Effect of head teachers’ partnerships collaboration on inclusive education implementation

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.

Download Full-text

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

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v6i1.2405 ◽

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

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.

Download Full-text

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

Journal Educative Journal of Educational Studies ◽

10.30983/educative.v6i1.4289 ◽

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

AbstractThe 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.Abstrak Penelitian ini bertujuan untuk 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 menjelaskan hubungan antara kemitraan kolaboratif kepala sekolah dengan implementasi pendidikan inklusif. Namun, sebagian besar sekolah tidak memiliki kemitraan terkoordinasi yang terstruktur dengan baik, yang mengakibatkan rendahnya partisipasi dalam program sekolah seperti yang dirujuk oleh kepala sekolah dan guru tentang penyediaan sumber untuk 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.

Download Full-text

TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES

European Journal of Special Education Research ◽

10.46827/ejse.v7i3.3905 ◽

2021 ◽

Vol 7 (3) ◽

Author(s):

Rosallin Kananu Ruteere ◽

Beatrice Bunyasi Awori ◽

Francis Kirimi

Keyword(s):

Intellectual Disabilities ◽

Quantitative Data ◽

Teaching And Learning ◽

Qualitative Data ◽

Sampling Technique ◽

Instructional Supervision ◽

Adaptive Skills ◽

Learning Resources ◽

Head Teachers ◽

The Government

Abstract: The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources. Article visualizations:<img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" />

Download Full-text

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.

Download Full-text

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

East African Journal of Education Studies ◽

10.37284/eajes.2.1.187 ◽

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.

Download Full-text

Evaluation of the Performance of Creative Arts Teachers of Cape Coast Metropolitan Kindergarten Schools

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i8.sh02 ◽

2018 ◽

Vol 6 (08) ◽

Author(s):

Stephen Owusu Ansah

Keyword(s):

Research Design ◽

Teaching And Learning ◽

Suitable Condition ◽

Creative Arts ◽

Cape Coast ◽

Learning Materials ◽

Head Teachers ◽

Creative Art ◽

Arts Teachers ◽

Descriptive Survey

The purpose of the study was to evaluate the performance of creative Arts Teachers of Cape Coast Metropolitan Kindergarten Schools. The research design adopted for this study is the descriptive survey. The research design adopted for this study is the descriptive survey. Twenty-two (22) teachers and ten (10) head teachers totalling thirty-two (32) were used for the study. Questionnaire and observation were the instruments used for the study. It was found out that teachers have the necessary creative art skills and new knowledge pupils need to acquire. It was also found out that although the KG schools in the Cape Coast Metropolis have teaching and learning materials, the materials are not in suitable conditions. It was recommended that teaching and learning materials must be kept in a suitable condition.

Download Full-text

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

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v16.n2.p4 ◽

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.

Download Full-text

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

Journal of Educational and Social Research ◽

10.2478/jesr-2018-0022 ◽

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.

Download Full-text

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

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v7i1.el02 ◽

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.

Download Full-text

Washback Effects of Handouts on the Teaching and Learning Process in Higher Education Institutions in Ethiopia: Adama University in Focus

Journal of Teacher Education for Sustainability ◽

10.2478/v10099-009-0059-5 ◽

2010 ◽

Vol 12 (2) ◽

pp. 130-142 ◽

Cited By ~ 2

Author(s):

Robsan Egne

Keyword(s):

Higher Education ◽

Learning Process ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Independent Learning ◽

Chi Square ◽

Qualitative Approaches ◽

Analytical Research ◽

The University ◽

Descriptive Survey

Washback Effects of Handouts on the Teaching and Learning Process in Higher Education Institutions in Ethiopia: Adama University in Focus The present study investigates the washback effects of handouts on the teaching and learning process in the higher education institutions of Ethiopia, particularly in Adama University. A descriptive survey and analytical research methods were employed in the present study. The subjects of the study included instructors and some selected students of the university. A questionnaire, an interview, a document and content analysis were employed to collect data. The data were analysed using quantitative and qualitative approaches. The data collected through close-ended items of the questionnaire were analysed quantitatively using a chi-square. Whereas the data collected via some interview guides and some items of the questionnaire were analysed using percentage. Besides, the qualitative data gathered via open-ended items of the questionnaire, some items of the interview, content and document analysis were analysed qualitatively. The research results revealed that the way handouts are being prepared and used in higher education institutions of Ethiopia does not encourage active and independent learning. Some recommendations which are deemed crucial for alleviating the problem are suggested.

Download Full-text