Agnes Chepchumba, John Simiyu & Betty Cheruiyot
Abstract
The purpose of this paper is to revisit the best practices for bridging the digital divide in education in public primary schools in Uasin Gishu County, Kenya. The Government of Kenya provided all public primary schools with tablets and computers in March 2017; however, there have been limitations to the integration of technology in the classroom. The main objectives of the study were: To examine the teacher’s ability to integrate technology in the classroom in primary schools and to find out ways of increasing digital compliance by teachers of primary schools in Uasin Gishu County. The theoretical framework was based on Mishra and Koehler’s TPACK framework which describes what teachers need to know to integrate technology effectively into the instructional process. This study was conducted in Uasin Gishu County. Mixed method approach was adopted and heuristic inquiry enabled the researcher to make meaning from document analysis. Questionnaire were developed on google forms and used to collect the required data. Teachers (14) were reached through google forms enabled by snowball sampling in Uasin Gishu County. Quantitative data was analyzed using Google Sheets and data was presented in pie charts and histogram charts. Findings indicated that most teachers (63.3%) have not used available digital devices to access online educational content due to insufficient technological pedagogy. Based on these findings, this paper recommends that the Kenya Institute of Curriculum Development (KICD) adopt the use of Google Workspace for education which allows teachers to use a learning management system called Google Classroom.
Keywords: Technology in Education, Digital Divide, Teacher Preparation, Google Workspace for Education
Corresponding author: Agnes Chepchumba, Department of Curriculum and Instruction, School of Education, University of Eldoret
To cite this article: Chepchumba A. Simiyu,S and Cheruiyot B. (2023). Educational Technology: Revisiting Best Practices for Bridging the Digital Divide
, Journal of African Studies in Educational Management and Leadership Vol:15 p 5-28
Full VersionAvailable online September - December 2023
Publication details, including instructions for authors and subscription information. http://www.kaeam.or.ke
©2023 Kenya Association of Educational Administration and Management . ALL RIGHTS RESERVED
Joab Namai, Sister Jacinta Adhiambo, & Shem Mwalwa
Abstract
Teachers in basic learning institutions in Kenya have a variety of roles and responsibilities as documented in the Teachers Service Commission Act and other relevant documents. However, despite the guidelines, teachers sometimes find themselves overstretched and overwhelmed, hence missing out on critical targets. This study, therefore, sought to investigate the work performance tendencies of teachers in public primary schools within Khwisero Sub-County in Kenya. The study was grounded on TheoryX TheoryY which segregates workers into intrinsically motivated on one side and extrinsically motivated on the other. A sample of 18 head teachers, 144 class teachers and 144 pupils was adopted. The questionnaire and interview guide were used in data collection. Quantitative and qualitative procedures were adopted in the analysis. Results were interpreted and converged to provide a solution to the research problem. It was established that teachers used regular class attendance, the record of workbooks and lesson plans to demonstrate work performance. Based on the study findings, it was recommended that the Ministry of Education should constantly include all teachers in refresher courses, seminars, and workshops to update them on the latest technological and professional practices instead of targeting headteachers alone. Although there is a laudable effort towards this through the teacher professional development program, the cost attached is beyond affordability by most of teachers. There was also a need for the school boards to support sound motivation initiatives by teachers to encourage and enhance pupils’ academic performance.
Keywords: Teachers, tendencies, performance, appraisal, innovative teaching, schools
To cite this article: Namai,J. Adhiambo,J. and Mwalwa,S. (2023). An Evaluation of the Work Performance Tendencies of Teachers in Public Primary Schools in Kenya
, Journal of African Studies in Educational Management and Leadership Vol:15 p 5-23
Available online September- December 2023
Publication details, including instructions for authors and subscription information. http://www.kaeam.or.ke
©2023 Kenya Association of Educational Administration and Management . ALL RIGHTS RESERVED
Raphael Mwasi Chola, Hoseah Kiplagat & Joseph Mubichakani
Abstract
Choice of course is a leading challenge in most Vocational and Technical Training Institutions globally. Studies have noted gender challenges as a determinant factor towards effective course choice, an aspect that the present study sought to address. The study determined gender factors that hinder effective course choice amongst students in Vocational Training Centres (VTCs) in Taita Taveta County. In Kenya, trainees joining TVET institutions are chosen based on their academic qualifications. Traditionally, there are some courses associated with boys while others are perceived to be feminine. This study employed a descriptive survey design of a sample size of 714 trainees and 7 principals. Questionnaires and structured interviews were used for data collection. A pilot study was undertaken in Kilifi County. Statistical Package for Social Sciences (SPSS) version 26 was used for data analysis. Male trainees were the majority 447 (63.1%). 28.2% of the male trainees pursued Artisan in Motor Vehicle Mechanics while 34.9% of female trainees Fashion Design. The findings established that gender significantly predicted vocational choice (F 0.05 (1,706) = 5.060, p < 0.05) fueled by the fact that industry prefers certain gender in employment. In conclusion, the vocational choice in the VTCs was influenced by the gender of the trainees. The research recommends that VTCs encourage female trainees to take engineering courses as well.
Keywords: Gender, Vocational choice, Vocational Training Centers
Corresponding author: Raphael Chola
To cite this article: Chola,M, R. Kiplagat, H and Mubichakani, J. (2023).
Influence of Gender on Course Choice in Vocational Training Centres in Taita Taveta County, Kenya, Journal of African Studies in Educational Management and Leadership Vol:15 p 24-42
Available online December 2023
Publication details, including instructions for authors and subscription information. http://www.kaeam.or.ke
©2023 Kenya Association of Educational Administration and Management . ALL RIGHTS RESERVED
Rebecca B. Arogo, Ruth Thinguri, & Mary Mugwe
Abstract
The study focused on establishing whether thereis a practical influence of vertical professional development dynamics on teacher attrition in public secondary schools in Mombasa County. Teacher attrition has been a big challenge in the various levels of the education system, secondary being one of the levels. The study employed the mixed research method and the concurrent triangulation design. The target population comprised 1,487 secondary school teachers, 45 principals, 6 Teachers Service Commission (TSC) personnel and 6 education officers. Stratified random sampling also enabled the researcher to divide the schools into strata of boys boarding secondary schools, girls boarding secondary schools and mixed day and boarding secondary schools. Primary data was collected using questionnaires and interview guides. The sample size involved 11 principals, 225 teachers, 3 TSC Human Resource Officers (HROs) and 4 education officers. The study concludes that the Career Progression Guidelines by the TSC brought stagnation in job groups which is a major indicator of vertical professional advancement influencing attrition of teachers. The study further concludes that low pay and the failure by the TSC to recognize and reward academic achievement lowered the morale and expectation of teachers hence giving room for teachers to exit the profession. The study recommends the review of the Career Progression Guidelines, the TSC to acknowledge higher academic achievement acquired by teachers and TSC to provide a friendly working environment to the teachers because the labour market opportunities and career paths alternatives outside teaching provides teachers with opportunities for greener pastures.
Keywords: Professional advancement, teacher attrition, vertical professional advancement
Corresponding author: Rebecca B. Arogo
To cite this article: Aogo, B,R. THinguri,R and Mugwe, M. (2023).
Influence of Vertical Professional Development Advancement Dynamics on Teacher Attrition in Public Secondary Schools in Mombasa County, Kenya, Journal of African Studies in Educational Management and Leadership Vol:15 p 43-57
Available online December 2023
Publication details, including instructions for authors and subscription information. http://www.kaeam.or.ke
©2023 Kenya Association of Educational Administration and Management . ALL RIGHTS RESERVED
In this issue, we have four (4) PEER REVIEWED PAPERS
Vol: 16: September - December 2023
Table of Contents
Editorial Note
Prof. J. W. Khamasi, EBS
An Evaluation of the Work Performance Tendencies of Teachers in Public Primary Schools in Kenya
Joab Namai, Sister Jacinta Adhiambo, & Shem Mwalwa
5-23
Influence of Gender on Course Choice in Vocational Training Centres in Taita Taveta County, Kenya
Raphael Mwasi Chola, Hoseah Kiplagat & Joseph Mubichakani
24-42
Rebecca B. Arogo, Ruth Thinguri, & Mary Mugwe
42-62
Educational Technology: Revisiting Best Practices for Bridging the Digital Divide
Agnes Chepchumba, John Simiyu & Betty Cheruiyot
ABSTRACT | PDF
64-74
ISSN 2078-7650 Online
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