scholarly journals Problems Encountered in Femanine Primary School Headship in Marange in Mutare District.

2019 ◽  
Vol 14 ◽  
pp. 2788-2805
Author(s):  
Whatmore Chikwature ◽  
Oyedele V
Keyword(s):  
Primary Schools ◽  
Quantitative Methods ◽  
Teaching Experience ◽  
Target Population ◽  
Biological Traits ◽  
Mixed Method Research ◽  
Head Teachers ◽  
Psychological Traits ◽  
Social Barriers ◽  
Female Head

The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus, female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.    

scholarly journals Problems Encountered in Femanine Primary School Headship in Marange in Mutare District.

2018 ◽  
Vol 13 ◽  
pp. 2842-2859
Author(s):  
Whatmore Chikwature ◽  
Oyedele V
Keyword(s):  
Primary Schools ◽  
Quantitative Methods ◽  
Teaching Experience ◽  
Target Population ◽  
Biological Traits ◽  
Mixed Method Research ◽  
Head Teachers ◽  
Psychological Traits ◽  
Social Barriers ◽  
Female Head

The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.

Barriers to recognition for migrant teachers in Ireland

2021 ◽  
pp. 147490412110317
Author(s):  
Rory Mc Daid ◽  
Emer Nowlan
Keyword(s):  
Mixed Method ◽  
Ethnic Diversity ◽  
Primary Schools ◽  
Teaching Experience ◽  
Accreditation Process ◽  
Mixed Method Research ◽  
Registration Process ◽  
Sequential Explanatory Mixed Method ◽  
Formal Accreditation ◽  
Selection Of

Despite an increase in ethnic diversity within the state, the Irish teaching workforce remains starkly mono-ethnic. This article is based on an analysis of data generated through a sequential explanatory mixed method research project involving questionnaire responses from 240 migrant teachers and subsequent focus group with a selection of teachers. Findings suggest that migrant teachers are slow to engage in the formal accreditation process, and face considerable challenges when they do. This reflects not only practical difficulties, but also narrow discourses of who can legitimately be recognised as a teacher in Ireland. This in turn is linked to cultural arbitraries highlighted through the research, such as a requirement to be able to teach through the Irish language in primary school and a requirement to be registered to teach in primary or post-primary schools only. In exploring these barriers, we draw broadly on Bourdieu and Passeron’s (1990) work, which understands teachers as pedagogic agents, imbued with pedagogic authority through formal processes of accreditation and selection. These processes involve the imposition of cultural arbitraries which legitimate certain languages, content or stances over others. Recommendations include revisions to the registration process to take previous teaching experience into account.

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

scholarly journals UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Anne Nipher Olieba ◽  
Ronald Kikechi
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Implementation ◽  
Teaching Styles ◽  
Target Population ◽  
Primary Data ◽  
Medium Of Instruction ◽  
Head Teachers ◽  
Local Dialect

<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating  curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>

scholarly journals TEACHERS’ PREPAREDNESS TOWARDS IMPLEMENTATION OF FREE PRIMARY EDUCATION IN BUNGOMA COUNTY, KENYA

2019 ◽  
Vol 7 (2) ◽  
pp. 210-220
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Teacher Preparation ◽  
Primary Education ◽  
Primary Schools ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Policy Makers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
Descriptive Survey

The launch of the Free Primary Education (FPE) in 2003 by the Kenyan government lead to an increase in enrolment of learners in primary schools which posed a challenge to the teacher preparation of handling large number of learners. This paper therefore discusses teacher preparedness with reference to FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers and the school management committee chair persons. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. Most teachers feel inadequate in handling challenges of FPE on resource utilization due to inadequate in-service programmes. The findings will inform the policy makers in making informed decisions towards proper teacher preparation for FPE implementation.

scholarly journals INFLUENCE OF TEACHERS’ TEACHING EXPERIENCE ON TEACHING OF LITERACY SKILLS AMONG GRADE ONE PUPILS IN MOMBASA, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Emelda Juma Olando ◽  
Margaret Mwangi
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Extensive Experience ◽  
Head Teachers ◽  
Experience Teaching ◽  
Grade One

<p>Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

scholarly journals Relationship between Decision-Making and Professional Experiences of a Pakistani Female Head Teacher in Initial Years of Headship

2015 ◽  
Author(s):  
Sumaira Khan
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Head Teacher ◽  
Head Teachers ◽  
Female Head ◽  
Professional Experiences ◽  
Multiple Data ◽  
Decision Making Processes ◽  
Field Notes

This study investigated how a head teacher’s decisions were informed by her prior professional experiences in coping with the challenges in the initial years of headship in Government Secondary School in Pakistan. It is a qualitative case study of a newly promoted female head teacher with twenty-nine years of teaching experience, posted in the same school. Multiple data collection tools (interviews, observations, document analysis and field notes) were used to collect data about the inquiry. The study found that decision-making processes and professional experiences were co-related in teaching and learning, managing the staff, efficient and effective placement of the staff, strategic planning and development of the school, and resource management and accountability. Other factors, which influenced the head teacher’s decisions were: pressure from high management and the community, accountability, personal values and priorities, and relationships with stakeholders. The study recommended that policy makers provide support and professional development opportunities for novice and aspiring head teachers and has raised questions for further exploration.

scholarly journals Influence of Selected Personal Factors on Pupils’ Progression in Public Primary Schools in Trans-Nzoia West Sub-County, Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 42-53
Author(s):  
Evans Wasilwa Wekesa; Kiumi Kanjogu; Stephen Ndichu Thuku
Keyword(s):  
Social Sciences ◽  
Primary Schools ◽  
Simple Random Sampling ◽  
Target Population ◽  
Personal Factors ◽  
Head Teachers ◽  
Ex Post ◽  
Ex Post Facto ◽  
In Trans ◽  
Collection Form

The purpose of the study was to investigate the extent to which selected personals factors contributed to pupils’ low progression in primary schools in Trans-Nzoia West Sub-County. The study adopted ex-post facto research design. The target population was 1815 teachers and 91 head teachers from 91 public primary schools. Data was collected from a sample of 313 teachers and 73 head teachers through self-administered questionnaires and data collection form respectively. Proportionate, stratified and simple random sampling techniques were used to select the subjects. Construct validity of the instruments was confirmed through piloting of the study. The teachers’ questionnaires were piloted in 5 schools in Bungoma North Sub- County and their reliabilities established after testing using the internal consistency method and Cronbach Alpha coefficient of 0.92 was realized. The instruments were deemed reliable as their reliability coefficients were above 0.7 threshhold recommended for social sciences research. Data was analyzed using both descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS) version 21. Data was described and summarized using frequencies and percentages while hypotheses were tested at the .05 level of significance and using simple regression analysis. The results reveal that Personal factors influence progression of pupils in public primary school. The results of the study may inform the Ministry of Education, Boards of Management, parents and teachers in Trans-Nzoia West Sub-County and the country at large on factors to be addressed to enhance pupils` progression in public primary schools in the sub-county.

scholarly journals Relationship between headteachers' commitment and learners' academic performance in primary schools in Kericho County, Kenya

2021 ◽  
Vol 19 (2) ◽  
pp. 193-205
Author(s):  
Cheruse Joel Kimengich ◽  
Viviline Ngeno ◽  
Kaptingei Solomon
Keyword(s):  
Transformational Leadership ◽  
Academic Performance ◽  
Public Schools ◽  
Primary Schools ◽  
Qualitative Data ◽  
Secondary Data ◽  
Target Population ◽  
Mixed Methods Design ◽  
Head Teachers ◽  
The Relationship

The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).

scholarly journals Relationship between headteachers’ communication competencies and effective school management in public primary schools in Narok county, kenya

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Joseph Kipkemoi Koskie ◽  
Dr. Cecilis Sang ◽  
Dr. Viviline Ngeno
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Target Population ◽  
School Management ◽  
Test Reliability ◽  
Mixed Method Research ◽  
Design Data ◽  
Effective School ◽  
Communication Competencies

This study investigated the relationship between headteachers’ communication competencies and effective school management in public primary schools in Narok County, Kenya. The target population was 665 headteachers, 25 Curriculum support officers and County Auditor. The study sample comprised 85 Headteachers, 25 Curriculum Support Officer and County Auditor. This study used the convergent mixed method research design. Data were collected using questionnaires, interviews and checklists of observations. Piloting was conducted in Kericho County. Validity was established by with the help of university supervisors. Split half technique and Cronbach Alpha coefficient test was used to test reliability coefficient. A score of 0.7 was acceptable. Analysis of quantitative data was by use descriptive statistics and inferential statistics with the aid of SPSS Version 23. Qualitative data collected from open ended questions was analyzed using descriptive analysis. These were analyzed through summarizing the set of observations drawn from the respondents. The study findings show that in most of the public schools headteachers communication competencies had a positive influence on effective school management. However, this was not the case in some of the schools in the county. The study recommended that the headteachers should consider scaling up their application of acquired communication skills for instance, by setting and communication of targets to both teachers and pupils, sharing schedules of lesson observation for all teachers, and ensuring that the curriculum is effectively delivered. Keywords: Headteachers’ communication competencies, effective school management, public primary schools

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