https://kerd.ku.ac.ke/handle/123456789/90 Sat, 01 Aug 2026 12:32:12 GMT 2026-08-01T12:32:12Z https://kerd.ku.ac.ke/handle/123456789/1343 Influence of School Physical Environment on Teachers’ Satisfaction in Selected Public Primary Schools in Elgeyo Marakwet County, Kenya Kiptum, Jonah Kipsang A conducive working environment is critical in enhancing productivity as well as satisfaction among professionals. Primary school teachers form a vital segment of the basic education as they impart basic knowledge to leaners. Prioritizing their professional needs is, therefore, commendable to ensure that they fulfill their professional roles. This study sought to establish the influence of physical environment on teachers’ satisfaction in public primary schools in Elgeyo Marakwet County, Kenya. The study was guided by four objectives: one, to identify how physical facilities, influence teachers’ satisfaction in Elgeyo Marakwet County; two, to assess how work environment influence teachers’ satisfaction in Elgeyo Marakwet County; three, to establish how the classroom arrangement influenced teachers’ satisfaction in Elgeyo Marakwet; and, four, to identify the measures that teachers in Elgeyo Marakwet County use to improve their satisfaction. The two factor theory of Herzberg (1993) guided the study. The theory was based on the assumption that dissatisfaction leading to avoidance of work and satisfaction leading to attract one to work do not present end point of a single continuum. The study area was chosen owing to the high-stress levels due to workload and other indicators of dissatisfaction experienced by school teachers. Teachers, Head Teachers, Curriculum Support Officers (CSOs) and Assistant County Directors were targeted in the study. The county has 4 sub-counties headed by Sub-County Directors of Education with 26 educational zones headed by Curriculum Support Officers (CSOs). The county has 345 public primary schools with a population of 3,771 public primary school teachers. The study used stratified, purposive and simple random samplings to select participants. A total of 140 participants (where 38 were males and 102 being females) from Keiyo North Sub-County having a total population of 1,295 primary school teachers (221 males and 1,074 females) were sampled from 11 schools with 11 teachers per school to give 121 teachers (24 males and 97 females), 11 head teachers (8 males and 3 females), 7 Curriculum Support Officers (5 males and 2 females) and 1 Sub-County Director (1 male). Questionnaire, interview schedule and observation was used to collect data. Quantitative data was analyzed by use of both descriptive and inferential statistics where multiple regression was used. The inferential statistics comprised of Pearson product moment and multiple regression. The multiple regression model, (R2 = .557) shows that physical environment account for 54.4% variation in teachers’ satisfaction. The physical facilities (β1 = 0.419), classroom arrangement (β2 =.606) and work environment (β3 =.454) had significant relationship with teachers‟ satisfaction. The school physical facilities, work environment, and classroom arrangement positively influenced teachers’ satisfaction. The study recommended that there is need for school management to ensure that good physical appearance; conducive working environment, adequate facilities such as desks, shelves and classrooms are fully satisfied. Secondly, adequate reading and writing materials, reduced workload and proper cooperation by the school management should be addressed. Finally, proper demarcation of space, proper arrangement of books as well as adequate space for teacher movement in class should be well addressed in order to enhance teacher motivation and satisfaction level. A PhD thesis submitted to Kenyatta University Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1343 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1184 Teachers’ Perception of Selected Determinants of Primary School Pupils Academic Achievement in Nyanza Region Kenya. Oduor, Onyango Daniel The performance of primary school pupils in Kenya certificate of primary education (KCPE) examinations in Nyanza Region has been unsatisfactory over the years. Most of the candidates obtain atleast average and below average scores in the annual examination. This has been cause for worry among parents, teachers and the community. This especially because KCPE results are used for secondary schools placement and also gauge school performance. The purpose of the study was to investigate teacher’s perception of the factors influencing primary school pupil’s academic achievement in Nyanza Region. The objectives of the study where to; establish teachers perception on whether the curriculum content, physical facilities, human resources, parents and community support, pupil behavior and teachers characteristics determined primary school pupil academic achievement. The study was guided by the transaction theory of teaching/learning and general systems theory. The area of study was Nyanza Region in the counties of Siaya and Kisumu. The study employed mixed methods approach and was conducted using descriptive explanatory survey design. The instruments used to collect data included questionnaires and interview guide. The sample was selected using stratified random sampling. Data was collected from 136 schools where 136 head teachers and 493 teachers were respondents. The researcher interviewed 36 teachers. The unit of analysis was primary school teachers. The data was analyses using descriptive and inferential statistic (factor analysis). Descriptive statistics such as measure of central tendency, counts and percentages, were used to analyses the data. General linear model was used to test the hypotheses. The study found that there were relationships between variables in the study such as curriculum content and physical facilities; for example, lack of tools such as syllabuses affected head teachers ability to monitor syllabus coverage. The teachers perceived the following variables to be the major predictors of achievement; lack of monitoring syllabus coverage, lack of adequate text books, parenting style, social gatherings such as discos, teachers’ participation in co curriculum activities, lack of checking pupils assignment, age of pupils and pupils absenteeism. It was found that since the school is a system, it has subsystem such as curriculum content, physical facilities, teachers characteristics and pupils behavior and parent community. These subsystems interacted and were dependent on each other. As such, problems in one variable affected the other. For example, the post election violence 2008 affected pupils KCPE achievement. It was suggested that a study should be conducted to investigate the challenges facing implementation of specific subjects in primary education curriculum. A thesis submitted in the school of education in partial fulfilment of the requirement for the award of the degree of doctor of philosophy in curriculum and instruction and media studies Sat, 01 Nov 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1184 2014-11-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1095 An Evaluation of the Implementation of Government Policies on Art Education in Primary Teachers Colleges in Kenya Makatiani, Zeddy Chepkorir There has been problem of shortage of qualified teachers and poor quality performance in the teaching of art education in primary schools in Kenya, due to diverse introduction of curriculum. Ministerial adoption of new policies on teaching art education in PTCs sought to alleviate the teacher shortage and subsequently improve on teaching of art education in PTCs. The policies which were designed were on; student enrolments to PTCs, structural duration, admission criteria, coverage of syllabus, mode of assessment, qualification of staff and in-service training attendance. The researcher found it necessary to focus this study and find out whether and what gaps or discrepancies existed in working relationships between stated policies designed to guide PTCs in preparation of teachers of art education in primary schools in Kenya. The study sought to fulfil five main objectives namely:- to find out whether or not PTCs were implementing government policies of art education in PTCs, how to solve the problem of shortage of teachers trained to teach art education in primary schools, the implications of implementing the stated government policies on art education in PTCs for solution of the problem of shortage of teachers qualified to teach art education in primary schools, the solution of poor quality teaching of art education in primary schools and the strategies, based on this study, that could be used as recommendations for planned implementation of government policies on art education in PTE programmes in Kenya. Two categories of literature were reviewed regarding; specification of the context of art education in PTE mprogramme- a quasi-historical analytical survey of post 1990 policies and logical predictions – Anticipated outcome from adopted government policies. Literature review indicated that art education subject was neglected and underfunded. More seriously, according to Phase Two Summative Evaluation report by the Kenya Institute of Education, the subject is neither taught nor examined in KCPE, also materials for practical work is provided by KIE, by implication, the government policies were not being implemented. The target population of the study was Inspectors of art education, Dean of art education, Coordinators of art education, Tutors of art education and 2nd year students of art education, while the location of the study was PTCs in Kenya, both private and government sponsored. The data was collected through the questionnaires, interviews, focus group discussions (FGDs) and observation guide. These instruments had been pre-tested with members of the target population and were approved as valid before being administered in the field. The collective case study was found to be suitable for the study since it was going to help the researcher to examine discreetly how designed government policies on art education were being implemented in sampled PTCs in Kenya. According to the findings of the study, government policies designed to guide the PTCs in improving the quality of teaching and shortage of teachers of art education in primary school in Kenya were not being implemented. Drawing from its findings, the study recommended that; the government, through the MoE ought to reinstate back the subject to be examined by KNEC at the primary school level, the training period in PTCs to be increased to 3 years or reduce the syllabus, basic facilities, materials and equipment in art studios ought to be available and be improved in PTCs in Kenya, Tutors teaching art education should meet the qualification requirement as specified by government policy and finally, regular in-service training for tutors teaching art education was important since it updates their knowledge in the new technique and materials in subject area. Thesis submitted in fulfillment of the requirements for the Degree of doctor of philosophy in the school of education of Kenyatta University, May 2014 Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1095 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/957 Critique of Plato’s Conception of Morality With Reference to the Teachers’ Expected Examination Integrity in Kenya. Andafu, Edward Maina Teachers’ indulgence in examination malpractices is a global phenomenon that taints their integrity. In Kenya, such vices have persisted despite the teachers’ awareness of the expected examination integrity, as spelt out in the Teachers Service Commission (TSC) Code of Conduct and Ethics and the Code of Regulations. This study examines Plato’s theory of morality with reference to the teachers’ expected examination integrity. Plato’s theory of morality gives prominence to possession of knowledge as a prerequisite of informing right actions. The study seeks to establish why some professional teachers in Kenya engage in examination dishonesty despite their awareness of the expected examination conduct. It employs the philosophical methods of inquiry namely the critical, logical analysis and speculation. The study uses Immanuel Kant’s Deontological Theory of morality as the theoretical framework, which presupposes reason as a guide to moral conduct. The critical method examines Plato’s theory of morality and the Kenya National Examinations Council’s (KNEC) initiatives to combat examination malpractices. The analytic method clarifies concepts, statements and terms relating to the study; the speculative method establishes the conflict between knowledge and action. The study analyses cases of teachers’ involvement in examination malpractices in the Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) examinations and the effectiveness of the empirical approach in combating examination malpractices. It finds out that the strategies employed by KNEC to curb examination vices do not enhance the teachers’ internalization of moral and professional virtues regarding examination integrity. This culminates in the manifestation of akratic tendencies among teachers whereby they persistently indulge in examination vices. The study proposes the use of metaphysical approach in facilitating teachers’ adherence to examination integrity, based on the stages of the examination life cycle. Such approach activates the individual’s faculty of reason, which is key in actualizing moral judgments. A Thesis Submitted in Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy in Education, School of Education, University of Nairobi Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/957 2019-01-01T00:00:00Z