School of Education, Humanities & Social Sciences

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THE RELATIONSHIP BETWEEN CREDIT RISK MANAGEMENT PRACTICES AND FINANCIAL PERFORMANCE OF SACCOS IN NANDI COUNTY, KENYA
(2019-07) Cherop Rhodah
The purpose of this study was to find out the relationship between credit risk management practices on financial performance of SACCOs in Nandi County, Kenya. The data of this study was gathered using a close ended questionnaire which was administered to a sample of 105 SACCO officers from a population of 105 SACCO officers in Nandi County. The sample was purposively selected. One hundred and two questionnaires were returned making a 97% return rate. The researcher used both descriptive and inferential statistical techniques during analysis. The study found that the implementation of credit policies was excellent as the average mean was 3.53. The study also found that the implementation of credit scoring was good as the average mean was 3.436. The study also found that the implementation of credit administration was good as the average mean was 3.415. The study also found that the implementation of credit monitoring was good as the average mean was 3.488. The study found that there was a positive significant relationship between credit risk policies, scoring, administration and monitoring and financial performance (sig = 0.000, 0.000 and 0.002 respectively. Credit policies, scoring, administration and monitoring of the SACCOs in Nandi County have a positive and significant relationship with financial performance. The study, therefore, recommended that SACCOs should use the existing credit policy and should improve on implementation credit risk management practices.
PERCEPTIONS OF SEVENTH-DAY ADVENTIST CHURCH MEMBERS TOWARDS ADVENTIST PRIMARY SCHOOLS IN EASTERN TANZANIA CONFERENCE: IMPLICATIONS FOR ENROLLMENT
(2015-02) Devotha Dionizi Magere
Despite the numerical growth of Seventh-day Adventist church membership in the Eastern Tanzania Conference, for the past ten years of existence of Adventist primary schools, there has not been a corresponding increase in enrolment of Adventist pupils in these schools. This study was conducted in order to study the perceptions of church members towards the Adventist primary schools in the territory in order to determine whether it has any implications for enrollment. The study was both qualitative and quantitative in nature and used a descriptive research approach with a cross-sectional design. Both primary and secondary data were collected from a sample of 400 randomly selected church members out of a population of 53,790. Descriptive statistics were used to analyse the data. One way Analysis of Variance (ANOVA), followed by Post hoc tests, was also employed to determine if there is significant difference between the attitudes of church members with and those without children in Adventist primary schools. The reasons mentioned by the respondents for not sending their children to Adventist primary schools include high school fees, poor academic performance, school location, lack of awareness of Adventist education, lack of promotion strategies and poor school administration. However, Adventist schools in ETC are perceived to have strengths, which include spiritual emphasis, provision of wholistic education and quality education, nutritious food, teaching of good morals and self confident pupils. It is concluded that Adventist primary schools in ETC are both positively and negatively perceived which has positive and negative implications on enrolment. In order to increase enrolment in the schools, it is recommended that the schools have to address the things which have been identified to have effect on enrolment and retention of pupils.
PERCEPTIONS OF SEVENTH-DAY ADVENTIST CHURCH MEMBERS TOWARDS ADVENTIST PRIMARY SCHOOLS IN EASTERN TANZANIA CONFERENCE: IMPLICATIONS FOR ENROLLMENT
(2015-02) Devotha Dionizi Magere
Despite the numerical growth of Seventh-day Adventist church membership in the Eastern Tanzania Conference, for the past ten years of existence of Adventist primary schools, there has not been a corresponding increase in enrolment of Adventist pupils in these schools. This study was conducted in order to study the perceptions of church members towards the Adventist primary schools in the territory in order to determine whether it has any implications for enrollment. The study was both qualitative and quantitative in nature and used a descriptive research approach with a cross-sectional design. Both primary and secondary data were collected from a sample of 400 randomly selected church members out of a population of 53,790. Descriptive statistics were used to analyse the data. One way Analysis of Variance (ANOVA), followed by Post hoc tests, was also employed to determine if there is significant difference between the attitudes of church members with and those without children in Adventist primary schools. The reasons mentioned by the respondents for not sending their children to Adventist primary schools include high school fees, poor academic performance, school location, lack of awareness of Adventist education, lack of promotion strategies and poor school administration. However, Adventist schools in ETC are perceived to have strengths, which include spiritual emphasis, provision of wholistic education and quality education, nutritious food, teaching of good morals and self confident pupils. It is concluded that Adventist primary schools in ETC are both positively and negatively perceived which has positive and negative implications on enrolment. In order to increase enrolment in the schools, it is recommended that the schools have to address the things which have been identified to have effect on enrolment and retention of pupils.
IMPLEMENTATION OF INSTRUCTIONAL SUPERVISION AND ITS RELATIONSHIP WITH TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NANDI NORTH SUB-COUNTY, KENYA
(2021-05) Stellah Jelagat Yego
This research study was tailored to investigate the implementation of instructional supervision and its relationship with teachers’ performance in public secondary schools in Nandi North Sub-County. Descriptive-correlational research design was adopted in which Instructional Supervision and teachers’ Performance Questionnaire were used to obtain relevant data from 187 teachers in 15 selected Public Secondary schools using the simple random sampling techniques. Purposive sampling technique was used to select 42 HODs who were interviewed. Descriptive statistics and Spearman’s rank-order correlation coefficient at 0.05 level of significance were used to analyze the data generated and answer the research questions. The study relied on theory Z by William (1980) which is a supervision model that grew from perceived inadequacies with theories X and Y. Based on TPAD scores the performance of the teachers was above average. The study reveals that the extent of implementation of instructional supervision in lesson preparation, preparation of assessment materials, lesson implementation, and innovation and creativity is good. There is no significant relationship between instructional supervision in lesson preparation (rs = .031, p = .679 > .05), preparation of assessment materials (rs = .132, p =. 072 > .05), and innovation and creativity in teaching (rs = -.036, p = .627 > .05) and teachers’ performance based on TPAD scores. There is a significant relationship between instructional supervision in lesson implementation (rs = -0.152, p = .038 < .05) and teachers’ performance based on TPAD scores. The relationship is weak and inverse, which implies that principals tend to supervise the lesson implementation of teachers whose performance is wanting. One important way of improving instruction is through regular supervision of all teachers by principals of schools and by fully implementing instructional supervision.
COMMUNITY PARTICIPATION AND PERCEPTIONS ON PROJECT-BASED SUPPORT TO PUBLIC PRIMARY SCHOOLS: IMPLICATIONS FOR SUSTAINABLE BASIC EDUCATION IN RORYA DISTRICT, TANZANIA
(2019-07) Eliada Werungu Bina Tieng’o
This study investigated community participation and perceptions on project based support to public primary schools to ensure sustainability of basic education in Rorya District, Mara, Tanzania. Specifically, the overarching aim of the current study was to explore an approach that will strengthen community participation in project based support to public primary schools to ensure sustainable FFBE for optimum learning. The study employed a concurrent mixed research design with quantitative and qualitative data triangulated for validation. The overall reliability of the questionnaires was .850 and .844 respectively. Data was collected using questionnaires and interview schedules. Descriptive statistics established means and standard deviations for variability in perceptions of the respondents; while Pearson Product –Moment correlation coefficient tested relationship. The study was guided by Ecological Systems Theory and Transformational Theory. The major findings of the study are that parents do not see the value of public primary school education and the advantages of fee free education; both parents and School Management Committee members do not see it important for the community to participate in project-based support for education; the null hypothesis was rejected; the respondents perceived the community inadequately supporting fee free basic education; the SMC observed that there were minimal challenges; the research collated the recommendations emerged from the study findings for interventions; and the researcher invented a model for community participation. The major recommendation is that the government in collaboration with the other stakeholders at Rorya District should conduct awareness seminars on the importance of community participation in project based support to public primary schools. Further, the study proposed a TWE project-based model: A Sustainable fee free basic education for public primary schools in Tanzania.
EVALUATION OF PRINCIPALS’ FINANCIAL MANAGEMENT PERFORMANCE IN SEVENTH-DAY ADVENTIST SECONDARY SCHOOLS IN NORTHERN MALAWI
(2017-05) Samson Sibande
The purpose of this study was to evaluate principals’ financial management performance in accounting and budgeting in Seventh-day Adventist (SDA) secondary schools in northern Malawi. The study used descriptive comparative research design. It was guided by Responsibility Centre Management theory and Accounting model of double entry. It compared principals’ financial management performance when grouped as boarding and day Adventist secondary schools. Eighty respondents including sixty-five teachers, five principals, five registrars and five business managers participated in the study. Data was collected by the use of questionnaires and face-to-face interviews. Cronbach’s reliability coefficient of the questionnaire was 0.619 for accounting and 0.707 for budgeting. Quantitative data was coded, treated and analyzed using Statistical Package of Social Sciences (SPSS). Qualitative data was subjected to content analysis. Whereas there was a significant difference in principals’ financial management in accounting, there was no significant difference in budgeting in SDA boarding and day secondary schools. Other findings were: principals lack adequate training in financial management, principals are weak in accounting and budgeting and that they do not submit monthly financial reports to the Union Office. The study concluded that principals do not have a sound knowledge in budgeting and accounting; principals do not submit monthly financial reports to the Union Office and that; there are no finance committees in some schools. Recommendations were that principals should be regularly trained in financial management; principals should be required to submit monthly financial reports to the Union Office; and that finance committees be established in the schools. A similar study in secondary schools in other regions of Malawi and a study on the establishment of alternative income generating projects and their viability are recommended.
EFFECT OF FACE-TO-SCREEN METHOD OF TEACHING ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND AFFECTIVE LEARNING IN ENGLISH COMPOSITION WRITING IN GWERU ZIMBABWE
(2018-06) Alice Dhliwayo
This study, actuated by low performance in English composition writing in Zimbabwe, explored the effect of face-to-screen teaching method on secondary school students‘ affective learning and performance in English composition writing in Gweru District, Zimbabwe. The method integrates smart phones as technology in personalized learning in class activity. An experiment with two classes in one school was carried out. A quasi-experimental design was employed which combined both the qualitative and quantitative methods for complementary data collection purposes. The study used independent sample t-test, ANCOVA and two-way ANOVA to analyze statistical data and triangulation of the qualitative data. The study found out that the screen-to-face method, through the smart phone, created a significant difference in both performance and attitude where the experimental class had a positive attitude towards composition writing and better performance in the area as compared to the control class. The face to-screen method was found to be gender neutral in its effect on performance in English composition writing and to improve social interactions in the classroom on mutual respect, on task related support and on collaboration. It is recommended that teachers of English composition writing use the face -to- screen method to improve performance in their learners. A re-evaluation of the ban on smart phones in public schools be considered as teachers perceived the smart phone as a potential tool for teaching and learning of composition writing.
EXPLORATION OF LEADERSHIP MENTORING PRACTICES AND SCHOOL CLIMATE IN SEVENTH- DAY ADVENTIST SCHOOLS IN SOUTHERN TANZANIA UNION MISSION
(2019-07) Prisca Methusela Magongo
This study was conducted to explore leadership mentoring practices and school climate in Seventh-day Adventist (SDA) schools in Southern Tanzania Union Mission (STUM). Concurrent triangulation design and descriptive-correlational study design with a cross-sectional data collection method were used. Variables involved in the study were leadership career development practices, psychosocial and emotional support practices, social relationships, school culture and transformational leadership style. The study took a form of a survey whereby 6 schools, 76 teachers and 5 heads of schools were involved, making a total of 81 respondents. Questionnaire and interviews were used to acquire data from respondents. Data was analyzed using descriptive statistics, Pearson product-moment correlation coefficient, multiple regression analysis and content analysis method along emerging themes and sub themes. Findings indicated that in SDA schools in STUM leadership mentoring practices are exercised at an average extent and the school climate is good in terms of social relationships, school culture and transformational leadership. There is a significant relationship between school climate and leadership mentoring practices. Transformational leadership style and social relationships are indicators that best determine leadership mentoring practices. Findings also indicate that lack of strategic leadership succession plans and leadership development and promotion policies are challenges affecting leadership mentoring implementation in SDA schools in STUM. The study recommends that heads of schools should maintain better social relationships, school culture and practices of transformational leadership style. School Boards should ensure that strategic leadership succession plans and policies are developed and implemented to guide the preparation and promotion of leaders in schools guided by the recommended mentoring action plan.
EFFECT OF PERSONALIZED LEARNING ON MATHEMATICS PERFORMANCE AMONG SECONDARY SCHOOLS IN AWENDO SUB-COUNTY, KENYA
(2021-04) Peter Ogwari
This study focused on the curriculum area of mathematics in secondary schools in Awendo sub-county, Migori county, Kenya. It explored the effects of PL on mathematics performance, gender effect, and the extent of implementation. Four research questions and two null hypotheses guided the study. The study centered on the social constructivism theory of learning. Purposive sampling technique was used to select one school with 40 forms one students taught by one teacher during term one of 2019. Data collection techniques included video recording, photos, observation schedules, questionnaires, and achievement examination. Data were analyzed using descriptive statistics and the Mann-Whitney U Test. The sub-scales of the questionnaire yielded Cronbach’s alpha reliability coefficients ranging from .654 to .686. Findings revealed that equally the experimental and control group, with 20 students per group, had the same level of achievement before PL was implemented. The Posttest showed that the experimental class had a higher performance index than the control at 74.15% against 68.95%, however, with a p-value of 0.957 > 0.05, the difference is not significant. The p-value of 0.594 > 0.05, indicated that posttest scores of the learners in the experimental group are not significant. The implementation was generally good for Student Ownership and Reflection (M=3.21; SD= 0.49), areas of Targeted Instruction (M=2.92; SD= 0.69), Flexible Content Tools and Learning Environment (M= 2.86; SD= 0.65. However, inconsistency was observed mostly in the implementation of PL which focused on group work, student’s interests, needs, skill level, and one on one support. The study recommends that Mathematics teachers should be inducted in PL particularly in the use of Flexible Content Tools and Learning Environment that factors in student’s interests, needs, skill level, and support.
CORRELATES OF COMMITMENT TO CAREER CHOICE OF PRE-SERVICE EDUCATION STUDENTS IN SELECTED UNIVERSITIES IN KENYA
(2017-06) Petronilla Ndungwa Mwangi
The study attempted to establish the correlates of commitment to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents in this study. The study is founded on two theories; the Atkinson’s Expectancy-Value theory and Bandura’s Self efficacy theory. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice and that intrinsic motivation, self-concept, status of the teaching profession, fallback and socio-cultural beliefs were correlated to career choice. Fallback however had an inverse correlation to the commitment of career choice. The pre-service education students chose teaching as a career because they had passion for teaching and wanted to make a positive change in the education sector. They also felt that the KUCCPS needs to come up with a better way of placing students into the teaching profession but not just through the cluster points attained in the Kenya Certificate of Secondary Education. The pre-service education students felt that the entry requirements to the teaching profession need to be raised to make the profession comparable with other professions like medicine, engineering, and law among others. Other factors like interest and ability should be put into consideration when placing students in the teaching profession. The study recommends the implementation of the predictive model to enhance commitment and reduce wastage of human resources when trained teachers opt for other job opportunities.
COMPETENCY-BASED CURRICULUM IN TOURISM AND HOSPITALITY: IMPLEMENTATION AND PERCEIVED IMPACT ON WORKFORCE PREPAREDNESS IN SOUTHERN PROVINCE, RWANDA
(2017-06) MBARUSHIMANA NELSON
This study investigated on implementation and perceived impact of competency-based curriculum in tourism and hospitality on the workforce preparedness in Southern Province, Rwanda. This study was guided by constructivism theory. The study used concurrent mixed methods and the respondents (graduates of VTCs) were purposively selected. Analysis employed descriptive statistics, Pearson product-moment correlation coefficient to establish relationships among variables. multiple regression was used to identify best predictors of workforce preparedness, and through thematic approach, qualitative data enhanced the discussions. Graduates from VTCs offering tourism and hospitality courses in culinary arts level three were happy on how they were prepared for the workforce. Even though the grand mean revealed positive perceptions, other important variables that influence the effectiveness of competency based program were unfavourably perceived by both graduates and hotel managers. The findings revealed that there is a positive and moderate relationship between competency-based curriculum implementation and workforce preparedness, therefore, the null hypothesis was rejected. Teaching-learning process, identification of competencies and assessment were found to be predictors of workforce preparedness. The study recommended that MBAROVE’s model be used to guide proper implementation of competency-based curriculum in VTCs offering tourism and hospitality courses in culinary arts in Rwanda. The study suggested that a similar study be done at national level in all TVETs and that the Ministry of Education to provide trainings to national curriculum developers that enhance global competitiveness in competency-based curriculum.
EVALUATION OF THE EFFECTIVENESS OF INDUCTION PROGRAMS ON STUDENTS’ TRANSITION TO PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB-COUNTY, KENYA
(2017-06) Keter Mary Chepkurui
The purpose of this study was to investigate the effectiveness of implementation of induction programs on transition of students to secondary school in terms of social life adjustment, degree of attachment to school and academic performance in Nandi-East Sub-county, Kenya. Twelve public secondary schools were randomly selected for the study which comprised of four schools from each of the categories of Boys boarding, Girls boarding and Mixed Day schools. There were 456 form two students to who participated in the study by responding to the questionnaires. Descriptive research design was used as it depicts people, and Correlational research design was also used because relationships were studied. Comparative design was used to compare different school types in implementation of induction programs. Face to face interviews were carried out for teachers and principals of the sampled schools, who were purposively selected. After collection of data from various selected schools had been completed, analysis was done by use of descriptive statistics, Analysis of Variance, and Pearson product-moment correlation coefficient to address the research questions. The results of the findings were that induction programs were averagely implemented in secondary schools in Nandi-East Sub County and that there was a significant relationship between the implementation and academic performance of students. In conclusion therefore, effective implementation of induction programs in public secondary schools is a necessity for proper development of students who aspire to attain positive outcomes from education in their social, spiritual and academic achievements. Recommendation of this study is that implementation of induction programs which includes academic performance, social life adjustment and attachment of students to their schools, need to be strengthened.
CROSSCUTTING CONCEPTS IN THE TEACHING OF ENGLISH LANGUAGE: MODEL FOR INTERDISCIPLINARY CURRICULUM DEVELOPMENT IN TANZANIA SECONDARY SCHOOLS
(2019-07) Sophia J. Laiser
This study analyzed the integration of crosscutting concepts in the teaching of English language in Tanzania secondary schools. The education policy in Tanzania since 2014 recommends the integration of crosscutting concepts at all levels of education. The teaching of English language curriculum however, is a contested issue, which continues to raise concerns and bitter debates questioning its singular curriculum soundness and appropriateness of its content for the subject, which is flexible to allow integration of crosscutting concepts from various disciplines. This study adopted an exploratory sequential mixed-methods design where both qualitative and quantitative data were collected and analyzed sequentially. This study was guided by Cummins theory of second language teaching. Data was collected by means of document analysis, questionnaires, and Focus Group Discussion (FGD) and analyzed using descriptive statistics, Mann-Whitney U test, Pearson product-moment correlation coefficient, multiple regression analysis, and content analysis. Research participants include 92 teachers of English and 458 form one students from 9 randomly sampled schools. The findings of this study revealed that although crosscutting concepts are not entirely lacking from textbooks, syllabus, and students’ exercise books, they are not well and comprehensively integrated. The extent of integration of crosscutting concepts in English language teaching is moderate, among other findings. The outcome of the findings of the study is an interdisciplinary curriculum model which if implemented would improve the integration of crosscutting concepts in the teaching of English language in secondary schools in Tanzania. The study recommends that the English interdisciplinary curriculum model developed in this study be used to achieve effective integration of crosscutting concepts in the teaching of English language to secondary schools in Tanzania.
MANAGEMENT OF PHYSICAL AND INSTRUCTIONAL RESOURCES: ITS INFLUENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN NANDI EAST SUB-COUNTY PUBLIC SECONDARY SCHOOLS, KENYA
(2017-06) Keter Benjamin Saina
This study sought to establish the influence of the status, utilization and management of physical and instructional resources on the academic performance of students in Public Secondary Schools in Nandi East Sub- County. The study was conducted in six Public Day Secondary Schools. Purposive sampling was used to identify the respondents. Systems Theory and Resource Based Theory guided the study. The research instruments included questionnaires, interviews and observation. Data was analyzed by use of descriptive (Frequencies, Means and Standard Deviations) and inferential statistics (Analysis of variance- ANOVA and Kruskal-Wallis). The findings showed that the schools did not have adequate physical and instructional resources and what was available was not put to maximum use; management of the resources was not in compliance with the standards set by the Ministry of Education Science and Technology, especially the preventive and emergency maintenance. There was significant difference in the use and management of physical and instructional resources classified among the fair performing, poor performing and the very poor performing schools. In all the cases the p value 0.00 was less than the set Alpha (p<0.05).The study recommends thatthe schools should invest more in physical and instructional resources; improve the extent of use of the physical and instructional resources particularly, laboratory equipment, playground, first Aid kit, library; models, maps, computers, charts, text books; and manage the physical and instructional resources according to standards set by the Ministry of Education Science and Technology.
TEACHER AND STUDENT RETENTION IN SECONDARY SCHOOLS OF SEVENTH-DAY ADVENTIST CHURCH IN EAST KENYA UNION CONFERENCE
(2017-06) Shadrack M. R. Kamundi
The study aimed at establishing the factors which influence low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on expectancy theory of motivation which states that certain behavior leads to expected outcome. In the research, certain behaviors by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.
CONTEXTUALIZED IMPLEMENTATION OF ADVENTIST SECONDARY SCHOOLS’ QUALITY ASSURANCE PRACTICES IN WEST KENYA UNION CONFERENCE
(2017-05) Meremo Jackson Gisiwau
This study used a concurrent mixed research design to examine the extent of quality assurance practices implementation in West Kenya Union Conference secondary schools. Purposive, simple random, and convenience techniques were respectively used to identify 160 respondents from 7 accredited and two non-accredited schools (84 teachers, 9 principals, 4 BoM members and 57 students from form 3 and 4) and 6 education directors from Conferences and Union. Questionnaires, open-ended, and interview guides were used to collect data. The general systems, developmental systems and thinking systems theories were employed to underpin the implementation of QAP. The descriptive statistics shows that the extent of implementation and effectiveness of quality assurance practices were to a moderate extent. Although there was a positive linear effect between the predictor variables and the effectiveness in QAP; the Pearson product moment correlation coefficients showed a moderate positive relationship with the dependent variable. In research question four, failure to follow institutional strategic plan was the highest predictor affecting the implementation and effectiveness QAP. The researcher postulated a theory leading to the paradigm ‗Effective Implementation of Quality Assurance Practices‘ (EIQAP) to fill the gap in the implementation and effectiveness. The study findings revealed that quality assurance practices were not effective due to inadequate implementation. The EIQAP has six competencies: transparency, delegation, timely empowering and equipping implementing teams at all levels with accountability and prompt feedback. Cost benefit analysis be done for effective implementation of QAP, adopt and improve on the contextualized instrument for frequent evaluation and test the EIQAP model for workability.
AN EVALUATION OF COLLABORATIVE PARTNERSHIPS BETWEEN TEACHER EDUCATION INSTITUTIONS AND EDUCATIONAL AGENCIES IN EAST-CENTRAL AND SOUTHERN ETHIOPIA: TOWARDS DEVELOPING THE 21ST CENTURY CORE SKILLS
(2022-07) Tesfaye Tadese Hailegnaw
The research evaluated the collaborative partnerships between Colleges of Teachers’ Education and Educational agencies in East-Central and Southern Ethiopia to develop the core skills of the 21st century. The study adopted John Dewey and Carl Roger’s theories of learning. It used an explanatory sequential design. In this case, quantitative and qualitative research methods were used. Friedman and Wilcoxon tests (non-parametric tests) were used to compute significance differences. Descriptive statistics were employed to calculate the mean, frequency, and standard deviation. The sample consisted of three hundred and fifty-seven student-teachers, one hundred and ninety College teachers, three hundred and six secondary school teachers, and twenty-one school principals, college administration, and zone education office. Purposive sampling technique was used for Colleges of Teachers’ Education, secondary schools, and education offices. Simple random sampling technique was employed to choose college teachers, school teachers and student-teachers. Data were collected using questionnaires, interviews, and observation. In the study considered seven research questions. The finding revealed the availability of partnership models. It also indicated that Collaborative partnerships between stakeholders could develop the student-teacher’s core skills of the 21st century. Challenges to implementing collaborative partnerships, teachers’ workload, lack of collaboration between partners, lack of knowledge about the benefits of partnerships, and lack of trust between partners. The researcher recommended developing and using a skill-based curriculum, and changing the education system. The collaborative partnerships implementation model should be used to develop the students' core skills of 21st century.
INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN NATIONAL TEACHERS’ COLLEGES IN UGANDA
(2021-06) Charles Nyakito
The purpose of this study, which was underpinned on the theories of Technology Acceptance Model (TAM) and theory of self-efficacy, was to investigate the level of ICT integration and the factors that influence its integration in the instructional practices of the teacher educators in the National Teachers’ Colleges in Uganda. Using a concurrent triangulation mixed-method research design and purposive sampling strategy, the researcher collected and triangulated data from multiple sources: questionnaires with 253 teacher educators, focus groups with 40 teacher educators, interview with 4 Principals and observation of 4 lessons. Spearman's coefficient of correlation, multiple regression, Mann Whitney U and Kruskal Wallis were computed to analyze data. The results revealed: a) a low level of ICT integration in teaching and learning, b) a significant positive relationship between the level of ICT integration and the teacher educators' attitudes (r=0.12), self-efficacy (r=0.75), college ICT vision (r=0.28), administrative support (r=0.21), technical support (r=1.00) and college ICT policy issues (r=1.00), and c) significant differences in the level of ICT integration attributed to gender, age, teaching experience and ICT training. The researcher crafted a LEISURE model of ICT integration and recommended continuous professional development opportunities, peer coaching and mentorship, review of teacher education curriculum, regular support supervision, benchmarking between colleges, and development of college ICT vision and policy.
FACTORS INFLUENCING PROFESSIONAL COMMITMENT OF PUBLIC SECONDARY SCHOOL TEACHERS IN TRANS-NZOIA WEST SUB-COUNTY, KENYA
(2021-06) Nehemiah Kimutai Bett
This study established factors influencing professional commitment of public secondary school teachers in Trans-Nzoia West sub-county, Kenya, based on the theory of good policy, effective medium theory, and the theory of Teleologism and Deontologism. Descriptive and correlational research designs were used with stratified random sampling. Cluster sampling technique was employed where all the109 teachers from 10 randomly selected county schools, 58 teachers from the extra-county school and 67 teachers from the national schools who were present during the time of data collection participated in the study. 192 questionnaires were returned giving a response rate of 82%. Data were analyzed using descriptive statistics, t-test for independent samples, Mann-Whitney U test, one-way analysis of variance, Pearson product-moment correlation coefficient, and multiple regression analysis. Findings were: Public secondary school teachers were positive towards their professional commitment, have positive belief about student learning and value system, tend to have a positive attitude towards teaching profession, and rated their school culture as excellent with means of 3.67, 3.46, 3.72 and 3.98, respectively. Female and younger teachers, those who have served between 6 to 10 years, and who hold bachelor‘s degrees are more committed to the teaching profession with p-values less than 0.05 (0.000). There is a significant direct relationship between teachers‘ professional commitment and their attitudes towards teaching profession, beliefs about student learning, value system, and their evaluation of the school culture accounting for 83.6% of the variance in professional commitment. It is recommended that schools continue to find ways to enhance teachers‘ attitudes towards the teaching profession, beliefs about student learning, and value system, and the school culture in order to boost the teachers‘ professional commitment.
EDUCATORS’ ACCOUNTABILITY FOR LEARNING: A FRAMEWORK FOR EQUITY AND IMPROVED STUDENTS’ ACHIEVEMENT IN WEST KENYA UNION CONFERENCE SECONDARY SCHOOLS
(2019-07) Martin Audi Akoto
This research project focused on educators’ accountability for learning seeking to develop a framework for equity and improved students’ achievement in West Kenya Union Conference (WKUC) secondary schools. The Theoretical foundation of the study was based on Hilda Taba’s Model of Curriculum Development, Information Construction Model, and Tomlinson’s Differentiated Instruction Model. The study employed concurrent mixed methods design and data was gathered using questionnaires, semi-structured interviews, focus group discussions, observation of actual teaching, and analysis of school programs and documents. The total target population of the study was 3,067 consisting of 22 administrators, 157 teachers, and 2,888 students. A combination of purposive and stratified random sampling techniques was applied. The purposive sampling involved all of the 22 administrators, while the stratified random sampling involved a sample of 100 teachers, and 351 students, giving a total sample size of 473 individuals. Quantitative data were analyzed using descriptive statistics, t-test for independent samples, and Spearman rank-order correlation coefficient while qualitative data were subjected to both descriptive and content analyses. The study revealed that educators’ accountability for learning was average in all the areas of classroom curriculum design, Pedagogy and students’ assessment. This study recommended that educators in WKUC secondary schools should remodel their classroom curriculum, pedagogy and students’ assessment within the framework proposed in this study to bring about educational equity and improved students’ achievement.

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