Training of Primary School Managers

Headteachers’ Supervisory Role Influence on Pupils Academic Achievements in Kenya Certificate of Primary Education: Murang’a County

2020-07-09T06:35:29Z

Headteachers’ Supervisory Role Influence on Pupils Academic Achievements in Kenya Certificate of Primary Education: Murang’a County Stanley, Ruth Ngina Murang’a County of Kenya has been performing poorly in National Examinations for four years running as indicated in the background of the study. The purpose of this study therefore was to establish whether head teachers’ supervisory role has influence on pupils’ academic achievement in Kenya Certificate of Primary Education in Murang’a County. The study was guided by the following objectives; to investigate the extent to which the head teacher’s supervisory role of building the capacity of teachers influence academic achievements in Murang’a County, to establish the extent to which the head teachers’ supervisory role of resource provision influence academic achievements in Murang’a County, to find out how the head teachers’ supervisory role of visible presence influence academic achievement in Murang’a County, to establish the extent to which the head teachers’ supervisory role of monitoring classroom progress influence academic achievement in Murang’a County and finally to establish the extent to which head teachers’ supervisory role of setting a clear vision mission and motto influence academic achievements in Murang’a County. The study adopted descriptive research design, data was generated using questionnaires, document analysis and In-depth interview. The target population for the study was 506 head teachers, 5,913 teachers and 31 Curriculum Support Officers in Murang’a County. The public primary schools were selected for the study using stratified random sampling technique. The target population was above 1000 cases hence a third of the cases were selected randomly (Borg and Gall, 2004). A sample of 152 head teachers, 1,774 teachers and nine Curriculum Support Officers participated in the study. Validity of research instruments was ascertained, with the help of the researcher’s supervisors who are specialists in this area. Reliability was ascertained using test-retest method and it was found to be 0.85. Quantitative data was analyzed using Pearson’s Correlation Coefficient, while qualitative data from interviews was transcribed and grouped into themes and sub-themes. The findings revealed that head teachers do not help teachers to set realistic goals with regard to students’ abilities as indicated by the mean of 1.53. On resource provision the study established that there is an acute shortage of text books in Murang’a County whereby four pupils share one book as indicated by the mean of 2.31. However on the head teachers’ role of building the capacity of teachers’ the study established that some head teachers facilitate teachers in ‘Tusome programme’ the mean was 4.1. Hypothesis was tested as per the study objectives as follows; on resource provision the r = 0.189, p< 0.05 show a positive relationship between resource provision and academic achievement. On classroom observation the calculated P value of 0.00 was less than the critical value of 0.05 the null hypothesis was rejected in favour of the alternative. On monitoring classroom progress r =0.306, p< 0.05 the null hypothesis was rejected in favour of the alternative. There was a positive relationship between clear vision and goal setting at r = 0.391, p<0.05. On capacity building r = 0.137, p> 0.05 the null hypothesis was retained. In conclusion failure by head teacher’s to perform their supervisory roles has negative implications on pupils ‘academic achievements in Murang’a County. These finding therefore, can be a reference point for head teachers and curriculum support officers in Murang’a County for improved academic achievements. Major recommendations are; the Ministry of Education should come up with a policy on purchase and replacement of instructional materials. Monitoring of classroom progress should start from early years to avoid unnecessary pressure to the teachers and learners in standard eight, since if it is started early better results would be realized A PhD Thesis submitted to Maasai Mara University

Predictors of Transfer of Learning from Education Management Training to the Workplace among Principals, Head Teachers and Deputy Head Teachers in Kiambu County, Kenya

2020-06-29T08:28:40Z

Predictors of Transfer of Learning from Education Management Training to the Workplace among Principals, Head Teachers and Deputy Head Teachers in Kiambu County, Kenya Maina, Rachel Ngesa Transfer of learning is critical to the success and relevance of management training programs. Despite the importance of transfer researchers indicates that significant transfer rarely occurs. There is also an increasing concern in identifying the key factors that influence positive transfer of learning. This study the learner characteristics, training program design and work environment factors influencing the transfer of learning from the Open Flexible Distance Learning Diploma in Education Management program to the work place. It developed a model on predictors of transfer of learning from the Diploma in Education Management program to the work place. The survey targeted 147 primary and 66 secondary public schools purposively selected from eight sub counties in the County Government of Kiambu, Questionnaires were administered to 213 respondents and 60 of them were randomly selected to participate in interviews. Simple random sampling was used to access 213 primary and secondary school principals, head teachers, deputy principals and deputy head teachers who were graduates of phase 1 of the Open Distance Flexible Learning diploma in education management training program conducted by the Kenya Education Management Institute. Quantitative data were analyzed using percentages, means, principal component analysis and principal regression analysis. Qualitative data was put under thematic areas that were consistent with the research objectives. The study established that the educational management training program was relevant with 74% the variance in transfer of learning being accounted for by variables four principal components, namely training program and workplace design, training delivery methods, quality of curriculum and motivation to transfer. The sequence, structure and quality of the training content were excellent; notifications for enrollment were done well in advance with a majority of the respondents joining to enhance knowledge, skills and competencies. However, training expectations were unclear and follow-up support after the training by was inadequate. The work environment provided opportunities to use knowledge but the rewards and recognition were inadequate. Coworker and organizational support as evident but supervisors support at the work place was inadequate. The key predictors of positive transfer were clear linkage between training and career progression; high quality of training material and joining to enhance knowledge. Improper program sequencing and structuring, low personal motivation to transfer and inadequate opportunities to use knowledge contributed to negative transfer. The study recommended that the training program was relevant but should be redesigned to incorporate learner characteristics, training program design and work environment factors which enhance positive transfer of learning to the workplace. Management training institutes should provide more follow up support to management trainees to increase positive transfer of learning. A Dissertation Submitted in Fulfillment of the Requirements for award of a Degree of Doctor of Philosophy in the School of Education, Kenyatta University, November 2016

Relationship between Head Teachers’ Leadership Styles and Teachers’ Job Satisfaction in Public Primary Schools in Kenya: A Case of Nakuru County

2020-06-23T07:57:18Z

Relationship between Head Teachers’ Leadership Styles and Teachers’ Job Satisfaction in Public Primary Schools in Kenya: A Case of Nakuru County Wachira, Thuku Head teachers’ leadership styles are critical to success of teacher job satisfaction especially in display of behaviour that leads to increase teacher motivation, effectiveness, efficiency, and team-work in school. Research on leadership in Kenya consistently supports job satisfaction. However, its effectiveness is wanting in education and thus, a gap exist in relation to head teachers‘ leadership styles to transform schools into conducive environment for job satisfaction. This study was designed to investigate the relationship between head teachers’ leadership styles and teachers’ job satisfaction in primary schools in Nakuru County, Kenya. The research was guided by five objectives which investigated head teachers’ characteristics on qualifications and experience in relation to job satisfaction and leadership styles. The study also examined head teachers’ achievement-oriented leadership in relation to job satisfaction, head teachers’ directive leadership in relation to job satisfaction and head teachers’ supportive leadership in relation to job satisfaction. Finally, participative leadership style in relation to teachers’ job satisfaction was investigated. The study is expected to contribute to development of policy strategies and give insight to educationist and education administrators. The study adopted Path-goal theory of leadership. Correlational research design was employed and target population was 601 head teachers and 7002 teachers while accessible population was 240 and 3700 respectively. The selected sample size at random was 148 head teachers and 348 teachers. Questionnaires were administered to the head teachers and teachers while interview guide was administered to Curriculum Support Officers. Qualitative data was coded according to content, analyzed on emerging themes, and presented in narrative form. Research questions were analyzed using Spearman‘s coefficient correlation and were subjected to hypotheses test. The study established that supportive leadership style had high positive correlation 0.708 with 50.13% of respondents deeming it most influential while participative style registered the least, 0.364, though it was significant. Teachers also preferred directive style as opposed to head teachers’ achievement style. The study established that there was limited use of decision making and lack of strategy leadership styles not integrated in school. The study recommends policy reforms action plan that influence job satisfaction of teachers. A Thesis Submitted to School of Education in Partial Fulfillment for the Award of the Degree of Doctor of Philosophy in Education (Education Management) of Maasai Mara University September, 2017

Influence of Head Teachers’ Leadership Practices on Teachers’ Job Satisfaction in Nakuru and Nairobi Catholic Private Primary Schools, Kenya

2020-06-18T08:58:04Z

Influence of Head Teachers’ Leadership Practices on Teachers’ Job Satisfaction in Nakuru and Nairobi Catholic Private Primary Schools, Kenya Mutune, M. Susan High quality teaching staff is the cornerstone of a successful educational system. To attract and retain quality teaching staff, sessional papers 12 of 2012 and 14 of 2012 urged head teachers to establish strategies for ensuring high teacher job satisfaction in schools. In Catholic private schools, research has raised concern over low teacher job satisfaction levels resulting to high teacher turnover rates of between 15% and 25% annually. This research aimed at establishing the influence of head teachers’ leadership practices on teachers’ job satisfaction. The objectives of the study were to determine the level of teacher job satisfaction, the influence of head teachers’ leadership practices, and the influence of head teachers’ leadership practices on teachers’ job satisfaction components. The study was guided by the path goal theory. Path goal theory recognizes that the actions of a leader (head teacher) have direct influence on the subordinates (teachers). Mixed methods research approach was used. The mixed method approaches combine quantitative and qualitative data in a single study. This study adopted the convergent parallel design. In this design quantitative and qualitative research is conducted simultaneously in a single study. The target population was 74 head teachers and 1184 teachers in the 74 Catholic private primary schools in Nairobi and Nakuru dioceses. Stratified sampling was used to categorize schools into two strata, the urban and rural schools. From each stratum, 40% of the head teachers and 20% of teachers were sampled. Simple random sampling was used to sample two teachers from each of the 6 teaching subjects. The study sampled 31 head teachers and 248 teachers. The research instruments were questionnaires for head teachers and teachers, interview guide for head teachers and focus group discussion guide for teachers. Content validity was determined by seeking expert judgment from specialist in Educational Management. Cronbach alpha was used to ascertain reliability of the instruments. Qualitative data was analyzed thematically while Quantitative data was analyzed using descriptive and inferential statistics. The study established that the nature of work, coworkers, supervision and communication had highest levels of job satisfaction. Dissatisfaction emanated from pay, contingency rewards and fridge benefits. Supportive and achievement oriented leadership practices had the highest influence on teachers’ job satisfaction. Head teachers’ leadership practices had insignificant influence on teachers’ satisfaction with pay, nature of work, communication and coworkers. Teachers’ job satisfaction component that was highly influenced by head teachers’ leadership practices was supervision. Directive leadership practices had no significant influence on any job satisfaction component. The study recommends that the Catholic institutions formulate by-laws to regulate school processes for-example teachers’ pay, promotions and fringe benefits. In addition induction courses and regular in servicing of head teachers is recommended. The study suggests further study be conducted on the influence of head teachers’ leadership practices on teacher job satisfaction in more Catholic private schools and tertiary institutions. Further, a study on the influence of the school managers on teachers’ job satisfaction in Catholic private institutions is recommended. A thesis submitted in partial fulfilment of the requirements for the degree of doctor of philosophy in the department of educational management, policy and curriculum studies, school of education, Kenyatta University April, 2019