Masters Dissertations

EFFECTS OF STRATEGIC LEADERSHIP PRACTICES ON ACADEMIC PERFORMANCE USED BY PRINCIPALS OF PRIVATE SECONDARY SCHOOLS IN MANDERA COUNTY, KENYA

2024-09-20T00:00:00Z

EFFECTS OF STRATEGIC LEADERSHIP PRACTICES ON ACADEMIC PERFORMANCE USED BY PRINCIPALS OF PRIVATE SECONDARY SCHOOLS IN MANDERA COUNTY, KENYA Hussein, Aftin Mohamed; Dr. Paul, Mwania; Dr. Ali, Khamah The importance of leadership in school academic performance has been noted by diverse scholars. This is because the leadership is involved in stakeholder management, resources mobilization and deployment, motivation of teachers, maintaining of school discipline levels, elimination of drug abuse menace, and policy formulation. The role of strategic leadership is even more critical within the secondary schools‟ system in order to achieve and maintain sustainable academic performance. This study investigated the strategic level of management and academic performance in private secondary schools in Mandera County. The study was guided by the following objectives; to examine the effects of level of management on academic performance in secondary school, to determine how stakeholder involvement affects academic performance in private secondary schools, to find out how resource allocation affects academic performance in private secondary and to find out how school laws and regulations affect academic performance in private secondary schools in Mandera County. The study was founded on Path-goal theory, transformational leadership approach, and trait leadership theory. The study utilized a descriptive design and target 540 respondents from private secondary schools in Mandera County. A stratified random sampling method was utilized to choose the respondents. The sample size of was 108 respondents was used in the study. The research carried out pilot study in the neighboring County to test reliability of the instruments. Data was collected through open and closed ended questionnaires and analyzed using descriptive and inferential statistics with the guide of SPSS software. ANOVA and T test were used to test the relationship between the variables. the study found that there was a substantial link between the principal's level of management and academic achievement (r=0.988, p=0.000, p<0.05); revealed that stakeholder participation in Mandera County private secondary schools was a strong predictor of academic achievement (β=.891, t=2486458.408, p=0.000, p<0.05); and that resource allocation was the second-best predictor of academic achievement in Mandera County's private secondary schools (β=.110, t=199394.740, p=0.000, p<0.05). The study recommends that there is need to create a favorable climate for teaching and learning, the principal should utilize the most appropriate level of management that enable collective responsibility. Also, capacity building programs should be developed by the school administration to strengthen both the principle and teachers in their leadership abilities and styles. In addition, Teachers and parents of private secondary schools in Mandera County should be involved in problems of academic achievement in schools, such as dealing with student discipline, so that the administrator may focus on the overall management of the school.

INFLUENCE OF SOCIO-CULTURAL FACTORS ON THE TRANSITION RATE OF GIRLS IN SECONDARY SCHOOLS IN MANDERA EAST SUB-COUNTY KENYA

2024-09-20T00:00:00Z

INFLUENCE OF SOCIO-CULTURAL FACTORS ON THE TRANSITION RATE OF GIRLS IN SECONDARY SCHOOLS IN MANDERA EAST SUB-COUNTY KENYA Jeniffer, Ndini Muinde; Dr. Winfred, Kaleli; Dr. Charles, Mwambela Chemistry plays a critical role in development of thinking skills, creative problem solving, precise communication as well as teamwork skills for 21st century socioeconomic development. Despite Chemistry playing an important societal role, students continue to perform poorly in Chemistry in national examinations. In Mukaa Sub-County of Kenya, very few students attained the required grade of C+ in Chemistry. The study’s main aim therefore was to assess factors influencing Chemistry performance in KCSE among learners in public secondary schools in Mukaa Sub-County. The study assessed how: Student’s attitude, teacher motivation, teaching and learning resources influence Chemistry performance in KCSE among learners in public secondary schools in Mukaa Sub-County. The study was founded on social cognitive theory, self- efficacy theory as well as Plato and Socrates’ perspectives on teaching and learning. It targeted School headteachers, Chemistry teachers and Form Four students from all the public secondary schools in Mukaa Sub-county. Slovins formula was used to come up with a sample of 12 secondary schools out of the 42 public schools in Mukaa sub county. From each of the schools, purposive sampling was used to select head teachers, Chemistry teachers and students. The study therefore had a sample of 156 respondents comprising 12 head teachers, 24 teachers of Chemistry, and 120 form four students who take Chemistry in those schools. Students were selected among the students in the previous end-of-term examinations. Questionnaires were used to collect data. SPSS were used to aid in data analysis. Descriptive statistics comprising frequencies, percentages, mean and standard deviation were used to organize findings. Chi-square tests were used to establish relationships. Tables were used to present the study findings. The study found that students generally had negative attitudes towards chemistry subject terming it as a complex subject. Majority of students were from poor backgrounds and therefore lacked necessary resources for learning Chemistry. Teaching resources were also found to be inadequate. The findings showed that poor preparedness of teachers in Chemistry was brought about by heavy workload. Chi-square analysis showed that students attitude (p=0.000) and teaching resources (p=0.021) were significant at 95% confidence level. Cramer’s V values showed that student’s attitude (v=0.680) had a greater influence than teaching resources (v=0.305). The study therefore concluded that poor Chemistry performance in KCSE among learners in secondary schools in Mukaa sub-county could have been caused by students’ negative attitudes and inadequate teaching resources. It was recommended that secondary schools in Mukaa sub-county to hire motivational speakers in order to change their poor perception of Chemistry. In addition, the ministry of education should commit more Chemistry teaching resources to secondary schools. Benchmarking with schools performing well in Chemistry should also be done where students can visit and learn. The study also recommended that teachers use audio-visual equipment and internet-based programs to teach Chemistry.

INFLUENCE OF SOCIO-CULTURAL FACTORS ON THE TRANSITION RATE OF GIRLS IN SECONDARY SCHOOLS IN MANDERA EAST SUB-COUNTY KENYA

2024-08-28T00:00:00Z

INFLUENCE OF SOCIO-CULTURAL FACTORS ON THE TRANSITION RATE OF GIRLS IN SECONDARY SCHOOLS IN MANDERA EAST SUB-COUNTY KENYA Johara, Mohamed Abdi; DR. Ruth, Kimeu; Dr. Kimani Njoroge ABSTRACT The purpose of this study was to find out the Factors Influencing Transition Rate of Girls in Secondary Schools in Mandera East Sub-County, Kenya. Although a number of studies have been done on factors affecting access, performance and transition in secondary schools in other parts of the Country, no specific study had been carried out on factors influencing transition rate of girls in secondary schools in ASAL regions particularly in Mandera County, Kenya despite free secondary education. The study is based on the following objectives: to determine the factors that affect transition in secondary schools among girls within Mandera East Sub- County. To assess the perception of the girl-child and the view of the community regarding educating girls, to identify the local people’s suggestions and mitigation measures for addressing the problem and identify the key challenges that prevent girls from accessing secondary education despite free secondary education and remedies. The total population for this study was 640 respondents which consisted of 60 teachers, 400 students and 180 parents. The study was conducted in Mandera East Sub-County, Mandera County, Kenya. The study focused on four secondary schools in which 400 students were involved. The target group included a sample of 9 teachers, and 27 parents. The study used simple random sampling technique to select respondents, particularly teachers and parents. The current study has deduced that the current transition rate of the female students in Mandera East Sub-County has been increasing from Form One to Form four averaging a transition rate of 90.18 percent. The study established those early marriages and female genital mutilation are the socio-cultural factors influencing the transition rate of girls in secondary schools in Mandera East Sub-County. FGM, nomadic lifestyle, parents' level of education, poverty, distance from home to school, and harsh climatic conditions are key challenges that prevents girls’ from accessing secondary education despite free secondary education in Mandera East Sub-County. The parent's level of education; parents’ guide their daughters more often concerning education; and parent attitude influences girls’ transition to secondary education in Mandera East Sub-County. The study recommended that the local administration should monitor the transition of girls to secondary school; parents or guardians found practicing FGM on their daughters should be prosecuted; and the government and NGOs should conduct civic education to help both girls and parents understand the importance of education. This is a Masters Thesis in Education Planning

ASSESSMENT OF ADMINISTRATIVE PRACTICES INFLUENCING PUPILS DISCIPLINE IN PUBLIC PRIMARY SCHOOLS IN MANDERA EAST SUB-COUNTY, KENYA

2022-11-01T00:00:00Z

ASSESSMENT OF ADMINISTRATIVE PRACTICES INFLUENCING PUPILS DISCIPLINE IN PUBLIC PRIMARY SCHOOLS IN MANDERA EAST SUB-COUNTY, KENYA ABDULLAHI, ISSACK SAMOW Good discipline is essential for the establishment of a safe and respectful environment for learning because all stakeholders focus on teaching and learning process. The emotional, social and moral progress of children is dependent on good discipline. This study aimed at determining the administrative practices influencing pupils’ discipline in public primary schools in Mandera East Sub-County. The specific objectives included; to determine how sensitization of school rules and regulation influence pupils’ discipline, to establish whether strengthening of guiding and counseling services influence pupils’ discipline, to examine how administration of punishment influence pupils’ discipline and to assess whether involvement of pupils’ representatives in decision making influence pupils’ discipline in public primary schools in Mandera East Sub county. The study was guided by Social Cognitive Learning Theory. This study employed descriptive cross-sectional survey design. The study targeted 30 head teachers and 200 teachers in Mandera East Sub-County. Simple random sampling was used to sample nine head teachers and systematic random sampling to sample 60 teachers. The study used questionnaire, interview guide and document analysis as the tools for data collection. The tool was tested for validity and reliability through a pilot test. Both descriptive analysis and inferential statistics were used for data analysis using SPSS. Ethics of anonymity and confidentiality, voluntary participation and fair reporting were observed before, during and after carrying out the study. Findings showed that; there is a significant relationship between sensitization on the school rules and regulation and pupils discipline (p=0.048), a significant relationship between strengthening guidance and counselling and pupils discipline (p=0.003), a significant relationship between administering punishment effectively and pupils discipline (p=0.021), and a significant relationship between involving pupils representatives in discipline management and pupils discipline (p=0.007). The study recommends that; there should be forums to constantly remind pupils on the rules and regulations, guidance and counseling in primary schools should be reinforced through capacity building, the school should adopt different disciplinary strategies in dealing with pupils who are involved in disciplinary cases, and school administrators need to embrace leadership style that appreciates the importance of consensus in decision making.