Faculty of Education
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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 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.Item Contribution of The Catholic Church to Instructional Resources and Appointment of School Administrators in Public Secondary Schools in Kenya. A study across Public Secondary Schools in Kisii Central Sub - County(2025-07-07) David Radeny Odhiambo1; Enose M.W. Simatwa2Kenya’s Legislation on Basic Education directs religious sponsors to participate in appointment of principals and provision of instructional materials to schools. In Kisii Central Sub-County, the Catholic Church participates in management of 29(39.7%) secondary schools. However, queries were being raised on the current contribution of the church as it had come to the fore that most sponsored schools were experiencing crises that had tended to be linked to the church’s participation in school management. For instance, out of 29 principals in the sub-county, 18 (62.07%) new principals; 23 (79.31%) deputy principals and 5 (17.24%) BOM chair persons were rejected by the church from assuming their positions between 2010 - 2013 in the Sub-County which was higher compared to neighbouring Sub-Counties, that is, Marani 1(4.54%) and Kisii South 2 (7.41%) Principals; while Masaba 3 (12%) and Sameta 3 (13.04%) both involving Board of Management. The objectives of the study were to establish the contribution of Catholic Church to instructional resources and to find out the contribution of the Catholic Church in appointment of school administrators to management positions of public secondary schools in Kisii Central Sub - County. The findings of this study indicated that the Catholic Church contribution to instructional resources was 50.8% in terms of laboratory equipment, text books and teaching materials and appointment of school administrators was 25%. This had positive influence on management Quality Index.