scholarly journals Principal’s Facial Expression, Organization Citizenship Behaviour and Performance of Secondary Schools in Nairobi

2020 ◽  
Vol 5 (1) ◽  
pp. 134-140
Author(s):  
Godfrey Ngunyi Mute ◽  
Peter K Obonyo ◽  
Martine Ogutu ◽  
James Njihia
Keyword(s):  
Secondary Schools ◽  
Facial Expression ◽  
And Performance

Quality Management Practices and Performance of Public Secondary School Heads in Pangasinan, Philippines

2020 ◽  
Vol 1 (1) ◽  
pp. 6-13
Author(s):  
Jeger P. Paragas
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Management Practices ◽  
Department Of Education ◽  
The Public ◽  
Quality Management Practices ◽  
Public Secondary School ◽  
And Performance ◽  
School Heads

This is a descriptive study which determined and analyzed the quality management practices of public secondary school heads. The study included the school heads and teachers in all Schools Division in Pangasinan. The identified quality management practicesare based on the parameters of APPES Manual. Kendall’s tau correlation coefficient was utilized to identify the significant relationship in the quality management practices of public secondary school heads to the performance of their respective schools. The researcher used questionnaire, interview and google form to gather the needed data. Same set of questionnaire was utilized for the teachers and school heads as respondents of this study. Findings of the study revealed that stakeholders were truly a great agent in improving the public secondary schools. Therefore, school heads must be eager to do this to have a strong partnership and participation of the stakeholders in the school. They contribute a lot for the direction leading to greater learning outcomes. Also, it was found out that weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. Further, a proposed plan of action with regard to the indicators that were found out moderate would be presented to public secondary schools for them to better identify the risk and opportunities so to attain and maintain quality management practices of school heads and school perfomance in the Department of Education.

scholarly journals Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County

2020 ◽  
Vol 2 (1) ◽  
pp. 141-149
Author(s):  
Rose J Changwony ◽  
Pamela Ochieng ◽  
Bernard Chemwei
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Function Theory ◽  
Instructional Materials ◽  
Instructional Resources ◽  
Education Production Function ◽  
Education Production ◽  
The Government ◽  
Adequate Provision ◽  
And Performance

This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.

scholarly journals EFFECTS OF RECRUITMENT AND SELECTION AND PERFORMANCE OF PRIVATE SECONDARY SCHOOLS IN NYERI COUNTY, KENYA

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Nderitu Eunice Wangui ◽  
Makhamara Felistus
Keyword(s):  
Resource Management ◽  
Secondary Schools ◽  
Human Resource Management ◽  
Organizational Performance ◽  
Human Resource ◽  
Social Exchange ◽  
Management Practices ◽  
Sampling Technique ◽  
Hrm Practices ◽  
And Performance

<p>Human resource management (HRM) practices entail policies, systems, and methods that govern workplace employees. They are the processes or functions applied to manage workers and direct them in an organization towards development. Some of the HRM practices include recruitment, screening, selection, development, training, and rewarding of staff. A number of studies to investigate the interaction between HRM practices and organizational performance have been conducted. Many of these studies have been done in the manufacturing or health sectors, with very few having been carried out in private secondary schools. This background is what has necessitated this study in order to investigate the effect of human resource management practices on the performance of private secondary schools in Nyeri County, in Kenya. The objectives of the study were to determine the effect of recruitment, staff development and reward practices on organizational productivity and performance. The study used four theories i.e. Resource-Based View, the Social Exchange Theories, McGregor’s theory X and Y, and the Human Capital to support it. The study targeted a population of 440 subjects. This included principals and their deputies, departmental heads, and classroom teachers of the private secondary schools in Nyeri County. The study adopted descriptive research design. The study applied stratified random sampling technique to pick schools for the research. Interview schedule was used for collecting data from principals, while data from the teachers was obtained through the utilization of questionnaires. The reliability of instruments in this study was established through Cronbach’s alpha, while they were validated through content, construct, and discussion with the supervisor. Descriptive statistics were utilized in the analysis quantitative data with the aid of Statistical Package for Social Sciences (SPSS) Version 20 to generate them. Qualitative data was analysed by thematic analysis, content analysis and discussion. The findings of the study were presented in frequency distribution tables. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0886/a.php" alt="Hit counter" /></p>

Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia

2013 ◽  
Vol 31 (1) ◽  
pp. 41-54
Author(s):  
Harry Burke
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Music Education ◽  
Personal Development ◽  
Music Teachers ◽  
Progressive Education ◽  
Music Notation ◽  
Education Department ◽  
Creative Music ◽  
And Performance

In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.

Presenteeism “on the desk”

2016 ◽  
Vol 9 (1) ◽  
pp. 84-95 ◽  
Author(s):  
Chiara Panari ◽  
Silvia Simbula
Keyword(s):  
Secondary Schools ◽  
Emotional Exhaustion ◽  
Family Conflict ◽  
Design Methodology ◽  
Well Being ◽  
Self Report ◽  
Content Type ◽  
Antecedents And Consequences ◽  
And Performance ◽  
The Relationship

Purpose – The purpose of this paper is to examine the antecedents and consequences of the phenomenon of presenteeism in the educational sector. Particularly, the authors tested the relationship between excessive work responsibilities, presenteeism, work-to-family conflict and workers’ emotional exhaustion. Design/methodology/approach – A self-report questionnaire was administered to 264 teachers in secondary schools. Findings – A subsequent mediation of presenteeism and work-to-family conflict between work responsibilities and emotional exhaustion was found. Originality/value – The findings of this study will provide help today’s organisations for better understanding and managing the new phenomenon of presenteeism in order to promote workers’ well-being and performance.

scholarly journals Human Resources Management Practices as Predictors of Teachers’ Job Security in Secondary Schools in Udi Education Zone, Enugu State.

2019 ◽  
pp. 8-17
Author(s):  
Aniako L. A. ◽  
Cliff I. A.
Keyword(s):  
Secondary Schools ◽  
Management Practices ◽  
Secondary School Teachers ◽  
Human Resources Management ◽  
Job Security ◽  
Human Resource Management Practices ◽  
Training Compensation ◽  
Research Questions ◽  
Enugu State ◽  
And Performance

This study aimed at finding out the human resources management practices as predictors of teachers‟ job security in secondary schools in Enugu State. The study adopted a survey research design and was carried out in the 25 public secondary schools in Udi Education Zone, Enugu State. The population comprised 50 respondents (19 male and 31 female) secondary school teachers randomly sampled from the schools. The study was guided by three research questions and three null hypotheses. The instrument for data collection was a questionnaire, sectioned; A, B and C. The instrument was validated by experts while the reliability of the instrument was determined by the use of Cronbach Alpha formula which yielded reliability co-efficient of 0.76. The research questions were answered using mean and standard deviation while t-test was used to analyze the null hypotheses at 0.05 level of significance and appropriate degree of freedom. The null hypotheses tested showed no significant difference in the mean responses of male and female teachers on the training,compensation, and performance appraisal practices which contribute to secondary school teachers‟ job security. It was found among others that training, compensation and performance appraisalwhich are human resource management practices studied; contribute to teachers‟ job security. Therefore, this human resource management practices contribute to teachers‟ job security in secondary schools in Enugu State. Based on the findings, it was recommended among others that teachers‟ training practices should be enhanced since it enhances teachers‟ job security. Teachers should be promoted as at when due and their salaries paid promptly to enhance their job security.

scholarly journals INFRASTRUCTURAL RESOURCE PLANNING DYNAMICS AND PERFORMANCE OF UPGRADED EXTRA-COUNTY SCHOOLS TO NATIONAL STATUS IN WESTERN KENYA COUNTIES

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Violet Wekesa ◽  
Lydia Kipkoech
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
National Level ◽  
Sampling Technique ◽  
Resource Planning ◽  
Target Population ◽  
Ministry Of Education ◽  
Western Kenya ◽  
And Performance ◽  
Effective Teaching And Learning

Infrastructure resource planning is important to ensure provision of quality education in public secondary schools. When the extra county public secondary schools were upgraded to national status, it was expected that the increased enrolment would match with expansion of existing facilities. This paper addresses the infrastructural resource planning dynamics and performance of upgraded schools in western Kenya. The study adopted a descriptive research design; the target population were 263 and 8 principals from teachers in the 8 upgraded national schools. The sample size was 156 respondents purposively sampled for principals and heads of departments, while teachers were sampled using random sampling technique. Data was collected using questionnaires, interview schedule and observation checklist. The collected data was analyzed using descriptive statistics. Research data showed that Infrastructural resources planning dynamics had no significant (r=0.063, p=0.432) with performance of the upgraded schools to national level. The result found out that the increased enrolment did not match with increased infrastructure facilities. The paper concludes that performance of students in KCSE examinations was negatively affected as the available infrastructural facilities could not accommodate high number of learners admitted hence affecting effective teaching and learning process. The study recommends that Ministry of Education should increase allocation to upgraded national schools to expand their infrastructure and upgraded schools board of management should mobilise financial resources to enable them to put up new and expand the existing facilities for quality secondary education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Sign in / Sign up

Export Citation Format

Share Document