Research Papers

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    Comparative Economic Analysis of Clonal Tea Yield Response to Nitrogen Fertiliser Rates within Selected Geographical Areas in Kenya
    (International Journal of Tea Science, 2020-09-09) Rosebell A. Owuor; Alphonce J. Odondo; P. Okinda Owuor; David M. Kamau
    Tea sector contributes approximately 30% of export earnings in Kenya. Despite the industry continuing to realize positive gross margins, high costs of production coupled with weak trends in export prices threaten its future contributions. Nitrogen fertiliser is mandatory in tea production and its appropriate use promotes tea growth rate and yields. Previous studies using different tea cultivars established that optimal fertiliser rates varied with clones and geographical area of production. However, economics of nitrogenous fertilisers use on same tea cultivar in different tea growing regions in Kenya remains undefined. This study evaluated response of NPKS 25:5:5:5 fertiliser applied at 0, 75, 150, 225 and 300 kg N/ha/year on clone BBK35 to determine the viable economic rate under uniform management in different locations (Karirana, Timbilil, Changoi, Sotik Highlands and Kipkebe) within Kenya. The study used time series tea yield data and corresponding variable costs from field experiments running from 1997 to 2007. The data were subjected to Partial Budget Analysis (PBA) procedures for economic analysis of on-farm experiments. The economic returns varied with rate of nitrogen and region of production. Maximum marginal rate of return (MRR) were achieved at 75 kg N/ha/year at Kipkebe, Changoi and Timbilil, and 150 at Sotik Highlands and Karirana. However best economic returns were recorded at 300 kg N/ha/year in Kipkebe and Sotik Highlands, 225 kg N/ha/year in Changoi, and at 150 kg N/ha/year in Timbilil and Karirana. These results demonstrate that current uniform fertiliser recommendation rate of 100 to 220 kg N/ha/year may not be suitable for all regions. There is need to develop region specific nitrogen fertiliser requirements for tea growing areas in Kenya.
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    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. Simatwa
    The 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.
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    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. Simatwa
    The 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.