https://kerd.ku.ac.ke/handle/123456789/105 2026-08-10T05:22:04Z https://kerd.ku.ac.ke/handle/123456789/1481 School Safety and Its Influence on Teaching and Learning Processes in Public Secondary Schools in Nairobi and Nyeri Counties, Kenya Wanderi, Anne Njoki 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 infrastructure 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. 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 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1205 Assessment of the Implementation of Ministry of Education Safety Guidelines on Physical Infrastructure in Public Secondary Schools in Nairobi West Region, Kenya Gatua, Jane Waithera Safety of learners is central to the provision of education in any country. Unsafe schools can emanate from inappropriate school physical infrastructure among other factors. It is in this respect that this study assessed implementation of Ministry of Education safety guidelines on physical infrastructure in Nairobi West Region. All (25) public secondary schools in the study area were stratified according to administrative districts, type and category. A representative sample of 15 schools, 240 students and 43 teachers was randomly selected. Fifteen head teachers and six Education officers were purposively included in the sample. For data collection, the study used both quantitative and qualitative approaches, where convergent parallel design was employed. Questionnaires were used to gather information from head teachers, teachers and students whereas Interview guide was used to collect data from District Education Officers (DEOs) and District Quality Assurance and Standards Officers (DQASOs). Observation guide was used to complement other data collection instruments. Research questions addressed the following themes; safety status of physical infrastructure, factors affecting implementation of safety guidelines, involvement of stakeholders in the implementation of Ministry of Education safety guidelines on physical infrastructure, attitude of respondents towards implementation of Ministry of Education safety guidelines on physical infrastructure, and how to enhance implementation of safety guidelines in schools. Inferential statistics used for testing of null hypothesis was One Way Analysis of Variance (ANOVA) at 0.05 level of significance. Data were analysed using both descriptive statistics and narrative techniques. The results of the study indicated that most schools had not fully implemented MOE safety guidelines on physical infrastructure. Testing of null hypothesis indicated that there was significant difference between head teachers’ and teachers’ attitude towards implementation of MOE safety guidelines and the safety status of physical infrastructures in public secondary schools in Nairobi West Region. The researcher recommended formulation of sound MOE safety guidelines implementation policies and provision of adequate resources to enable effective implementation of safety guidelines in schools. The researcher suggested further research on the impact of school facilities on students’ achievement, attendance, behaviour, completion rate and teacher turnover rate in schools in Kenya. Use of action research in provision of safe and protective school environment was also a suggested research area. A Dissertation Submitted In Partial Fulfilment of the Requirement for the Degree of Doctor of Philosophy in Educational Administration and Planning The Catholic University of Eastern Africa Nairobi, Kenya, August 2013 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1196 Management of School Environment in County Boys’ Secondary School in Elgeyo Marakwet County, Kenya: Toward Academic Improvement Sugut, William Kiplagat This study explored the management of school environments in county boys’ secondary schools towards academic performance improvement in Elgeyo Marakwet County, Kenya. The physical, cognitive and emotional school environments were considered .The sample consisted of eight principals, two hundred and eighteen teachers, one hundred and seventy one non-teaching staff and two hundred and thirty four student council members purposively sampled, from population of twenty one boys’ secondary schools, based on academic performance of Kenya Certificate of Secondary Education (KCSE) level in the county. A concurrent mixed methods research design was employed and data were collected using questioners, interviews schedules, focused discussion and observations, The analysis of data was done using descriptive statistics ,non-parametric mann Whitney-U and themes. The study found out that facilities were provided in schools but management of physical, cognitive and emotional school environment was better in high performing schools than in low performing boys, secondary schools, it was recommended that there was need to address teachers’ shortage ,provide and manage physical, cognitive and emotional environmental facilities in schools, have assessment, workshops on management and ensure operational guidance and counseling departments in boys’ secondary schools The researcher further proposed a school environment management model, with three key sections and best management practices towards improved academic performance. A doctoral thesis submitted to the department of educational administration curriculum and teaching School of Education, University of East Africa, Baraton, July 2016 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1158 Influence of School Strategies on Internal Efficiency in Public Tuition Free Day Secondary Schools in Nairobi County, Kenya Ngari, Ephraith Mbura The purpose for this study was to establish the influence of instituted schools strategies on internal efficiency in public tuition free day secondary schools in Nairobi county. Five research questions guided the study: How does the student cohort enrollment compare to the required class enrollment threshold cohort? How does the student true cohort completion rate compared to the expected cohort output? How does the KCSE performance index of the student true cohort compare to their KCPE results? To what extent have the schools management strategies instituted improved their internal efficiency? The study adopted concurrent triangulation mixed research method with quantitative and qualitative approaches that included descriptive surveys and phenomenological designs respectively. The target population comprised of government teachers and Form Four students. Stratified and simple random sampling technique sampled the schools and the subject teachers while simple random sampling sampled class teachers. The school principal and the students were purposively selected. Document that included admission and class registers, KCSE manual work sheets and curriculum and co-curriculum were also purposively selected. Data was collected through questionnaire, discussion guide and document analysis guides. The quantitative data was analyzed by use of descriptive statistics that are mean, standard deviation and percentages while qualitative data analyzed by formation of categories and themes. The findings showed that the school had good enrollment at entry point of 94% but low at exit point occasioned by dropouts and transfers hence, translating into a completion rate of 51%. The academic performance was poor reflected with an improvement in 33.3% of the school while most students failed to attain university entry grade of C plus. The enrollment strategies appeared to be effective unlike for school completion and academic performance. Therefore the internal efficiency was low and needed further improvement. The recommendations for improvement include change of Form One placement criteria to day schools from random to direct placement, full financial support for needy students, construction of perimeter walls and a new standardized and progressive evaluation technique. A Dissertation Submitted to the Faculty of Education, in partial Fulfillment of the Requirement for the Award of the Degree of Doctor of Philosophy in Educational Administration and Planning 2017-01-01T00:00:00Z