Pub Date : 2023-06-30DOI: 10.46606/eajess2023v04i03.0272
Asisi Gorret Idah, Jackline Akoth Odero, M. Nelima, Reuben Rutto
This study investigated on the influence of managerial innovation on competitiveness of Commercial Banks in Kenya. This study used the descriptive and correlational research designs with the sample of 175 middle level management employees (directors and general managers) through stratified and simple random sampling. The study used a questionnaire as the main source of data from the field. The questionnaire was developed by the researchers through the reading of literature and previous studies. Data was analyzed using the descriptive statistics and Pearson Correlations. The bank showed proof of existing elements of competitiveness. Managerial innovation has a significant positive influence on competitiveness of commercial banks in Kenya. The study recommends that commercial banks in Kenya should continue to embrace subjects of managerial innovation. The study also recommends that commercial banks should regularly review elements that exhibit competitiveness and act accordingly for improvement. Finally, the study recommends that commercial banks should apply practices associated with managerial innovation in order to be competitive.
{"title":"Managerial Innovation and Competitiveness of Commercial Banks in Kenya","authors":"Asisi Gorret Idah, Jackline Akoth Odero, M. Nelima, Reuben Rutto","doi":"10.46606/eajess2023v04i03.0272","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0272","url":null,"abstract":"This study investigated on the influence of managerial innovation on competitiveness of Commercial Banks in Kenya. This study used the descriptive and correlational research designs with the sample of 175 middle level management employees (directors and general managers) through stratified and simple random sampling. The study used a questionnaire as the main source of data from the field. The questionnaire was developed by the researchers through the reading of literature and previous studies. Data was analyzed using the descriptive statistics and Pearson Correlations. The bank showed proof of existing elements of competitiveness. Managerial innovation has a significant positive influence on competitiveness of commercial banks in Kenya. The study recommends that commercial banks in Kenya should continue to embrace subjects of managerial innovation. The study also recommends that commercial banks should regularly review elements that exhibit competitiveness and act accordingly for improvement. Finally, the study recommends that commercial banks should apply practices associated with managerial innovation in order to be competitive.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"299 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116322654","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}
Pub Date : 2023-06-30DOI: 10.46606/eajess2023v04i03.0279
Addo Komba, Joseph Magali, B. Chachage
The study assessed the influence of transformational leadership on organizational culture for Tanzanian public sports organizations. Transformational leadership was measured by idealized influence, inspirational motivation, intellectual and individualized consideration dimensions. The culture was measured by sayings/slogans, rituals, clothing and office arrangement. The study utilized 153 staff selected using the random sampling technique from the population of 248 staff from the Ministry of Culture and Sports (MoCAS) in Tanzania. The structured questionnaire was used to collect data, and data was entered into IBM SPSS and AMOS software. The data was analyzed using Structural Equation Modelling. The study revealed that idealized influence and inspirational motivation did not affect the implementing culture. However, Intellectual stimulation and individualized positively and significantly influenced the culture. Therefore, to make cultural practice effective, the management of sports organizations should formulate a policy that promotes idealized influence and inspirational motivation.
{"title":"Influence of Transformational Leadership on Organizational Culture in the Ministry of Culture and Sports, Tanzania","authors":"Addo Komba, Joseph Magali, B. Chachage","doi":"10.46606/eajess2023v04i03.0279","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0279","url":null,"abstract":"The study assessed the influence of transformational leadership on organizational culture for Tanzanian public sports organizations. Transformational leadership was measured by idealized influence, inspirational motivation, intellectual and individualized consideration dimensions. The culture was measured by sayings/slogans, rituals, clothing and office arrangement. The study utilized 153 staff selected using the random sampling technique from the population of 248 staff from the Ministry of Culture and Sports (MoCAS) in Tanzania. The structured questionnaire was used to collect data, and data was entered into IBM SPSS and AMOS software. The data was analyzed using Structural Equation Modelling. The study revealed that idealized influence and inspirational motivation did not affect the implementing culture. However, Intellectual stimulation and individualized positively and significantly influenced the culture. Therefore, to make cultural practice effective, the management of sports organizations should formulate a policy that promotes idealized influence and inspirational motivation.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127459716","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}
Pub Date : 2023-06-30DOI: 10.46606/eajess2023v04i03.0285
Lucas Mzelela John, Johnson Muchunguzi Ishengoma, Eugenia Joseph Kafanabo
The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.
{"title":"Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania","authors":"Lucas Mzelela John, Johnson Muchunguzi Ishengoma, Eugenia Joseph Kafanabo","doi":"10.46606/eajess2023v04i03.0285","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0285","url":null,"abstract":"The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131509770","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}
Pub Date : 2023-06-30DOI: 10.46606/eajess2023v04i03.0291
Rosemary Naima Kumi-Manu, S. Acquah, Fortune Addo-Wuver
This study examined the effectiveness of how preservice teachers of the University of Education, Winneba are mentored when on internship. The study employed the sequential explanatory mixed-methods research design, utilizing a researcher-made close-ended questionnaire and interview guide to collect data. A simple random sampling technique determined 125 preservice teachers in the biology, chemistry, and physics departments for the quantitative phase of the study. Ten preservice teachers participated in the qualitative phase of the study. Quantitative data was analyzed using descriptive statistics. Qualitative data was categorized into themes generated from the research questions. The results revealed that preservice teachers have mentoring needs that were not adequately addressed by the mentors. Mentoring preservice teachers in the typical classroom situation is critical for professional development as it aims at inculcating in them practical experiences in teaching to enhance their abilities and develop their knowledge and skills in the areas studied. Mentors and mentees, therefore, need to know what their associated roles are and how to interact for a positive impact. Mentors should be engaged based on their specialization in the subject area, their rich experience and their willingness to mentor preservice teachers.
{"title":"Preservice Teachers’ Professional Experiences during Internship at the University of Education, Winneba, Ghana","authors":"Rosemary Naima Kumi-Manu, S. Acquah, Fortune Addo-Wuver","doi":"10.46606/eajess2023v04i03.0291","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0291","url":null,"abstract":"This study examined the effectiveness of how preservice teachers of the University of Education, Winneba are mentored when on internship. The study employed the sequential explanatory mixed-methods research design, utilizing a researcher-made close-ended questionnaire and interview guide to collect data. A simple random sampling technique determined 125 preservice teachers in the biology, chemistry, and physics departments for the quantitative phase of the study. Ten preservice teachers participated in the qualitative phase of the study. Quantitative data was analyzed using descriptive statistics. Qualitative data was categorized into themes generated from the research questions. The results revealed that preservice teachers have mentoring needs that were not adequately addressed by the mentors. Mentoring preservice teachers in the typical classroom situation is critical for professional development as it aims at inculcating in them practical experiences in teaching to enhance their abilities and develop their knowledge and skills in the areas studied. Mentors and mentees, therefore, need to know what their associated roles are and how to interact for a positive impact. Mentors should be engaged based on their specialization in the subject area, their rich experience and their willingness to mentor preservice teachers.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127469416","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}
Pub Date : 2023-06-30DOI: 10.46606/eajess2023v04i03.0283
George Sulo Bingan, Collins Asoma, Ernest Setor Amenu, Eric Appiah-Kubi, Eric Appiah-Kubi, K. Afriyie
This study investigated about the primary school teachers’ perceptions and needs towards the implementation of standard based curriculum in Kpandai District of Ghana. The study utilized the descriptive survey design. The target population was 439 public primary school teachers in the Kpandai District. The researchers used the simple random sampling to determine the sample of 150 teachers to participate in the study using a questionnaire. Data was analyzed through descriptive statistics. The study established that teachers have a positive perception towards the standard based curriculum which they felt is good and can help develop learners to think independently and grow into productive adults. The implementation of the standard based curriculum poses several challenges, which need to be addressed. Some of recommendations are that teachers need to develop a positive perception towards the standard based curriculum. Furthermore, information on the standard based curriculum should be readily available for teachers to understand and appreciate the curriculum.
{"title":"Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana","authors":"George Sulo Bingan, Collins Asoma, Ernest Setor Amenu, Eric Appiah-Kubi, Eric Appiah-Kubi, K. Afriyie","doi":"10.46606/eajess2023v04i03.0283","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0283","url":null,"abstract":"This study investigated about the primary school teachers’ perceptions and needs towards the implementation of standard based curriculum in Kpandai District of Ghana. The study utilized the descriptive survey design. The target population was 439 public primary school teachers in the Kpandai District. The researchers used the simple random sampling to determine the sample of 150 teachers to participate in the study using a questionnaire. Data was analyzed through descriptive statistics. The study established that teachers have a positive perception towards the standard based curriculum which they felt is good and can help develop learners to think independently and grow into productive adults. The implementation of the standard based curriculum poses several challenges, which need to be addressed. Some of recommendations are that teachers need to develop a positive perception towards the standard based curriculum. Furthermore, information on the standard based curriculum should be readily available for teachers to understand and appreciate the curriculum.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121724946","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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