https://kerd.ku.ac.ke/handle/123456789/36 2026-10-01T23:54:35Z 2026-10-01T23:54:35Z Teygong, Loice Kapkiai, Moses Oduor, Daniel https://kerd.ku.ac.ke/handle/123456789/1671 2020-08-07T15:20:28Z 2017-01-01T00:00:00Z

Influence of Teacher Pedagogical Competencies on Pupils Academic Performance in Public Primary Schools in Kenya Teygong, Loice; Kapkiai, Moses; Oduor, Daniel Teachers have important influence on learners’ academic achievement. However, Chepkorio division in Elgeyo Marakwet County has witnessed average results in academic performance in the Kenya Certificate of Primary Education (KCPE) examination. The study target population comprised of 521 teachers and 47 head teachers from Chepkorio Division. A sample size of 42 head teachers and 226 teachers were selected. The data was analyzed both qualitatively and quantitatively using both descriptive and inferential statistics. It was found out that teachers utilized learner-centered approaches more as compared to teacher-centered ones; print media: textbooks and references books were commonly used as opposed to audio and video media in classrooms. The study recommends that; in-service training should be provided to teachers and head teachers should supervise teachers’ utilization of various instructional resources in classrooms. An article published in European Journal of Education Studies

2017-01-01T00:00:00Z Vanner, Catherine https://kerd.ku.ac.ke/handle/123456789/710 2020-05-28T07:59:05Z 2017-01-01T00:00:00Z

‘The Gateway to Everything’: The Relationship between Gender Safety, Gender Violence and Learning Processes in Two Primary Schools in Kirinyaga County, Kenya Vanner, Catherine The ways in which gender violence in schools (GVS) relate to teaching and learning processes and the extent to which aspects of gender safety in school (GSS) create an empowering, protective learning environment form this study’s central topics of investigation. Using a multiple qualitative case study of two primary schools in Kirinyaga County, Kenya, this dissertation explores the elements of gender safety and gender violence that exist within each school and relate to student learning. The following qualitative methods were used over seven months in 2015: participant observation, individual teacher interviews, individual art-based student interviews and member-check interviews with teachers and students. GSS is promoted within the national policy framework and through teacher and student actions but is prevented from flourishing by a prioritization of discipline, authority, and examinations that reinforce traditional hierarchies, power discrepancies and competition. These practices define a school culture that enables GVS to continue and undermine efforts to promote GSS. Findings show that efforts to eradicate GVS cannot be designed in isolation from broader teaching and learning processes. Ensuring school safety and equality requires collaboration between education and child protection systems and reflection on current and historical power structures that shape school cultures. Efforts to eradicate GVS should build on existing opportunities for enhancing GSS and thus learning for girls and boys and address the systemic constraints that limit teachers’ ability to promote protection and equality for their students. A PhD Thesis

2017-01-01T00:00:00Z Wagithunu, Margaret Nyambura https://kerd.ku.ac.ke/handle/123456789/706 2020-05-28T07:40:11Z 2014-04-01T00:00:00Z

Teachers’ Attitudes as a Factor in the Realization Inclusive Education Practice in Primary Schools in Nyeri Central District Wagithunu, Margaret Nyambura In spite of the enormous efforts put forth by families, special educators, and mental health professionals, the individual with a learning disability has one final challenge to meet in life: social acceptance (Frengut, 2003). Today, a child with disability must be capable of gaining acceptance into a societal structure that can be cruel and rejecting at times. By definition, the person with disability already feels marginalized from mainstream society, and entry into the world community places a tremendous burden on their shoulders. As was the case in the United States before the enactment of the Education for all Handicapped Children Act (1975), (Ryndak & Alper, 1996), it is very likely that majority of children with disabilities do not receive any educational services in Kenya. These are the children and youth most likely to be denied access to the schools as they are deemed unlikely to benefit from any education or be hidden away by their parents (Dorothy, 2003). Even though parents may recognize education as a right for every child and rise above society’s negative attitudes, they cannot require that schools open their gates to all children. Schools can still decide that some children are ‘uneducable’ and therefore do not belong in the school environment. There are bound to be challenges that schools face in the effort to fully embrace the notion of inclusive education A research article in Mediterranean Journal of Social Sciences

2014-04-01T00:00:00Z Vanner, Catherine https://kerd.ku.ac.ke/handle/123456789/705 2020-07-09T05:58:39Z 2019-03-01T00:00:00Z

Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya Vanner, Catherine This article introduces Stein, Tolman, Porche, and Spencer’s concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article examines practices that support as well as undermine GSS in two primary schools in Kirinyaga County, Kenya. In these schools, individual teacher agency was the main factor enhancing GSS. Teachers’ efforts were, however, constrained by competing discourses emphasizing hierarchical administration and a narrow understanding of the school’s responsibilities. Teacher agency, therefore, was insufficient to systematically protect students and foster gender equity. The article suggests that teacher agency to enhance GSS in Kenya could be expanded through teachers’ collective empowerment using community-based networks alongside the integration of monitoring and evaluation processes in existing gender equality and child protection policies. It further recommends the GSS framework as a means for monitoring SDG 4’s commitments to gender equality and child protection in schools. A research article in Education Sciences

2019-03-01T00:00:00Z