Ngesu Lewis , Lydia Wachira, Beth Mwelu & Emily Nyabisi

 

 

 

Abstract

 


For many years, the Kenya Certificate of Secondary Education (KCSE) results of schools in marginalized regions have been the poorest nationally and more so for girls. In this regard, efforts are being mounted by the Kenyan Government at various levels to improve girls’ participation in education. This paper explores the critical determinants of poor performance in KCSE among female students in Loitoktok Division. The study was conducted in three secondary schools in the division. Data was collected from students, teachers and community stakeholders by use of a questionnaire and focus group discussion. Findings indicate the influence of socio-cultural factors such as Female Genital Mutilation (FGM), early marriages, nomadism, preference to boys especially in matters concerning education and long distance to school influence academic performance. In the light of these findings, it is recommended that the parents and community should be sensitized on the importance of girl child education.

 


Contact: Dr. Lewis Ngesu: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

To cite this article: Ngesu, Lewis, Wachira, Lydia, Mwelu, Beth & Nyabisi, Emily
 (2012). Critical Determinants of Poor Performance in KCSE among Girls in Arid and Semi-Arid (ASAL) Regions in Kenya, Journal of African Studies in Educational Management and Leadership, 2:1, 63-70

Available online May 2012
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2012 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED

 

 

 

 

Moses Shiasha Ingubu & Nyaga Jonah Kindiki

 

Abstract

 

The 21st century is a period identified with much diversity such as socio-economic status in the area of education. Formal education sector is now universal in some countries in Sub-Sahara Africa given the advances in technology, democratisation, human rights and globalisation. This accessibility has brought a number of dilemmas especially to the school teacher and pedagogy. This article adopts a critical-conceptual approach to analyse the socio-economic setbacks and discusses the ways of transforming the teacher and teaching in the 21st century. The article concludes that the teacher is still a powerful force in the transformational wheel of education and socio-economic development, and should therefore be given opportunities to transform and shape the direction education is taking in this era of socio-economic upheavals in sub-Saharan Africa.

Contact: Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

To cite this article: Shiasha, M. Ingubu & Nyaga, J. Kindiki (2012). Empowering Teachers to Cope with Socio-Economic Diversities of the 21st Century in Sub-Saharan Africa, Journal of African Studies in Educational Management and Leadership, 2:1, 50-62

Available online May 2012
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2012 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED

 

 

 

 

Excellent Chireshe

 

 

 

Abstract

 


The study sought to establish the extent to which women have been mainstreamed in management in educational settings, with specific reference to primary and secondary schools in urban Masvingo, Zimbabwe. Specifically, the study sought to establish the extent to which women were represented, numerically, in management (as heads) as well as how their management was perceived by subordinates. Questionnaires and interviews were used to collect data from 30 respondents (18 female and 12 male) purposefully drawn from five female-headed schools (two high and three primary). The study revealed that females headed five schools in urban Masvingo. Thus there was notable representation of women in school management. It was concluded that the education sector has a gender responsive culture. It was also concluded that gender does not have a bearing on leadership competence as some females were perceived as excelling in leadership. Recommendations were made to the Ministry of Education and Ministry of Gender to encourage women to take up leadership positions by giving them substantive posts and to sensitize society in general that school management is not a male domain.         


Contact:
Ms. Excellent Chireshe
Department of Philosophy and Religious Studies
Faculty of Arts
Great Zimbabwe University, Zimbabwe
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

To cite this article: Chireshe, E. (2012). Inclusion of Women in School Management and their Subordinates’ Perception: A Case of Masvingo, Zimbabwe, Journal of African Studies in Educational Management and Leadership, 2:1, 29-37

Available online May 2012
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2012 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED

 

 

 

 

Lazarus Ndiku Makewa, Joseph Masinda, & Elias Mbuti

 


Abstract
The purpose of this study was to determine how teachers evaluate selected leadership characteristics of the head teachers of private schools in Tanzanian, Meru District.  In order to establish the patterns of instructional leadership, leadership styles, communication systems and decision making procedures of the head teachers’ in private secondary schools in Meru District, a descriptive research design was used to obtain information for this study. The study also utilized a comparative approach to explore differences between or among groups on selected leadership variables. Descriptive data were collected through a self-administered questionnaire and from past records of students’ marks as kept in Arusha Education Region Archives. Data was collected from teachers in nine schools.  The groups of participants comprised 97 teachers.  The findings revealed that teachers perceived that their head teachers practice instructional leadership, appropriate communication systems and decision making procedures, democratic leadership, autocratic leadership and some degree of laissez-faire leadership.

Contact:
Dr. Lazarus Ndiku Makewa
Department of Educational Administration, Curriculum and Teaching
University of Eastern Africa, Baraton
P.O. Box 2500 – 30100, Eldoret
Email Address: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

To cite this article: Makewa L. Ndiku, Masinda, Joseph, & Mbuti Elias (2012).  Teachers’ Perception of Selected Leadership Qualities of their Head Teachers: Meru District, Tanzania, Journal of African Studies in Educational Management and Leadership, 2:1, 38-49

Available online May 2012
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2012 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED


James K. Sang, Peter M. Masila. & Jane C. Sang

 

Abstract

 


This paper aims to provide a discussion on the nature and extent of gender inequality in secondary schools’ administration in Kenya.  Using content analysis of selected documents, the discussion shows existence of gender gaps in administration of secondary schools in Kenya.  The paper concludes that the previous constitution presented a pitfall in the country’s education management policies and unwittingly derailed the move to equal opportunity in education management.  However, we acknowledge the massive improvements in the new constitution promulgated in 2010 and whose full implementation could be a watershed for gender equity in general. Recommendations are based on strong belief that stakeholders in education need to urgently address prevailing gender inequity in access to secondary school administrative opportunities in the country.


Contact:
Prof. James K. Sang,
Moi University
P.O. Box 3900-30100
ELDORET, KENYA

 

 

To cite this article: Sang, James. K., Masila, Peter M., & Sang, Jane C. (2012). Gender Inequality in Administration of Secondary Schools in Kenya, Journal of African Studies in Educational Management and Leadership, 2:1, 16-28


Available online May 2012
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2012 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED