Teacher Training

Correlation between Teachers Related Factors and Students’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya

2016-01-01T00:00:00Z

Correlation between Teachers Related Factors and Students’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya Kiptum, Charles Kibet The significance of instructional leadership as it relates to students academic performance has assumed greater importance in education today as stakeholders demand for greater accountability. Teacher factors other than instructional leadership have been under scrutiny to determine their related influence of student academic performance. The purpose of this study was to examine the relationship between selected teacher factors and student achievement in public secondary schools in Baringo County. The examined the relationship between four teachers factors namely; instructional leadership, qualification, experience and attitude towards teaching and students academic achievement. The study adopted the descriptive survey research design. The target population of the study was 1070 secondary school teachers from 122 public secondary schools. A sample size of 291 teachers was selected using stratified and simple random sampling techniques. The study used a teacher`s questionnaire and document analysis form to collect data. The teacher`s questionnaire was examined for construct and face validity by a team of experts in Moi University. The comments of the experts were incorporated in the instruments before it was used in the field. The teachers questionnaire was also piloted for reliability and yielded an Alpha coefficient of 0.748. Data was analyzed with the aid of Statistical package for Social Science. Frequencies and percentages were used to summarize and describe data whereas the Multiple regression, Pearson and Spearman correlation analysis were used to establish relationships. The results revealed that there was a significant relationship between students achievement and teachers` instructional leadership (r=.165, p<.05), experience(r=.272, p<.05) and attitude towards teaching (r=.153, p<.050). However, the relationship (r=.027, p<.05) between students achievement and teachers qualification was not significant. The regression analysis revealed that teachers instructional leadership (B=.208, P<.05), experience (B=.281, P<.05) and attitude towards teaching (B=.129, P<.05) contributes significantly towards variations in student achievement whereas teachers qualification (B=.-023, p<.05) does not. The analysis further revealed that the four explanatory variables explained 14.8% (R2=, 1480 variation in student academic achievement. The findings will be important to the school management in establishing significant variables for articulating and adoption, researchers in identifying variables that create the greatest influence in improving student performances and policy makers in allocating resources in capacity building of school managers and may assist administrators, researchers and teachers. Thesis Submitted to the Department of Educational Management and Policy Studies, School of Education in Partial Fulfillment of the Requirements for the Award of Doctor of Philosophy Degree in Education Management

Correlation between Instructional Leadership and Students’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya

2018-01-01T00:00:00Z

Correlation between Instructional Leadership and Students’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya Kiptum, Charles Kibet The significance of instructional leadership as it relates to students academic performance has assumed greater importance in education today as stakeholders demand for greater accountability. The purpose of this study was to examine the relationship between instructional leadership and student achievement, considering the dismal academic performances of students in public secondary schools in Baringo County. The study adopted the cross sectional survey research design. The target population of the study was 1070 secondary school teachers from 122 public secondary schools. A sample size of 291 teachers was selected using stratified and simple random sampling techniques. Data was collected by use of questionnaire and Document analysis. Frequencies and percentages were used to summarize and describe data whereas the Spearman correlation analysis was used to establish relationship of the variables in the study. An article published in British Journal of Education

Influence of Secondary School Principals’ Leadership Roles in the Development of Students’ Non-Academic Talents in Nyandarua County, Kenya.

2015-01-01T00:00:00Z

Influence of Secondary School Principals’ Leadership Roles in the Development of Students’ Non-Academic Talents in Nyandarua County, Kenya. Kiarie, Moses Ndirangu The purpose of this study is to assess the influence of secondary school principals’ leadership roles in development of students’ non-academic talents in nyandarua county Kenya. Specifically ,this study sought to establish the influence of secondary school principals’ roles of supervision and motivation of students and teachers utilizing allocated resources ,preparing schools’ calendar of events ,guiding and counseling as well identifying ways of strengthening the capacities in promoting development of leaners’ non-academic talents namely: creative arts, athletics, ballgames and leadership among students in Nyandarua County, Kenya. The study was guided by transformational leadership theory by bass an Riggio which provided an understanding of how secondary schools principals’ leadership can influence development of non-academic talents and also experimental learning theory of Carl Rodgers which distinguishes two types of learning :cognitive “less significant” and experimental “significant”. Survey research design used for this study to collect both quantitative and qualitative data. The target population comprised of 185secondary school principals, 170 teachers, 49750students and 185 parent representative. By means of questionnaires, quantitative data. was obtained from the survey of 35 principals, 202 teachers and 688 students from 37 secondary schools in the county selected using stratified random sampling technique. Quantities data on the other hand ,was gathered from in-depth interviews of 25 parents ‘ representatives using an interview schedule .the data was then transcribed and categorized into emerging themes before being coded and analyzed using methods with the help of the SPSS V20 statistical package to produce descriptive statistics the study reveled that development of learners non-academic talents was being effected by inadequate supply of resources by MOE officials, principals and teachers give development of leaners’ non-academic talents. The study recommended that secondary school education policy makers, MOE officials, principals and teachers give development of learners’ non-academic talents as much emphasis as the academic talents development. A Thesis Submitted To the Education in Fulfillment for the Conferment of the Degree of Doctor of Philosophy (Phd) In Education Administration

Principals’ Literacy in Information and Communication Technology (Ict): Towards Improving Secondary School Performance in Kenya

2010-01-01T00:00:00Z

Principals’ Literacy in Information and Communication Technology (Ict): Towards Improving Secondary School Performance in Kenya Makhanu, Everlyne Sikhoya This thesis is a study of the extent of ICT literacy among secondary school principals in the Western province of Kenya. A contemporary issue in the improvement of quality in school leadership relates to use of ICT; the assumption is that improving leadership is the key to good school performance. The research was triggered by the need for quality among secondary school principals and their preparedness to cope with technology change. A mixed mode methods research was conducted involving both quantitative and qualitative approaches. In this research 188 secondary school principals in the Western province were used for data analysis. An empirical investigation was conducted. School principals responded to questionnaire 1 which investigated ICT literacy. Deputy principals responded to questionnaire 2 which investigated school performance. Open-ended questions, semi-structured interviews and observation schedules were used to obtain qualitative data. From both the literature review and empirical research findings, it was clear that: i) factors that influenced ICT literacy level among principals were gender, age, education level, level of ICT training and proximity from a town. ii) School performance correlated positively with a principal’s ICT access, ICT knowledge and ICT application in school leadership functions. iii) About 42% of principals had access to ICT, 32% of principals were ICT knowledgeable and about 27% of principals applied ICT in school leadership functions. iv) Challenges facing ICT correlated negatively with school performance and they varied among principals in different schools. It was concluded that the ICT literacy of a principal correlates positively with school performance and plays a significant role in influencing school performance. Recommendations made were: i) Concerned stakeholders the Ministry of Education, Kenya Education Staff Institute, Teachers Service Commission, universities and teacher training colleges, ICT service providers and financing bodies should emphasise ICT literacy development among school principals. This can be through decentralising ICT training by organising for ICT training centres at zonal educational offices and providing mobile ICT training services in schools. ii) Concerned parties should standardise the quality of ICT training courses for educators by providing standard Management Information Systems to schools and controlling the relevance of ICT literacy content offered to principals. iii) MoE should encourage ICT application in school management by communicating to principals using digital media only in order to compel them to learn ICT skills. Submitted in Accordance with the Requirements for the Degree of Doctor of Education in the Subject Education Management at the University of South Africa August 2010