School safety and its influence on teaching and learning processes in public secondary schools in Nairobi and Nyeri Counties, Kenya
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Date
2018-06
Authors
Wanderi, Anne Njoki
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
School safety is crucial for effective teaching and learning. It provides an
opportunity for students to exploit and maximize their potential for learning, growth
and development. An unsafe school environment; however, has a negative influence
on student‘s performance. Governments worldwide have put in place policies and
programmes to ensure school safety yet, cases of unsafe conditions in schools
continue to disrupt teaching and learning. The purpose of this study, therefore, was
to determine the status of school safety and its influence on teaching and learning
processes in Public Secondary Schools in Nairobi and Nyeri counties, Kenya. This is
meant to inform the re-mapping of safety standards and guidelines in Kenya for
enhanced teaching and learning in public schools. The study was guided by the
following research objectives: To assess the status of physical infrastrure safety in
public secondary schools in Nairobi and Nyeri counties; To assess the status of
social environment safety in public secondary schools in Nairobi and Nyeri counties;
To establish the influence of physical infrastructure safety on teaching and learning
processes in public secondary schools in Nairobi and Nyeri counties, To establish
the influence of social environment safety on teaching and learning processes in
public secondary schools in Nairobi and Nyeri counties and To seek suggestions
from respondents on ways school safety can be enhanced to promote teaching and
learning. This study used a descriptive survey design and targeted all (293) Public
Secondary Schools in Nairobi and Nyeri Counties, their Principals and Deputy
Principals, all (50155) form 2&3 students and (2) County Quality Assurance &
Standards officers from the areas of the study. The Sample was obtained through
stratified random sampling where these schools were categorized according to Boys
Boarding, Girls boarding and Mixed schools according to the two counties.
Students‘ Sample was obtained through proportionate simple random sampling from
each stratum. The sample was three hundred and eighty-three (383) form 2 & 3
students, forty-four (44) Principals, and forty-four (44) Deputy Principals. Two (2)
County Quality Assurance & Standards officers were also included in the sample
purposively. Data collection instruments included; Students‘, Deputy Principals‘ and
Principals‘ school safety questionnaire, interview guide for the County Quality
Assurance and Standards Officers and an observation guide. Quantitative data was
analyzed using descriptive statistics while qualitative data was analyzed using
thematic analysis. Quantitative data was presented using frequency tables,
percentages and figures while qualitative data was presented using narratives and
voiced verbatim. The findings showed school physical infrastructure facilities were
not safe as many schools had not adjusted the doors and windows of classrooms and
other school facilities as per the requirements of the safety standards manual. The
findings further showed that school safety greatly influenced teaching and learning
processes in schools. Failure to follow guidelines when providing for school
facilities and ignoring social environment issues, greatly influence negatively
teaching and learning processes. The study recommends that the government,
through the ministry of education enforce compliance to safety Manual for schools,
re-structure the teacher training curriculum, include emerging issues in the school
curriculum and increase allocation of resources to ensure schools adhere to the
Ministry of Education Safety guidelines, particularly on physical infrastructure and
school social environment, as these influence teaching and learning processes.
Description
A thesis submitted to the school of education in partial fulfillment of the requirements for the award of the degree of doctor of philosophy in educational management of Kenyatta University. June, 2018