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

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. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

2020 ◽  
Vol 7 (3) ◽  
pp. 92-112
Author(s):  
Dorine Adhiambo Obara ◽  
Charles Michael Were
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Drop Out ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
The Government ◽  
Physically Challenged ◽  
Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged  in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist.  Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners  who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

2018 ◽  
Vol 1 (2) ◽  
pp. 138-150
Author(s):  
Hellen Kabasinguzi Wataba ◽  
Nafiu Lukman Abiodun
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Head Teachers ◽  
Correlational Research ◽  
Interview Guide ◽  
Major Predictor ◽  
And Control ◽  
The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

scholarly journals Exploring Head Teachers’ Instructional Supervisory Role: The Case of Public Junior High Schools in Jirapa Municipality of Ghana

2021 ◽  
Vol 6 (1) ◽  
pp. 64-75
Author(s):  
Robert Andrews Ghanney ◽  
Jeremiah Nuobalee
Keyword(s):  
High Schools ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Junior High ◽  
Junior High Schools ◽  
Sequential Approach ◽  
Head Teachers ◽  
Training Time ◽  
Service Training ◽  
Engaged Teachers

The study explored Head teachers’ instructional supervisory role among public Junior High Schools in the Jirapa Municipality of the Upper West Region of Ghana. It adopted psychological and system theory of supervision propounded by Planturrroot (2006) and Bertalanffy (2015) respectively. The mixed method sequential approach was followed in the conduct of the study where both quantitative and qualitative data were collected and analysed. A sample size of 200 respondents made up of 40 head teachers, 80 teachers and 80 pupils were used for the quantitative data, whilst 10 head teachers were selected for the qualitative data. The Statistical Product for Service Solutions (SPSS) version 23 was used to analyse the quantitative data while thematic approach was used for the qualitative data. The findings of the study revealed in-frequent orientation for newly engaged teachers. It further showed lower ratings in the provision of in-service training, time tabling design and setting of performance target for pupils and teachers. It was recommended that the Ministry of Education and Ghana Education Service (GES) should regularly organize workshops, seminars and in-service trainings on supervisory roles of head teachers and assistant head teachers to equip them with the needed knowledge and skills in the municipality. Lastly, Heads of schools and other supervisors should re-design schools` time tables to suit the use of instructional time in the lesson of teachers to enhance their monitoring.

scholarly journals Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 119-128
Author(s):  
Nancy Maino ◽  
Stephen Tomno Cheboi
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Growth Opportunities ◽  
Interview Guide ◽  
Service Training

This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.

scholarly journals Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions

2019 ◽  
Vol 4 (3) ◽  
pp. 59-61
Author(s):  
Muhammad Umar Isa ◽  
Yusri Bin Kamin ◽  
Yusri Bin Kamin
Keyword(s):  
Data Collection ◽  
Technology Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Quantitative Aspect ◽  
Tertiary Institutions ◽  
Effective Strategies

Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.

scholarly journals Perceived Influence of Financial Disbursement on School Quality Assurance in Nyamagana District, Tanzania

2021 ◽  
pp. 1-6
Author(s):  
Suzana Mbwana ◽  
Daniel Oduor Onyango
Keyword(s):  
Quality Assurance ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
School Quality ◽  
Study Approach ◽  
Study Population ◽  
The Government ◽  
Teachers Professional Development ◽  
Quality Learning ◽  
School Stakeholders

This study sought to investigate on the perceived influence of financial disbursement on school quality assurance in Nyamagana District. The study used a mixed study approach that involves the use of both qualitative and quantitative data in a single study. The study population comprised of 198 selected school stakeholders and the sample was 78 school stakeholders. A single interview guide and a questionnaire were used during data collection. Quantitative data was analyzed through descriptive statistics using the Statistical Package for Social Science (Version 21.0) while qualitative data was analyzed through the thematic approach. The findings of the study showed that adequate funds are important for school quality assurance officers to function effectively. Furthermore, the adequate supply of funds for quality assurance purposes have added advantages like increasing the quality of students’ and teachers’ performance, propelling teachers’ professional development as well as enhancing the confidence of teachers in the process of teaching and learning. The study recommends that the government should disburse adequate funds to support Quality assurance activities in schools, recruit more qualified quality assurers and offer regular training to enable them to effectively perform all activities which are required when they visit schools. Quality assurers should do their job effectively to make sure schools have good environment to enhance quality learning for big results.

scholarly journals Youth Enterprise Development Funds Services and Youth Empowerment in Wajir County, Kenya

2019 ◽  
Vol 3 (II) ◽  
pp. 280-292
Author(s):  
Hassan Adow Mohamud ◽  
Fredrick Ndede
Keyword(s):  
Content Analysis ◽  
Quantitative Data ◽  
Business Performance ◽  
Qualitative Data ◽  
Descriptive Statistics ◽  
Theory Of Change ◽  
Youth Empowerment ◽  
Enterprise Development ◽  
Market Linkages ◽  
The Government

Youth empowerment is vital for any nation. Most Kenyan youths aspire to get white-collar jobs after completing education in order to build self and the nation. To most, achieving their career goals after the 8-4-4 education system is the most critical thing hence they will not settle for anything less than what they have trained for. The Government of Kenya has made efforts over the years to empower the youth by coming up with policies that enable the youth to venture in education as well as create opportunity for income generating projects. It is on this basis that this study therefore sought to examine the effect of YEDF services on youth empowerment in Wajir County. The study objectives were: to assess the effect of YEDF entrepreneurial training on job creation, to examine the effect of YEDF provision of loans on income and to determine the effect of YEDF provision of market linkages on youth enterprise development in Wajir County. The study adopted social capital, theory of change and reform theory to assess relationship among the various factors that have been identified as important to the study problem. This study adopted the descriptive survey research design. The target population of the study consists of the 200 youth groups in Wajir County. This study used a closed and open – ended questionnaire to administer to the sample since time may be limited and information needed could easily be described in writing. The data was coded and entered on a Statistical Package for Social Science (SPSS) software that aids in analysis of both qualitative and quantitative data. The researcher adopted content analysis to analyse the qualitative data based on the objectives. The descriptive statistics was used in analysing quantitative data. The researcher adopted content analysis to analyse the qualitative data based on the objectives. The descriptive statistics was used in analysing quantitative data. In analysing the relationship between variable (YEDF services and youth empowerment) the study used regression analysis. The study found out that attending the entrepreneurship training is important in improving business performance. The youths are trained on ways of improving and retaining customers. The researcher found out that most youths in the county have loan accessibility and have been accessing it for the past one year. The study found out that most youths have attended market linkages program. By attending the programs, they have learnt various ways of improving their business performance and sharing of business ideas. Finally, the study found out that there is a significant relationship between market linkages and youth’s empowerment in the County. The study recommended that the government and stakeholders to promote entrepreneur training, offering of loans and market linkages to equip youths with business skills. The study took a year to be completed, the researcher started in June 2017 and ended in July 2018. This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.

scholarly journals Implementation of Early Childhood Care and Education Curriculum 2017: A Case Study of Pakistani Public Schools

2020 ◽  
Vol V (I) ◽  
pp. 604-615
Author(s):  
Aroona Hashmi Hashmi ◽  
Raima Mubashar ◽  
Fasiha Altaf
Keyword(s):  
Public Schools ◽  
Qualitative Data ◽  
Sampling Technique ◽  
University Campuses ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The Government ◽  
Observation Protocol ◽  
Parent Relation

The study was determined to find the teachers' practices in the implementation of the ECCE curriculum in public schools. The objective of the study was to find out the teachers' practices in the implementation of the ECCE curriculum in public schools. All the ECCE teachers in public schools formed the population of the study. The 20 teachers were observed through the purposive sampling technique. The data was collected by using the ECCE teachers' practices observation protocol in the implementation of the ECCE curriculum. The qualitative data was analyzed through thematic analysis. The data represents that the teachers' practices in ECCE are knowledge, learning environment, instructional strategies, assessment, individualized attention and teacher-parent relation. It is recommended that the ECCE centres may be built-in university campuses for the facilitation of the teaching practices of their prospective teacher. The government may take the initiative to build ECCE centres in collaboration with the private sector to enhance the quality.

scholarly journals Ethnoreligious Urban Violence and Residential Mobility in Nigerian Cities: The Kaduna Experience

2017 ◽  
Vol 2017 ◽  
pp. 1-10 ◽  
Author(s):  
Samuel Danjuma Wapwera ◽  
Jiriko Kefas Gajere
Keyword(s):  
Residential Mobility ◽  
Random Sampling ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Urban Violence ◽  
Policy Makers ◽  
Causal Factors ◽  
Face To Face ◽  
The City

This paper seeks to examine the ethnoreligious urban violence and residential mobility in the city of Kaduna with a view to make recommendations towards ameliorating its effects by evaluating the causal factors fueling the crisis and examining the pattern and direction of the residential mobility in the city. The sources of data were both primary and secondary. The sampling technique used was purposive and random sampling from two residential districts from both the northern and southern parts of the city. A total of 1,000 questionnaires were administered within the study areas and 900 questionnaires were collected. Face-to-face interviews were conducted with major stakeholders from the two parts. The data obtained were analysed using thematic and content analysis for the qualitative data whilst the quantitative data were analysed using simple percentages. The results revealed that the factors causing the ethnoreligious urban violence and residential mobility are unemployment, social institutional breakdown, politics, and colonial impact and the pattern/direction of the residential mobility in the city of Kaduna show a clear polarization along religious lines based reactive residential mobility between the two parts of the city. Based on these results recommendations were made to assist the academia, practitioners, and policy makers.

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