.008) and provision of lunch in schools (X2=7.179, P=0.007) were the most significant factors affecting access to primary education at P<0.05. This implies that there is need for provision of lunch to learners as well as discouraging Moranism in order to improve access to Primary education in the study area. In conclusion, the household conditions, educational facilities, socio-cultural practices and environmental factors influence the access of primary education to the pastoralists in Namanga division. In order to improve access to primary education in study area, the study recommends that there is need of integrating all stakeholders’ involvement in the education sector in order to address the above mentioned factors, diversify on economic activities and create awareness on the importance of education for all in the study area. There is also the need for the government to build more boarding schools in the study area, have consistent provision of lunch to schools, provide adequate learning materials, abolish retrogressive Socio-cultural practices such as Moranism, drill more boreholes and promote equitable distribution of resources across the pastoral areas in the republic of Kenya. This will ensure that all learners across the County have access to primary education, thus improving livelihoods and strive to achieve Vision 2030.
Access to and participation of women in science-oriented vocational education and training programmes in Kenya
(2011-08-08) Mbirianjau, Wandiri Lucy
Since the women's decade conference in Nairobi, various efforts have been made by governments and international donors to increase women's participation in formal schooling and the labour market. However, evidence still persists that women in most parts of the world face numerous challenges. The objective of this study was to explore persisting challenges that exclude women students from pursuing science and mathematics programmes in Kenya's vocational training institutes. The study sought to investigate factors influencing women's access to and participation in science oriented Vocational Education and Training (VET) programmes in selected Technical Institutes in Nairobi. To realise the purpose of the study, a survey design was adopted. Primary data was collected by use of questionnaire and interview schedule. The questionnaire contained both open ended structured questions. Informal discussions were held to seek clarification and additional information from the respondents. The Statistical Package for Social Sciences (SPSS) version 11.5 was used for data processing and analysis. The study revealed that the general enrolment of females in VET institutions in Nairobi is lower than males and in particular they are under-represented in science oriented courses.
Achieving 100 percent enrollment ration in secondary education in Kenya; a projection
(2012-06-11) Obae, Mosoti R.N.
Equaling educational opportunity has become a primary stated goal for most developing countries. To most African countries, Kenya being an example, satisfaction of 'Social Demand ' for education is of primary importance. Efforts are being made by these countries to expand access to education to bring about equalization in the participation rates of different social strata. The broad aim of this study is to analyze by projecting the time (in years) that various provinces in Kenya will have to take in order to enroll the relevant secondary school population in the school system. The major statistical tool used for time projection as per this study. Also used in this study was the method of Sprague multipliers for the interpolation of population data in order to estimate the relevant secondary school age population (13-16 years). This is a method designed by United Nations Statisticians after a careful study of population trends in various countries. The major findings show that the achievement of 100 percent enrolment into secondary schools vary considerably among the provinces. Some of the provinces like Central, Eastern and Western will achieve this at a faster pace as compared to provinces like Nairobi and Coast Provinces which will achieve this goal at a slower pace. The existing differences are largely as a result of the extent of educational developments in these provinces caused by partly historical, partly economic and political features among the various provinces of Kenya
The actual and expected role of the head of department as percieved by headteachers and secondary schools heads of departments in Kakamega East District, Kenya
(2011-08-09) Nyang'au, Atebe Isaac
Secondary heads of department occupy a crucial position, as `linking pins' between their departments and the upper executive of the school. The middle executive in schools are finding their current responsibilities onerous, and at times contradictory, with the holders of these positions experiencing various facets of role conflict, role ambiguity and role overload. In Kenya, the decentralization of education services through the civil service reform programme, HODs are increasingly expected to take up new roles and responsibilities. For instance, they are now required to sit on teacher recruitment and teacher disciplinary panels. The policy decision has vested HODS with additional administrative and financial responsibilities. However, HODS have not been prepared or trained to equip them with the necessary skills to handle the added responsibilities and management challenges arising from these changes. This has resulted in role ambiguities, role conflicts, tension and sometimes stress. This study aimed at exploring how HODs are currently performing and in turn, being influenced by their roles within the changing educational circumstances. The study investigated reasons for seeking the position of HOD and preparation for assuming the role. The HODS were asked about the elements of their work both actual and expected. Origins and influences on personal leadership style, level of involvement in whole school decision-making and professional development needs of the HOD were also explored. The design of the study was 'ex-post facto' because the cause and effect relationships that were to be studied were not amenable to experimental manipulation. The study location was Kakamega East district in Western Province, which has 28 public secondary schools with 28 duly appointed secondary head teachers and 84 appointed heads of department. A pilot study involving two principals and six HODS was carried out in two randomly selected schools. Fifty one HODS and seven Head teachers took part in the study. It was expected, that on analysis of generated data the findings may help in re-engineering the role of the secondary HODs so as to increase their efficiency and effectiveness in the changing education scenario within Kakamega East district and Kenyan secondary schools in general. The main findings of the study were; HODS play a crucial role in Curriculum development and implementation, financial, human and instructional resource management; financial management, guidance and counseling are not their expected roles. Preparation of HODS mainly involved induction on communication and information technology skills, with professional training and consultative meetings being held as need arose. Head teachers perceptions were that HODs should take a more active role in management of the school. Conclusions of the study included the fact that HODS mainly aspire to the position because of the desire for leadership, service to the community and professional growth. The HODS suffer from role overloads; with most of their roles conflicting with those performed by class teachers, subject heads and head teachers. Regular professional courses, seminars and workshops need to be organized in order to equip the HODS with appropriate knowledge and skills for effective performance of their duties and responsibilities. Policy recommendations were that HODs be professionally qualified with post graduate qualifications in educational administration, KESI to institute mandatory training for those aspiring to the position of HODs or head teachers; TSC should come up with a scheme of service for HODS with post graduate qualifications
The adequacy of Kenya education management institute training of secondary school principals in attaining teacher motivation in Makueni County, Kenya
(Kenyatta University, 2018-10) Mang’eng’e, Benard Kivuva
Principals play an essential role in the implementation of curriculum in secondary schools, hence training is anticipated to facilitate teacher motivation. Even with the effort that has been put in place by the Ministry of Education through Kenya Education Management Institute to facilitate training of the principals, majority of secondary schools in Kenya still face challenges related to poor teacher morale. Furthermore, no local study has been done to assess the adequacy of teacher professional development in relation to acquisition of teacher motivation skills. This study aimed at assessing the adequacy of KEMI training of secondary school principals in attaining teacher motivation in Kibwezi Sub-County. The study attempted to achieve the following specific objectives: to establish the extent to which public secondary school principals have been trained by KEMI on teacher motivation; to examine the appropriateness of the methodologies used in the KEMI training of public secondary school principals; to determine the extent to which exposure to training at KEMI influences the principals‟ roles in teacher motivation in secondary schools; and to identify gaps and recommend measures to improve the training of principals in teacher motivation. This study was anchored on Herzberg‟s two-factor theory of satisfiers and di-satisfiers. Descriptive survey design was used. This study targeted a total population of 273 respondents comprising of 54 principals and 214 HODs and 5 KEMI directors from the 54 public secondary schools in Kibwezi Sub-County. A total sample of 85 respondents comprising of 16 principals, 5 KEMI directors and 64 HoDs were selected. Pilot study was done in four schools to enhance validity and reliability of research tools. Quantitative data collected were edited, arranged into themes, entered into a computer and analyzed descriptively using Statistical Package for Social Science (SPSS). The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data were arranged into common themes, presented using texts and quotes, and discussed using relevant literature. The findings of the study indicated that some of the skills acquired by principals in relation to teacher motivation during the training were; teacher appraisal, teacher involvement in decision making, delegation of duties, recommendation of teachers for promotions, and provision of lunch and allowances to teachers. Lecture method was the most used during training. Such gaps as lack of appropriate methods for controlling fund embezzlement, alcohol abuse among teachers, lack of adequate teacher motivation, poor resource management and poor conflict resolution skills were identified. The study concluded that KEMI training did not provide principals with adequate training on teacher motivation principles. The study recommended that senior teachers, heads of department, bursars and clerks should be subjected to KEMI training programme. The principals and the BoM members should prioritize teacher motivation as one of their important roles in school management.
Adequacy of subsidized day secondary education funds in Nyandarua County, Kenya.
(Kenyatta University, 2015-12) Kairu, Johnson Muthiora
The rationale of this research study was to evaluate the success of financing of subsidized day secondary school education in Nyandarua County. The research aimed at realizing the following objectives: to assess the adequacy of funds for infrastructure, teaching/learning resources, tuition and operations; to establish the timeliness of disbursement of FSE funds .The study was based on Dixon`s(1991),Systems Theory. In this study the, descriptive survey design was employed to collect information from all the 19 headteachers and 228 teachers from the 19 public secondary schools in Nyandarua North Sub county. Stratified random sampling was used in selecting 14 out of 19 secondary schools. Each stratum represented 1 boys‟ only school, 3 girls‟ only school and 10 mixed secondary schools. Purposive sampling was employed in order to select all the 14 headteachers and the area Sub county Education Officer. Two teachers from each of the participating schools were randomly selected to take part, giving rise to a total of 43 participants. Questionnaires for headteachers and teachers and an interview schedule for the Sub county Education Officer were developed for data collection. Prior to data collection, a pilot study was carried out in two schools in Nyandarua North District to test the reliability and validity of the instruments. To test reliability, test-retest technique was employed and reliability was established at 0.6853. Content validity was enhanced through expert decision. Data was both quantitative and qualitative. Descriptive statistics were employed in order to analyze the quantitative data collected in the study. The findings were presented as means, frequency counts, and percentages. On the other hand, qualitative analysis considered the inferences that were made from the opinions of the participants. Qualitative data was analyzed qualitatively using content analysis based on analysis of meanings and implications emanating from respondents‟ information. The analysis was presented thematically in narrative form and, where applicable, in form of quantative tables. Bar graphs, frequency tables and pie charts were used in presenting the results of data analysis. The study found out that FSE funds allocated by the government to schools in Nyandarua North Sub County were not adequate to cater for all the educational needs. It was established that funds were not disbursed in schools on time, leading to inconveniences like late supply of learning/teaching materials and insufficient provision of resources. The study also revealed that the FSE programme had a positive improvement on access, retention and completion rates. The study suggested that: it is important for the government to give additional funds to the education sector so as to provide the basic infrastructures such as libraries, workshops, dormitories, administration blocks, classrooms and other necessary teaching/learning materials; the Government also needs to attempt to make sure that the FSE resources are in school accounts before the commencement of the school term in order to enable accurate procurement procedures and planning, among other recommendations.
Administrative challenges facing public day secondary school headteachers in human resource management; Matungulu district, Machakos county-Kenya
(2014-07-24) Isaac, Theresia Munini; Ogolla, M.; Ogeta O. Norbert
Secondary school education in Kenya has been one of the main concerns of the Government since independence. Recommendations have been made by education reports from various education commissions and taskforces, in relation to provision of sufficient and trained teachers in secondary schools. Besides the supply of teachers, there have been efforts to retain and motivate them in the teaching profession, with an aim of providing quality education in secondary schools. The objectives of this study was to investigate the administrative challenges faced by public day secondary school head teachers in recruitment ,induction ,training and development of teachers ,to determine the challenges faced in human resource management ,to examine how the challenges affect teaching and learning and to examine the strategies adopted by head teachers to cope with the challenges. The research design for this study was descriptive survey .The target population was 22 head teachers, 22 deans of curriculum, and the district education officer, Matungulu district. The samples were selected using simple random and purposive sampling procedures, where eleven head teachers, eleven deans of curriculum, and the education officer, Matungulu District, were included in the sample. The research instruments were questionnaires for the head teachers and the deans of curriculum and an interview schedule for district education officer. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. This study was guided by social system theory by Getzels and Guba. The following were the findings of the study; That all schools had recruited Board of Management (BoM) teachers .Among the head teachers,72.73% indicated they had conflict with their BoM on tribe while 64.63% indicated conflict on teacher qualification during teacher recruitment. On induction, only 45.45% of the head teachers indicated that teachers were inducted when joining their schools. The study revealed that there were challenges faced in in-service and development of teachers. The support staff is reported to be discussing teachers' affairs with students, having low pay, and passing drugs to students as indicated by 72.73%, 54.55%, and 18.18% of the respondents respectively. Moreover, 81.82% of the head teachers cited teachers commuting from far, while 72.73% indicated high teaching workloads among staff as a challenge. The problems encountered by head teachers led to average staff motivation as indicated by 72.73% of the head teachers, poor time keeping, poor syllabus coverage and poor academic performance as cited by 81.83% of head teachers respectively. In their endeavor to cope with the challenges, 81.82% of the head teachers resulted to regular consultation and holding weekly briefs with their teachers. It is evident that there is need for the government through the TSC to adequately staff the schools to ease high teacher workload. Further, the government and other stakeholders should build staff houses to enable teachers reside within the schools and ensure adequate financing of schools from public finances and other sources to enable head teachers sponsor their staff for refresher courses and workshops.
Administrative Challenges Faced by Primary School Head Teachers in Management of Pupils in Embakasi District, Nairobi County-Kenya.
(2013-08-15) Nyaga, Gladys Ngithi
The study was influenced by increased concern by the Head teachers and other stakeholders of the increased myriad administrative challenges encountered in Management of pupils following an enactment of Children Act 200 1, which banned corporal punishment in all schools in 200 1 and also the provision of Free Primary Education (FPE) in public primary schools in 2003. The study sought to establish the following study objectives; determine the challenges public primary school head teachers encounter in the management of pupils' welfare; assess whether there are' adequate resources in schools to facilitate the proper learning of pupils; find out the strategies used by head teachers to overcome the challenges of indiscipline among pupils; examine the strategies used by head teachers to overcome challenges related to the lack of resources. A sample of ten public primary schools from a population of forty two schools was randomly selected for the study. The 'respondents were head teachers from the selected (sampled) schools. The data collection was done by the use of questionnaires while data was analyzed using descriptive statistics. From the findings, the study concluded that majority of the head teachers had never attended any training on school administration The head teachers faced administrative challenges in management of the pupils which included lack of parents' cooperation in provision of pupils' requirements for learning as parents believed that everything was catered for in the free primary education programme, high school dropout rates, high teacher pupil ratio, high teaching load, inadequate textbooks and other learning resources, lack of adequate classrooms and furniture and poor sanitation. The study recommends that the government and other stakeholders should address the bottlenecks in the implementation of school policies like hiring of more teaching staff, building more schools which are major administrative challenges facing head teachers in pupils management. Finally, the study recommends that the government and other stakeholders should offer continuous training to the head teachers on pupil management to keep them up-to qate. with skills that will assist them to run their schools effectively.
Administrative challenges faced by secondary school headteachers in Starehe Division, Nairobi
(2011-08-11) Awuor, Owuor Mary
The secondary school head teacher has the responsibility of ensuring that the school performs well. The successful accomplishment of this task requires that the head teacher excels in various administrative tasks which include management of staff, pupil personnel, and finance and school community relations. This study sought to examine the challenges experienced by head teachers as they perform their duties and to investigate the extent to which these challenges hinder their performance. The literature review covered school administration, role of head teacher and their management tasks. The relationship between performance and headship was also underscored All the nine public secondary schools in Starehe division participated in the study. Random sampling was used to pick one school for piloting and the remaining used in the actual study. Questionnaires and Interview schedule were the key instruments of data collection. From the analysis of data, it was noted that management of curriculum and instruction is the biggest challenge faced especially in the wake of free primary and secondary education programmes, which have seen a marked increase in student population. Student personnel as a task area also posed a major challenge given the increased cases of truancy because of overcrowded classrooms. It was concluded that the challenges faced could only be eased by increased funding, recruitment of personnel and expansion of facilities to accommodate the rising student population and demand for successful running of core and extra curricula programmes.
Administrative challenges facing primary school headteachers in Kamwangi division, Thika District, Kenya
(2012-01-30) Waweru, Jacinta Njeri; Onyango, G. A.
The main concern of the researcher in this study was to find out the Administrative challenges facing primary school head teachers in Kamwangi Division, Thika District, Kenya. The purpose of this study was to identify the challenges facing primary school head teachers in the six administrative task areas: - • Curriculum and institution. • Finance and business administration. • Physical facilities. • Pupil personnel and • School - community relations. It also sought to establish ways in which they responded to the challenges and also offer possible suggestions for combating the same. A review of literature on challenges facing the head teachers in the six administrative task areas, curriculum, finance, physical facilities, staff personnel, pupil personnel and the schoolcommunity relations was done. The study used three research instruments, a Head Teachers' Questionnaire (HTQ, an Obseryation Schedule (OS) of the sample schools and an Interview Schedule (IS) administered to the AEO and ZIS were used to counter check the data given by the head teachers in the questionnaires. The main instrument used was the questionnaire made up of two major sections with questions seeking to elicit general administrative information of the sample population. The second section of the questionnaire was sub-divided into six sub-sections based on each of the six administrative areas. The sample population was selected by Stratified Sampling from a population of forty five (45) schools / head teachers at least five from each of the three zones - Chania, Githobokoni and Mang'u in Kamwangi Division, Thika District. Eighteen (18) out of 45 head teachers responded fully to the HTQ - the zonal distribution of the head teachers was 5 from Chania,6 from Githobokoni and 7 from Mangu. The sample was therefore 40% of the research population The data collected from the head teachers was supplemented and counter checked using the observation schedule for schools and the interview schedule for the AEO/ZIS. The A.E.O. and the Githobokoni and Mangu ZIS. Total responses from the eighteen head teachers /schools supplemented /counter-checked against the AEOs and ZIS reports were analysed using statistical package for social sciences (SPSS) computer programme. The findings were presented in tables, frequencies and percentages and discussions. There were several challenges facing primary school head teachers in Kamwangi division in all the six administrative areas, curriculum, finance, physical facilities, staff and students' personnel and the school-community relations management. The intensity of the challenges however depended on the head teacher's competence, skills and knowledge and other factors like the school committees and the socio-economic status of the school's catchments community. The most common included: • Lack of adequate knowledge and skills in financial management • Overloaded weekly teaching load going up to even forty (40) lessons • Un co-operative and hostile school communities • Lack of adequate equipment and resources for teaching and learning • Unresourceful school committees The above challenges would be more manageable if some of the recommendations below were implemented. • Constant and continuous on-the-job training for head teachers in school administration. This should also be extended to educational managers at all the levels of the national education system besides the primary school head teachers. • Creating awareness in all the educational stakeholders e.g. the schools community, sponsors, teachers, parents and both the public and private sectors about the need to make their significant contributions towards education of their children in order to supplement the government efforts in the provision of the same. • Employment of more teachers to lighten not only the head teachers weekly teaching load but also that of all the teachers for better quality education. • Employment of office staff e.g. secretaries and accounts clerks to create more time for the head teachers as curriculum supervisors and school managers. • TSC appointment of head teachers through interviews and on merit.
Administrative competencies of secondary school headteachers in Nandi District
(2012-03-23) Apiyo, Anne Josephine
The purpose of this study was to establish whether secondary school headteachers possessed competencies which they require in order to be effective in their work as administrators and managers of the schools in Nandi District. The method used for conducting the research was descriptive survey method. Two divisions were sampled and used for conducting the study. Six schools were sampled from the two divisions - three from each division. These three schools were all boarding and included a boys' school, girls' school and mixed secondary school. 36 teachers, 12 heads of department and 6 headteachers took part in the study. The main instrument for data collection was a questionnaire. The heads of department and teachers viewed the headteachers as possessing adequate to high competencies in various administrative task areas like in the area of acquiring and distributing instructional materials, in the area of disciplining students, in the area of maintaining proper discipline among the staff and supervision of physical resources. This study recommended that in those task areas where headteachers do not seem to possess the necessary competencies to perform their administrative and management responsibilities effectively, a training programme should be mounted to train them on the necessary skills to enable them perform their administrative tasks effectively. The study recommended that future research be based on the effect of age and sex on administrative effectiveness.
Administrative constraints faced by Secondary headteachers in Kabras Division of Kakamega District (Kenya)
(2014-01-07) Lutomia, G. A.; Onyango, G. A.
The primary concern of this study was to determine the administrative constraints faced by secondary school headteachers principals in the task of managing their schools. The study was used a sample of 15 head teachers of secondary schools and one Zonal Inspector of Schools in Kabras Division of Kakarnega District. The limitations were time and financial constraints. The two were insufficient in all respect to enable the researcher use a larger sample. The head teacher questionnaire and an interview schedule for zonal inspector of Schools. were the main tools used for the collection of data They were administered by the researcher to the 15 head teachers and the Z I S. The data collected were analyzed by use of descriptive statistics. It was found that the main constraint head teachers faced as they went about their administrative duties was "lack of instructional materials and in adequate training programmes." However, also noted as a major constraint was the area of finance and financial management. This was a problem experienced by all Head teachers regardless of their academic qualifications. They found it difficult to account for the expenditures used in school. The study also established that there were some specific types of problems, which had a serious impact on the schools growth and development. They have been discussed under the following five headings. Religious and political interference, School - community relationships, Drug abuse and alcoholism, Pregnancy in schools and, Students' truancy. The following were some of the recommendations of the research work:- (i) Ministry of Education should only appoint teachers who have done management courses to head schools. (ii) Guidance and counseling should be made mandatory in secondary schools (iii) There was urgent need to educate parents and community on their role in the school so as to enhance school community relationship. (iv) That religious and political organizations should be guided on their
Administrative constraints facing primary school headteachers in implementing free primary education in schools of Suba East Division, Migori Distrcit
(2012-01-30) Yara, A. Rita
Globally, its believed that the challenges of rapidly changing political, economic, technological society can be effectively met only by an educated and enlightened citizens. In this regard primary education is recognized as the minimum basic education which should be provided to all. A minimum level of education for all citizens is not only a basic human right but also imperative for conscious participation of the masses on the development process of a sovereign nation. It is within this dialectic that in 2003 the Kenya government introduced Free Primary Education (FPE). As a move towards ensuring quality, it is imperative that a formative evaluation of the programme is carried out to unearth its achievements and impediments. This study set out to investigate the challenges faced by headteachers in implementing FPE. The study was carried out in Suba East Division of Migori District. The study adopted a descriptive survey design. The target population comprised all the 56 primary school headteachers in the division. The stratified random sampling was used to select twenty headteachers to participate in the study. Data were collected by use of a questionnaire. The data were analysed using descriptive statistics and presented in tables. The study found that the primary school headteachers face a variety of constraints in their efforts to implement FPE. These include among other poor curriculum delivery, lack of teaching/learning facilities and over enrolment, lack of motivation among teachers, indiscipline of primary school pupils, reluctance of the community to contribute to school development, and lack of adequate training for headteachers in financial management. The study recommends that the Ministry of Education Science and Technology should look for ways of motivating the primary school teachers and at the same time offer appropriate in-service courses to head-teachers on management of finance or employ qualified accountants to handle the same. The study also recommends that this study should be replicated in other districts in the country in order to give a general picture of headteachers experiences in the whole country. This will facilitate better decision-making regarding the implementation of free primary education in the entire nation.
Administrative constraints in the complementary role of government and community in implementing free primary education in Samburu District-Kenya
(2012-01-19) Werunga, Grace N.
Kenyan households are enjoying the privilege of having their children in primary attend public schools without payment of levies. The study provides a critical analysis of administrative constraints in the role the government and community are playing in implementing free primary education in Samburu District. The main issues of concern include access, retention, participation, survival, internal efficiency, equity, quality and relevance. The study adopted a descriptive survey design. Questionnaires were used to collect data from headteachers, teachers and education officers, while focus group discussion were used to collect data on parents. Samburu District has 115 public primary schools spread in six divisions. A sample survey of about nine schools identified through purposive stratified sampling were conducted. The sample was limited to two divisions partly because of financial constraints and the vastness of the district. The sampling criterion was based on socio-economic and location consideration. Economic consideration was based on income levels of the population while location focused on rural and urban areas. Headteachers of the nine schools, four teachers from those schools and members of the Parental Association Committee were used. The teachers sampled were spread across the four levels of primary schools stratum, i.e lower primary (class one and two), mid lower (class three and four), mid upper (class five and six) and upper classes. The selection method was done randomly on the part of teachers and education officers while parents were by convenience. The choice of Parents Association Committee members was done because of their proximity to the school management. The parents' committee was at an advantageous position and was easily accessible to the school management. The parents helped the researcher get the actual position of free primary education on the ground. Education officers on the other hand were familiar with government policies and how it addressed issues of concern in this study i.e access, participation, retention. In focus group discussion the head teacher made prior arrangements with the P.T.A members where, by using the FGD guidelines the researcher went through the questions as parents responded. A pilot study was conducted in one selected school so as to test the validity and reliability of the questionnaires. Procedures used in pre-testing the questionnaires were identical to those that were used during the actual study. This enabled the researcher have meaningful observations. It also helped detect deficiencies like, unclear questions and insufficient space to write the responses. Questions that were vague were also revealed, in that respondents interpreted them differently. Orodho (2004). The supervising expert gave the required guidance to determine the validity of the instrument. Having answered questionnaires and questionnaires' responses being scored manually will reveal reliability of the instrument. A comparison between answers obtained in both scores was made. The data collected was subjected to both Qualitative and Quantitative analysis. While Qualitative analysis was in a narrative form, descriptive statistics was used for quantitative data, together with percentages, means and frequencies. This helped to determine that the instruments were valid and revealed that the anticipated analytical techniques were appropriate. Results revealed that there were major challenges facing primary school education in Kenya that include unsatisfactory levels of access and participation, declining quality and relevance, poverty incidence and internal inefficiencies. Over age enrolments, repetition rates, low completion rates, declining transition rates from primary education level to higher education levels and declining survival rates denote internal inefficiency. Primary school wastage have characterized trends in access to primary education. Other challenges evident include inefficiencies in resource mobilization, utilization and accountability, poor management of some learning institutions and over reliance of donor funding in development projects. Free Primary Education initiative aims at addressing the challenges relating to access and participation. However, close monitoring and evaluation are important in ensuring programme sustainability. The data contained in the report indicate that there was remarkable achievement in early 2003 with the country recording a gross enrolment rate of 103%. Completion and transition rate have averaged at 40% indicating significant wastage rate at primary school cycle. The study recommends elimination of barriers to access and participation, through construction of more primary and secondary schools and concerted effort and collaboration between the government, private sector, community and other stakeholders to ease overcrowding in urban schools and balance cultural factors and education.
The administrative problems faced by headteachers in Trans Nzoia district in Rift Valley province
(2012-02-24) Gichuiri, Eunice W.
Headteachers play a key role in achievement of educational goals and objectives in a school. The quality of school depends largely in their leadership. The purpose of the study was to find out what problems headteachers faced in performing the six main administrative tasks. The study also sought to establish headteachers' views in three reasons of the problems, ways in which the headteachers cope with the problems and their recommendations on how to overcome the identified problems. A total sample of ten Headteachers from the 60 public secondary schools in Trans Nzoia District was involved in the study. The sample comprises the haedteachers from 2 girls' boarding schools, 2 boys' boarding schools, 2 mixed day schools, and 2 mixed/boarding schools. The tools used for the research were questionnaires and interviews. All the headteachers were given questionnaires and interviewed. The data collected were analysed using tables that showed frequencies and percentages. The major findings of the study were: 1. The majority of the headteachers faced problems in performing all the 6 main tasks of school management. 2.The problems faced by the headteachers cut across all categories of schools. 3. The most problematic tasks for headteachers were finance and business management. The problems experienced here were: a) Lack of funds which led to lack of teaching and learning facilities. b) Poverty due to poor economy which has led to parents' inability to pay fees. 4. Some schools experienced very unique problems e.g. a) Insecurity and tribal clashes especially those bordering West Pokot. b) Poverty and ignorance among the community surrounding the school. c) Communities' hostility to the headteachers who do not come from their own communities. On the basis of the data collected, the researcher recommended that: 1. The government should look for alternative ways e.g. funding the schools other than the parents especially in poverty stricken areas where parents are unable to pay fees. 2. Headship preparation process should focus on the 3 managerial skills, namely, technical , human relations and conceptual. 3. There is need for the government to increase the bursary allocation to schools in order to cater for increasing number of needy students e.g. orphans. 4. The roles of the P.T.A and B.o.G should be clearly spelt. 5. Headteachers should learn how to identify, mobilise financial and material resources for their schools and ensure their full and effective use.
The administrative problems faced by headteachers of secondary schools in Malindi District, Kenya
(2012-02-03) Nzuki, P. Wambua
There has been some considerable interest about the performance of headteachers a far as secondary school administration in concerned. This is because headteachers play a key role in the achievement of educational goals and objectives in a school. The quality of a school depends largely in their leadership. The purpose of the study was to find out what problems headteachers faced in performing the six main administrative tasks. These are curriculum and instruction, financial and business management, pupils personnel, staff personnel, school community relations and physical and material resources. The study also sought to establish headteachers' views in the reasons of the problems and ways in which the problems may be solved. A total sample of seven headteachers from the nine public secondary schools in Malindi District was involved in the study. The tools used for the research were questionnaires and interviews. The data collected were analyzed using tables that showed frequencies and percentages. The major findings of the study were: 1. All of the headteachers faced problems in performing all the six main tasks of school management. 2. The problems faced by the headteachers cut across all categories of schools, age and gender of the heads. 3. The most problematic tasks for headteachers were finance and business management. The problems experienced here were: - Lack of financial management skills - Poor school fees payment which led to lack of funds to be used to buy teaching and learning materials and other facilities. 4. Some schools experienced very unique problems e.g. (a) Lack of support by parents for girl education manifested in careless attitude in the payment of school fees for girls. (b) Community hostility to the headteacher and teachers who do not come from their own communities. (c) Widespread poverty among the community surrounding the school. On the basis of the data collected, the following recommendations were made by the researcher. 1. The government should provide funds for building classrooms, dormitories, laboratories and dinning halls. This burden should be removed from the parents who are overburdened by the high tuition fees. 2. The government should as a matter of urgency sponsor headteachers to a minimum one year diploma course in school management. This course will make the headteachers more effective. A greater emphasis in the course should be placed in financial management skills, which was the most problematic task area among all the teachers. 3. There is need for the government to increase the bursary allocation to areas with widespread poverty so as to cater for increasing number of needy students. Also the bursary should be taken direct to the schools instead of the current mode of disbursing which takes the bursary money to the constituencies. 4. Headteachers should make the schools engage in money generating projects e.g keeping livestock and farming and afforestation. 5. There is need for the local communities to be educated through public barazas by the local leaders so that they may stop their hostility towards the principals and teachers.
The administrative problems that public Secondary School head teachers face in Kenya : a case study of Kitui District
(2011-10-18) Ndana, John Mbuvi
This study aimed at investigating the administrative problems that public secondary school head teachers face in Kenya with reference to Kitui District of Eastern province. There is need for efficient and effective management and running of secondary schools. Over the years, however there has been concern over the mismanagement of public secondary schools, often resulting to poor performance of these schools in national examination and frequent students' unrests. The conceptualization of this study was based on the fact that schools just as the business enterprises need effective management to achieve the set goals and objectives. Schools as functional organizations have a purpose, which they must be seen to fulfill effectively and efficiently. The research was based on a descriptive design. The researcher adopted a stratified random sampling strategy on a target population of 85 public secondary schools in Kitui District. Primary data was collected by the use of questionnaires which were self administered by the researcher with the help of two research assistants. Secondary data was obtained from books, journals, and periodicals, on administrative problems in secondary schools and general management of schools as well as the functioning and roles of various school management committees. The research embraced a research methodology that gave valuable results as desired by the study research questions and research objectives. A descriptive research survey design was employed. Questionnaires with closed and open ended questions were applied to ensure that the research instruments gave formidable data and thus ensuring reliability of the instrument. The research used descriptive survey design, and measures of central tendencies were used to describe the results after analyzing the collected data with Statistical Package for Social Statistics (SPSS). The analysis was thereafter presented using graphs, tables and charts. The study established that lack of adequate training and experience on financial management might be the main cause of school mismanagement and hence poor academic performance. Every aspect of school management is affected by the way money is allocated. The findings indicate that head teachers spend more time reviewing finance matters with parents, teachers and the B.O.G. Issues of discipline came second in importance to the Head master as finance, because the head teachers would probably delegate them to the Deputy and other teachers. The study concluded that inadequate training and experience of the Head teacher in school financial management; discipline and teacher relation could be the cause of poor school performance. This is because the role of the Head teacher revolves around the three issues. The study came up with various recommendations touching on various stakeholders that included the parents, teachers, headteachers and the BOG of the schools. These recommendations point out that the government should train headteachers on financial management. This would ensure that school funds are not mismanaged. The government should also provide grants to help in the operation of schools especially on matters to do with tuition. The Ministry of Education should put mechanisms in place to ensure that headteachers run schools without external interference. Headteachers should delegate their powers to their deputies with supervision. The research was conducted in Kitui district, Eastern Province. It is therefore limited to this region and therefore a recommendation has been made that a further extensive research should be done to come up with a comprehensive fmding on the administrative problems facing secondary school headteachers in Kenya. Key to this is a recommendation that future research should allow respondents to express freely their views by using even oral methods of collecting data.

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