scholarly journals Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 223-232
Author(s):  
Phyllis M Magoma ◽  
Esther Waithaka ◽  
Teresa Mwoma
Keyword(s):  
Professional Identity ◽  
Primary Schools ◽  
Quantitative Methods ◽  
Primary Teachers ◽  
Public And Private ◽  
Head Teachers ◽  
Qualitative And Quantitative Methods ◽  
Key Stakeholders ◽  
The Status ◽  
National Governments

Professional identity is a noteworthy aspect of the teachers’ professional lives. This is because it influences the manner in which they do their work, retention and productivity in their places of work. This article presents findings from a PhD study that aimed at establishing the status of pre-primary and lower primary teachers’ professional identity and exploring factors influencing it. Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation was used to guide the study. The study used concurrent triangulation research design. The dependent variable was early year’s education teachers’ professional identity, while the independent variable was the type of school. The study was conducted in Kasarani Sub-County in Nairobi County, Kenya.  The sample size consisted of 220 teachers and 44 head-teachers in both public and private primary schools. Questionnaires and interview schedules were used to collect data which was then analysed using qualitative and quantitative methods. Findings from the study revealed that pre-primary and lower primary teachers’ professional identity was weak. It was recommended that school management, county and national governments, and other key stakeholders should aim at addressing issues that weaken early year’s education teachers (EYET) professional identity.

The Status of Livelihood Vulnerability and Its CopingCapacities of Urban Squatters in Kathmandu Metropolitan City, Nepal

Patan Pragya ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 19-32
Author(s):  
Chhabi Ram Baral
Keyword(s):  
Data Collection ◽  
Urban Area ◽  
Urban Areas ◽  
Quantitative Methods ◽  
Urban Poverty ◽  
Rural Poverty ◽  
Poor People ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
The Status

Urban poverty is one of multidimensional issue in Nepal. Increasing immigration from the outer parts of Kathmandu due to rural poverty, unemployment and weak security of the lives and the properties are core causes pushing people into urban areas. In this context how squatter urban area people sustain their livelihoods is major concern. The objectives of the study are to find out livelihood assets and capacities squatters coping with their livelihood vulnerability in adverse situation. Both qualitative and quantitative methods are applied for data collection. It is found that squatters social security is weak, victimized by severe health problems earning is not regular with lack of physical facilities and overall livelihood is critical. This study helps to understand what the changes that have occurred in livelihood patterns and how poor people survive in urban area.

scholarly journals Implementation of Inclusive Child Friendly Primary Schools Policy in Nyandarua County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 15-32
Author(s):  
Daniel Kirogo Wahungu ◽  
Ibrahim Oanda ◽  
Violet Wawire
Keyword(s):  
Primary Schools ◽  
Quantitative Methods ◽  
Policy Recommendations ◽  
Validity And Reliability ◽  
Group Discussions ◽  
Qualitative And Quantitative Methods ◽  
Child Friendly ◽  
The Government ◽  
Policy And Suggestion ◽  
Descriptive Survey

The main problem addressed by this study was the implementation of inclusive child friendly primary schools policy in Nyandarua County. The Inclusive Child Friendly Schools (CFS) policy has become the vehicle through which the government is providing quality education for all children in school by creating a learning environment where all children can learn, all children want to learn, and all children feel included in the classrooms and schools. However, studies show that the conditions in schools are not adequately adapted to accommodate the diversity of learners and even many more children of school going age are left out of school. These challenges generated the objectives of the study which were to examine the practice in public primary schools in line with the inclusive CFS policy and suggestion of appropriate strategies for implementation of inclusive CFS in public primary schools. To achieve this, the study utilized a descriptive survey using both qualitative and quantitative methods. Data collection instruments entailed questionnaires, interview schedule, focus group discussions, observation schedule and document analysis which were first piloted to improve validity and reliability and the accruing data was then analyzed thematically as per the study objectives. The findings of the study indicated that there was a substantial gap between CFS policy expectations and its actual day to day practice in the schools. Schools had the CFS messages engraved but had not made a significant alteration in the line with the policy. From these study findings, the paper presented several policy recommendations including adopting CFS policy to internal contexts so that individual schools look for ways of developing and utilizing selfassessment indicators of CFS at the school levels. Though the area of CFS is relatively new, it was hoped the study could shed light on the way forward for inclusive child friendly school programme in Kenya.

Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE

2019 ◽  
pp. 908-921
Author(s):  
Salam Omar Ali
Keyword(s):  
Beginning Teachers ◽  
Novice Teachers ◽  
Quantitative Methods ◽  
Public And Private ◽  
Induction Program ◽  
Qualitative And Quantitative Methods ◽  
Al Ain ◽  
Effective Role ◽  
Effective Principal

This chapter studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need for an effective principal who knows the important role he plays, especially with the newly appointed teachers. The study used a literature review to establish a good base of theoretical ideas about the effective role of principals in supporting novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. Twenty principals and 30 teachers of public and private schools participated in answering a questionnaire. Some of them were also interviewed.

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.    

Governance by and of Algorithms on the Internet: Impact and Consequences

2020 ◽  
Author(s):  
Michael Latzer ◽  
Natascha Just
Keyword(s):  
Quantitative Methods ◽  
Social Impact ◽  
The Internet ◽  
Life Domains ◽  
Private Governance ◽  
Public And Private ◽  
Qualitative And Quantitative Methods ◽  
Selection Processes ◽  
The Public Sphere ◽  
The Impact

Internet-based services that build on automated algorithmic selection processes, for example search engines, computational advertising, and recommender systems, are booming and platform companies that provide such services are among the most valuable corporations worldwide. Algorithms on and beyond the Internet are increasingly influencing, aiding, or replacing human decision-making in many life domains. Their far-reaching, multifaceted economic and social impact, which results from the governance by algorithms, is widely acknowledged. However, suitable policy reactions, that is, the governance of algorithms, are the subject of controversy in academia, politics, industry, and civil society. This governance by and of algorithms is to be understood in the wider context of current technical and societal change, and in connection with other emerging trends. In particular, expanding algorithmizing of life domains is closely interrelated with and dependent on growing datafication and big data on the one hand, and rising automation and artificial intelligence in modern, digitized societies on the other. Consequently, the assessments and debates of these central developmental trends in digitized societies overlap extensively. Research on the governance by and of algorithms is highly interdisciplinary. Communication studies contributes to the formation of so-called “critical algorithms studies” with its wide set of sub-fields and approaches and by applying qualitative and quantitative methods. Its contributions focus both on the impact of algorithmic systems on traditional media, journalism, and the public sphere, and also cover effect analyses and risk assessments of algorithmic-selection applications in many domains of everyday life. The latter includes the whole range of public and private governance options to counter or reduce these risks or to safeguard ethical standards and human rights, including communication rights in a digital age.

scholarly journals Campbelltown – Changing our Future: study protocol for a whole of system approach to childhood obesity in South Western Sydney

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Nicola Maitland ◽  
Mandy Williams ◽  
Bin Jalaludin ◽  
Steven Allender ◽  
Claudia Strugnell ◽  
...  
Keyword(s):  
Childhood Obesity ◽  
Future Study ◽  
Primary Schools ◽  
System Approach ◽  
Quantitative Methods ◽  
Childhood Overweight ◽  
Overweight And Obesity ◽  
Local Context ◽  
Childhood Overweight And Obesity ◽  
Key Stakeholders

Abstract Background In Australia, around 67% of adults and 25% of children (5–17 years) are currently overweight or obese (Australian Bureau of Statistics, 4364.0.55.001 - National Health Survey: First Results, 2017–18, 2018). The Campbelltown – Changing our Future study will translate ‘a whole of system’ approach, previously trialed in rural communities in Victoria and the Australian Capital Territoty, to Campbelltown Local Government Area (LGA), a socioeconomically and ethnically diverse urban community in south western Sydney, NSW. Methods The study intervention will use a five-step approach; 1 – set up a childhood obesity monitoring system by collecting baseline data from children in primary schools across Campbelltown LGA to give a local context to the community when developing the systems map; 2 - key stakeholders develop systems maps which inform the development of the interventions; 3 - key stakeholders and community groups identify priority areas for action and form working groups; 4 - implementation of the interventions; 5 - evaluation of the interventions. The study will adopt a longitudinal pre/post design with repeated measures at baseline, 2 years and 4 years. Both qualitative and quantitative methods will be used to collect and analyse the data. Discussion Addressing childhood overweight and obesity is complex and requires a multifaceted intervention. This approach has the capacity to impact a range of factors that influence childhood overweight and obesity utilising existing capacity of multiple partners with broad community reach. Findings will develop local responses which capture the complexity of obesity at a community level and further our understanding of the interrelationships and relative importance of local factors impacting childhood overweight and obesity. This study aims to provide evidence for systems methods and approaches suitable for adaption and scaling and may provide evidence of successful community intervention elements.

Principles of Designing Girls Schools; Promoting Cognitive Development of Iranian Children (Case Study: Primary Schools of Girls in Rasht)

2018 ◽  
Vol 3 (8) ◽  
Author(s):  
Mahsa Talebsafa
Keyword(s):  
Cognitive Development ◽  
Primary Schools ◽  
Quantitative Methods ◽  
Research Question ◽  
School Setting ◽  
Physical Space ◽  
Validity And Reliability ◽  
Qualitative And Quantitative Methods ◽  
Iranian Children

Studies have shown that promoting and cultivating the cognitive development in children aged 7 to 11 is of significance due to their puberty age.Any evaluation in Iran's schooling system is usually bounded by content materials and is less addressed by the significance of the Physical Space of the Educational Environment.In educational settings, the quality of architectural space by affecting the sensory, intellectual and perceptual cognitions can play an essential role in the educational performance. School setting like other educational space can change the formation of behaviors and even the attitude, cognitive development and children's creativity. The child from the actual environment that is marvelously complex would unlimitedly enter into a relationship that is continually developmental and are connected to other relations. These relationships get more complicated due to physical and moral development. The overall changes regularly affect the personality and development of the children, and the educator has to guide and lead them. Nevertheless, it is unfortunately ignored to be in focus. Schools must be provided with appropriate conditions wherein children find the opportunity to develop both physically and mentally.Based on the studies conducted in Iranian schools, the useful elements on children development particularly the cognitive one in the educational setting is not grave. The primary research question in this study is what principles feature in designing female schools to promote the cognitive development and what physical elements can elevate the constitutes of cognitive development.The attempt in this study is to find out the practical elements in forming the physics of schools to promote the cognitive development. Both qualitative and quantitative methods are used. The research design is descriptive. Results were found in a survey-based format. The questionnaire is used as the research instrument. The samples were selected from teachers of female primary schools via interview and questionnaire. The validity and reliability of each were checked hence. Based on the results of the needs and probable obstacles, the case study was conducted with data analysis for further understanding of the subject. Keywords: School Setting, Primary Schools, Cognitive Development

Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE

2018 ◽  
pp. 7647-7658
Author(s):  
Salam Omar Ali
Keyword(s):  
Beginning Teachers ◽  
Novice Teachers ◽  
Quantitative Methods ◽  
Public And Private ◽  
Induction Program ◽  
Qualitative And Quantitative Methods ◽  
Al Ain ◽  
Effective Role ◽  
Effective Principal

This research studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need of an effective principal who knows the important role he plays especially with the new appointed teachers. The study used depth of literature review to establish a good base of theoretical ideas about the effective role of principals in supporting the novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. 20 principals and 30 teachers of public and private schools participated in answering a questionnaire. On the other hand, some of them will be interviewed.

scholarly journals Sowing Seeds to Harvest Healthier Adults: The Working Principles and Impact of Participatory Health Research with Children in a Primary School Context

2020 ◽  
Vol 17 (2) ◽  
pp. 451 ◽  
Author(s):  
Tineke Abma ◽  
Sarah Lips ◽  
Janine Schrijver
Keyword(s):  
Health Research ◽  
Primary Schools ◽  
Quantitative Methods ◽  
School Context ◽  
Subjective Health ◽  
Community Partners ◽  
Qualitative And Quantitative Methods ◽  
Research With Children ◽  
Participatory Health Research ◽  
The Impact

Participatory research on health-related topics with children is promising but current literature offers limited guidance on how to involve children and falls short on the reporting impact. The purpose of this article is to heighten our understanding of the working principles and impact of participatory health research (PHR) with children. We completed a PHR project in two primary schools, which included children from a multiethnic, deprived neighborhood in the second largest city in The Netherlands over a period of three school years (2016–2019). The impact on the children’s subjective health has been measured via process evaluation using qualitative and quantitative methods from the perspectives of all involved (children, their teachers, parents, and community partners). The main working principles included: Experiential learning; addressing uncomfortable issues; stepping outside your environment; and keeping it simple. Participatory actions valued most by the children included: Walking tours, photovoice, foodlabs, sportlabs, and to a lesser extent: Making a newspaper, mindfulness, and Capoeira. The project reached and engaged many children, parents, teachers, and community partners into healthy lifestyles and broadened and deepened the children’s awareness and understanding of health behavior. ‘Sowing seeds’ is the metaphor that captures the broader impact of this project: Planting seeds to harvest healthier adults.

scholarly journals Some Stakeholders’ Position on the Language Policy of Ghana

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Patience OBENG ◽  
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Formal Education ◽  
Mother Tongue ◽  
Local Language ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Descriptive Research ◽  
Key Stakeholders

African nations with theirmultilingual nature still face challenges in the language of formal education. With thecognitive and academic leveragesattachedto home language, language educationistsandlinguistic scholars believe that a child must be taught first in their mother-tongue, usually, their firstlanguage, in which theydisplay an appreciable level of competence,before any other language/s are introduced. Many studies have been conducted onthe language policy issues in Ghana but the current study adds a dimension from parents and even the learners who are key stakeholders and recipients of the policy. This study sought to find out the level of awareness of thestakeholders; teachers, parents and pupils,their position and the impactof their positionon learning outcomes. It also investigated stakeholders’position in using only English to teach at the lower primary. Using a survey descriptive research methodology, data was collectedvia both structured and unstructured interviews, andobservation. Both qualitative and quantitative methods wereused to analyze data.The research revealed that among the three stakeholders, teachers were more conversant with Ghana’s language policy. All stakeholdersendorsed the policy for teaching and learning purposes. Even though, most teachers preferred to blend English and alocal language, a fewcould speak the local language of the community, or have been trained in the use of the local language for instructional purposes. All stakeholders favoured a blend of English with the local languages.

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