School of Education

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Barriers in the implementation of Kenyan sign language as a medium of instruction in primary schools for the deaf in Homabay county: a case of Nyangweso special school for the deaf.
(2023) Ngala, Masline Achieng
Kenyan Sign Language is the visual-gestural language used by deaf people in Kenya. It can also be learned and used by people who have hearing abilities. Kenyan Sign Language (KSL) is the utilization tool in the education of learners. The purpose of the study was to explore the barriers in the implementation of KSL as a medium of instruction in primary schools for deaf learners in Homa Bay County. The objectives of the study were to: Identify hindrances that teachers face as they use KSL as a medium of instruction in primary schools for the deaf, determine how classroom facilities hinder the implementation KSL as a medium of instruction in primary schools for the deaf and Identify the learners’ views in the implementation of KSL as a medium of instruction in primary schools for the deaf. The study was based on the Inmates Theory of Language Acquisition by Noam Chomsky (2002) who argued that children are born with the innate ability to acquire language and the language learnt should be nurtured by exposing learners to rich learning environment. The study employed a case study design to give detailed information. Data collection tools used were questionnaires, interview schedule and observation checklist, the data collected were both qualitatively and quantitatively analyzed. Stratified random sampling was used to sample learners while teachers and the head teachers were purposively sampled to get a sample size of 1 head teacher, 16 teachers and 59 learners totaling to a sample size of 76 participants. Piloting was done in Lambwe Christian School for the deaf while the actual study was done in Nyangweso special school for the deaf. Reliability of the instruments was done through the test-retest method while validity of the research instruments was done by the researcher’s supervisors who checked and deleted the invalid ones. The Study findings revealed that: teachers lacked competence in using KSL as a medium of instruction due to lack of basic training in KSL, Inadequate number of teachers who are deaf to act as role models in the use of KSL, inadequate KSL teaching and learning resources, and need of early exposure of deaf learners to use of KSL. Based on the study findings, the study recommended Ministry of Education to liaise with KISE to introduce frequent induction courses for teachers in basic KSL, M.O.E.to equip schools for the deaf with adequate KSL teaching and learning resources and need for early intervention and placement programs for Deaf learners. Teachers Service commission should also employ more teachers who are deaf in schools for the deaf to act as role models in the use of KSL. Further research was suggested on KSL competence among the deaf learners in Homa Bay County, availability and accessibility of KSL teaching and learning resources and a similar study to be done other counties.
Conflict management techniques and teacher job satisfaction in selected secondary schools in Uriri and nyatike sub counties, Kenya
(2021) Farhya, Alabu Pamela
The purpose of this study was to investigate conflict management techniques and teacher job satisfaction in selected secondary schools in Uriri and Nyatike Sub-Counties, Kenya. The objectives of the study were to: establish types of conflicts that commonly arise in secondary schools, find out the sources of conflicts that commonly arise in secondary schools in Uriri and Nyatike Sub Counties, determine the conflict management techniques used by principals to deal with conflicts and determine the relationship between conflict management techniques and teacher job satisfaction. The 2 sub counties had 87 public secondary schools. The study was conducted using descriptive survey design which can be used to describe aspects of population which include opinions, attitudes and beliefs. Proportionate and stratified sampling were used to decide on the sample sizes based on percentages and to improve representativeness. Purposive sampling was also used to capture the 3 schools that were adversely affected by conflicts. Saturated sampling was also used with principals and senior teachers. In spite of there being many aspects of school management, the study only focused on conflict management. The sample consisted of: 392 teachers which was 20%, 29 principals which was 30% and 29 senior teachers which also was 30%. The main data collection instruments were questionnaires and focus group discussions. Content and face validity were determined by expert judgment. The instruments were prepared and forwarded to experts in Educational Management at Rongo University for careful scrutiny, their comments and corrections were used to improve the final draft. Pearson‟s r for reliability of piloted data was +0.81 for principals and +0.83 for teachers. The results showed that the questionnaires were reliable for research. From the research instruments, the researcher sought to elicit information about types and sources of conflicts that commonly arise in public secondary schools, the conflict management techniques used by principals to deal with conflicts and to investigate the relationship between conflict management techniques in and teacher job satisfaction. The research yielded both qualitative and quantitative data. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) in form of frequencies and percentages, while qualitative data from open ended questions was analyzed using inferential statistics according to themes in the research questions. The findings showed that there were more relationship-related conflicts than task-related conflicts in schools. Major sources of conflicts included: distribution of scarce resources, poor communication skills on the part of principals, administrative issues, incompetence of principals or teachers and indiscipline of students. It was also revealed that principals use eclectic approach to conflict management. Integrating and obliging techniques had a strong positive relationship with teacher job satisfaction, while dominating and avoiding techniques had no significant relationship with teacher job satisfaction. The study concluded that conflict management techniques contributed to 52.5% of teacher job satisfaction, the remaining 47.5% was accounted for by other variables which were not part of this study. It was recommended that principals be trained in conflict management before they are allowed to take over management of schools. The study proved to be significant for the following reasons: it adds to the existing knowledge in the area of conflict management, it may be useful in developing guidelines for principals and other stakeholders to enable them manage schools effectively, it may help the Ministry of Education to formulate training materials for school managers to enable them manage conflicts effectively and it may enable teachers and educators to improve and to manage conflicts in schools more effectively and efficiently.
Contribution of teacher preparedness in the provision of student safety in emergency incidents in public secondary schools in kisumu county, kenya
(2018) Kute, Berther
Parents expect a safe learning environment for their children while in teachers’ custody, yet threats to student safety are increasing globally, and Kenya is no exception. In Kisumu County, media and official reports on incidents from floods, criminal activity, community conflicts, fires and strikes continue to be noted. Due to legal responsibility, preparation and their position as first responders in school emergency, teachers have a crucial role in ensuring student safety, yet little has been done to explore teacher preparedness. Therefore, the purpose of this study was to determine contribution of teacher preparedness in the provision of student safety in emergency incidents in public secondary schools in Kisumu County. Objectives of the study were to; examine contribution of teacher knowledge; establish the contribution of teacher attitude; determine contribution of teacher practices; and establish the contribution of teacher demographic factors on teacher preparedness in the provision of student safety in emergency incidents in public secondary schools in Kisumu County. The study adopted survey research design. The study population was 42 principals, 324 teachers, and 6 Sub County Quality Assurance and Standards Officers (SCQASOs). Purposive sampling was used to select principals, while SCQASOs teachers were selected by saturated sampling. Study sample consisted of 37 principals, 299 teachers and 4 SCQASOs. Questionnaire for teachers and principals, and interview schedule for SCQASOs, were used to collect data. Piloting was done to establish reliability of instruments; where 5 principals, 25 teachers and 2 SCQASOs were included in piloting. Test-retest was used to determine reliability of the questionnaires. Reliability coefficient of 0.86 and 0.81 were attained for teachers’ and principals’ questionnaires, respectively. Validity was determined by experts in Educational Administration and Policy studies. Quantitative data was analyzed using mean, t-test, correlation and multiple regression while qualitative data was coded, transcribed and organized thematically. Ethics was observed during both data collection and reporting of findings. It was established that; teacher knowledge and practices moderately contributed to student safety with overall mean ratings of 3.21 and 2.93 respectively, while teacher attitude highly contributed with overall mean rating of 3.54. Teacher demographic factors moderately contributed to teacher preparedness with overall mean rating of 3.35, and all aspects considered. In all, teacher demographic factors moderately influenced teacher preparedness, and had a positive and significant relationship (r=0.438, p<.05). Findings of this study are important to educational administrators, policy makers and planners in understanding how teacher preparedness contributes to, and how demographic factors contribute to teacher preparedness as well as contribute to the body of knowledge on teacher preparedness in the provision of student safety in emergency in schools, and to researchers interested in pursuing student safety in future.
The effect of class repetition on the academic performance of pupils in lower primary schools, Homa-bay sub-county, Homa-bay county Kenya
(2020-11) Aduda, Otieno Philip
Class repetition is commonly used as a strategy for improving the academic performance of pupils in both public and primary schools in Kenya. Several studies indicate that despite anti-repetition policies having been enacted, this practice is still being implemented in a number of schools. The objectives of the study were: to investigate the prevalence of class repetition; identify the causes of class repetition, to examine the effect of class repetition on the academic performance of lower primary school pupils and to identify the intervention measures that teachers use to support low academic achievers among lower primary pupils in Homa-Bay Sub-County. Descriptive survey and causal-comparative designs were used in the study. Simple random sampling was used to select 30 head teachers and 30 class teachers while purposive sampling was used to select 42 repeaters to participate in the study. Data was collected using questionnaire and document analysis guide. The validity of the instruments was achieved by seeking the expert opinions of the supervisors. The researcher then conducted a pilot test of the instruments before the actual data collection process to ensure reliability. The reliability of the research instruments was determined using Cronbach’s Alpha and a coefficient of 0.97 was reported. The researcher adhered to ethical principles guiding research by explaining the purpose of the study to the participants prior to their participation, seeking their voluntary consent to participate, keeping them anonymous and keeping their responses confidential. Data was analyzed using both descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) window 22. The study revealed that class repetition is still prevalent in lower primary schools in Homa-Bay Sub-County. It was indicated that the main causes of class repetition include abusive caretaking, family socio-economic status, chronic absenteeism, behavioural and emotional problems, inadequate parental involvement in school activities and low academic scores. The study also established that class repetition has a positive effect on the academic performance of lower primary pupils in that pupils perform better after repeating a class. Finally the study established that reducing class size, reducing teacher-pupil ratio, as well as enhanced teaching, setting realistic individual academic targets and educational guidance and counseling are possible intervention measures for low achievers. The study recommended policy review on class repetition by the Ministry of Education, employment of more qualified teachers by the Teachers Service Commission, enhanced parental involvement in school activities and a streamlined school-based academic mentorship programmes as some of the ways of intervening for low academic performance.
Effectiveness of principals’ approaches on management of students’ discipline in public secondary schools in Migori county, Kenya
(2022) Rakiro, A. Lynnette
Globally, school heads use various approaches to manage students discipline in institutions. These could include preventive, corrective and positive behaviour reinforcement approaches Legally principals have responsibility in managing students‟ discipline, yet little has been done to assess effectiveness of disciplinary approaches on management of students‟ discipline. Therefore, the purpose of this study was to assess the effectiveness of school principals‟ approaches on management of students‟ discipline in public secondary schools in Migori County, Kenya. The objectives of the study were to; investigate effectiveness of preventive approach on students discipline; establish effectiveness of corrective approach on students‟ discipline; determine effectiveness of positive behaviour reinforcement on students discipline and establish factors influencing effectiveness of school principal‟ approaches on students discipline in public secondary schools in Migori County. This study was informed by Operant and Erickson‟s theories. The study adopted a cross-sectional survey design with a population consisting of 271 principals, 271 deputy principals, 271 student leaders, 1759 teachers and 10 Sub-county Directors of Education (SCD). 30% was used to select 74 principals, 74 deputy principals, 74 student leaders, 8 SCDs and 317 teachers from Krejcie and Morgan table; a total of 547 respondents. Data was collected using 2 questionnaires; one for Administrators , and the other for teachers while an Interview guide to gather information from SCDs and FGD guide from student leaders. Piloting, involving 10% from each category of the respondents, was done to determine reliability and validity of the research tools. Test-retest method was used to establish reliability by employing Pearson‟s r with a reliability threshold of .70 and above. Face and content validity was determined by experts in Educational Management and Policy and determination of CVI at .85. Quantitative data was analysed using frequency counts, percentages, means, standard deviation and T-test while qualitative data was coded, transcribed and organized thematically. Research ethics were observed during both data collection and reporting of findings. The study established that; the preventive approach on management of student discipline was effective (mean =3.37); corrective approach was also effective (Mean = 2.90) while positive behavior reinforcement was very effective (mean = 3.51).Factors influencing effectiveness of disciplinary approaches was influential mean rating of 3.35. All variable were found to be effective and have a statistically significant relationship between disciplinary approaches and management of student discipline shown. Findings are important to educational administrators, policy makers and planners in understanding how preventive, corrective and positive behavior reinforcement approaches are effective on management of students‟ discipline. The study recommends that there should be guidelines for training peer counselors, integrating withdrawal of privileges to be part of rules and regulations, there should be a vote head for the BOM to reward and give certificates to students with outstanding positive behavior also to develop a working collaboration between parents and teachers for effective management of students‟ discipline.
An examination of children's behaviour problems in learning in early childhood education in rongo sub-county, migori county, Kenya.
(2019) Okayo, Awuor Dorothy
The study examined the behavior problems on learning in Early Childhood Education in Rongo Sub-County in Migori County, Kenya. Specifically, the study examined behavior problems which can be defined as persistence of an activity that is contrary to what is expected. The objectives of the study were: to find out behavior problems exhibited by learners in Early Childhood Education (ECE); and to find out how teachers manage behavior problems in ECE; to find out how behaviour problems influence learning in class, and to find out how we can involve parents on how to manage behavior problems at home. Descriptive research method was used with an aid of a detailed questionnaires and an interview guide to collect data from the respondents. Seventeen (17) schools were sampled randomly out of 56 registered Early Childhood Education Centers in Rongo Sub-County, purposive sampling was used to get the head teachers and teachers together with the parents within the sample schools, this study realized respondents of fifteen (15) head teachers, forty-six (46) teachers and thirty-nine (39) parents. Validity of the questionnaires was tested with help of the supervisory expertise from Rongo University. All pretesting procedure for validity of the instruments was based on coefficient of zero point seven nine (0.79) and was considered for use. The researcher used questionnaires to collect data from teachers and head-teachers and an interview guide for collecting information from parents. The respondents were treated with strict confidentiality and in addition the researcher ensured that the data collected was not falsified or misrepresented in any way. The data collected was summarized and analyzed quantitatively and qualitatively. The researcher discussed the findings, made conclusions and recommendations on the study. The researcher established that indeed there were several behaviour problems in Early Childhood Education Centers in Rongo Sub-County. At the same time, the researcher noted that there were several negative influences of behavior problems in learning. The researcher also established that the methods employed in managing the problems both at school and at home were not satisfactory. The researcher recommended that head-teachers, teachers, parents, caregivers and guardians should come up with a process that can make the behavior more acceptable. It is can be said that parents and other care givers should generate actions that can be used to isolate negative influences on the children behavior problem so that corrective measures can be realized. The researcher further recommends that teachers should be sensitized and trained to understand the most appropriate method to manage children behavior problem in Early Childhood Education Centers. In addition, the researcher recommended that the current practice of ensuring that two teachers be present in class during lessons be encouraged. This is because as one teaches the other teacher monitors behaviour or detects behavior problems for immediate correction. The researcher finally recommends that both teachers and parents should generate pro-active methods of managing behavior problems so that learning can be enhanced in Early Childhood Education Centers within Rongo Sub-County Migori County Kenya.
Head teachers’ socio-demographic factors influencing job performance in public primary schools in Suba south sub-county, Homabay County, Kenya.
(2003) Muo, Pamela Atieno
Attainment of organizational goals is a reflection of efficient performance of human resource. Administrators, including head teachers are expected to achieve organizational goals through efficient job performance. However, in Suba South Sub County, statistics has indicated that there have been cases of mixed results in job performance in terms of the state of physical infrastructure, financial management and curriculum supervision. For instance, the 2019 Quality Assurance and Standards report revealed that 59% of the schools had dilapidated classrooms and toilets, 10 schools had financial mismanagement, and general school grounds were in a state of disrepair. Therefore, this study sought to establish head teachers‘ socio-demographic factors influencing job performance in public primary schools in Suba South Sub-County. The objectives of the study were to: determine head teachers‘ personal factors influencing job performance, determine head teachers‘ professional factors influencing job performance, and establish head teachers‘ social factors influencing job performance. Attribution Theory of Motivation was used to guide this study. The study adopted a mixed method approach with a descriptive survey research design. The study population was 97 Head Teachers, 97 Deputy Head teachers, 4 Curriculum Support Officers and 1 Sub County Director of Education, giving a total of 199 respondents. This was a census study. Data collection was done using questionnaires administered to the Head Teachers (HTs) and Deputy Head teachers (DHTs) and an interview guide to obtain responses from the 4 Curriculum Support Officers and 1 Sub County Director of Education Piloting was done in Suba North sub-county. Validity was determined through assessment and modification of the instruments by supervisors and experts in the Department of Educational Foundations and Management at Rongo University. Test-retest method was employed to determine the reliability of the questionnaires at set-p value of .05 and reliability coefficient of .77 was obtained. Quantitative data was employed using descriptive statistics; frequency counts, percentage scores and mean ratings, and inferential statistics was analyzed using Independent Two sample t-test using SPSS (version 26). Qualitative data was analyzed using thematic analysis. Personal factors of head teachers influencing head teachers job performance are: Level of education, gender and Age, respectively in the order of influence. Professional factors of head teachers influencing head teachers job performance are: Work experience, on job training, Leadership Style and Promotional prospects and remuneration, respectively in the order of influence. Social factors of head teachers influencing head teachers job performance are: Social status, Work family balance, Recognition and Marital Status, respectively in the order of influence. The following recommendations were then made: from the findings TSC Teachers Service Commission should consider level of educational attainment of a head teachers in considering promotion of primary teachers to headship; Consistent on job training and good remuneration package of head teachers should be considered by TSC to ensure sustained improved performance of head teachers and all the stakeholders of public primary schools (MoE, TSC & local community) should encourage and support the primary school head teachers to have family work balance and improved job performance. The study findings may be useful for better planning and practice through evaluation and training to MOE, TSC and other policy makers and contribute to body of knowledge on head teachers‘ socio-demographic factors influencing job performance
Indicators of mental status of university students at the onset of unrest: a case of kisii university, Kenya
(2017) Oyoo, Eliud Oure
Several research findings show that University students’ unrest is a common phenomenon all over the world but more prevalent in the developing countries. Most Universities are focused on management of the aftermath of students’ unrest. However, studies have not been done on detecting the onset of students’ unrest and then implementing appropriate preventive measures to forestall the unrest. The purpose of the study was to determine indicators of mental status that can be used to detect the onset of students’ unrest in universities. The objectives of the study were to identify the main;verbal indicators, physical indicators and social indicators of mental status of University students at the onset of unrest; to compare the perceptions of security officers with that of secretaries on the indicators of mental status of University students at the onset of unrest and to determine the appropriate preventive measures to be used to forestall unrest.The study is significant in providing mental status examination tool that will be used to detect onset of unrest and then forestalling it. It was a survey research design which used mixed research methods. Questionnaires and interview schedules were used for data collection. The research population included; Security officers, secretaries, the personnel working under Dean of students’ department and the students’ leaders at Kisii University in the year 2016. From the four strata, simple random sampling was used which gave a total sample size of 183 which was obtained from a target population of 220. Quantitative data collected was analyzed descriptively into frequency counts, percentages, means and inferentially into independent sample t-test analysis and rank order correlation. Qualitative data collected was coded, categorized, sorted and classified into themes and sub-themes. The main verbal indictors of mental status of university students at onset of unrest are: The word ‘comrade’ being common in their speech, speech full of threats, word ‘power’ common especially in group speech and increased talkativeness of students, in that order. The main physical indicators of mental status of unrest are: Yelling emotional expressions, violent tendencies, hostile attitude manifestations and anger gestures, in that order. The main social indicators of mental status of unrest are: Stressful conditions, arrogant conducts, WhatsApp postings and cummulated grievances, in that order. The findings show that there is significant difference in influence of perceptions of security officers and secretaries on indicators of mental status of University students’ at onset of unrest. The preventive measures of University students’ unrest range from short term preventive measures, effective management strategies, to reduction of poverty disparities among University students. The research recommendation is that all the public universities should adopt the use of the invented mental status examination tool to detect the onset of unrest with the aim of forestalling the unrest.
Influence of Parental Involvement on academic achievement of pupils in Public Primary Schools in Rachuonyo South sub-county, Kenya
(2020) Odhiambo, Collins
There is an increased demand for academic achievement in public primary schools in the world today. The demand has made all stakeholders explore areas that can contribute to academic achievement to enhance pupils‟ development in the society. Pupils in public primary schools are often faced with unique challenges that hinder them from meeting their parents‟ expectations, yet there has been limited information about parental involvement in their children‟s academic achievement in schools. The situation is worrying because, only a few; 09% in 2012, 08% in 2014 and 08% in 2017 parents had interest in their children‟s academic achievement in schools. The purpose of the study was to establish the influence of parental involvement on academic achievement of pupils in public primary schools. Objectives of the study were to establish: The influence of home-school communication on academic achievement; influence of parents‟ provision of school requirements on academic achievement; the extent to which parents‟ supervision of homework influences academic achievement and whether parents‟ participation in education activities at school has influence on academic achievement. The study was based on Bronfenbrenner (1979) Ecological System Theory of Development which outlines the influence of parental involvement at school and other surroundings on a child‟s development. The study was conceptualized on how various variables interrelate to affect academic achievement. The study design was sequential explanatory. The study population consisted of 300 teachers, 1210 parents, 75 head teachers and 1210 pupils drawn from 75 public primary schools. Stratified sampling technique was used to select 23 primary schools (30% of the study population). Simple random sampling technique was used to select 230 pupils and purposive sampling was used to select 50 parents, 23 head teachers and 90 teachers. To establish reliability of research instruments, a pilot study was carried out in 2 schools, 2 head teachers and 9 teachers (10% of the study population). Validity of instruments was established by presenting the instruments to experts for verification. Reliability coefficient of 0.7 and 0.8 was obtained for head teachers‟ and teachers‟ questionnaires respectively while Reliability test for interview schedules, focused group discussion guide was carried out by parallel-form reliability. Quantitative data was analyzed using descriptive statistics in form of frequency count and percentages and inferential statistics using chi-square test of dependence. Qualitative data generated from open ended questions were organized, categorized and presented in narratives. Study instruments used were; questionnaires, interview schedule, focused group discussion guide and document analysis form. The study established that; home to school communication, Φ= .942, parents‟ provision of school requirement, Φ= .836, and parents‟ supervision of homework, Φ= .914, had very strong significant influence while parents‟ participation in education activities at school, Φ= .641, had a strong influence on academic achievement of standard eight pupils. The study recommended the following; there should be regular home-school communication, parents should be encouraged to provide extra school requirements, rules governing administration and conduct of homework should be put in place, school visits and school open days should be made regular in public primary schools.
Influence of principals’ instructional leadership practices on academic environment in public day secondary schools in kisii central sub-county, kisii county, kenya.
(2022) Kiarie, Martha Nduta
The purpose of this study was to investigate the influence of principals’ instructional leadership practices on school academic environment in public day secondary schools in Kisii Central, Kisii County. The objectives of the study were to: determine the influence of setting annual academic goals on school academic environment, examine the influence of monitoring instruction on school academic environment, find out the influence of principals’ promotion of teachers’ professional development on school academic environments, find out the influence of principals’ promotion of collaboration on school academic environment, establish principals’ influence on utilization of available resources on school academic environment. The study adopted cross-sectional survey research design. Twelve schools were selected randomly from 25 public day secondary schools in Kisii Central sub-county. The sample consisted of 12 principals selected through purposive sampling, 72 teachers and 322 learners selected using proportionate random sampling. Interview schedules, questionnaires, observation schedules and document analysis guides were used to collect data. Reliability was established through the test-retest method. Data were analyzed using frequencies, percentages, standard deviation and Chi-square at 0.05 level of significance. The study found that: Goal setting enhanced teaching and learning environment mainly by influencing syllabi coverage while monitoring instruction enhanced teachers' class attendance. Teachers' professional development had the least influence on school's academic environment as it was not needs-driven. Teacher collaboration promoted school-wide focus on teaching as teachers learnt from each other while utilization of resources created an enabling environment for teachers to issue homework and classwork to learners. The study concluded that: Goal setting was a common instructional leadership practice among the sampled principals however it was marred by lack of or inadequate communication to teachers and learners resulting in their failure to own and identify with the goal as revealed by the incongruence in stating schools’ goals between different categories of respondents in the same school. Although the majority of teachers rated their principals as effective in monitoring instruction, the intended purpose is not realized as it is flawed by teachers’ fear of the measures that the Teacher service commission may institute following unfavorable appraisal reports from lesson evaluation. There were disparities among schools in access to facilities such as laboratories, classes and libraries as provision of books was also not informed by current data provided by principals. The study recommended that principals should constantly refer to set goals to cultivate ownership and commitment by teachers and learners. Principals should design monitoring instruction in a way that their intentions are not construed to be punitive or influenced only by the existing Teachers service commission’s policy rather than by the need to enhance teachers’ professional growth and learning. The Ministry of education should use data provided by the principals in the supply of teaching-learning resources to schools. The study recommends further studies on: Other roles of principals that influence school academic environments, influence of distributed instructional leadership on teachers’ perceptions of school environments and replication of this study in boarding schools, private schools in the Sub County and in other geographical regions.
Influence of psychological issues on students academic performance in public secondary schools in Migori county, Kenya
(2021) Okongo, Calvince Otieno
In Kenya examinations are used to assess the level of academic achievements of students. There is worry when students fail in examinations and so the stakeholders would ask themselves the reasons why. One of the areas mostly ignored and is least addressed is psychological issues and the impact on the academic performance of the students. The purpose of this study was to establish influence of psychological issues on students‟ academic performance. The following objectives guided the study; to establish the influence of psychological issues on the students‟ academics, contribution of home based psychosocial issues and impact of school based psychosocial issues on academic performance and the interventional measures that would address the psychological issues in public secondary schools. The research questions and null hypothesis were drawn from the objectives of the study. A theoretical framework based on Bronfenbrenners ecological systems theory was used in the study. The study adopted a concurrent triangulation research design and was carried out in public secondary schools in Migori County. The target population included 187 principals, 26350 form 3 students, and 187 Guidance and Counseling masters. The study adopted stratified sampling techniques to choose schools, simple random sampling to select 30% of the principals and guidance and counseling tutors. A total of 56 principals, and 56 G/C tutors were included. The researcher used form three students who were 379 students. Questionnaires, interviews, document analysis and focus group discussions were used to collect quantitative and qualitative data from the participants. Content validity of the research instruments were ascertained by the experts in the school of education, Rongo University. Reliability of the instrument was determined by test retest procedure and reliability coefficient of +0.7 was reported. 2 principals, 2 HODs and 24 students from four secondary schools were randomly selected for piloting. Qualitative data was drawn from open ended questions, interviews, focus group discussions were transcribed, coded, analyzed but Quantitative data was analyzed by both descriptive statistics presented in graphs, tables and charts and inferential statistics specifically ANOVA, Pearson Correlation and regression analysis were used to determine the influence/ relationships between independent and dependent variables. Each psychological issue was regressed to evaluate collective influence on student performance and a coefficient of 14.9% was observed. ANOVA output showed psychological issues as a significant predictor to students academic performance F (3,323) =18.784, P=.000 <.05; R= .149 thus variation in the level of psychological issues explains 15% of the variability in academic performance, home based issues accounted for 24.3% of the variation in the students‟ academic performance. Lastly regression analysis showed school based psychosocial issues accounts for about 17% of the variability in academic performance. The study findings may help the Ministry of Education and school managements, Kenya Institute of Curriculum Development to focus more on psychosocial issues in the secondary schools in the country. It may also help in further research by enabling other researchers to conduct a similar in other areas to come up with strategies and mechanisms geared towards filling counseling gaps and to strengthen the provision of psychosocial support programs in the learning institutions.
Influence of school-based factors on students’ academic performance in public secondary schools in Migori county Kenya
(2020) Omolo, Hezekiah Otieno
Academic performance is measured through results obtained from examinations. Examination outcome is so important since in many countries it has been used as the major basis for deciding a student’s academic progression and employment. The importance of education to both national and individual development is indisputable. Reports on national examination results indicate that many students do not excel in national examinations in many countries around the world, Kenya included. Over the years, the dismal performance has raised alarm and efforts have been made to identify what factors lead to this, but the problem still persists. On the other hand, it is apparent that school based factors have a bearing on academic performance. Among the school based factors are; principals’ leadership skills, student factors, school environmental factors and parental factors. Therefore, the purpose of this study was to survey the influence of school based factors on students’ academic performance in Migori County. The Objectives of the current study were to: determine the influence of school based factors such as principal’s leadership skills on students’ academic performance, establish the influence of student factors on students’ academic performance, determine the influence of school environmental factors on students’ academic performance and parental factors on students’ academic performance. The study used a mixed method approach. The study adopted descriptive survey research design and correlation research design. The population was 245 principals and 14300 form four students within Migori County. Principals were categorized according to their Sub-Counties. The study was guided by Krejcie and Morgan Table (Appendix F) to get sample size of 152 out of 245 principals and 275 students out of 14300. Questionnaires and interview schedule were used for principals and focus group discussion for students to collect data. Piloting was done to establish reliability. Internal consistency reliability coefficient was used to determine reliability of the questionnaires. Principals’ questionnaires attained reliability coefficient of 0.79. Experts in Educational Administration and Policy studies determined the validity. Means, standard deviation, Regression Analysis and Analysis of Variance (ANOVA) were used to analyze quantitative data while qualitative data was coded, transcribed and organized thematically. Ethics was observed during both data collection and reporting of findings. It was established that principals’ leadership skills highly influenced students’ academic performance with mean overall rating of the principals (Mean=4.07, SD=0.55), while student factors were rated at 3.92 on the influence of students’ academic performance implying that it has a high influence. School environmental factors were also rated at 3.87 (SD=0.57) implying the high influence on students’ academic performance. Parental factors were also rated at 3.63 (SD=0.76) implying that it had a high influence on students’ academic performance. In general, student factors had a low influence on students’ academic performance, and had a positive and significant relationship (r=0.316, p<.05). Findings obtained from this study are important to educational administrators, Teachers Service Commission and other stakeholders. It will also contribute to the body of information on school based factors that influence student academic performance in future for those interested in pursuing this line of thinking
An investigation of factors influencing KCPE performance of visually impaired pupils in integrated public primary schools in Uriri sub-county, Migori county, Kenya
(2022) Ochieng, Beatrice Adhiambo
Provision of primary education to all children is necessary in all nations all over the world. However, provision of inclusive education to pupils with visual impairment in Kenya remains a serious challenge. In the Kenya‟s national examination, the mean score performance of the visually impaired pupils over the years from 2013 to 2018 were 249.29, 246.30, 241.74, 249.06, 246.49 and 246.39 marks out of 500 marks respectively. The below average performances has motivated the need to conduct this study. Therefore, this study sought to investigate the factors influencing KCPE performance of visually impaired pupils in integrated public primary schools in Uriri sub-county in Migori county, Kenya. Specifically, the study investigated the influence of teachers‟ attitude, parents‟ attitude and instructional practices on academic performance of the visually impaired pupils integrated in public primary schools. Vygotsky‟s Social Cultural Development theory was used to provide foundation of the study. Descriptive survey research method was adopted. Saturated and purposive sampling was used to select the population of the study which consisted of 3 head teachers, 28 teachers and 23 parents, giving a total of 54 individuals for the candidate classes of 2017 and 2018. Data was obtained using questionnaires, interviews and secondary materials. Validity of the instruments was determined by expert judgement. Piloting was done in two of the integrated primary schools in the neighboring subcounty to determine the reliability of the instruments. Cronbach‟s reliability coefficient above .70 was considered for further analysis. Analysis of data was performed using SPSS version 20. Data were analyzed using descriptive and inferential statistics and the qualitative data from interview schedule as emerging themes. Results indicated teacher attitude had a positive moderate significant influence (r= .537, p< .05), parent‟s attitude had a positive weak influence which was not statistically significant (r= .243, p< .05), and teacher‟s instructional practices had a positive strong significant influence (r= .697, p< .05). Based on odds ratio, instructional practices had the greatest value of 13.125 followed by teachers‟ attitude with an odds ratio of 3.337, and parental attitude had the least odd ratio of 1.5. This implied that instructional practices had the greatest impact on the performance of pupils with visual impairment followed by teachers‟ attitude. Parental attitude had the least influence which was not statistically significant. The study concluded that instructional practices and teachers‟ attitude are key drivers of academic achievement and parents‟ liking of pupils with visual impairment should be enhanced as reflected by the ratings. The study is significant to education policy makers, planners and implementers on how to mount conferences and workshops to impart knowledge on attitude change, will help teachers and other stakeholders change their attitude towards pupils with visual impairment and lastly give baseline to future researchers to carry out further research on the same topic. Based on the study findings, teachers and parents need to be more positive and close to the children and effort should be made to ensure that instructional practices are made more conducive for learning and teaching.
Nafasi ya mwingiliano fani katika kukuza fasihi ya watoto
(2020-09-02) Ibrahim, Matin; Nyandiba, Caren; Mohochi, Sangai
Katika juhudi za kusawiri uhalisia wa kijamii, fasihi aghalabu hulenga hadhira fulani kwa kutumia vigezo mbalimbali. Miongoni mwa vigezo hivyo ni kuwa kutegemea uzito wa maudhui na uchangamani wa msuko, kazi ya fasihi inaweza kufumiwa ama watu wazima au watoto. Fasihi ya watoto huwa na upekee wa kimtindo, fani na hata wa kimaudhui. Wasanii wa fasihi ya watoto aghalabu hufuma kazi zao kwa kuhulutisha fani mbalimbali kwa njia inayofanikisha ung’amuzi wa yaliyomo, uibuaji wa hisia na uzidishaji wa athari kwa watoto ambao huwa hawajakomaa kiakili. Kwa hiyo, mwingiliano fani unaohusisha picha na fani za kifasihi huwa na dhima ya kubainisha na kujaliza uelewekaji wa maudhui na kumbukizi za vitushi muhimu kwa watoto. Ni kwa mkabala huu ambapo makala haya yananuia kuaninisha jinsi vipengele vya fani vinavyotumiwa katika vitabu vya fasihi ya watoto vinavyoingiliana katika kufanikisha malengo ya waandishi. Utafiti uliofanywa kwa minajili ya kuandaa makala haya uliongozwa na Nadharia ya Umuundo iliyoasisiwa na Ferdinand De Saussure (1916). Nadharia hii inajibainisha kwa kuangalia ujumla wa uhusiano wa sehemu moja kwa nyingine katika kufanya kitu kizima. Kwa kuongozwa na nadharia hii tulichukulia fasihi kuwa kitu kizima kinachojengwa kwa maudhui na fani. Katika ngazi ya pili fani nayo imeundwa kwa vipengele mbalimbali vya lugha kama vile methali, misemo, nahau, taswira, picha na tashbihi. Vipengele hivi vilitambuliwa na matumizi yavyo yakafafanuliwa na kuelezwa. Utafiti huu uliteua kimakusudi riwaya za Kisasi Hapana, Nimefufuka, Sitaki Iwe Siri, na Wema wa Mwana katika kuchunguza jinsi mwingiliano fani unavyofanikisha kazi za fasihi zinazolenga watoto.
Online psychotherapy practice in public teachers training colleges in the lake region, Kenya
(2018) Ocholla, Janipher Amani
Introduction of Information Communication and technology in particular internet aimed at widening access to flexible distance education in institutions of learning. This included the practice of online psychotherapy in learning institutions. In developed countries online psychotherapy has been practiced for many years. However there is less information on whether it has taken root in public teacher training colleges in Kenya. The purpose of this study was to examine Online Psychotherapy practice in Public Teacher Training Colleges in the Lake Region, Kenya. The Objectives of this study were to establish the attitude of tutors and trainees towards online psychotherapy practice, identify resources available for online psychotherapy practice, determine the trainees’ level of usage of online services, to find out advantages and disadvantages of online psychotherapy practice and to find out the factors that contribute to online psychotherapeutic relationship in teacher training colleges in the Lake Region, Kenya. The study utilized the Person Centered Theory and Technology Acceptance model for conceptual framework. Questionnaire for the tutors and trainees and in depth interview for lead counselors based on the objectives were used to collect data. The study population comprised 2200 and a sample size of 327 from the five teachers training colleges. The study adopted purposive sampling procedure to select 40 tutor counselors from the five teacher training colleges. Sampling techniques used to select trainees were stratified and simple random sampling procedures. Streams were identified as strata and 287 trainees were selected from the eight streams from each of the five colleges. The streams were further sub divided according to gender then followed by simple random sampling procedure for each gender to obtain averagely 7 cases from each second year class totaling to 57 trainees from each college and 287 from the five teachers training colleges. The research supervisors of Rongo University viewed the instruments of research to ascertain their validity. Reliability of the instrument was established by test retest procedure and a reliability co-efficient of +0.6 was reported. The study utilized descriptive survey design and data was analyzed using descriptive statistics with the aid of computer program that is Statistical Package for Social Sciences (SPSS) version 20. The findings of the study revealed that the respondents had a positive attitude towards online psychotherapy practice. The study also established that online resources are available and this provides a platform for online psychotherapy practice in teachers training colleges. The results further found that there was high level of usage of online services among tutors and trainees. The study findings challenged trainees and tutor counselors to embrace technology integration policy in teachers training colleges. Therefore, the Ministry of Education should allocate more resources for the development of online psychotherapy practice in Teachers Training Colleges. There is also need for the Ministry of Education to ensure that similar future research is carried out in all the teachers training colleges in Kenya.
Perception of factors influencing academic performance ofvisually impaired learners integrated in public primary schools in rongo sub-county, Migori county, Kenya.
(2021) Riwa, Norah Anyango
Visual impairment has a negative impact on the learner’s ability to learn. In Kenya learners with visual impairment experience problems interacting with learning environment just like otherlearners with other forms of impairment. The purpose of the study was to investigate factors influencing academic performance of visuallyimpaired learners integrated in Public Primary schools in Rongo Sub-County, Migori County, Kenya. The specific objectives of the study were: to investigate the influence of instructional methods on academic performance of learners with visual impairment; to establish the influence of teachers training on academic performance of learners with visual impairment; to find out the influence of teachers attitude on academic performance of learners with visual impairment and to determine the influence of teaching learning materials on academic performance of learners with visual impairment in RongoSub-County. The study was based on Bandura (1968) Social Cognitive Theory of learning whichoutlines the process of learning as a result of the surrounding environment. The study employed descriptive survey design. The study population included 29 head teachers of public primary schools with integrated program, 40 Special Needs Education (SNE) teachers and5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 Head teachers, 40 SNE teachers and 5 CSOs. To establish reliability of research instruments, a pilot study was carried out on 4 SNE teachers, 3 head teachers and 1 CSO in Uriri sub- County. Using test- retest technique, a reliability index of 0.79 and 0.81was attained for teachers’ and head teachers’ questionnaires respectively. Reliability test for interview schedule was carried out by parallel-form reliability. Content validity of instruments was established by presenting the instruments to expert for confirmation. Quantitative data wasanalyzed using descriptive statisticsof frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi square. Qualitative data wasanalyzed based on emerging themes generated from the study objectives. Data wasanalyzed using the Statistical Package of Social Sciences (SPSS) version 20. Frequency and percentage tables were used to present collected data. The study established that there was significant relationship between instructional methods, teacher training, teachers’ attitudeand teaching learning materials and academic performance all at p <0.05. Therefore all null hypotheses were rejected and it was concluded that all the four factors affect academic performance in Integrated Primary Schools inRongo Sub – County. From the study it was recommended that; there should be varied instructional methods in teaching visually impaired learners; teacher training should be regular through in service to help aid teachers handling visually impaired learners update their skills and knowledge; teacher handling visually impaired learners should work on their attitude to improve performance of visually impaired learners; teaching and learning materials that are relevant and appropriate should be made available to visually impaired learners in order to aid their academic performance. Research findings will assist in identifying appropriate teaching methods, teacher training, and conducive working environment to boost teacher morale and adequate teaching and learning resources.
Perceptions of teacher management approaches on students’ academic achievement in public secondary school education in Migori county, Kenya
(2020) Oguta, Paul Alela
Education is a fundamental human right which promotes acquisition of knowledge and fosters skills for development. Knowledge and skills are the drivers of economy and where education is not qualitative, the out-put may not spur development. In Kenya, despite efforts by policy makers, administrators, and teachers to improve student‟s academic achievement, performance remains poor. The poor performance is replicated in Migori County. The findings of this research can add to the valuable interventions to be considered by stakeholders in secondary schools to improve performance. The purpose of this study was to establish perception of teacher management approaches on promoting student‟s academic achievement in public secondary school education. The research was guided by objectives which considered influence of teacher professional development, relationship of supervision to performance, impact of teacher induction and role of motivation on student‟s academic achievement. This research incorporated concurrent triangulation research design. Population for this research were ten (10) education officers, One hundred and eighty four (184) public secondary schools, teachers were one thousand two hundred and thirty three (1233), and students were 73,385. A sample involving 8 education officers, 56 public secondary schools, 56 principals, and 370 teachers were drawn from target population. Simple Random sampling was used to sample 56 schools. After clustering teachers by gender, stratified random sampling was used to get 370 teacher respondents. Data for the study was collected by the use of questionnaires, interview schedules and document analysis. Validity of questionnaires was achieved through consultation with supervisors while reliability of questionnaires was tested during piloting in three schools in Migori County. A split-half correlation test was conducted whereby a coefficient of +0.80 or greater is considered good internal consistency. Pearson‟s r for reliability of piloted data was +0.83 for principals, and +0.86 for teachers which indicated good internal consistency. Quantitative data was collected, summarized, analyzed and presented in Tables, bar-charts, and pie-charts. Qualitative data analysis involved identification and interpretation of patterns and themes. Document analysis was used to generate literature review, performance indices and understanding policy guidelines. Inferential statistics was used whereby Regression analysis was used to gauge influences of Teacher Professional Development, Teacher Induction and Teacher Experience; Chi-square test was used to gauge relationship of supervision to students‟ academic achievement while Anova Test was used to appraise role of motivation, and impact of induction. The findings revealed that teacher PD, teacher qualification and teacher experience influenced student achievement in secondary schools; On the contrary, the study noted that supervision, evaluation, induction, and motivation had no significant impact on students‟ academic achievement. Further, the findings indicated a weak relationship between inductions (coefficient 0.011), motivation (coefficient 0.368) and student academic achievement. Therefore, the study concluded that administrators should put in place measures to enhance strong areas such as teacher Professional development (PD); teacher qualification, and teacher experience and recommends that institutional managers should design proactive processes to enhance supervision, teacher evaluation, induction, and motivation. The research which focused on perceptions of teacher management approaches on student‟s academic achievement in Migori County recommends that enhancing teacher management methodologies would strengthen student‟s achievement in public secondary school education.
Readiness of public primary schools for uptake and integration of laptop computers in Homa Bay County, Kenya
(2020) Omito, Ouma
The purpose of this study was to investigate the readiness of public primary schools for uptake and integration of laptop computers for teaching and learning in Homa Bay County, Kenya.This followed the rise in use of web 2.0 technologies and the commitment of the Government of Kenya to give laptop computers to all standard one pupils in Kenya by 2014.The objectives of the study were to: investigate the availability of institutional ICT infrastructures in schools for laptop computer uptake, examine the adequacy of teachers‟ computer capacity in readiness for laptop computers integration, determine teachers‟ awareness of the digital content to be integrated in laptop computer uses, establish the attitude of the teachers towards the uptake and integration of laptop computer, and analyze the contribution of independent variables of the study to uptake and integration. The study was premised on systems theory. A mixed method cross sectional survey design was used for the study. Data was collected through questionnaires, observation checklists, interview schedules and document analysis. The study population was 8261 consisting of 845 public primary schools, 6529 teachers, 845 head teachers and 42 Curriculum Support Officers (CSOs). The population was stratified into six sub-counties and then simple random sampling technique was used to come up with proportional sample sizes in each of the six sub-counties of Homa Bay. A sample size of 85 schools, 362 teachers, 85 head teachers, 56 teachers in schools with Digital Literacy Programme (DLP) devices and 9 CSOs were used for the study. 12 sample teachers and 6 head teachers were also interviewed. Both content and construct validity were ascertained by the subject experts, while the internal consistency reliability alpha (α) values obtained were: 0.725, 0.962, 0.9535 and 0.709 for CSO questionnaires, teachers‟ questionnaires, head teachers‟ questionnaires and observation checklists respectively. Descriptive data for objectives 1, 2, 3 and 4 were analyzed by use of percentages, mean scores and frequencies while inferential statistics for objective 5 was analyzed using multiple regression analysis with the support of SPSS version 20 at p≤ 0.05.Interview data were organized into major themes and reported in quotes and percentages alongside the findings from quantitative data. The study findings showed that the average readiness for institutional ICT infrastructures in all sampled schools stood at 29.8% which the study interpreted to mean inadequacy for uptake of laptop computers. However, 74.8% sample schools had sources of power, 90.0% had power sockets and 79.9% had storage facilities that were funded by the government. The average institutional ICT infrastructures were also inequitably distributed in the six subcounties. The findings showed low teacher computer capacity for teachers (2.10) and head teachers (2.48) who did not attend DLP training but was higher for teachers (3.42) who were DLP trained and for the teachers (3.68) who were already teaching using DLP devices in schools that had received the DLP devices. Majority of the sampled teachers (22.9%) were aware of the general digital content such as video, audio, images, texts and graphics but were not adequately proficient in manipulation skills such as drawing (6.8%), simulation (1.7%) and basic arithmetic (6.2%).Sample teachers had positive attitude on usefulness (3.61) of laptop computers for teaching and learning, but indicated that laptop computers were not easy to use (3.11). The multiple regression analysis showed that teachers‟ attitude both statistically (0.04, p≤ 0.05) and positively contributed (8.0 %) to uptake and integration of laptop computers. It was recommended that DLP be anchored in a country‟s ICT policy framework and extended to other levels of education in Kenya.
Secondary school principals’ motivational rewards on retention: case of secondary school teachers in Homa bay county, Kenya
(2017) Okello, Lazarus Millan
Reward systems have become an important integral part of curbing teachers‟ attrition from one school to the other through transfer requests in Kenya. Teachers can choose schools that provide inducements and retention benefits; in return, they will continue to impart knowledge and be dedicated to their work. The purpose of this study was to examine secondary school principals‟ motivational rewards on retention: case of secondary school teachers in Homa Bay County, Kenya. The study was premised on the investment of Adams Equity Theory; Expectancy Theory and Hertzberg Two Factor Theory. The objectives of the study were: to establish the influence of school environmental characteristics on retention of secondary school teachers; to determine the impact of principals‟ recognition on retention of secondary school teachers; to examine the role of staff promotional opportunities by the principals on retention of secondary school teachers, to establish the influence of leadership behaviour of principals on retention of secondary school teachers and to establish the school measures used to enhance teachers retention in Homa Bay County. The study adopted a mixed research method with a survey research design. The target population comprised of two thousand and ninety-six (2,096) secondary school principals and teachers. Krejcie and Morgan (1970) table of specification was used to determine the study sample. A random sampling technique was used to select 169 school principals and 320 teachers yielding a total sample size of 489 respondents. Data was collected using a set of questionnaires with each sub section catering for each objective. An interview schedule was used to collect data from 18 selected principals. Validity of the research instrument was assured through expert judgement by the University lecturers. The reliability of the research instruments was determined using Cronbach‟s Alpha and a coefficient of r>.6 was reported in all the six subscales in the questionnaire. A questionnaire piloted prior to data collection to determine the validity and reliability was used as the main research instrument. The data collected was analysed using Statistical Package for Social Sciences (SPSS) windows version 22 computer programme. Pearson‟s Product Moment Correlation Coefficient, ANOVA, t-test and regression analysis were used to analyse quantitative data while qualitative data was analysed using thematic analysis. Participants‟ confidentiality was promised and adhered to by the researcher. The study established that all the independent variables were positively associated to teacher retention in secondary schools in Homa Bay County, they all achieved statistically significant positive correlation at ɑ= .05 significant level. Regression Model was highly significant [F (4, 417) = 69.7, p<.05] and proved adequate to explain the variance in the dependent variable, teacher retention. The model explained about 40.1% (R2 =.401) of the variability in teacher retention. The teacher recognition variable alone uniquely accounted for the highest (Beta=.470) influence in the model, while leadership behaviour of principal did not have significant [Beta=.003, p=.942(ns)] impact on teacher retention. It is hoped that the findings of this study may help the Principals and other education stakeholders find better ways of rewarding teachers to curb their attrition through transfers to other secondary schools. The study recommends that Guidance and Counselling departments be strengthened to reduce cases of insecurity through students strikes, school principals should introduce motivational bonuses and involve teachers in decision making process at all school levels. Principals should assure teachers upward mobility at their work place as this increases teachers‟ confidence at work place. School principals should embrace relationship-oriented leadership behaviour to promote teachers‟ retention and mentoring program should be offered to newly appointed teachers to enhance positive motive on teaching at schools.
Selected practices of delegation used by principals on management of public secondary schools in Rachuonyo south sub-county, Kenya
(2020) Muma, Ochieng Hillary
The study assessed selected practices of delegation used by Principals on management of public secondary schools in Rachuonyo south Sub-County, Kenya. It was investigated under the following objectives; to determine the influence of communication in delegation on management of secondary schools; to find out the contribution of motivation of the delegate on management of secondary schools; to establish the influence of expertise consideration in delegation on management of secondary schools and to establish the influence of job description in delegation on management of secondary schools. The study employed descriptive survey design. The targeted population consisted of 934 Teachers from Rachuonyo south sub-county. This was constituted of 75 Principals, 75 Deputy Principals, 350 Heads of department and 434 teachers. Saturated sampling technique was used to sample 75 Principals and 75 Deputy Principals which constituted 100% of the population while simple random sampling technique was used to sample Heads of departments and Teachers. 105 Heads of Departments was sampled at 30% from 350 while 130 Teachers was sampled at 30% from 434. Data was collected using questionnaires and interviews. Ethical consideration was put in place to ensure respondents remained anonymous throughout the study. Five schools from the neighboring Rachuonyo North Sub-County were used in pilot study to ensure reliability of the instruments and a reliability index of 0.73% was obtained. Face and content validity of the instruments was determined by experts who were my supervisors and the impressions on the instruments improved based on their advice before using them for data collection. Quantitative primary data was analyzed using descriptive statistics that is, frequencies and percentages. Qualitative primary data was transcribed and organised into themes and categories as they emerged. The study established that proper communication channels during delegation of duty by the Principals results to high academic performance of the students which had a percentage of 36.7%, 34.1% and 45.3%. Motivation of the staff was found to be done once in a while by the Principals which had a percentage of 46.0%, 32.5% and 45.3%. Expertise consideration in delegation of duty was found to result into improved quality work output which had a percentage of 16.0%, 15.0% and 14.0%. Job description in delegation of duty was found to ensure the level of authority given to the delegate is known which had a percentage of 22.1%, 19.8% and 23.4%. The study recommends that there should be free flow of communication between the Principal and staff during delegation of duty. The government should address teacher motivation by making provision for more funding to schools to enable teacher motivation possible. Functions should be delegated based on staff competence and capability. Principals should allocate resources and also give staff authority to carry out delegated functions. From the findings of the study, it is suggested that more comprehensive studies be undertaken to investigate other practices of delegation of duty other than communication, motivation, expertise consideration and job description.

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