ACTIVITIES IN TEAM WORK AMONG HEAD TEACHERS AND PARENTS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN REGULAR PUBLIC PRIMARY SCHOOLS IN MERU COUNTY

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education. Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.

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Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol6.iss6.1045 ◽

2018 ◽

Vol 6 (7) ◽

pp. 1-5

Author(s):

SEVERINA MUKOKINYA MWIRICHIA ◽

Tarsila Kibaara

Keyword(s):

Inclusive Education ◽

Primary Schools ◽

Group Discussion ◽

Team Work ◽

Research Approach ◽

Head Teacher ◽

Head Teachers ◽

Parent Collaboration ◽

Study Results ◽

Teachers And Parents

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HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol6.iss4.1002 ◽

2018 ◽

Vol 6 (4) ◽

pp. 65-71

Author(s):

SEVERINA MUKOKINYA MWIRICHIA

Keyword(s):

Inclusive Education ◽

Primary Schools ◽

Group Discussion ◽

Target Population ◽

Research Approach ◽

Head Teacher ◽

Policy Context ◽

Parent Collaboration ◽

Study Results ◽

The Status

Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.

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Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss4.655 ◽

2017 ◽

Vol 5 (4) ◽

pp. 50-57

Author(s):

SEVERINA MUKOKINYA MWIRICHIA ◽

NEPHAT J. KATHURI ◽

JOHN G. MARIENE

Keyword(s):

Inclusive Education ◽

Primary Schools ◽

Group Discussion ◽

Target Population ◽

Head Teacher ◽

Head Teachers ◽

Qualitative Research Design ◽

Parent Collaboration ◽

Study Results ◽

The Government

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.

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Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya

Journal of Studies in Education ◽

10.5296/jse.v10i4.17747 ◽

2020 ◽

Vol 10 (4) ◽

pp. 40

Author(s):

Paul Ekeno Ejore ◽

Daniel Komo Gakunga ◽

Musembi Nungu

Keyword(s):

Primary Schools ◽

Group Discussion ◽

Access To Education ◽

Group Discussions ◽

Head Teachers ◽

Government Interventions ◽

Pastoralist Communities ◽

School Feeding ◽

The Government ◽

Descriptive Survey

Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.

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Relationship between the perceived effects of the implementation of strategic planning process and head teachers' performance in public day primary schools in Kericho County of Kenya

Global Journal of Educational Research ◽

10.4314/gjedr.v19i2.5 ◽

2021 ◽

Vol 19 (2) ◽

pp. 167-176

Author(s):

J.K. Kibett ◽

J.G. Manduku ◽

William Kiprotich Chepkwony

Keyword(s):

Strategic Planning ◽

Random Sampling ◽

Primary Schools ◽

Planning Process ◽

Pearson Correlation ◽

Sampling Technique ◽

Research Approach ◽

Head Teachers ◽

Strategic Planning Process ◽

Perceived Effects

The purpose of this study was to investigate the relationship between perceived effects of the implementation of strategic planning process and head teachers’ performance in public day primary school in Kericho County of Kenya. The study used an ex-post-facto research design. The research approach used was quantitative and qualitative. The target population comprised of 524 head teachers of public primary schools in Kericho County. The research instruments used to collect the data were questionnaires and interview schedules. A sample of 227 headteachers and Six (6) Sub County Directors was obtained using Stratified Random Sampling and Purposive sampling technique respectively. Data was collected using a questionnaire that was developed by the researcher. Simple random sampling technique was used to select schools in each sub County. A pilot study was done on 23 headteachers who were not included in the final study to determine reliability of the research instruments. Cronbach alpha formula was used to determine reliability coefficient. A score of 0.7 and above was deemed acceptable. Data was analysed for descriptive statistics (frequencies and percentages) and inferential statics (Pearson correlation and Regression analysis). The results were presented in form of tables and figures. The results show that implementation of strategic planning process did not have a statistically significant relationship with head teachers’ performance in primary day schools in Kericho County. There was a positive correlation between results of strategic planning process and head teachers’ performance at (r = 135; p = 0.056).

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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

International Journal of Online and Distance Learning ◽

10.47604/ijodl.1316 ◽

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.

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Experiencing Transformation of Professional Identity: From Teaching to Leadership in a Small Rural Primary School in Cyprus

Journal of Education and Culture Studies ◽

10.22158/jecs.v4n2p158 ◽

2020 ◽

Vol 4 (2) ◽

pp. p158

Author(s):

Pavlina Hadjitheodoulou Loizidou ◽

Marianna Fokaidou

Keyword(s):

Primary School ◽

Professional Identity ◽

Professional Learning ◽

Primary Schools ◽

Professional Growth ◽

Previous Experience ◽

Head Teacher ◽

Structured Interviews ◽

Learning Program ◽

Head Teachers

The study used the Clarke and Hollingsworth (2002) model on teacher professional growth to investigate the changes and the transition of professional identity when a deputy head teacher was appointed as an acting head teacher in a small rural primary school in Cyprus. The head teacher had no previous experience in headship, and did not receive any training or followed an induction course to the job. The goal of the study was to identify ways to support novice acting head teachers for effective leadership in the complexities of small primary schools. Data was collected through diary notes and semi-structured interviews using thematic analysis of qualitative data. The analysis revealed the importance of the interaction between the external stimuli and information through informal professional learning in the role set and the personal knowledge and previous experience. Feelings of isolation as the main outcome of this experience enabled changes in leadership practice through enactment and reflection. The teacher’s suggestions for a professional learning program could be the contribution of her personal experience on the educational context.

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Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.241 ◽

2013 ◽

Vol 3 (2) ◽

pp. 93-117

Author(s):

Dejana Bouillet

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Primary Schools ◽

Educational Practice ◽

Local Communities ◽

Team Work ◽

Professional Support ◽

Inclusive Practices ◽

Teachers Experiences ◽

Inclusive Processes

The main aim of the present article is to analyse some aspects of collaboration in inclusive educational practice in Croatian schools by analysing teachers’ experiences. Special attention is devoted to the professional support resources available to teachers, as well as to teachers’ views on the content and usefulness of the professional support they utilise. The article presents partial results of a larger research project regarding various components of inclusive practice in Croatian primary schools, organised at the Faculty of Teacher Education in Zagreb.A total of 69 primary school teachers were interviewed regarding the elements of inclusive practices in their own schools. Each teacher also completed a short questionnaire about their opinions on elements that weaken inclusive practices in their school, as well as on some general data about schools. The data obtained were analysed on both the qualitative and the quantitative levels. The results suggest that, at the present time, collaboration in Croatian schools is not well organised and defined. It is shown that only a relatively small numberof various professionals who could support teachers and students in inclusive processes work in schools. Furthermore, it is established that schools do not compensate for this problem with stronger collaboration between schools and professionals in local communities. Teachers would like to receive more specific advice, as well as more concrete assistance in the education of students with disabilities. The author concludes that a better conceptualisation of collaboration between schools and local communities is needed (especially a higherlevel of team work). This would certainly contribute to improving the quality of inclusive education in Croatian schools.

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