School of Education

Permanent URI for this collectionhttp://repository.buc.ac.ke:4000/handle/123456789/13

Browse

Start date: 2020End date: 2023

Search Results

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Examining the influence of Integrated Principal Leadership Styles and School Climate in Public Secondary Schools:
    (International Journal of Research Publication and Reviews, 2023-07-30) Sigilai , Richard Maite
    This study sought to investigate how integrated leadership style (instructional and transformational), and school climate are related. Multiple regression analysis was used in the study to examine the relationship between the variables after data collection. According to the findings, there is no correlation between the school climate and either instructional leadership (coefficients of 0.039) or transformational leadership (negative coefficients of -0.048). An increase in instructional leadership may be linked to an increase in the school climate, according to the positive regression coefficient for instructional leadership. This relationship, though, lacked statistical significance. The regression coefficient for transformational leadership was negative, indicating a link between a decline in school climate and an increase in transformational leadership. Additionally, this connection lacked statistical significance. The F ratio of 0.306 and the p-value of 0.737 indicated that the overall model was not statistically significant. The t-values of 0.465 for instructional leadership and -0,572 for transformational leadership are not statistically significant (sign.T is 0.642 and 0.568 respectively), but it is likely due to chance or other factors that predict the school climate. More research is required to identify these factors.
  • Thumbnail Image
    Item
    Influence of Principal Leadership on School Goal Framing in Kuresoi Sub-County of Nakuru County, Kenya
    (International Journal of Research and Innovation in Social Science (IJRISS), 2023-11-08)
    This study investigated the influence of Principal Leadership on School Goal Framing in Kuresoi Sub county of Nakuru County, Kenya. The theory used is Instructional Leadership Theory and the objective was to determine the influence of Principal Leadership on School Goal Framing in Kuresoi Sub-county of Nakuru County, Kenya. A quantitative study approach was employed to gather data through closed-ended questionnaires distributed to 266 participants, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The research findings indicate that on an annual basis, principals, deputy principals, and heads of departments engage in collaborative efforts to develop school-wide objectives. The joint effort was consistently undertaken by 42.1% of principals, 36.8% of deputy principals, and 46.3% of heads of departments. Moreover, after examining educational objectives and clarifying faculty duties, it was found that 47.4% of principals and 51.1% of Heads of Departments (HODs) consistently engaged in the procedure. It is worth noting that a significant proportion of deputies, specifically 44.7%, expressed a preference for the “almost usually” category. In contrast, a slightly higher percentage, 47.4%, reported employing needs assessments or other formal procedures to evaluate staff and establish goals. Using student performance data for goal-setting was observed in 36.8% of cases among principals and deputies. Similarly, 38.4% of Heads of Departments (HODs) consistently exploited such data, while 37.9% did so frequently. In summary, the data indicates that most principals (55.3%) and heads of departments (38.4%) frequently formulate explicit and pertinent objectives readily available to educators across different hierarchical levels. The present study addresses a notable void in the current body of literature by providing insights into the unique characteristics of public schools in Kenya and emphasising the crucial significance of principal leadership. The above findings hold significant value for policymakers, educators, and academic institutions, as they can provide guidance and reshape leadership paradigms to promote progress within the education sector.
  • Thumbnail Image
    Item
    Analysing Leadership Roles in Incentivising Teacher Performance Among Principals, Deputies, and HODs in Kenya
    (International Journal of Research and Analytical Reviews (IJRAR) 8, 2023-10-15) Sigilai , Richard Maite
    The study aimed to examine the various approaches utilized by educational administrators, including Principals, Deputies, and Heads of Departments (HODs), to motivate and enhance teacher performance within the context of Kuresoi Sub-county, located in Nakuru County, Kenya. Utilizing a quantitative research approach, the study employed closed-ended questionnaires as a data collection method. A sample size of 266 participants was chosen for the study, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The results of the study indicated that there were notable differences in the inclination towards specific strategies depending on the leadership position. Deputies primarily employed formal acknowledgement strategies, such as conducting meetings and sending out memos, while Principals showed a greater inclination towards recognizing individuals through personal commendations. The significance of Heads of Departments (HODs) was particularly highlighted by their emphasis on recognizing teacher achievements through individualized memoranda. This study presents a new perspective by offering valuable insights into the nuanced strategies employed by various leadership positions within the educational landscape of Kenya. It highlights the importance of implementing customized strategies for acknowledgement that align with each post's distinct responsibilities and inclinations. The findings of this study have significant implications for educational policy and leadership training programs, intending to optimize teacher motivation and performance.
  • Thumbnail Image
    Item
    Effects of Contextual Concerns on University Students’ Mental Health in the Wake of COVID-19 Pandemic:
    (Journal of Research Innovation and Implications in Education, 2022-06-30) Mettoh, Hellen Jepchirchir
    : This conceptual study introduces the unprecedented COVID-19 pandemic as a global burden that has disrupted peoples’ quality of life. The Kenyan government confirmed the first case of COVID-19 pandemic on 14th March, 2020, after the novel corona virus disease. One of the containment strategies put in place by the Kenyan government was the suspension of all learning activities and home confinement for all school going children and university students. The aim of this study was to find out the effects of the contextual concerns of covid-19 pandemic on the university students’ mental in Kenya. The review found out that the public health containment measures led to the closure of universities, which resulted to virtual learning, virtual graduation, loss of jobs as some companies shut down, movement to rural areas, lack of supplies, isolation, pornography, concerns on one’s own health and the health of loved ones, eating and sleeping disorders, all study levels and gender, knowledge of infected person, information technology exacerbated the situation of the students, Covid-19 contributed to general poor health and that vulnerable university students may have been worse hit. All these culminated into mental health issues as depression, anxiety, stress, sleep and eating disorder and loneliness. The study recommended that apart from the student counsellors, the universities also ought to engage the services of psychotherapists and psychiatrists where applicable in the fight against mental health related concerns among the students during COVID-19 pandemic.
  • Thumbnail Image
    Item
    The Role of Teaching History and Government in Fostering National Cohesion and Integration in Kenya: Opportunities and Challenges
    (International Journal of Research and Innovation in Social Science (IJRISS) |, 2020-10-01) Momanyi, John M.; Cherorot, Winnie C.
    The teaching of History and Government should serve to enable a country meet its needs and aspirations. One such need in Kenya, which has remained largely elusive, is national cohesion and integration. The objectives of teaching History and Government are; to demonstrate an understanding of how people and events of the past have influenced the ways in which people lived and behaved; appreciate the need for an importance of mutual responsibility, and to develop a sense of patriotism and national pride through participation in various development activities in the country. Research has revealed that the teaching of History and Government contributes to the development of an individual by increasing his/her propensity to be tolerant. Learning has a strong influence on the development of shared norms and the value placed on tolerance and understanding within a community. Integration is the process by which immigrants become accepted into society, both as individuals and as groups. The study was guided by the following specific objectives: to establish whether the objectives of teaching History and Government subject in Secondary school are being met and to establish the role of History and Government education in enhancing National Integration in Kenya. The target population of the study comprised of History and Government teachers, History and Government students, community leaders, Youth leaders, and Church leaders in Bomet County. Focus group discussions, Questionnaires and interview schedules were used to collect data from the respondents. Qualitative data collected was analyzed using content analysis while quantitative data analyzed using descriptive statistics. The results indicated that there is a need to have History and Government subject compulsory in secondary school curriculum to allow the subject objectives to be met. The study also revealed challenges facing the teaching of History and Government subject fails to meet the needs of the Country in terms of cohesion and integration.