Paul Kariuki Ngunyi and Michael M. Ndurumo, PhD

Abstract

This study assessed the impact of principal’s transformational leadership on academic performance in secondary schools in Lari Sub-county in Kiambu County, Kenya. The study also investigated the impact of teachers confounding variables such as educational level, age, gender, school type, and duration of stay at same school where the principal served. The population of the school was 42 public secondary schools. Using a stratified sampling, 17 principals participated in the study. In addition 57 teachers from the schools whose principals participated in the study participated. Characteristics of transformational leadership were measured using Multifactor Leadership Questionnaire where the principals rated themselves while the teachers rated their principals in relation to their perceived characteristics in the scale. Relationship among the variables was tested using SPSS. Linear regression analysis approach was employed in analyzing whether the principal’s transformational leadership depicted any significant effect on academic achievement. Results revealed that the principals’ inspirational motivation, intellectual stimulation, idealized influence, and individual consideration had positive impact on the academic performance of students.

Keywords: principals’ transformation leadership style, secondary school students’ academic performance

Contact Author: Paul Kariuki Ngunyi, Department of Psychology, University of Nairobi

Joyce Lugulu and Joseph Katwa

Abstract

Sustainable economic development is a function of skilled human resource and a product of education. Governments aim at producing human resource through provision of globally competitive, quality, inclusive university education with improved completion rates. The Government of Kenya has broadened access to higher education by implementing Free and Compulsory Basic Education and waived fees paid for exit national examinations. These policies opened doors for an increasing population of bright but needy students to access university education, however, completion rates remain an elusive uphill task for majority of them. This paper addresses the impact of deferments of studies by bright needy students in public universities.  The target population was 283, consisting of 277 students, 3 deans of schools and 3 deans from students’ affairs departments. The study utilized mixed methods with a survey design and purposive sampling approach. Data was collected through document analysis, questionnaire, focused group discussions (FGD) and interviews; and analysed through descriptive and inferential statistics. Findings indicated that the major reasons for deferments were financial constraints (59.3%) and fear of failure (42.6%). The study recommended introduction of deferment scholarships, food tickets, regular appeals for internal and external assistance and introduction of a unit to address plight of these students. The study concluded that deferments cause depression, dropouts and delayed completion rates negating the purpose of providing inclusive higher education with improved completion rates.

Key Words:  Higher Education, Deferments, Completion rates

Contact Author: Dr. Joyce Musoga Lugulu, Moi University, School of Medicine.

To cite this article:Lugulu, M.J  (2019).Impact of Deferments of Study by Undergraduate Students in Public Universities in Kenya: A Survey of Uasin Gishu County, Kenya., Journal of African Studies in Educational Management and Leadership  Vol: 11, May-August 2019, 22-38

Nicodemus Ojuma Anyang & John Mugun Boit

Abstract

School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine the value-added to students’ entry marks upon exit. Cross-sectional survey design was used. Purposive sampling was used to identify the four schools under study and form three students. The respondents were selected using simple random sampling. The sample size comprised of 197 respondents (49 teachers and 148 students) Data was analyzed using quantitative statistical techniques that included percentages and means and qualitative methods. The study found out that all the four schools under study had achieved a negative index value addition. The study recommends that the Ministry of Education should shift their focus from the raw school or individual students mean score to the value added on the students score from entry to exit.  Thus schools and teachers should be made accountable.

Key words: Effectiveness, improvement, value-added, entry marks

Contact author: Dr. Anyang Nicodemus Ojuma, Ministry of Education, Kenya

Catherine Sempele

Abstract

Remarkable changes are taking place in the education sector in Kenya. Home Science Education is not an exception. In the previous education system, Home Science was only offered as an optional subject at the secondary and tertiary levels of education. This came with various challenges related to the teaching and continuity of the subject at various levels of learning. However, in the new curriculum structure, it is proposed that Home Science subject be offered at all levels of education starting from the primary through to the university level. This paper presents results from qualitative data gathered using semi structured questionnaires from 23 Home Science tutors (6 male and 17 female) based in 9 Primary Teacher Training Colleges (PTTC) in Kenya. Further, this paper examines their perceptions of significant challenges facing Home Science Education in their learning institutions. These include challenges of the Home Science curriculum offered in PTTCs that relate to: attitude towards Home Science, curriculum content; instructional methods; instructional resources; assessment techniques; besides the trainees and trainers related challenges. Findings suggest that indeed there are many challenges PTTCs experience which are not unique to Kenya and that they in one way or the other affect Home Science Education at the other levels of study. Importantly, the paper gives suggestions on how best these challenges could be managed to improve the future of Home Science Education given its rebirth in the new curriculum structure in Kenya.

Key words: Home Science Education, Curriculum, Primary Teacher Training College

Contact: Catherine Sempele, University of Eldoret, Kenya