https://kerd.ku.ac.ke/handle/123456789/102 2026-08-10T05:22:00Z 2026-08-10T05:22:00Z Itolondo, Wilfrida Arnodah https://kerd.ku.ac.ke/handle/123456789/1515 2020-07-02T10:01:06Z 2008-01-01T00:00:00Z

Analytical Study on Factors Influencing School-Based-Teacher-Evaluation Practice in Secondary Schools in Seleted Districts of Western Province, Kenya Itolondo, Wilfrida Arnodah Education commissions in Kenya starting with the Report of the Commission of the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond of 1988 studies have persistently recommended for the need to establish the practice of SBTE in secondary schools as a remedy to the inadequate and ineffective role of the Directorate of Quality Assurance and Standards in Education (DQASE). Recommendations made by the commissions to the effect that SBTE practice be established in secondary schools in Kenya and yet it is supposed to be an on-going practice led to the conclusion that there was a problem with the practice. It was in view of this that this study analyzed factors influencing SBTE practice in secondary schools in the selected districts of Western Province, Kenya with the purpose of providing explanations and suggestions solutions on issues surrounding it. A survey study design was used because of the type of information collected and also because of the large target population of the study. The study was conducted in three districts of Western Province, Kenya, namely, Bungoma, Butere/Mumias and Vihiga. Thirty-seven out of 282 schools were sampled for the study. The target population was 3826 subjects while the sample size was 514. Data was collected using headteachers, senior teachers, selected heads of departments and selected teachers. Stratified, purposive, simple and systematic random sampling procedures were used to select the districts, schools and respondents. A questionnaire, two different interview schedules and document analysis guides were used to collect the information. Validation of the research instruments was partly based on a pilot study conducted in two schools not involved in the study. Both qualitative and quantitative data analysis approaches were used. The data was analyzed manually according to themes derived from the specific objectives of the study. The findings were discussed and presented through descriptive tables. The main findings of the study were: there were no awareness programmes especially with regards to the analysis of professional tools; less than half of the respondents had received some in-service training course; there were no proper strategies laid down for the institutionalization of SBTE and observation of teachers during instruction is done in very few schools. Understaffing especially in district schools, failure by head-teachers to initiate and enforce observation of teachers during instruction, lack of funds by most of the schools, lack of knowhow and lack of a clear government policy especially with regards to peer teacher evaluation were some of the factors militating against SBTE practice. There was no mutual understanding by the respondents about the purpose of SBTE and the role of the DQASE in SBTE practice. The following recommendations were made: headteachers to take a leading role in SBTE practice; in-service training courses targeting all teachers to be conducted; schools to be staffed with enough teachers; need for a clear government policy about the purpose and practice of especially peer teacher evaluation; the Ministry of Education through the DQASE to be more involved in SBTE practice Thesis Submitted In Fulfilment of the Requirements of the Degree of Doctor of Philosophy in Education Kenyatta University, November 2008

2008-01-01T00:00:00Z Macharia, Lucy Nyawira https://kerd.ku.ac.ke/handle/123456789/1431 2020-06-30T09:42:28Z 2016-01-01T00:00:00Z

Teachers’ Causal Attributions and Their Perceived Self-efficacy for Controlling Adolescent Health Risk Behaviors in Secondary Schools in Nairobi County, Kenya Macharia, Lucy Nyawira The purpose of this study was to establish teachers’ causal attributions and their perceived self-efficacy in controlling adolescent health risk behaviors (bullying, early sex initiation and drug/substance abuse). Objectives included establishing: the prevalence of health risk behaviors among adolescents; teachers’ causal attributions for adolescent health risk behaviors; gender differences in causal attributions; differences in teacher causal attributions based on teaching experience; teachers’ perceived self-efficacy; gender differences in teacher perceived self-efficacy; differences in teacher perceived self-efficacy based on teaching experience and relationship between teacher causal attributions and perceived self-efficacy. The study was based on the theories of causal attributions and perceived self-efficacy by Heider and Bandura respectively. A descriptive survey research design stratified random sampling, a population of 1,824 secondary school teachers in Nairobi County, Kenya, a sample of 364 teachers (103 males, 261 females) and a questionnaire whose content validity was determined with the help of supervisors and the School of Education validators were used. Reliability after a pilot study stood at .81 “co-efficient alpha.” Data was analyzed using descriptive statistics, chi-square, ANOVA and t-tests and results presented using tables, pie charts and bar charts. Results include: Bullying prevalence 89%, early sex 94.2% and drug/substance abuse 91.5%. Internal attributions: Bullying - indiscipline 31.68%, superiority complex 17.08%, Early sex - immorality 18.93%, indiscipline 17.80% and Drug/Substance abuse - indiscipline 21.47, stress 17.28. External attributions: Bullying - lack of parental guidance 76.10%, peer pressure 87.78%. Early sex - lack of guidance 96.19%, peer pressure 89.08%, Drug/Substance abuse - Peer pressure 78.46%, poverty 62.77% among others. There were no significant gender differences in teacher casual attributions and attributions based on teaching experience. Majority of teachers had a strong perceived self-efficacy. Bullying: Strong 80.77%, weak 19.23%, Early sex: Strong 68.68%, weak 31.32 and Drug/substance abuse: Strong 70.37% and weak 29.63%. Results showed an insignificant gender difference in: teacher perceived self-efficacy, differences in teacher perceived self-efficacy based on teaching experience and relationship between teacher casual attributions and teacher perceived self-efficacy. In conclusion, teachers make varying causal attributions and have a high perceived efficacy. The findings form a basis for understanding teachers’ ability to control adolescent health risk behaviors. To facilitate teachers’ control over adolescents’ health risk behaviors, their understanding of causal attributions and perceived self-efficacy must be enhanced. A Research Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Degree of Doctor of Philosophy (Educational Psychology) in the School of Education Kenyatta University, April, 2016

2016-01-01T00:00:00Z Gathara, Peter Mugo https://kerd.ku.ac.ke/handle/123456789/1316 2020-06-26T08:56:16Z 2011-01-01T00:00:00Z

Continuing Professional Development for Secondary School Teachers in Kenya; Policies, Trends and Practices: A Case of Kirinyaga District Gathara, Peter Mugo The objective of this study was to explore and analyse the policies, trends and practices that influence secondary school teachers’ participation in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student populations, changing paradigms in teaching and learning, and changing expectations about the quality of education that are occurring at an unexpected rate. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher improvement geared towards classroom improvement. Chapter one has highlighted the plight of secondary schoolteachers and the need to be involved in CPD. Chapter two reviews works undertaken by various scholars on the problem and identifies the gaps in information, which the study sought to fill. The study reviewed the literature using the following themes: Conceptualization of teacher professional development, issues of teacher professional development in Africa, the impact of teacher professional development on pupil performance and indicators of quality CPD programmes together with the status of teacher CPD in Kenya. Chapter three discusses the methodology that the study adopted. The methodology involved a vertical case mixed study approach design that involves analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. The national policies on CPD in Kenya and the channels that were used were derived through desk review of documents. Twelve secondary schools in Kirinyaga district were sampled for the survey while six others were subjected to an in-depth case study. The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. Chapter four dwelt with the data analysis. The data analysed indicated the importance of mentoring and involvement of other stakeholders in the provision of CPD as laid out by the education policies. A variety of providers have been identified in the provision of CPD programmes in the country. The MOE has been providing CPD courses that involved short duration while TSC has been recognizing certificates of teachers involved in accredited CPD courses. Teachers highlighted other areas that they would like to pursue. They involved video shooting, human resource management and banking. These were courses that were viewed by teachers to be more important in changing careers. Most of the programmes that teachers engage in were geared towards improvement of their academic status, with little concern in improving teaching at the classroom level. In the light of these findings, chapter five recommended provision of support at the school level so that teachers would participate in and complete CPD programmes. Since funding was a major problem that teachers faced, alternative financial sources need to be explored to support teacher CPD. A Thesis Submitted To the School of Education for the Degree of Doctor of Philosophy of Kenyatta University, May 2011

2011-01-01T00:00:00Z Ruga, Teresia Wangui https://kerd.ku.ac.ke/handle/123456789/1307 2020-06-26T08:28:20Z 2017-01-01T00:00:00Z

Teachers’ Perceptions on the Influence of Quality Assurance and Standards Officers’ Supervisory Role on Pupils’ Academic Improvement in Public Primary Schools in Kiambu County, Kenya Ruga, Teresia Wangui The quality of education provided to children has been a great concern for a long time since it plays pivotal roles for development of the nations. Quality Assurance and Standards as a formal activity exercised by administrators within a school system, did not begin until the formation of common school in 1880s following population growth in major cities in America. This study investigated the perceptions of teachers on the influence of the supervisory roles of Quality Assurance and Standards Officers in public primary schools’ academic improvements in Kiambu County of Kenya. The study provided insights on the relevance of quality assurance and standards services on schools’ academic improvements in the county. The objectives of this study were: to investigate teachers’ perceptions on the influence of QASOs’ supervisory roles in public primary schools’ academic improvements in Kiambu County; to investigate teachers’ perceptions of the effectiveness of the QASOs supervisory roles in public primary schools’ academic improvement in Kiambu County; and to determine whether teachers’ perceptions of quality assurance and standards officers’ supervisory roles influence academic improvements in public primary schools in Kiambu County. The study adopted descriptive survey research design. The target population was 6,083 public primary school teachers and 515 head teachers. Stratified random sampling procedure was used to get an adequate sample from the population. The study sample size was 341 teachers and 154 head teachers. A pilot study was carried out in three public primary schools whereby, 20 teachers and 3 head teachers selected at random participated. After the pilot study, the researcher modified and corrected the ambiguities in the research instruments appropriately to suit the main study. The reliability of questionnaires was 0.8 and was established using split-half correlation technique. Two types of questionnaires were used to collect data; head teachers’ questionnaire and teachers’ questionnaire. After fieldwork, data were verified, coded and later analyzed using descriptive statistics. Statistical Packages for Social Sciences computer programme Version 21.0 was used for data entry and analysis. Analyzed data were presented in tabular and figural form. Based on the study, it was established that the perceptions held by teachers on QASOs supervisory roles in public primary schools’ academic improvements were positive. Teachers were appreciative of the supervisory roles played by the QASOs towards academic improvements in their schools. The work relations of QASOs and teachers was noted to have improved significantly. A Thesis Submitted to the School of Education in Partial Fulfillment of the Requirements for the Conferment of Doctor of Philosophy Degree in Education (Curriculum Studies) of Maasai Mara University, 2017

2017-01-01T00:00:00Z