Head Teachers’ Perception and Practice about School Feeding Services in Public and Private Primary Schools in Ogun State, Nigeria

2016 ◽  
Vol 13 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Olorunfemi Amoran ◽  
Olugbenga Kuponiyi ◽  
Opeyemi Kuponiyi
Keyword(s):  
Primary Schools ◽  
Public And Private ◽  
Head Teachers ◽  
Ogun State ◽  
School Feeding

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

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.

INFLUENCE OF SCHOOL FEEDING PROGRAM ON THE RETENTION OF LEARNERS IN PUBLIC PRIMARY SCHOOLS IN KENYA; A CASE OF MOMBASA COUNTY

2020 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Asha Bekidusa ◽  
Dr. JohnBosco Kisimbii
Keyword(s):  
Primary Schools ◽  
School Age Children ◽  
Educational Outcome ◽  
Ministry Of Education ◽  
Head Teachers ◽  
School Feeding ◽  
Feeding Program ◽  
Sampling Procedures ◽  
School Feeding Program ◽  
Descriptive Survey

Purpose: The purpose of the study was to establish the influence of school feeding program on the retention of learners in public primary schools.Methodology: This study was conducted through a descriptive survey research design. A descriptive survey is a present oriented methodology used to investigate populations by selecting samples to analyze and discover occurrences. The survey focused on 60 out of the 188 head teachers and teachers who are beneficiaries of school milk program in all the six sub counties in Mombasa i.e. Mvita, Kisauni, Likoni, Nyali, Jomvu and Changamwe.This gives 31.9 % of the total number of participants in this project. To obtain the study sample for descriptive studies 10% of the accessible population is enough. Simple random and purposive sampling procedures were used in this research.Results: School feeding program influences retention of learners in public primary schools with a reliability value of 0.8 which is considered minimal acceptable thus rejecting null hypothesis therefore meaning that school feeding program has a significant effect on retention of learners in pubic primary schools.Unique contribution to theory, practice and policy: School feeding programmes are often designed to enhance academic performance and cognitive development. Improved nutritional status of school-age children leads to better attention and cognition, and thus, better educational outcome. School feeding can improve attentiveness in class by reducing short-term hunger many children come to school on an empty stomach, yet they remain surrounded by the distracting and disturbing facets of the crisis. The study recommends that the ministry of education should review the School feeding Programme and extend it upper primary classes. They should prioritize supply of food to ensure continuous provision and adequate supply of food for pupils. 

scholarly journals Comparison Of Pupils’ Completion Rate Before And During 2006/2007 School Feeding Programme In Selected Public Primary Schools In Rivers State, Nigeria

2020 ◽  
Vol 7 (3) ◽  
pp. 195-202
Author(s):  
Nnamdi Anero
Keyword(s):  
Primary Schools ◽  
Completion Rate ◽  
Completion Rates ◽  
Head Teachers ◽  
School Feeding ◽  
Significant Difference ◽  
The Government ◽  
Rural Dwellers ◽  
Rivers State ◽  
The Impact

The study titled ‘Comparison of pupils’ completion rate before and during 2006/2007 school feeding programme in selected public primary schools in Rivers State, Nigeria was carried out to determine the impact of the feeding programme on the pupils’ completion rate. The study compared the completion rate of pupils before and during the feeding programme and also investigated the completion rate on the bases of boys and girls as well as urban and rural pupils. Out of 868 schools in Rivers State, 44 schools were randomly selected for the study.  The Head teachers of the selected schools were requested to supply relevant records of the pupils’ enrolment, dropout, return and completion rates using the admission and attendance registers as well as the result schedules.  The figures generated from the records were analyzed using simple percentages. Based on the analysis, the study established that completion rate during the feeding programme was higher than when there was no feeding among pupils in Rivers State. The study further established that there was no significant difference between the completion rates of the urban and rural pupils during or before the feeding programme and also established that more males completed primary education than females during the feeding programme in Rivers State. It therefore recommended that the government should re-introduce the feeding progamme and also carry out enlightenment campaign among the rural dwellers to enable them fully utilize the opportunity as well as seek for participation of philanthropists in funding the programme in all the nooks and crannies of the state so that all and sundry shall benefit.

scholarly journals HEAD TEACHERS' SUPERVISION OF PROFESSIONAL DEVELOPMENT AND ACADEMIC PERFORMANCE IN EMBU AND MURANGA COUNTIES, KENYA

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Jane Muchiri
Keyword(s):  
Professional Development ◽  
Academic Performance ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Role Theory ◽  
Policy Decision ◽  
Public And Private ◽  
Head Teachers ◽  
Teacher Professional ◽  
The Relationship

Supervision means overall duties performed by a head teacher which ensures teachers perform their expected roles in the transmission of knowledge and enhance academic performances. Academic performance in examinations has consistently declined in primary schools in Kenya and the world over. The objective of the study was to; assess the relationship between the head teacher’s supervision of professional development and academic performance in Embu and Muranga counties, Kenya. The study adopted the Role theory championed by Biddle. A descriptive survey research design was used. The Target Population was 14786 and comprised of head teachers and teachers. The researchers purposefully sampled 378 public and private primary schools. Simple random sampling was used to select 256 respondents. Data were collected using questionnaires, interviews, and observation. Reliability was ascertained by a pilot study which generated a Cronbach’s alpha coefficient of 0.93. Data were analysed using descriptive and inferential statistics, precisely, correlation computations. The findings of the study informed that the highest percentage of supervision 87.4percentwas the head teachers’ permission for teachers to attend seminars, workshops, and conferences. The least facilitated activity was the training of teachers by subject panels 60.3 percent. There was a negative correlation between head teachers' supervision and teacher professional development in public and private primary schools, at r=-.069<0 and P=0.602>0.05. The relationship was not statistically significant. The Supervision of teacher’s professional development was not strongly linked to academic performance. There should be a balance between the supervision of teacher professional development. Governments should allocate more funds towards professional development. The findings of the study will inform policy decision making in the education sector in Kenya and worldwide.

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.

Relationship between childhood obesity and socioeconomic status among primary school children in Costa Rica

2021 ◽  
pp. 1-24
Author(s):  
Tatiana Gamboa-Gamboa ◽  
Romain Fantin ◽  
Jeancarlo Cordoba ◽  
Ivannia Caravaca ◽  
Ingrid Gómez-Duarte
Keyword(s):  
Socioeconomic Status ◽  
Logistic Regression ◽  
Childhood Obesity ◽  
Costa Rica ◽  
Regression Model ◽  
Primary Schools ◽  
Logistic Regression Model ◽  
Mixed Effects ◽  
Overweight And Obesity ◽  
Public And Private

Abstract Objective: This article analyzes the relationship between socioeconomic status and the prevalence of overweight and obesity in the primary school population in Costa Rica. Design: A National School Weight/Height Census was disseminated across Costa Rica in 2016. The percentage of children who were overweight or obese was calculated by sex, age, and socioeconomic indicators (type of institution: private, public, mix; type of geographic location: rural, urban; and the level of development of the district of residence: quartiles). A mixed effects multinomial logistic regression model and mixed effects logistic regression model were used to analyze the association between the prevalence of being overweight or obese and district socioeconomic status. Setting: The survey was carried out in public and private primary schools across Costa Rica in 2016. Participants: 347,366 students from 6 to 12 years old, enrolled in public and private primary schools. Results: The prevalence of overweight and obesity among children was 34.0%. Children in private schools were more likely to be overweight or obese than students in public schools (OR=1.10 [1.07, 1.13]). Additionally, children were less likely to be overweight or obese if attending a school in a district of the lowest socioeconomic quartile compared to the highest socioeconomic quartile (OR=0.79 [0.75, 0.83]), and in a rural area compared to the urban area (OR=0.92 [0.87, 0.97]). Conclusions: Childhood obesity in Costa Rica continues to be a public health problem. Prevalence of overweight and obesity in children was associated with indicators of higher socioeconomic status.

DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

2019 ◽  
Vol 4 (1) ◽  
pp. 96-117
Author(s):  
Florence Sutter ◽  
Dr. Allan Kihara
Keyword(s):  
School Leadership ◽  
Communication Technology ◽  
Digital Literacy ◽  
Primary Schools ◽  
Information Communication Technology ◽  
Successful Implementation ◽  
Information Communication ◽  
National Union ◽  
Head Teachers ◽  
Upper Echelons Theory

Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators  and the  head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.

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