scholarly journals Effect of Head Teachers’ Collaborative Partnerships on Inclusive Education Implementation in Public Primary School

2021 ◽  
Vol 6 (1) ◽  
pp. 01
Author(s):  
Douglas Shiwani ◽  
Winston Akala ◽  
Jeremiah Kalai ◽  
Jane Gatumu
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Narrative Form ◽  
Collaborative Partnerships ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

<p class="abstrak" align="center"><strong>Abstract</strong><strong></strong></p><p class="abstrak">The purpose of the study was to investigate the effect of head teachers’ collaborative partnerships with parents, government agencies and NGOs, on the implementation of inclusive education in public primary schools in Nairobi City County in Kenya. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. The study established the relationship between head teachers’ collaborative partnerships with implementation of inclusive education. Nevertheless, majority of schools lacked well- structured coordinated partnerships resulting in low participation in schools programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; outsourcing of funds, 69% and 69.7%. Therefore, head teachers should increase capacities in collaborative partnerships and fully utilize them for inclusive education implementation.</p><p class="StyleAuthorBold"><em>Abstrak </em><em></em></p><p class="abstrak"><em>Penelitian </em><em>ini </em><em>bertujuan u</em><em>ntuk mengetahui pengaruh kemitraan kolaboratif kepala sekolah dengan orang tua, lembaga pemerintah dan LSM, pada pelaksanaan pendidikan inklusif di sekolah dasar negeri di Kota Nairobi di Kenya. Survei deskriptif diterapkan, dan Chi-square menguji hipotesis nol. Kuesioner diberikan kepada 71 kepala sekolah dan 297 guru, dilengkapi dengan analisis dokumen. Wawancara digunakan pada delapan Petugas Standar Penjaminan Mutu (QASO) dan empat Petugas Pusat Penilaian Pendidikan (EARC). Data kuantitatif diberi kode dan dianalisis menggunakan statistik deskriptif, dan disajikan dalam tabel frekuensi dan grafik batang. Data kualitatif dikodekan, ditranskripsikan dan disajikan dalam bentuk naratif. Studi ini </em><em>menjelaskan </em><em>hubungan antara kemitraan kolaboratif kepala sekolah dengan implementasi pendidikan inklusif. Namun, sebagian besar sekolah tidak memiliki kemitraan terkoordinasi yang terstruktur dengan bai</em><em>k, </em><em>yang mengakibatkan rendahnya partisipasi dalam program sekolah seperti yang dirujuk oleh kepala sekolah dan guru tentang penyediaan sumber </em><em>untuk </em><em>belajar dan mengajar, 63,4% dan 63,3%; penilaian peserta didik, 64,8% dan 70,4%; outsourcing dana, 69% dan 69,7%. Oleh karena itu, kepala sekolah harus meningkatkan kapasitas dalam kemitraan kolaboratif dan memanfaatkannya sepenuhnya untuk pelaksanaan pendidikan inklusif.</em></p>

scholarly journals Effect of head teachers’ partnerships collaboration on inclusive education implementation

2021 ◽  
Vol 11 (17) ◽  
pp. 70-98
Author(s):  
Douglas Iisgi SHIWANI ◽  
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Open Systems ◽  
Narrative Form ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

The study investigated effect of head teachers’ partnerships collaboration on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to coordinate partnerships to address the lack of support systems for inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The study established that majority of schools lacked well- structured coordinated partnerships. This implied that there was low partnership participation in schools’ programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; funds outsourcing, 69% and 69.7%. It was recommended that head teachers should increase capacities in partnerships collaboration, and institute well-structured coordinated framework for partnerships engagement for effective inclusive education implementation.

scholarly journals Effect of head teachers support for teachers professional development on inclusive education implementation

2021 ◽  
Vol 6 (1) ◽  
pp. 83
Author(s):  
Douglas Isigi Shiwani ◽  
Jeremiah Kalai ◽  
Winston Akala ◽  
Jane Gatumu
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Qualitative Data ◽  
Open Systems ◽  
Narrative Form ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Teachers Professional Development ◽  
Descriptive Survey

<p>The study investigated the effect of head teachers’ support for teachers’ professional development on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to utilize management initiatives with partnerships to implement inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analyzed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Both quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The Chi-square results established that there was relationship between head teachers’ support for teachers’ professional development with inclusive education implementation. However, majority of head teachers and teachers lacked specialized skills in assessment of diverse learners, 77.5% and 80.5%; behaviour management, 74.7% and 79.1%; differentiated teaching, 80.3% and 81.1%, derailing teachers’ productivity and learners’ performance. Therefore, it was recommended that head teachers in collaboration with multi-agencies facilitate teachers’ inclusive education training in order to effectively implement inclusive education.</p>

scholarly journals AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT

2021 ◽  
Vol 1 (1) ◽  
pp. 16-47
Author(s):  
Grames Chirwa ◽  
Francis Lingolwe ◽  
Devika Naidoo
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Special Education Needs ◽  
Education Needs ◽  
Education Science

Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners.   Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

scholarly journals Instructional Materials’ Effect on Learners’ Literacy Among Public Pre-Primary II in Webuye West Sub-County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Stephen Tomno Cheboi ◽  
Irene Naliaka Nyongesa
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Test Method ◽  
Instructional Materials ◽  
County Government ◽  
Head Teachers ◽  
Interview Guide ◽  
Descriptive Survey

Unavailability of instructional materials inhibits the acquisition of literacy competencies among learners at pre-primary level. This study sought to find out how the availability of instructional materials influences learners’ literacy among Pre-Primary II learners in public primary schools in Webuye West Sub-County. Descriptive survey research design that adopted mixed methods approach was used. A population of 3,216 respondents that comprised 55 headteachers and their deputies, 109 pre-primary II teachers and 2,997 pre-primary II learners was engaged in the study. From these, a sample of 86 pre-primary II teachers and 341 pre-primary II learners were randomly drawn while 48 head teachers and 48 deputies were sampled using purposive sampling technique. The researcher collected data using questionnaires from deputy headteachers and pre-primary II teachers, interview guide from headteachers and observation schedule from pre-primary II learners. The questionnaires were piloted using test re-test method and a reliable Cronbach correlation alpha index of 0.79 computed. The instruments were adequately validated. Quantitative data was analysed and presented on tables while qualitative data was analysed thematically as guided by the research objectives. The study found out that schools in the study area did not provide adequate and appropriate instructional materials that would equip learners with literacy skills. It further found out that inadequacy of instructional materials affected the acquisition of literacy skills in pre-school learners. The study recommends that the National and County government should provide adequate teaching and learning materials to enhance the acquisition of literacy skills among pre-primary II learners in public primary schools in Webuye West Sub-County. It also recommends that a similar study is carried out in other areas and consider using a larger population and include more variables such as the role of the teacher in influencing learners’ acquisition of literacy skills in pre-primary II level.

scholarly journals Assessment of Availability and Use of Teaching and Learning Resources for Retention of Learners with Special Needs in Regular Primary Schools in Dadaab Sub-County, Kenya

2020 ◽  
Vol 16 (2) ◽  
pp. 112
Author(s):  
Dure Mohammed Osman ◽  
Oracha P. A. ◽  
Okutoyi Joel
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Retention Rate ◽  
Regular Neighborhood ◽  
Learning Resources ◽  
Learning Materials ◽  
Head Teachers ◽  
The Status

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The specific objective of the study was to establish the extent to which the availability and use of teaching and learning resources affect the retention of learners with special needs in regular primary schools in Dadaab sub-county. The study adopted a descriptive survey research design. The target population comprised 26 head-teachers, 78 teachers, 300 learners with special needs, and 4 education officers. Saturated sampling technique was used to select 23 head-teachers, 70 teachers, 100 learners with special needs, and 4 education officers. Instruments for data collection were questionnaires, interview schedules and observation schedules. Quantitative data were analyzed using frequency counts, percentages, and mean. The findings of the study indicated that the availability and use of teaching and learning materials were inadequate (mean= 2.18). The study concluded that the low retention of learners with special needs as a result of the availability and use of teaching and learning materials to a small extent.  The study recommended that the country and national government should ensure that there is adequate provision of teaching and learning resources to enhance learning for learners with special needs. The budget for materials should be enhanced. The study also recommends to non-governmental organizations to assist regular primary schools to access teaching and learning materials that can be used by learners with special needs.

scholarly journals Supervision and Teachers’ Work Performances in Primary Schools in Konye Sub-Division in Cameroon

2018 ◽  
Vol 8 (2) ◽  
pp. 115-124
Author(s):  
Ngemunang Agnes Ngale Lyonga
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Instructional Supervision ◽  
Head Teachers ◽  
Supervision Practices ◽  
Descriptive Survey ◽  
The Impact

Abstract This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

scholarly journals The Challenges of Free Primary Education Implementation in Primary Schools in Bungoma County, Kenya

2019 ◽  
Vol 7 (01) ◽  
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
The Government ◽  
Descriptive Survey

In January 2003 the Kenyan government implemented Free Primary Education (FPE). The launch of the programme saw an increase in enrolment in primary schools which put pressure on learning resources. The FPE policy envisaged that the government would provide teaching and learning materials to all public primary schools. This paper therefore discusses challenges of implementing FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers, the school management committee chair persons and the students. 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. The study found that upward trend in enrolment since the inception of FPE in 2003 led to overcrowding in class and many more schools opening up. It also found that there was lack of enough teachers to handle the increased numbers of pupils. It was also established that delayed release of FPE funds led to challenges in the FPE appropriate implementation.  The findings will inform the policy makers to make more informed decisions towards implementation of the free primary education in order to achieve Universal Education.

scholarly journals The relationship between Parental Level of Education and Learners Performance in Public Pre -Primary schools in Nandi County, Kenya.

2020 ◽  
Vol 8 (03) ◽  
pp. 1247-1257
Author(s):  
Mary Jebii Chemagosi
Keyword(s):  
Primary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Face Validity ◽  
Narrative Form ◽  
Validity And Reliability ◽  
Head Teachers ◽  
Level Of Education ◽  
Parental Level ◽  
Descriptive Survey

AbstractFactors related with parental involvement on their childrens education continues to be a pertinent issue. Some school going children in Kenya post detrimental results amid claims that parents are not supportive. This study sought to establish influence of Parental Level of Education on Pre-PrimaryLearners performance in curriculum activities in Nandi County, Kenya. Epsteins Theory and descriptive survey design was used for the study. Purposive sampling technique, stratified random technique and simple random technique were used to select the sample of the study. The sample for the study was 50 head teachers 100 teachers and 100 parents in pre-Primary schools from a population of 500 head teachers, 1000 teachers and 10000 parents. Questionnaire, interview guides and focused group discussions were used to collect data. A pilot study was conducted in two schools to determine the validity and reliability of instruments. Both content and face validity were ensured while split half technique was used to determine the instrument’s reliability. Quantitative data was analyzed using descriptive such as frequencies and percentages and presented in form of tables while inferential statistics used simple linear regression. Qualitative data was analyzed and presented in narrative form. 

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>

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