Values-Based Educational Inculcation Practices and Their Influence on Students’ Character in Public Secondary Schools, Nairobi County,

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dc.contributor.advisorHellen Kiendeen_US
dc.contributor.advisorEphantus Kaugien_US
dc.contributor.authorMueni, Nzesa Lucy
dc.date.accessioned2023-02-06T13:04:05Z
dc.date.available2023-02-06T13:04:05Z
dc.date.issued2022
dc.descriptionA Thesis Submitted in Partial Fulfillment of the Requirement for the Award of the Degree of Master of Education in Educational Administration in the School of Education and Lifelong Learning of Kenyatta Universityen_US
dc.description.abstractThe formation of students' character has been a notable concern in education systems globally. In Kenya, the National Goals of Education, the Constitution of Kenya 2010, and the Basic Education Act 2013 specify values of integrity, honesty, respect, responsibility, dignity, selfless service, discipline, and commitment that are supposed to be upheld by all Kenyan schools in the education of youth to facilitate students’ character formation. All educators, parents and other adults have significant roles in ensuring such values are transmitted and reinforced to learners at homes and schools. However, there is a visible gap in the operationalization of these values from theory to practice, mainly in schools, at homes, and in the larger society. This study sought to determine the role of values-based educational inculcation practices and their influence on students' character in public secondary schools in Nairobi County. The study objectives were: To determine the role of school culture and climate on students' character in public secondary schools; To assess the role of teachers in the inculcation of values for students' character development in public secondary schools: To assess the role of guidance and counseling programs in students' character in public secondary schools and to assess the role of parental involvement in students' character in public secondary schools. The study was anchored on Holistic Education and Ecological Systems theories. The study used descriptive survey design. The target population comprised 96 principals, 96 deputy principals, 96 form three-class teachers, 96 Guidance and Counseling (G&C) teachers, form three students, and 96 form three-class parents' representatives. The study used simple random sampling and purposive sampling techniques to get a sample size of 252 respondents. The researcher obtained a research permit from the National Council for Science and Technology (NACOSTI). Data were collected using questionnaires, interview schedules, and Focused Groups Discussion (FGD). Validity was tested through expert review of the instruments, while the reliability of the research instruments was tested using the test-retest method, where a Spearman rank of 0.791 was obtained. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages, and presented using graphs, and tables with the aid of Statistical Package for Social Sciences (SPSS) version 22. Qualitative data were organized and analyzed thematically and presented using narration and verbatim quotations. The study found that school culture and climate did not guarantee students character because students were not sensitive to it and therefore did not embrace it. Secondly, teachers did not have sufficient time to teach values due to increased emphasis on high mean scores and exemplary academic grades. The study also revealed that guidance and counseling programs were not as effective in students' character formation. Further, parents did not support their children and teachers as far as values education and reinforcement of values were concerned hence impeding the formation of students' character. The study concludes that there is a need to strengthen values-education programs and practices in public secondary schools. The study recommends that schools need to improve culture and climate to encourage students’ character formation. The study also recommends that parents and teachers should support students' character development in schools through teaching values, role modeling, and reinforcing values with a view to ensuring students’ character formation in schools. Further the study recommends that the principals should ensure proper planning, monitoring, and evaluation of values-education programs and practices to warrant ongoing development of students' characteren_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24676
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectValues-Based Educationalen_US
dc.subjectInculcation Practicesen_US
dc.subjectInfluence on Students’ Characteren_US
dc.subjectPublic Secondary Schoolsen_US
dc.subjectNairobi County Kenyaen_US
dc.titleValues-Based Educational Inculcation Practices and Their Influence on Students’ Character in Public Secondary Schools, Nairobi County,en_US
dc.typeThesisen_US
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