The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.
Infrastructure resource planning is important to ensure provision of quality education in public secondary schools. When the extra county public secondary schools were upgraded to national status, it was expected that the increased enrolment would match with expansion of existing facilities. This paper addresses the infrastructural resource planning dynamics and performance of upgraded schools in western Kenya. The study adopted a descriptive research design; the target population were 263 and 8 principals from teachers in the 8 upgraded national schools. The sample size was 156 respondents purposively sampled for principals and heads of departments, while teachers were sampled using random sampling technique. Data was collected using questionnaires, interview schedule and observation checklist. The collected data was analyzed using descriptive statistics. Research data showed that Infrastructural resources planning dynamics had no significant (r=0.063, p=0.432) with performance of the upgraded schools to national level. The result found out that the increased enrolment did not match with increased infrastructure facilities. The paper concludes that performance of students in KCSE examinations was negatively affected as the available infrastructural facilities could not accommodate high number of learners admitted hence affecting effective teaching and learning process. The study recommends that Ministry of Education should increase allocation to upgraded national schools to expand their infrastructure and upgraded schools board of management should mobilise financial resources to enable them to put up new and expand the existing facilities for quality secondary education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>
Making decisions is one of the prime functions of educational management and in the current educational setup; more teachers are taking management roles in schools. This study therefore assessed the teachers’ involvement in managerial decision making in secondary schools within Keiyo district. The specific objectives were to: determine areas in which teachers are involved in decision making in secondary schools, establish levels of teachers’ involvements in decision making in secondary schools. The entire study was propounded on the basis of Vroom-Yetton-Jago Contingency Theory of participative decision making (1988). This study was conducted by cross-sectional survey design. Data were collected from a sample of 17 head teachers, 17 deputy head teachers, 51 head of departments and 51 class teachers. The instruments of data collection were: questionnaires, and interviews. Findings indicate that teachers in secondary schools are involved in managerial decisions but at lower levels. The study recommends that head teachers evaluate and identify teachers’ needs on managerial decisions in order to facilitate further training on the same. This in turn would encourage teachers’ participation and enhance team spirit in decision making that would result in efficiency in management of secondary schools. Key words: decision making, education, management, participation, teachers.
This study sought to find out the effect of management of ICT infrastructural resources on the implementation of TPAD Policy in Public Secondary Schools in Trans Nzoia County, Kenya. The study was guided by ‘goal-setting theory. Concurrent triangulation design was used to sample 342 Principals and teachers from a target population of 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. Stratified and random sampling methods were used to select respondents. Questionnaires were used to collect information and opinions from Principals and teachers. Expert judgments from supervisors were used to improve content validity. Data was analyzed using descriptive and inferential statistics. The results of the study were presented using frequency tables and percentages. From the linear regression model, the study revealed a positive significant effect of teachers’ perception on implthe ementation of TPAD policy. From linear regression model, (R2 = .206) showed that ICT infrastructure resources account for 20.6% variation in the implementation of TPAD policy. There was a positive significant effect of ICT infrastructure resource (β3=0.700 and p value<0.05) on implementation of TPAD policy. Therefore, an increase in ICT infrastructure resources leads to an increase in the implementation of the TPAD policy. The null hypothesis (Ho1) was rejected. ICT infrastructure resoresources a significant influence on the implementation of TPAD policy. This implies that for each increase in the ICT infrastructure resource, there was more implementation of the TPAD policy. The study concluded that the management of teaching staff affects the implementation of TPAD in public secondary schools in Trans Nzoia County. Head teachers with better staff management skills helped teachers to shift to the new paradigm of an appraisal system which has openness, reliability, and accountability as its hallmarks. The Ministry of Education and TSC should improve ICT infrastructure especially in sub-county schools and continuously capacity build teachers and school administrators on emerging trends in education management information systems. There is a need for the ministry of education to provide ICT infrastructural resources in every public secondary school in Trans Nzoia County in order to enhance the implementation of TPAD policy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" /></p>
Aims: Education is the foundation and pillar of life. The study assessed the influence of Kenya Education Management Institute (KEMI’s) capacity building programme on head teachers' competencies in teacher supervision in public primary schools in Uasin Gishu County, Kenya. Study Design: The study adopted a descriptive survey research design. Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region between January and March 2018. Methodology: It targeted six Sub-County Education Officers and 471 head teachers in public primary schools in the County. Simple random sampling was used to select 30% (141) of the public primary schools proportionately from each of the six sub-counties in the County. All the head teachers of the public primary schools selected participated in the study. Data was also collected from all the six Sub-County Directors of Education of Moiben, Wareng, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Data analysis using descriptive statistics was computed with frequencies, percentages, means, medians and standard deviations. The findings were then presented using, tables, charts and graphs. Results: Out of the 132 Head teachers, the research results indicated that there was a strong positive correlation between KEMI’s capacity building programme and head teachers’ competencies in teacher supervision, r (132) = 0.555, P = .05. KEMI should use the information from this study to organize teacher training programmes to improve their schools and put in place strategies to help enhance management practices in schools and ultimately the student academic achievement. The findings of the study may be importance to Kenya Education Management Institute (KEMI) in tailoring their training needs of head teachers to enhance professional development and leadership in schools. Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building program had enhanced head teachers’ competence in monitoring teacher’s performance in class and outside class, and helped them in cultivating good relationship with the teachers and building motivating climate to enhance teamwork among teachers. Further, the findings also indicates that KEMI capacity building program had helped them in appraising teacher’s performance objectively and helped them in providing teacher’s opportunity for professional growth, proper delegation of duties and it had enhanced the recommendation of teachers for upward mobility.
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