Chief Editor:
Jennifer Wanjiku Khamasi, PhD, EBS.
Associate Professor, Family and Consumer Sciences Education;
Registrar Academic Affairs, Dedan Kimathi University of Technology
Guest Editor:
John Kanjogu Kiumi, PhD, Associate Professor of Educational Management and Planning, Dean School of Education, Laikipia University, Kenya
Chief Editor:
J. Wanjiku Khamasi, PhD, Associate Professor,
Family and Consumer Sciences Education; Registrar Academic Affairs, Dedan Kimathi University of Technology
Maende, Justus Barasa
Abstract
Time is a crucial factor that influences performance in the teaching and learning process. The purpose of this study was to establish the influence of teacher Professional Development (PD) on time management. The study adopted descriptive survey design. The population of the study was 5378 respondents and 672 responded. Questionnaire, interview schedule, document analysis and Focus Group Discussions are the methods used to collect data. A pilot study was carried out in 3 schools. Quantitative data were presented in form of percentages and means while qualitative data were analyzed as themes emerged. It was established that PD highly influenced proper use of available time, punctuality in class and lesson planning with a mean rating of over 4.0. It was concluded that PD positively influenced time management that consequently led to better students’ academic performance. It was recommended that organizers of PD should focus more on time management. The findings may be useful to policy makers and educational stakeholders.
Key Words: Teacher Professional Development, Teaching and learning process, Time Management, Teacher Effectiveness.
Author contact details: Justus Barasa Maende, Senior Editor at The Jomo Kenyatta Foundation.
To cite this article: Maende , J. Barasa (2016). Teacher Professional Development Influence on Time Management in the Teaching and Learning Process in Public Secondary Schools in Mumias Sub-County, Kenya, Journal of African Studies in Educational Management and Leadership, Vol. 7, pp. 37-60,
Available online August 2016
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
© 2016 Kenya Association of Educational Management and Leadership. ALL RIGHTS RESERVED
John Kanjogu Kiumi, PhD
Associate Professor of Educational Management and Planning
I am glad to present to you the seventh issue (Volume 7.1) of JASEML in five distinct areas of inquiry. These include:
- “Relationship between Local Culture, Parental Support, and Effective Implementation of Free Secondary Education in Njoro Sub-County Kenya” by Kiumi, J. K. and Maina, M.
- “Teacher Professional Development Influence on Time Management in the Teaching and Learning Process in Public Secondary Schools in Mumias Sub-County, Kenya”, by Maende J. B.
- “Interrogating Social Media Netiquette and Online Safety among University Students from Assorted Disciplines” by Simon M. Kamau, Margaret K. Kosgey and Khadiala Khamasi.
- “Students’ Experience of Industrial Attachment: A Case of A Public University” by Hoseah Kiplagat, Jennifer W. Khamasi and Rachel Karei.
- “Attitude of Pre-service Teacher Trainees towards the Use of Computers in Mathematics in Secondary Schools in Kenya” by Polycarp M. Ishenyi.
Chapter One delves on the findings of a study by Kiumi and Maina in Njoro Sub-County, Kenya on the implementation of free secondary education (FPE) in the county. The authors remind us that successful implementation of FSE is contingent upon sustained efforts to align cultural beliefs and practices with the goals envisaged in the programme in addition to sensitization of parents by school managers on their role expectations in their children’s education. Maende’s study, which is presented in Chapter Two dwells on the link between teacher professional development, time management and the teaching learning process. The author avers that teacher professional development is a critical correlate of teachers’ capacity to manage their teaching time which in turn translates to enhanced learning achievement in schools.
In “Social Media Netiquette and Online Safety among University Students” which is captured in Chapter Three, Simon M. Macharia, Margaret K. Kosgey and Khadiala. Khamasi have advanced the view that although social media is a primary agent of socialization in the society, its downside is that university students are likely to be misinterpreted, or reveal their confidentialities unknowingly. In this regard, the authors have advanced the case for establishment of national and institutional policies regarding etiquette and privacy in the use of social media in public university and health institutions.
The paper by Hoseah Kiplagat, J. W. Khamasi and Rachel Karei has examined a topical issue on industrial attachment (IA) in post-secondary and higher learning institutions in Kenya. Drawing from research findings in Eldoret University, Kenya, the authors have offered very insightful and appealing observations in regard to students’ industrial attachment: key among these observations is the need for training institutions to play an active role in students IA placement. This, the writers contend will make IA a productive experience for trainees whose additive effect in their workplaces after graduation cannot be overstated.
In Chapter Five, Polycarp M. Ishenyi has knowledgeably treaded on the vital topic of integration of computers in pre- service teacher training in chapter four. The main thesis in the author’s write up is that mathematics teacher trainees should be accorded professional development training in the use of computers as a tool for teaching the subject. This, the author argues will undoubtedly translate to an improvement in students learning gains in mathematics in Kenya’s Secondary Schools.
By and large, the papers in the seventh issue of JASEML offers plenty of food for thought. I hope this volume will stimulate intellectual growth among readers and practitioners as well as provoke their thoughts in regard to identifying strategies to fill knowledge gaps the papers may have left out.
Journal of African Studies in Educational Management and Leadership, Vol. 7.1, pp. 5-7
Available online August 2016
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
Hoseah Kiplagat, Jennifer Wanjiku Khamasi and Rachel Karei
Abstract
Industrial Attachment (IA) in most post-secondary and higher learning institutions is a structured, credit-bearing work experience in a professional work setting. This study sought to investigate university students’ experiences during IA with a focus on the things they liked most about IA firms, employees, their own colleagues and the overall IA exercise. We had witnessed over the years that a number of students took longer time than others to find placement for IA. When there is no or little involvement by the training institutions in finding placement, the exercise is normally stressful to the students. In 2013, we carried out a questionnaire survey after the students returned to the University from a two month IA. The questionnaire was organized into 11 question items some of which had sub-categories. A total of 107 questionnaires were conveniently administered to the respondents who were available during data collection. Overall, we found out that majority (81%) of the respondents liked the knowledge and skills and experiences acquired while on IA. This study confirms that, despite the stressful process that students undergo when finding placement for IA, there are many gains from the exercise – both to the institutions where student-trainees serve and to the individual student-trainee. We recommend that training institutions play an active role in placing students for IA so as to increase the gains and consequently, the quality outcomes.
Key words: Students’ experience, Industrial Attachment, Public University, quality outcomes
Contact details of the authors: Hoseah Kiplagat, University of Eldoret,
To cite this article: Kiplagat H, Khamasi, J. W. & Karei, R. L., (2016). Students’ Experience of Industrial Attachment: A Case of a Public University, Journal of African Studies in Educational Management and Leadership, Vol. 7.1, pp. 82-97.
Available online August 2016
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
© 2016 Kenya Association of Educational Management and Leadership. ALL RIGHTS RESERVED