Faculty of Education
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Item PERCEPTIONS OF WOMEN ON MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: AN ANALYTICAL STUDY(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-28) Hannah Lunyolo Gidudu,; Betty Tikoko; Enose M.W. SimatwaWomen’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender imbalance in the management of educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio-economic development in the women’s empowerment initiative. The objective of this study was therefore to examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is sometimes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cultural, and societal norms and African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided secondary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that women do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stakeItem EDUCATION STAKEHOLDERS’ CONTRIBUTION TO SCHOOL QUALITY LEADERSHIP IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS IN SECONDARY SCHOOLS KENYA:(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-19) Enose M.W. Simatwa; Hellen Adhiambo AhawoThe government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement.Item EDUCATION STAKEHOLDERS’ CONTRIBUTION TO SCHOOL QUALITY LEADERSHIP IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS IN SECONDARY SCHOOLS KENYA:(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-19) Enose M.W. Simatwa; Hellen Adhiambo AhawoThe government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 st four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework dent variables (contribution of stakeholders) and dependent The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boy these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the la scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objectiv to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between indepen variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed hi The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve enhance the girls’ academic achievement. The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boy these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objectiv to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve enhance the girls’ academic achievement. variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements ghly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions toItem EDUCATION STAKEHOLDER’S CONTRIBUTION TO MOTIVATION OF TEACHERS AND GIRL STUDENT IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS’ IN SECONDARY SCHOOLS:(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-18) Hellen Adhiambo Ahawo; Enose M.W. SimatwaThe government of Kenya in partnership with religious sponsors, parents, politicians, Board of management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. What was unknown was the contribution of stakeholders to the provision of quality education to girls in public secondary schools in Kenya. The purpose of the study was to establish motivation of teachers and students in enhancement of quality . A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (motivation was used to guide the study). The study used descriptive survey design. The study ng of principals, Deputy Principals, Directors of Studies, Board of The government of Kenya in partnership with religious sponsors, parents, politicians, Board of management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in p performance in Kenya Certificate of Secondary Education was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. What was unknown was the contribution of stakeholders to the provision of qu education to girls in public secondary schools in Kenya. The purpose of the study was to establish contribution of stakeholders to education for girls’ in secondary schools in Siaya County relationship between independent variables (contribution of stakeholders) and dependent variables (motivation was used to guide the study). The study used descriptive survey design. The study population was 155 consisti management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Data collected using questionnaires and interview schedules. Validity of the instruments was determined by experts in Educational Administration. Reliability of the instruments was determined by test re method and Pearson’s r coefficients were .78 an value of .05. Data collected by questionnaire was analyzed using frequency counts, percentages, means and t from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes. The study established that Principals and Board of Managements contributed highly to motivation of teachers and students as signified by means recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement. The findings of this study are significant to stakeholders in education by improving them in area The government of Kenya in partnership with religious sponsors, parents, politicians, Board of management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in p performance in Kenya Certificate of Secondary Education was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. What was unknown was the contribution of stakeholders to the provision of qu education to girls in public secondary schools in Kenya. The purpose of the study was to establish contribution of stakeholders to motivation of teachers and students in education for girls’ in secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (motivation was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Data collected using questionnaires and interview schedules. Validity of the instruments was determined by experts in Educational Administration. Reliability of the instruments was determined by test re method and Pearson’s r coefficients were .78 and .81 for principals and form four class teachers at p value of .05. Data collected by questionnaire was analyzed using frequency counts, percentages, means and t-test. Quantitative data was analyzed using percentages, means and t rom interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes. The study established that Principals and Board of Managements contributed highly to motivation of teachers and students as signified by means of 4.02 and 3.70 respectively. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement. The findings of this study are significant to stakeholders in education by improving them in areas that require doubling their efforts for meaningful contributions. management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Data was collected using questionnaires and interview schedules. Validity of the instruments was determined by experts in Educational Administration. Reliability of the instruments was determined by test re-test d .81 for principals and form four class teachers at p- value of .05. Data collected by questionnaire was analyzed using frequency counts, percentages, test. Quantitative data was analyzed using percentages, means and t-test. Qualitative data rom interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes. The study established that Principals and Board of Managements contributed highly of 4.02 and 3.70 respectively. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement. The findings of this study are significant to stakeholders in education by s that require doubling their efforts for meaningful contributions.Item INFLUENCE OF SCHOOL FACTORS ON TEACHER STRESS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE STUDY OF KAKAMEGA NORTH SUB- COUNTY(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-08-30) Olive Taabu Baraza; Enose M.W. SimatwaThe teaching profession is one of the professions that are considered stressful. This revealed by many studies worldwide. It is asserted that school factors influence teacher stress more than any other factors. However, some studies have contradicted these assertions indicating that schools are haven of peace and therefore do study was to establish the influence of school factors on teacher stress using Kakamega North Sub County as the site of the study. A conceptual framework based on Bray, Camlin, Fairbank, Dunteman and Wheeless (2001) concept that stress is influenced by work factors which in turn influences performance of workers was adopted to guide the study. The study established that school factors influenced teacher stress. The influence was however weak with a .238 and was significant. School factors accounted for 4.6% of variation in teacher stress as was signified by Adjusted R square .46. School factors were also found to be significant predictors of teacher stress. (F (6, stress were; location of the school, evaluation policy on students, gender parity of students, bench marking policy, Board of Management and school ethos, customs and tradi had little influence on teacher stress included; class size of below 45 students, class size of 45 and above students, entry behaviour of below 250 marks being the average Kenya Certificate of Secondary education examinations, dele teachers, teacher students ratio, school routine, teacher and students dress code. The study concluded that school factors influenced teachers stress i Kakamega North sub schools with a view to improving stress levels among teachers to the benefit of students academic performance. The findings of this study are significant to educa deal with stress levels among secondary school teachers in enhancement of students’ academic performance in the Sub County.Item MAINSTREAMING, DISCRIMINATION AND ACADEMIC PERFORMANCE OF CHILDREN WITH DISABILITIES IN UGANDA: A CASE STUDY OF MBALE DISTRICT(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-08-17) Grace Angwech; Hannah Lunyolo Gidudu; Enose M.W. SimatwaChildren with Mbale District, Uganda is not an exception. actively in their education. The consequences are that they underperform or d together. The many challenges faced include discrimination, negative attitude of teachers and normal fellow children, unsupportive roles of parents, lack of specialized services, unfriendly environment and infrastructure. academic performance of children with disabilities in mainstreamed District, Uganda. The study adopted a cross sectional survey research design. study included 3 Boards of Directors, 100 Headteachers. 1,600 Teachers, and 75,000 pupils. The study established that discrimination accounted for 94.9% of the variation in academic performance of children with disabilities. This means that discrimi the children with disabilities in academic performance. The other 5.1% was due to other factors which were not the subject of this study. In essence, discrimination is a major factor in determining academic performance of children with disabilities in mainstreamed schools. The findings of this study are significant to stakeholders in Special Needs Education as they inform the way forward for successful inclusive education. refresher courses for teachers teaching children with disabilities, and the Directorate of the Education Standards should enhance standards in schools that handle children with disabilities.Item INFLUENCE OF SCHOOL FACTORS ON TEACHER STRESS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE STUDY OF KAKAMEGA NORTH SUB-COUNTY(International Journal of Current Research, 2017-08-30) Olive Taabu Baraza; Enose M.W. SimatwaThe teaching profession is one of the professions that are considered stressful. This revealed by many studies worldwide. It is asserted that school factors influence teacher stress more than any other factors. However, some studies have contradicted these assertions indicating that schools are haven of peace and therefore do not generate teacher stress. Therefore, the purpose of this study was to establish the influence of school factors on teacher stress using Kakamega North Sub County as the site of the study. A conceptual framework based on Bray, Camlin, Fairbank, Dunteman and Wheeless (2001) concept that stress is influenced by work factors which in turn influences performance of workers was adopted to guide the study. The study established that school factors influenced teacher stress. The influence was however weak with a .238 and was significant. School factors accounted for 4.6% of variation in teacher stress as was signified by Adjusted R square .46. School factors were also found to be significant predictors of teacher stress. (F (6, 92) = 2.028, P < .05). As specifically the school factors that influenced teacher stress were; location of the school, evaluation policy on students, gender parity of students, bench marking policy, Board of Management and school ethos, customs and tradi had little influence on teacher stress included; class size of below 45 students, class size of 45 and above students, entry behaviour of below 250 marks being the average Kenya Certificate of Secondary education examinations, delegation policy, communication policy, gender parity of teachers, teacher students ratio, school routine, teacher –students relationship, office space, sanitation and students dress code. The study concluded that school factors influenced teachers stress i Kakamega North sub-county. The study recommended that stress audits need to be conducted in schools with a view to improving stress levels among teachers to the benefit of students academic performance. The findings of this study are significant to educa deal with stress levels among secondary school teachers in enhancement of students’ academic performance in the Sub County.