This study sought to determine the relationship between principals’ transactional leadership style and students' conformity to rules in Public Secondary Schools in Nakuru County, Kenya. The study was underpinned on the Social Control Theory by Hirschi (1969). The study adopted a correlational research design. The target population of this study was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County. Stratified random sampling was used to select 100 schools. Purposive sampling was used to select 100 principals while Proportionate, and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the deputy principals were selected. Questionnaires were used to collect data from principals, teachers and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability had a coefficient of 0.70, indicating that the instruments were reliable. The finding revealed a statistically significant positive relationship between transactional leadership style and students’ conformity to school rules r (=0.410; p=0.000). It was concluded that principals' transactional leadership style significantly relates to students' conformity to school rules. Provision of rewards and recognition constantly to students who conform to school rules and reprimand to those students who do not conform to school rules by the principal is necessary. The study recommends that the principal should be willing to use suspension and even repeated suspension where necessary as a tool for dealing with students demonstrating chronic behaviour problems that disrupt the school climate.
This study aimed at establishing the relationship between selected psychological factors and female students’ choice of career in science TVET in technical training institutes in Siaya County, Kenya. Social Cognitive Theory postulated by Bandura (1986), and Holland's Theory of Occupational Choice (1959, revised 2017) guided the research. The study adopted a descriptive survey design. It is based on the conceptual framework whereby the choice of careers in TVET by female students is assumed to depend on social-cultural, economic, psychological and institutional context factors. The test-retest method was used to test the reliability of the instruments. Cronbach alpha method was also used to test internal reliability. The research instruments were questionnaires for lecturers, female and male students. Piloting was done in the village polytechnics. The sample size was 316 female students sampled using census method. In addition, 291 male students from a total target population of 1136 determined using Krejcie and Morgan Table of Sample Size Determination (1970). Proportionate sampling technique was used to sample respondents in different strata and TTIs. Tools in the Statistical Package for Social Sciences (SPSS) version 22 were used to analyse data. Frequencies, percentages and means were computed. Inferential statistics, namely; regression coefficients, T-statistics, F-statistics, correlation of coefficients, were derived. The findings were presented in tables. Further, a negative and non-significant relationship between psychological factors and female students’ career choice in science TVET Programmes (r=- -0.163*; p<0.01) was established. The researcher recommends that principals should institute measures for changing students’ attitudes towards TVET courses.
This research sought to find out the influence of appropriate instructional resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The challenge that this study sought to address was low retention of Pupils with Disabilities (PWDs) in mainstreamed schools. This study was embedded in Systems Theory by Von Bertalanffy [1]. It adopted survey research design. The target population was 840 teachers. Yamane formula was applied to get a sample size of 278 teachers. Multi-stage sampling procedure was applied. The findings of the study revealed that appropriate instructional resources significantly influenced the retention of PWDs by = 42.1% (p<0.05). The study also reports a positive and statistically significant relationship between appropriate instructional and retention of pupils with disabilities (r = 0.842; p<0.05). The study concludes that appropriate instructional resources positively and significantly influence the retention of pupils with disabilities. Therefore, when appropriate instructional resources are provided, retention of pupils with disabilities increase and conversely, in the absence of these resources, retention of pupils with disabilities will be challenging. The study recommended that appropriate instructional resources such as textbooks, supplementary curriculum support materials, learning devices or aiders including braille kits, printouts, pointers, embossers friendly to pupils with disabilities be supplied to improve their retention in mainstreamed primary schools.
The objective of the study was to determine the influence of recreational resources on retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. This study is embedded in the Systems Theory (Bertalanffy, 1968). It adopted a correlational research design. The target population was 840 teachers. Yamane table (1967) was used to get a sample size of 278 teachers. The multi-stage sampling procedure was applied. Data was collected, coded and analysed. The findings of the study revealed that physical resources and instructional resources significantly influence retention of pupils with disabilities (β=0.192 and β =0.421, respectively). Similarly, provision of adequate trained teachers and recreational resources were seen to influence the retention of pupils significantly with disabilities in mainstreamed Primary Schools (β =0.253 and β =0.250, respectively). The study concludes that recreational resources significantly influence retention of pupils with disabilities in mainstreamed Primary Schools. Many schools did not provide recreational resources for PWDs. Play-toys for PWDs were not available. Besides, assistive technology, for example, amplified talking Braille for pupils with disabilities (PWDs) were also not available. The lack of recreational resource for learners with disabilities could affect retention of their in mainstreamed schools. The study recommends provision of recreational resources such as in-door and outdoor equipment, play kits and field markers.
This research sought to find out the influence of appropriate physical resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The challenge this study sought to address was low retention of Pupils with Disabilities (PWDs) in mainstreamed schools. This study was embedded in Systems Theory by Von Bertalanffy (1968). It adopted a survey research design. The target population was 840 teachers. Yamane formula was employed to get a sample size of 271 teachers. Multi-stage sampling procedure was applied. The findings of the study revealed that appropriate physical resources significantly influenced the retention of PWDs by = 19.2% (p<0.05). The study also reports a positive and statistically significant relationship between physical resources and retention of pupils with disabilities (r = 0.828, p<0.05). The study concludes that the supply of appropriate resources remains a major factor that promotes retention of pupils with disabilities. This means that when appropriate physical resources are provided to pupils with disabilities, their retention of pupils with disabilities in mainstreamed schools improve. However, a lack of these resources has been proven through the findings of this research that they cause drop out of PWDs from their schools. The study recommended that appropriate physical resources such as classrooms, toilets, dining halls, dormitories, laboratories and libraries in order to promote retention of pupils with disabilities be provided by school administrators.
Music production is one of the job markets that has gained popularity around the world, including Kenya. Universities have come up with music production programmes in order to prepare bachelor of music learners for this viable music job market opportunity. However, it is the observation of many studies that universities are not preparing job-ready graduates. With the advance of the digital era that is seamlessly permeating every sector of the music job market, attention needs to be given to the music production programs in Kenya. This study purposed to establish the relevance of university music curricula to the requirements of music production job markets in Kenya. Elliot’s (2005) praxial theory underpinned the study. The results revealed that music production curriculum of university X did not meet most of the job market requirements while that of Y met most of the requirements. The Simple Matching Coefficient (SMC) of university X was 0.59 while that for university Y was 1.00. This finding revealed that the music production university music curricula could not be entirely termed as 'irrelevant', but it depended on individual universities. The recommendation was that university music schools should revise and restructure their music curricula to accurately reflect the music production job market in Kenya to compete favourably, locally and internationally.
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