Quality education is attributed to the quality of teaching. Teacher Professional Development (TPD) is vital towards improved quality of teaching in Kenya. To achieve this, Teachers Service Commission (TSC) rolled out TPD, whose successful implementation is at risk due to criticism from various stakeholders. This study sought to investigate the effect of stakeholder collaboration on implementation of TPD in Kenya. It adopted a descriptive survey study design. The study targeted a population of 327349 teachers from public schools and 188 TPD coordinators from accredited TPD service providers. Using the Krejcie and Morgan Table of 1970, a sample of 384 teachers, and 8 TPD coordinators was adequate for the study. However, to increase the statistical power of the study, the researcher used a sample of 404 respondents. Simple random sampling was used to identify one institution accredited to offer TPD. Each accredited institution enrolled teachers across Kenya. Exponential non-discriminative snowball sampling was used to select teacher respondents. TPD coordinators were selected by purposive sampling. Cluster sampling was used to ensure all the regions were included in the study. Both quantitative and qualitative data were collected using questionnaires and interviews respectively. Data was analyzed using descriptive statistics by way of frequencies, mean and standard deviations as well as inferential statistics including Pearson correlation and simple linear regression. The findings showed a significant positive effect of stakeholder collaboration on implementation of TPD. Effects of stakeholder collaboration explained a significant proportion of variation in implementation of TPD with, (t=2.536, B =.285, p<.0001). The study concluded that an increase in stakeholder collaboration positively influenced implementation of TPD. It recommended establishment of an institution mandated to conduct TPD-related activities in Kenya and work in collaboration with relevant education sector stakeholders in order to effectively implement TPD
{"title":"An Investigation into Collaborative Stakeholder Engagement’s Effect on Teacher Professional Development Implementation in Kenya","authors":"Samuel Wafula, S. Likoko, Paul Obino","doi":"10.37284/eajes.7.3.2096","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2096","url":null,"abstract":"Quality education is attributed to the quality of teaching. Teacher Professional Development (TPD) is vital towards improved quality of teaching in Kenya. To achieve this, Teachers Service Commission (TSC) rolled out TPD, whose successful implementation is at risk due to criticism from various stakeholders. This study sought to investigate the effect of stakeholder collaboration on implementation of TPD in Kenya. It adopted a descriptive survey study design. The study targeted a population of 327349 teachers from public schools and 188 TPD coordinators from accredited TPD service providers. Using the Krejcie and Morgan Table of 1970, a sample of 384 teachers, and 8 TPD coordinators was adequate for the study. However, to increase the statistical power of the study, the researcher used a sample of 404 respondents. Simple random sampling was used to identify one institution accredited to offer TPD. Each accredited institution enrolled teachers across Kenya. Exponential non-discriminative snowball sampling was used to select teacher respondents. TPD coordinators were selected by purposive sampling. Cluster sampling was used to ensure all the regions were included in the study. Both quantitative and qualitative data were collected using questionnaires and interviews respectively. Data was analyzed using descriptive statistics by way of frequencies, mean and standard deviations as well as inferential statistics including Pearson correlation and simple linear regression. The findings showed a significant positive effect of stakeholder collaboration on implementation of TPD. Effects of stakeholder collaboration explained a significant proportion of variation in implementation of TPD with, (t=2.536, B =.285, p<.0001). The study concluded that an increase in stakeholder collaboration positively influenced implementation of TPD. It recommended establishment of an institution mandated to conduct TPD-related activities in Kenya and work in collaboration with relevant education sector stakeholders in order to effectively implement TPD","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"2 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921322","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 investigated the awareness and implementation of school re-entry policy in primary schools within the Kuria East Sub-County, located in Migori County, Kenya. School Re-entry policies are crucial in facilitating the smooth return of learners, particularly girls, who drop out of school due to various reasons such as pregnancy or early marriage. The study employed a quantitative approach to gather comprehensive data. Data was collected through structured questionnaires distributed among learners. These questionnaires aimed to assess the level of awareness of existing school re-entry policy among learners and to gauge the extent to which these policies were implemented in practice. Findings from the study reveal varying levels of awareness among learners regarding school re-entry policy, with some demonstrating limited understanding of the provisions and procedures outlined in these policies. Moreover, while there is recognition of the importance of school re-entry policies in promoting educational equity and inclusion, the actual implementation faced numerous challenges. These challenges included societal attitudes towards school dropouts as a result of various factors not limited to early pregnancies and marriages, and gaps in coordination between schools, communities, and government agencies. The study also highlighted promising practices and innovative approaches adopted by some schools and community organizations to support school re-entry and retention of learners who have dropped out. These include the establishment of financial support, mentorship programs, and advocacy initiatives aimed at changing community perceptions and attitudes towards education, particularly for girls/boys. The findings underscored the need for concerted efforts by education stakeholders, government agencies, and community organizations to enhance awareness and implementation of the school re-entry policy in primary schools. Addressing the identified challenges and building upon successful practices can contribute to creating a more supportive educational environment for all learners in Kuria East Sub-County and similar contexts across Kenya. The study recommended enhanced training and sensitization programmes, community engagement, policy monitoring and evaluation among others, the school re-entry policy can be more effectively implemented, thereby enhancing educational opportunities for learners in Kuria East Sub County
{"title":"Assessing Awareness and Implementation of School Re-entry Policies in Primary Schools: A Study of Practices and Perceptions in Kuria East Sub-County, Migori County, Kenya","authors":"Alice Omariba, E. Ondieki, Wycliff O Mogoi","doi":"10.37284/eajes.7.3.2095","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2095","url":null,"abstract":"This study investigated the awareness and implementation of school re-entry policy in primary schools within the Kuria East Sub-County, located in Migori County, Kenya. School Re-entry policies are crucial in facilitating the smooth return of learners, particularly girls, who drop out of school due to various reasons such as pregnancy or early marriage. The study employed a quantitative approach to gather comprehensive data. Data was collected through structured questionnaires distributed among learners. These questionnaires aimed to assess the level of awareness of existing school re-entry policy among learners and to gauge the extent to which these policies were implemented in practice. Findings from the study reveal varying levels of awareness among learners regarding school re-entry policy, with some demonstrating limited understanding of the provisions and procedures outlined in these policies. Moreover, while there is recognition of the importance of school re-entry policies in promoting educational equity and inclusion, the actual implementation faced numerous challenges. These challenges included societal attitudes towards school dropouts as a result of various factors not limited to early pregnancies and marriages, and gaps in coordination between schools, communities, and government agencies. The study also highlighted promising practices and innovative approaches adopted by some schools and community organizations to support school re-entry and retention of learners who have dropped out. These include the establishment of financial support, mentorship programs, and advocacy initiatives aimed at changing community perceptions and attitudes towards education, particularly for girls/boys. The findings underscored the need for concerted efforts by education stakeholders, government agencies, and community organizations to enhance awareness and implementation of the school re-entry policy in primary schools. Addressing the identified challenges and building upon successful practices can contribute to creating a more supportive educational environment for all learners in Kuria East Sub-County and similar contexts across Kenya. The study recommended enhanced training and sensitization programmes, community engagement, policy monitoring and evaluation among others, the school re-entry policy can be more effectively implemented, thereby enhancing educational opportunities for learners in Kuria East Sub County","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"56 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923719","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}
Self-awareness is the first step to personality development and in overcoming personality defects. One key developmental task that helps in the formation of self-awareness during adolescence is the relationship formation with significant others. However, daily forms of human relationships are becoming negatively impacted by changes in culture, parenting styles, globalization, new technologies and institutional changes with consequences in changing family structures, socialization and relations. This study, therefore, endeavours to assess self-awareness on relationship formation among students in public secondary schools in Murang’a County, Kenya. Descriptive surveys and phenomenological designs were triangulated to provide a cohesive perspective. A mixed methodology paradigm in which qualitative and quantitative data were simultaneously collected was adopted. The target population was 101926 students, 2236 peer counsellors and 292 guidance and counselling teachers. Both random and purposive sampling techniques were used to select the research sample. The sample size was 431 participants consisting of 400 students, 21 peer counsellors and 10 guidance and counselling teachers. The data was collected using questionnaires, interview schedules and focused group discussion guides. Quantitative data was computed using Statistical Package for Social Sciences (SPSS) version 26 and results were analyzed using both descriptive and inferential statistics. Qualitative data was analyzed thematically and presented in narrative forms. Results showed a statistically significant positive relationship between self-awareness and relationship formation among secondary school students in Murang’a County. The study recommended that the Kenyan government through the Ministry of Education should revise the curriculum to offer compulsory life skills and competencies like self-awareness and interpersonal skills at all levels of education. In addition, parents and teachers encourage students to speak openly about their challenges
{"title":"An Assessment of Self-Awareness on the Relationship Formation among Students in Public Secondary Schools of Murang’a County, Kenya","authors":"John Mwangi Marubu, Ann Muiru, Josephine Kirimi","doi":"10.37284/eajes.7.3.2093","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2093","url":null,"abstract":"Self-awareness is the first step to personality development and in overcoming personality defects. One key developmental task that helps in the formation of self-awareness during adolescence is the relationship formation with significant others. However, daily forms of human relationships are becoming negatively impacted by changes in culture, parenting styles, globalization, new technologies and institutional changes with consequences in changing family structures, socialization and relations. This study, therefore, endeavours to assess self-awareness on relationship formation among students in public secondary schools in Murang’a County, Kenya. Descriptive surveys and phenomenological designs were triangulated to provide a cohesive perspective. A mixed methodology paradigm in which qualitative and quantitative data were simultaneously collected was adopted. The target population was 101926 students, 2236 peer counsellors and 292 guidance and counselling teachers. Both random and purposive sampling techniques were used to select the research sample. The sample size was 431 participants consisting of 400 students, 21 peer counsellors and 10 guidance and counselling teachers. The data was collected using questionnaires, interview schedules and focused group discussion guides. Quantitative data was computed using Statistical Package for Social Sciences (SPSS) version 26 and results were analyzed using both descriptive and inferential statistics. Qualitative data was analyzed thematically and presented in narrative forms. Results showed a statistically significant positive relationship between self-awareness and relationship formation among secondary school students in Murang’a County. The study recommended that the Kenyan government through the Ministry of Education should revise the curriculum to offer compulsory life skills and competencies like self-awareness and interpersonal skills at all levels of education. In addition, parents and teachers encourage students to speak openly about their challenges","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"3 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921240","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 main focus of this paper was to examine the influence of public awareness on the Implementation of County Government Development Projects in Turkana North Sub County, Kenya. The paper was anchored on the civic voluntarism theory. The study adopted A descriptive research design, which targeted 30,923 people. A sample of 384 public members was arrived at using the Miller & Brewer formula, and stratified randomly was employed. Data were collected using a structured questionnaire. Supervisions, intensive literature review, and pre-testing validated the research instruments. The reliability of the instruments was further verified by a pilot study using 10% of the study’s sample. The outcome of the pilot study revealed an internal consistency of Cronbach’s alpha coefficient of 0.8476. this coefficient was considered ideal since it was above the threshold of 0.7. Data were analyzed descriptively using SPSS and presented in percentages, frequencies, and tables. The data analysis findings established a significant positive relationship between public awareness and the implementation of funded development projects in Turkana North sub-county, Kenya (R=0.749). Overall, public awareness influenced the implementation of funded development projects by 88.7% (R2 = 88.7%). Therefore, the study recommends that it is vital for the firms assigned to implementing development projects to consider thoroughly fostering public awareness in any project implementation. This enhances project satisfaction, project completion on time, and completion at scheduled cost. These study findings may benefit policymakers, practitioners, and researchers in forming the basis for new knowledge by identifying the knowledge gap
{"title":"The Influence of Public Awareness on the Implementation of County Government Development Projects in Turkana North Sub-County Kenya","authors":"Lokwar A. Francis, Evans Otieno, Miriti Gervasio","doi":"10.37284/eajes.7.3.2090","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2090","url":null,"abstract":"The main focus of this paper was to examine the influence of public awareness on the Implementation of County Government Development Projects in Turkana North Sub County, Kenya. The paper was anchored on the civic voluntarism theory. The study adopted A descriptive research design, which targeted 30,923 people. A sample of 384 public members was arrived at using the Miller & Brewer formula, and stratified randomly was employed. Data were collected using a structured questionnaire. Supervisions, intensive literature review, and pre-testing validated the research instruments. The reliability of the instruments was further verified by a pilot study using 10% of the study’s sample. The outcome of the pilot study revealed an internal consistency of Cronbach’s alpha coefficient of 0.8476. this coefficient was considered ideal since it was above the threshold of 0.7. Data were analyzed descriptively using SPSS and presented in percentages, frequencies, and tables. The data analysis findings established a significant positive relationship between public awareness and the implementation of funded development projects in Turkana North sub-county, Kenya (R=0.749). Overall, public awareness influenced the implementation of funded development projects by 88.7% (R2 = 88.7%). Therefore, the study recommends that it is vital for the firms assigned to implementing development projects to consider thoroughly fostering public awareness in any project implementation. This enhances project satisfaction, project completion on time, and completion at scheduled cost. These study findings may benefit policymakers, practitioners, and researchers in forming the basis for new knowledge by identifying the knowledge gap","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"21 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925716","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}
Peers play a vital role in influencing the behaviour and lifestyle of a particular student while at school. However, the influence of friends in ensuring girl student endeavour in education at school is oversimplified into a casual friendship rather than warranting their cooperation in learning until completion. As a result, many schools in Tanzania are experiencing high girl-child school dropouts. It is for this reason, this study sought to examine the influence of peer groups on girl-students dropping out of secondary school. The study also explored possible measures that can be employed to curb the dropout of female students in secondary school. In conducting this study, the study employed a mixed research approach and convergent parallel design. Data was collected through interviews and questionnaires involving 143 respondents including female students, teachers, heads of schools, and district educational officers. The findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Imitation of other students’ lifestyles at school as well as association with other peers who lack interest in schooling were among the reasons for continuous girl-child school dropout. Hence, based on my findings the significance of girl’s education as well as the role which parents should play in guiding and counselling girls to ensure girls achievement of education, Therefore, strategic efforts should be made in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of guidance and counselling in bringing to an end the phenomena of girl-child school. Moreover, I call upon all parents, to make deliberate efforts in guiding and counselling girls to make a proper selection of friends and strive towards achieving formal education
{"title":"Examining Dropout Among Girl Students: Influence of Peer Group and Measures in Public Secondary Schools in Kondoa Town Council","authors":"Angelina Archibald Shoo","doi":"10.37284/eajes.7.3.2092","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2092","url":null,"abstract":"Peers play a vital role in influencing the behaviour and lifestyle of a particular student while at school. However, the influence of friends in ensuring girl student endeavour in education at school is oversimplified into a casual friendship rather than warranting their cooperation in learning until completion. As a result, many schools in Tanzania are experiencing high girl-child school dropouts. It is for this reason, this study sought to examine the influence of peer groups on girl-students dropping out of secondary school. The study also explored possible measures that can be employed to curb the dropout of female students in secondary school. In conducting this study, the study employed a mixed research approach and convergent parallel design. Data was collected through interviews and questionnaires involving 143 respondents including female students, teachers, heads of schools, and district educational officers. The findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Imitation of other students’ lifestyles at school as well as association with other peers who lack interest in schooling were among the reasons for continuous girl-child school dropout. Hence, based on my findings the significance of girl’s education as well as the role which parents should play in guiding and counselling girls to ensure girls achievement of education, Therefore, strategic efforts should be made in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of guidance and counselling in bringing to an end the phenomena of girl-child school. Moreover, I call upon all parents, to make deliberate efforts in guiding and counselling girls to make a proper selection of friends and strive towards achieving formal education","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"44 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927972","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}
Veronica Namulondo, Rovincer Najjuma, Gillian K. Kasirye, Michael Walimbwa
The COVID-19 pandemic led to widespread school closures, disrupting learning in institutions worldwide. This study examined the online and offline strategies implemented in Uganda's secondary schools during the pandemic and draws lessons from the country's response. This study was conducted in two schools in Kampala District, the research employed a qualitative multiple case study approach, gathering data through interviews, observations, and focus group discussions. The findings revealed that both online and offline strategies played significant roles in facilitating home-based learning. Printed learning materials, such as textbooks and workbooks, were valued by teachers and students for providing a sense of continuity in their studies. However, limitations such as the lack of immediate clarification and two-way communication were identified. Logistical challenges in distributing the materials also posed difficulties, particularly for students in remote areas. Radio broadcasts emerged as a pivotal offline strategy for reaching students without internet access. Parents and students appreciated the insightful educational content delivered through radio programs, even in remote areas. However, accessibility concerns and the lack of interactivity were highlighted as limitations. These findings are not only pertinent for Uganda but also contribute to the global conversation on resilient educational systems in times of unforeseen disruptions. It is crucial to address the limitations of online and offline strategies to ensure equitable access and effective learning experiences for all students, especially those in remote areas
{"title":"Exploring Affordances of Online and Offline Strategies for Continuity of Learning in Secondary Schools during Pandemics: Lessons from Uganda's Response to the COVID-19 Pandemic","authors":"Veronica Namulondo, Rovincer Najjuma, Gillian K. Kasirye, Michael Walimbwa","doi":"10.37284/eajes.7.2.1968","DOIUrl":"https://doi.org/10.37284/eajes.7.2.1968","url":null,"abstract":"The COVID-19 pandemic led to widespread school closures, disrupting learning in institutions worldwide. This study examined the online and offline strategies implemented in Uganda's secondary schools during the pandemic and draws lessons from the country's response. This study was conducted in two schools in Kampala District, the research employed a qualitative multiple case study approach, gathering data through interviews, observations, and focus group discussions. The findings revealed that both online and offline strategies played significant roles in facilitating home-based learning. Printed learning materials, such as textbooks and workbooks, were valued by teachers and students for providing a sense of continuity in their studies. However, limitations such as the lack of immediate clarification and two-way communication were identified. Logistical challenges in distributing the materials also posed difficulties, particularly for students in remote areas. Radio broadcasts emerged as a pivotal offline strategy for reaching students without internet access. Parents and students appreciated the insightful educational content delivered through radio programs, even in remote areas. However, accessibility concerns and the lack of interactivity were highlighted as limitations. These findings are not only pertinent for Uganda but also contribute to the global conversation on resilient educational systems in times of unforeseen disruptions. It is crucial to address the limitations of online and offline strategies to ensure equitable access and effective learning experiences for all students, especially those in remote areas","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266464","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 survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country
{"title":"Social Inclusion, a Pathway for Educating All Pupils in Mainstream Primary Schools in Cross River State, Nigeria","authors":"Moses Apie Ewa","doi":"10.37284/eajes.7.2.1944","DOIUrl":"https://doi.org/10.37284/eajes.7.2.1944","url":null,"abstract":"This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"47 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101978","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}
Martha Jacob Kabate, Daphine Libent Mabagala, Janeth Kigobe
This study investigated the Perceived Usefulness (PU), Perceived Ease of Use (PEoU), and availability of environmental print on teachers' Behavioural Intention (BI) to enhance emergent literacy skills in pre-primary schools in Tanzania. The study involved 103 pre-primary teachers in Shinyanga District Council. The study used the Technological Acceptance Model (TAM) to assess the influence of environmental print on teachers' behavioural Intention to enhance emergent literacy skills for pre-primary classes. The quantitative study involved a closed-ended questionnaire to gather information from pre-primary teachers regarding the influence of environmental print on pre-primary teachers' BI in enhancing emergent literacy skills.SPSS version 23 was used for data analysis. Before multiple regression computation, there were multiple regression prerequisite tests, namely, linearity of the relationship between independent and dependent variables, outliers and multicollinearity of predictor variables. Multiple regression showed that PEoU and availability of environmental print directly and PU indirectly influence teachers' perceived BI, which is inconsistent with the origin TAM. PEoU and the availability of environmental print influence teachers' BI to enhance emergent literacy skills. The indirect effect of PU may be owing to pre-primary teachers' inability to employ environmental print and teachers' workload. It is advisable to provide primary schools where pre-primary classes are attached with learning resources to assist in developing emergent literacy skills for pre-primary children
{"title":"The Influence of Environmental Print on Teachers Behavioural Intention in Enhancing Emergent Literacy Skills in Pre-primary Schools in Shinyanga, Tanzania","authors":"Martha Jacob Kabate, Daphine Libent Mabagala, Janeth Kigobe","doi":"10.37284/eajes.7.2.1937","DOIUrl":"https://doi.org/10.37284/eajes.7.2.1937","url":null,"abstract":"This study investigated the Perceived Usefulness (PU), Perceived Ease of Use (PEoU), and availability of environmental print on teachers' Behavioural Intention (BI) to enhance emergent literacy skills in pre-primary schools in Tanzania. The study involved 103 pre-primary teachers in Shinyanga District Council. The study used the Technological Acceptance Model (TAM) to assess the influence of environmental print on teachers' behavioural Intention to enhance emergent literacy skills for pre-primary classes. The quantitative study involved a closed-ended questionnaire to gather information from pre-primary teachers regarding the influence of environmental print on pre-primary teachers' BI in enhancing emergent literacy skills.SPSS version 23 was used for data analysis. Before multiple regression computation, there were multiple regression prerequisite tests, namely, linearity of the relationship between independent and dependent variables, outliers and multicollinearity of predictor variables. Multiple regression showed that PEoU and availability of environmental print directly and PU indirectly influence teachers' perceived BI, which is inconsistent with the origin TAM. PEoU and the availability of environmental print influence teachers' BI to enhance emergent literacy skills. The indirect effect of PU may be owing to pre-primary teachers' inability to employ environmental print and teachers' workload. It is advisable to provide primary schools where pre-primary classes are attached with learning resources to assist in developing emergent literacy skills for pre-primary children","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"52 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141103197","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}
United Nations High Commissioner for Refugees (UNHCR), set a global target of 15 percent enrolment of refugees, in higher education, by 2030. Relatedly, UNHCR stated that beyond access, higher education should build individual and collective resilience of refugee students. This paper looks at the support mechanisms various stakeholders use, to build the resilience of South Sudanese refugee higher education students, from Bidi Bidi settlement in Uganda. This is within the context of Uganda’s Education Response (ERP) for refugees and host communities. The study adopted a qualitative approach, an exploratory case study design, and an advocacy/ participatory philosophical lens, using the intersectional theory. Twenty-seven (27) purposively sampled participants took part in the study. They included 12 undergraduates from two private Ugandan universities, a total of 13 government and non-governmental organization (NGO) officials, and two officials from public and private universities, all involved in refugee higher education. Data was collected through a literature review, in-depth interviews with key informants and students, and a students’ focus group discussion. The study established that, within the context of Uganda’s ERP, South Sudanese refugee higher education students have their resilience built through support, mainly from HEIs and NGOs. The support uses multiple approaches and takes place mainly within the HEIs, with a bit in the settlement. However, it is offered within each stakeholder’s context and thus takes on a silo rather than integrated approach. Support also does not always consider the individual and complex student needs. Nevertheless, the support, which is relatively student-centred does register good social and academic resilience. The study therefore recommends that through a situational analysis and needs assessment, Uganda develops clear objectives, activities and outcomes in the ERP, to guide stakeholders, towards strengthening refugee higher education students’ resilience. The study also designed a model towards enhancing student resilience
{"title":"Beyond Access: Building the Resilience of South Sudanese Refugee Higher Education Students from the Bidi Bidi Settlement, Uganda","authors":"Christine Semambo Sempebwa","doi":"10.37284/eajes.7.2.1934","DOIUrl":"https://doi.org/10.37284/eajes.7.2.1934","url":null,"abstract":"United Nations High Commissioner for Refugees (UNHCR), set a global target of 15 percent enrolment of refugees, in higher education, by 2030. Relatedly, UNHCR stated that beyond access, higher education should build individual and collective resilience of refugee students. This paper looks at the support mechanisms various stakeholders use, to build the resilience of South Sudanese refugee higher education students, from Bidi Bidi settlement in Uganda. This is within the context of Uganda’s Education Response (ERP) for refugees and host communities. The study adopted a qualitative approach, an exploratory case study design, and an advocacy/ participatory philosophical lens, using the intersectional theory. Twenty-seven (27) purposively sampled participants took part in the study. They included 12 undergraduates from two private Ugandan universities, a total of 13 government and non-governmental organization (NGO) officials, and two officials from public and private universities, all involved in refugee higher education. Data was collected through a literature review, in-depth interviews with key informants and students, and a students’ focus group discussion. The study established that, within the context of Uganda’s ERP, South Sudanese refugee higher education students have their resilience built through support, mainly from HEIs and NGOs. The support uses multiple approaches and takes place mainly within the HEIs, with a bit in the settlement. However, it is offered within each stakeholder’s context and thus takes on a silo rather than integrated approach. Support also does not always consider the individual and complex student needs. Nevertheless, the support, which is relatively student-centred does register good social and academic resilience. The study therefore recommends that through a situational analysis and needs assessment, Uganda develops clear objectives, activities and outcomes in the ERP, to guide stakeholders, towards strengthening refugee higher education students’ resilience. The study also designed a model towards enhancing student resilience","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"77 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116744","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}
Education outcomes depend on the quality and effectiveness of their workers. Teachers who are satisfied with their jobs perform their duties effectively and efficiently. This study aimed to investigate the relationship between job satisfaction and teachers’ performance in secondary schools in Gulu district. A total of 174 secondary school teachers in Gulu district were selected as respondents of the study and a descriptive correlation design was used in order to see the relationship of the variables in eight sample secondary schools in the district. Data was analysed using person’s correlation with the help of SPSS software to obtain the values. The findings indicate that there is high correlation between job satisfaction and teachers’ performance, which show that high job satisfaction contributes to high teachers’ performance. The study concludes that there is a significant relationship between job satisfaction and teachers’ performance. Based on the findings and conclusions the research recommends that; the government should strengthen and harmonise teachers’ pay in order for them to gain higher satisfaction on the job. Secondly, teachers be housed within the school to boost their job satisfaction and lastly, the teachers be treated equally without bias. Thirdly, the Ministry of Education and Sports should make policies, programs and projects for secondary school teachers to enhance job satisfaction and performance towards quality education
{"title":"Job Satisfaction and Teachers’ Performance in Secondary Schools in Gulu District","authors":"Gloria Lamaro, Proscovia Daphine Okello","doi":"10.37284/eajes.7.2.1929","DOIUrl":"https://doi.org/10.37284/eajes.7.2.1929","url":null,"abstract":"Education outcomes depend on the quality and effectiveness of their workers. Teachers who are satisfied with their jobs perform their duties effectively and efficiently. This study aimed to investigate the relationship between job satisfaction and teachers’ performance in secondary schools in Gulu district. A total of 174 secondary school teachers in Gulu district were selected as respondents of the study and a descriptive correlation design was used in order to see the relationship of the variables in eight sample secondary schools in the district. Data was analysed using person’s correlation with the help of SPSS software to obtain the values. The findings indicate that there is high correlation between job satisfaction and teachers’ performance, which show that high job satisfaction contributes to high teachers’ performance. The study concludes that there is a significant relationship between job satisfaction and teachers’ performance. Based on the findings and conclusions the research recommends that; the government should strengthen and harmonise teachers’ pay in order for them to gain higher satisfaction on the job. Secondly, teachers be housed within the school to boost their job satisfaction and lastly, the teachers be treated equally without bias. Thirdly, the Ministry of Education and Sports should make policies, programs and projects for secondary school teachers to enhance job satisfaction and performance towards quality education","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"51 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116615","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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