The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).
{"title":"Relationship between headteachers' commitment and learners' academic performance in primary schools in Kericho County, Kenya","authors":"Cheruse Joel Kimengich, V. Ngeno, K. Solomon","doi":"10.4314/GJEDR.V19I2.7","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.7","url":null,"abstract":"The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122428459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools located in the sub county with special needs teachers of the targeted primary schools forming the target population. A sample size of 69 special needs teachers was selected as the sample for the study selected through simple random sampling method. To collect data, questionnaire was used. The analysis of data was done using quantitative and qualitative methods. Research result showed that majority of special needs teachers were not adequately prepared to undertake evaluation and assessment of children with special needs in line with the new curriculum. The lack of adequate understanding and application of formative assessment methods by special needs teachers denied the special needs learners opportunity to acquired competencies and skills as per CBC curriculum. The paper therefore recommends that special needs teachers like other teachers need to be regularly provided with adequate training on different methods of assessment of special needs learners in their classroom. This will ensure that the goals of inclusion are attained hence contributing to special needs learners education growth and development.
{"title":"Teachers competencies in evaluation of competency based curriculum among special needs learners in Kenya","authors":"Nelly C. Andiema","doi":"10.4314/GJEDR.V19I2.2","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.2","url":null,"abstract":"Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools located in the sub county with special needs teachers of the targeted primary schools forming the target population. A sample size of 69 special needs teachers was selected as the sample for the study selected through simple random sampling method. To collect data, questionnaire was used. The analysis of data was done using quantitative and qualitative methods. Research result showed that majority of special needs teachers were not adequately prepared to undertake evaluation and assessment of children with special needs in line with the new curriculum. The lack of adequate understanding and application of formative assessment methods by special needs teachers denied the special needs learners opportunity to acquired competencies and skills as per CBC curriculum. The paper therefore recommends that special needs teachers like other teachers need to be regularly provided with adequate training on different methods of assessment of special needs learners in their classroom. This will ensure that the goals of inclusion are attained hence contributing to special needs learners education growth and development.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124995500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study set out to identify students’ intralingual errors in the essays written in French. The study adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893 copies of descriptive essays written in French Language by year 3 junior secondary school students in the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample of 228 essays was selected through stratified, purposive and proportionate random sampling techniques. The three instruments for the study were the question papers on French Language, the students’ answer scripts and a researcher-designed Checklist of Intralingual Errors for Learning French (CIELF). The data from the error analysis were subjected to analysis using the Statistical Package for the Social Sciences (SPSS) and the research question that guided the study was answered in percentages. The results showed that the students committed eight intralingual errors, which include overgeneralization, omission, addition, simplification of parts of speech, misinformation, agreement, verb forms and mechanical errors. Part of the recommendations is for teachers of French to build language instructions on students’ prior knowledge and experiences, thereby making French language learning to be real and interesting to the students.
{"title":"Junior secondary school students' intralingual errors in essays written in French language","authors":"S. M. Umoh, P.C.N. Ezenwa","doi":"10.4314/GJEDR.V19I2.3","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.3","url":null,"abstract":"This study set out to identify students’ intralingual errors in the essays written in French. The study adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893 copies of descriptive essays written in French Language by year 3 junior secondary school students in the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample of 228 essays was selected through stratified, purposive and proportionate random sampling techniques. The three instruments for the study were the question papers on French Language, the students’ answer scripts and a researcher-designed Checklist of Intralingual Errors for Learning French (CIELF). The data from the error analysis were subjected to analysis using the Statistical Package for the Social Sciences (SPSS) and the research question that guided the study was answered in percentages. The results showed that the students committed eight intralingual errors, which include overgeneralization, omission, addition, simplification of parts of speech, misinformation, agreement, verb forms and mechanical errors. Part of the recommendations is for teachers of French to build language instructions on students’ prior knowledge and experiences, thereby making French language learning to be real and interesting to the students.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123112442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the relationship between perceived effects of the implementation of strategic planning process and head teachers’ performance in public day primary school in Kericho County of Kenya. The study used an ex-post-facto research design. The research approach used was quantitative and qualitative. The target population comprised of 524 head teachers of public primary schools in Kericho County. The research instruments used to collect the data were questionnaires and interview schedules. A sample of 227 headteachers and Six (6) Sub County Directors was obtained using Stratified Random Sampling and Purposive sampling technique respectively. Data was collected using a questionnaire that was developed by the researcher. Simple random sampling technique was used to select schools in each sub County. A pilot study was done on 23 headteachers who were not included in the final study to determine reliability of the research instruments. Cronbach alpha formula was used to determine reliability coefficient. A score of 0.7 and above was deemed acceptable. Data was analysed for descriptive statistics (frequencies and percentages) and inferential statics (Pearson correlation and Regression analysis). The results were presented in form of tables and figures. The results show that implementation of strategic planning process did not have a statistically significant relationship with head teachers’ performance in primary day schools in Kericho County. There was a positive correlation between results of strategic planning process and head teachers’ performance at (r = 135; p = 0.056).
{"title":"Relationship between the perceived effects of the implementation of strategic planning process and head teachers' performance in public day primary schools in Kericho County of Kenya","authors":"J. Kibett, J. Manduku, W. Chepkwony","doi":"10.4314/GJEDR.V19I2.5","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.5","url":null,"abstract":"The purpose of this study was to investigate the relationship between perceived effects of the implementation of strategic planning process and head teachers’ performance in public day primary school in Kericho County of Kenya. The study used an ex-post-facto research design. The research approach used was quantitative and qualitative. The target population comprised of 524 head teachers of public primary schools in Kericho County. The research instruments used to collect the data were questionnaires and interview schedules. A sample of 227 headteachers and Six (6) Sub County Directors was obtained using Stratified Random Sampling and Purposive sampling technique respectively. Data was collected using a questionnaire that was developed by the researcher. Simple random sampling technique was used to select schools in each sub County. A pilot study was done on 23 headteachers who were not included in the final study to determine reliability of the research instruments. Cronbach alpha formula was used to determine reliability coefficient. A score of 0.7 and above was deemed acceptable. Data was analysed for descriptive statistics (frequencies and percentages) and inferential statics (Pearson correlation and Regression analysis). The results were presented in form of tables and figures. The results show that implementation of strategic planning process did not have a statistically significant relationship with head teachers’ performance in primary day schools in Kericho County. There was a positive correlation between results of strategic planning process and head teachers’ performance at (r = 135; p = 0.056).","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132109116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper looks at the monitoring and control skills of Heads of Department (HODs) of science and its influence on academic performance by students in Kenya Certificate of Secondary Education Subjects. The HODs have been mandated to provide instructional guidance through regular monitoring, assessment and evaluation of science teaching subjects in their secondary schools. However, recent performances in science subjects (Biology, Chemistry and Physics) in KCSE in public secondary schools in Nandi County have been below average. Therefore, the objective of this paper was to determine the influence of science HODs monitoring and control skills towards academic performance of students in science subject. The study used mixed method research methodology which combined qualitative and quantitative data. The area of study was all public secondary schools in Nandi County. Target population consisted of 231 HODs of science, 231 principals and 693 science subject teachers. The study adopted a mixed method research design. A sample size of 23 principals, 128 HODS of science and 247 science teachers were selected through stratified random sampling technique. Data was collected using questionnaires (for HODs and teachers) and interview guide (for principals). The reliability values for HODs was 0.795 and science teachers 0.775 which were above the threshold of R=0.7. Analysis of data was performed using quantitative and qualitative methods. Results of the analysis revealed that HODs organising regular departmental meetings to review performance and take corrective action where possible was the main monitoring and control used. On the average, the study discovered that HODs of science planed with science teachers evaluation and assessment activities in their schools (M=3.38 and SD=1.25). The paper concludes that there existed a significant positive influence (p<0.05) between HODs of Science monitoring and control skills and academic performance of students in science subjects in selected public secondary schools in Nandi County, Kenya. It was recommended that Teachers Service Commission needs to improve staffing levels in public secondary schools especially in science subjects to in order provide ample time for HODs to do their regular monitoring and control activities of science subjects’ curriculum implementation in classrooms and among their departmental teachers. Keywords: Science, Monitoring, Control, Performance and Assessment
{"title":"Monitoring and control skills of heads of science department and academic performance in sciences in public secondary schools in Nandi county Kenya","authors":"Alfed Cheruiyot, J. Kibett, V. Ngeno","doi":"10.4314/gjedr.v19i1.11","DOIUrl":"https://doi.org/10.4314/gjedr.v19i1.11","url":null,"abstract":"This paper looks at the monitoring and control skills of Heads of Department (HODs) of science and its influence on academic performance by students in Kenya Certificate of Secondary Education Subjects. The HODs have been mandated to provide instructional guidance through regular monitoring, assessment and evaluation of science teaching subjects in their secondary schools. However, recent performances in science subjects (Biology, Chemistry and Physics) in KCSE in public secondary schools in Nandi County have been below average. Therefore, the objective of this paper was to determine the influence of science HODs monitoring and control skills towards academic performance of students in science subject. The study used mixed method research methodology which combined qualitative and quantitative data. The area of study was all public secondary schools in Nandi County. Target population consisted of 231 HODs of science, 231 principals and 693 science subject teachers. The study adopted a mixed method research design. A sample size of 23 principals, 128 HODS of science and 247 science teachers were selected through stratified random sampling technique. Data was collected using questionnaires (for HODs and teachers) and interview guide (for principals). The reliability values for HODs was 0.795 and science teachers 0.775 which were above the threshold of R=0.7. Analysis of data was performed using quantitative and qualitative methods. Results of the analysis revealed that HODs organising regular departmental meetings to review performance and take corrective action where possible was the main monitoring and control used. On the average, the study discovered that HODs of science planed with science teachers evaluation and assessment activities in their schools (M=3.38 and SD=1.25). The paper concludes that there existed a significant positive influence (p<0.05) between HODs of Science monitoring and control skills and academic performance of students in science subjects in selected public secondary schools in Nandi County, Kenya. It was recommended that Teachers Service Commission needs to improve staffing levels in public secondary schools especially in science subjects to in order provide ample time for HODs to do their regular monitoring and control activities of science subjects’ curriculum implementation in classrooms and among their departmental teachers. \u0000Keywords: Science, Monitoring, Control, Performance and Assessment","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127531319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets. Keywords: Planning, Skills, Quality, Performance, Sciences HODs
{"title":"Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya","authors":"Alfed Cheruiyot, V. Ngeno, J. Kibett","doi":"10.4314/gjedr.v19i1.10","DOIUrl":"https://doi.org/10.4314/gjedr.v19i1.10","url":null,"abstract":"Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets. \u0000Keywords: Planning, Skills, Quality, Performance, Sciences HODs","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114622269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kosilei John Kipkoech, Andrew Kibet Kipgosgei, V. Ngeno
The role of headteachers in the management of teaching and learning materials although widely studied has not been explored in regard to its influence on learners’ performance in public pre-primary Schools. The purpose of this study is to determine the influence of monitoring allocation of teaching and learning materials by Headteachers on learners performance in activity areas. Convergent Mixed Method design was used as it enabled the researcher to handle both qualitative and quantitative data that was collected. The target population comprised of 735 pre-primary schools, 735 Headteachers, 1470 preschool teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size included 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public pre-primary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches in analyzing data. Regression Analysis was used to test the hypotheses. The results show that monitoring allocation of teaching and learning materials by Headteachers did not have a statistically significant influence on learners’ performance in activity areas.
{"title":"Influence of headteachers’ monitoring allocations of teaching and learning materials on learners’ performance in activity areas in public pre-primary schools in Narok County, Kenya","authors":"Kosilei John Kipkoech, Andrew Kibet Kipgosgei, V. Ngeno","doi":"10.4314/gjedr.v19i1.9","DOIUrl":"https://doi.org/10.4314/gjedr.v19i1.9","url":null,"abstract":"The role of headteachers in the management of teaching and learning materials although widely studied has not been explored in regard to its influence on learners’ performance in public pre-primary Schools. The purpose of this study is to determine the influence of monitoring allocation of teaching and learning materials by Headteachers on learners performance in activity areas. Convergent Mixed Method design was used as it enabled the researcher to handle both qualitative and quantitative data that was collected. The target population comprised of 735 pre-primary schools, 735 Headteachers, 1470 preschool teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size included 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public pre-primary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches in analyzing data. Regression Analysis was used to test the hypotheses. The results show that monitoring allocation of teaching and learning materials by Headteachers did not have a statistically significant influence on learners’ performance in activity areas.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122062794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kosilei John Kipkoech, V. Ngeno, Syallow Cajertane Makero
The role of headteachers in the supervision of teaching and learning materials utilization even though widely studied has not been explored in regard to its influence on learners’ performance in public preprimary Schools. The study’s aim was to examine the relationship between headteachers’ supervision of teaching and learning materials utilization on learners’ performance in activity areas in public preprimary schools in Narok County. The study was informed by the Education Production Theory by Hanushek (1995) and Cognitive Load Theory by John Sweller (1988). Convergent Mixed Method design was used as it enables the researcher to handle both qualitative and quantitative data that were collected. The target population was 735 pre-primary schools, 735 Headteachers, 1470 pre-school teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size comprised of 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public preprimary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches to analyzing data. This assisted the researcher to summarize data for easy analysis. Regression Analysis was used to test the hypotheses. The results show that headteachers’ supervision of teaching and learning materials utilization had a statistically significant influence on learners’ performance in activity areas. Keywords: Headteachers’ Supervision of Teaching and Learning Materials Utilization, Learners’ Performance, Activity Areas, Pre-schools, Pre-Primary Schools
{"title":"Relationship between headteachers’ supervision of teaching and learning materials utilization and learners’ performance in activity areas in public pre-primary schools in Narok county","authors":"Kosilei John Kipkoech, V. Ngeno, Syallow Cajertane Makero","doi":"10.4314/gjedr.v19i1.12","DOIUrl":"https://doi.org/10.4314/gjedr.v19i1.12","url":null,"abstract":"The role of headteachers in the supervision of teaching and learning materials utilization even though widely studied has not been explored in regard to its influence on learners’ performance in public preprimary Schools. The study’s aim was to examine the relationship between headteachers’ supervision of teaching and learning materials utilization on learners’ performance in activity areas in public preprimary schools in Narok County. The study was informed by the Education Production Theory by Hanushek (1995) and Cognitive Load Theory by John Sweller (1988). Convergent Mixed Method design was used as it enables the researcher to handle both qualitative and quantitative data that were collected. The target population was 735 pre-primary schools, 735 Headteachers, 1470 pre-school teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size comprised of 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public preprimary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches to analyzing data. This assisted the researcher to summarize data for easy analysis. Regression Analysis was used to test the hypotheses. The results show that headteachers’ supervision of teaching and learning materials utilization had a statistically significant influence on learners’ performance in activity areas. \u0000Keywords: Headteachers’ Supervision of Teaching and Learning Materials Utilization, Learners’ Performance, Activity Areas, Pre-schools, Pre-Primary Schools","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133822789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Title: history of St. Paul Parish University of Calabar, Calabar 1973-2017 Authors: Barth N. Ekwueme, Stephen Uche, Maurice Ebong, Christopher Umoh and James Aboh Address: University of Calabar, Calabar, Nigeria Publisher: Unversity of Calabar press, Nigeria Isbn: 978-978-968-078-8 Copyright: (c) 2017 by Catholic men’s organization (cmo) University of Calabar, Calabar, Nigeria Cost: USD 10 (N 500)
标题:卡拉巴尔圣保罗教区大学的历史，卡拉巴尔1973-2017作者:Barth N. Ekwueme, Stephen Uche, Maurice Ebong, Christopher Umoh和James Aboh地址:尼日利亚卡拉巴尔大学出版商:尼日利亚卡拉巴尔大学出版社Isbn: 978-978-968-078版权:(c) 2017年由天主教男子组织(cmo)卡拉巴尔大学，尼日利亚卡拉巴尔成本:10美元(n500)
{"title":"Book Review: History of St. Paul Parish University of Calabar, Calabar 1973-2017","authors":"Prof. (Mrs). S. M. Umdh","doi":"10.4314/gjedr.v19i1.14","DOIUrl":"https://doi.org/10.4314/gjedr.v19i1.14","url":null,"abstract":"Title: history of St. Paul Parish University of Calabar, Calabar 1973-2017 \u0000Authors: Barth N. Ekwueme, Stephen Uche, Maurice Ebong, Christopher Umoh and James Aboh \u0000Address: University of Calabar, Calabar, Nigeria \u0000Publisher: Unversity of Calabar press, Nigeria \u0000Isbn: 978-978-968-078-8 \u0000Copyright: (c) 2017 by Catholic men’s organization (cmo) University of Calabar, Calabar, Nigeria \u0000Cost: USD 10 (N 500)","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124610188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered infectiveness in encouraging strict adherence to the school administrative structure; ensuring that the learning environment is child friendly, safe and conducive; in organizing and updating records of learner discipline cases, challenging behavior and interventions; and in displaying of school rules. The study recommended that the Ministry of Education should consider strengthening the monitoring and evaluation for headteachers’ roles; and organizing update trainings for headteachers to enhance their leadership competencies. Keywords: Headteachers’ Leadership Competencies, Financial Performance, Narok County, Public Primary Schools
{"title":"Relationship between head teachers’ leadership competencies and effective school management in public primary schools in Narok county, Kenya","authors":"J. Koskie, C. Sang, V. Ngeno","doi":"10.4314/gjedr.v19i1.6","DOIUrl":"https://doi.org/10.4314/gjedr.v19i1.6","url":null,"abstract":"In Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered infectiveness in encouraging strict adherence to the school administrative structure; ensuring that the learning environment is child friendly, safe and conducive; in organizing and updating records of learner discipline cases, challenging behavior and interventions; and in displaying of school rules. The study recommended that the Ministry of Education should consider strengthening the monitoring and evaluation for headteachers’ roles; and organizing update trainings for headteachers to enhance their leadership competencies. \u0000Keywords: Headteachers’ Leadership Competencies, Financial Performance, Narok County, Public Primary Schools","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131666336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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