School -based Challenges Inhibiting Effective Participation of Pupils in Rural Public Primary Schools in Narok North Sub-County, NarokCounty, Kenya

Abstract

The thrust of this study was to examine the critical school-based variables inhibiting effective participation in education by pupils from rural public primary schools in Central Division, Narok North Sub-County, Narok County, Kenya. The study adopted a descriptive cross-sectional research design. Combinations of stratified and purposive sampling strategies were employed to select 60 class teachers, 30 headteachers, 120 upper primary school pupils (class 5-8) and two Quality Assurance and Standards (QUASO) officers yielding a sample size of 212 respondents. The main data collection instruments were questionnaires, interview guides and observation checklist. The study revealed that the main school-based factors that negatively influenced pupils participation and overall performance in primary schools were : low community support and parental involvement pupils school activities, lack of housing for teachers, fatigued pupils due to travelling long distance from home to school and back , high pupil teacher ratio, high teacher absenteeism, and high teacher turn-over without replacements. It was recommended that the government through the County Education Officers should rationalize teacher postage and replacement, encourage community to take an active role in their children’s education and empower teachers both in and out of school to be able to undertake their teaching roles more effectively for enhanced academic outcomes. [204 words].