The Influence of KEMI’s Capacity Building Programme on Head Teachers’ Competencies in Financial Management in Public Primary Schools in Uasin Gishu

Aims: The objective of the study was to examine the influence of KEMI’s capacity building programme on head teachers’ competencies in financial management Study Design: The study adopted the concurrent triangulation design where both quantitative and qualitative approaches were employed to collect information and do the analysis at the same time. Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region. The county lies within latitude: 0° 31' 0.00" N and longitude: 35° 16' 59.88" E. The study was carried out between May 2019 to October 2019 Methodology: The study targeted six sub-county education officers and 471 head teachers in public primary schools in the county. Simple random sampling was employed in choosing 30% (141) of the public primary schools proportionately from each of the six sub-counties in the county. Every head teacher of the selected public primary schools took part in this study. Data was also gathered from all the six sub-county directors of education of Moiben, Kesses, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Results: Findings indicated that there was a moderate positive correlation between KEMI capacity building programme and head teachers' competency in financial management. KEMI capacity building programme on head teachers competencies had a positive and significant influence on financial management (r (132) = .309, p< .0005). Thus the hypothesis (Ho4) was rejected and this can be explained further by stating that there exists a relationship. Conclusion: The findings also shows that KEMI had helped head teachers in understanding the budgeting, auditing of the books of accounts, management of income generating activities and improved accountability and transparency of finance. KEMI had also helped head teachers in keeping up to date inventories. KEMI had enhanced head teachers’ adherence to the school budget and to appreciate the need for constituting of tendering committee.

Nature of Student Unrest in Secondary Schools in Kericho County Kenya

Student conflicts in secondary schools are one of the most common challenges faced in the 21st century in the modern world. Kenya has faced several incidents of student conflicts in Secondary schools mainly attributed to the cases of indiscipline and conflicts among students in the schools. In Kericho County, several incidences of student conflicts have been witnessed in the different schools, which have caused widespread material losses and other social impacts. The Specific objective was to examine the nature of Student Unrest in secondary schools in Kericho County. The study was underpinned by participative leadership theory and the functionalism theory. The study utilized the evaluation research design. The study was conducted in Kericho County. The study targetedthe following categories of respondents; students, teachers, school principals or head teachers, School boards of management, County director of education and Sub-county directors of education in Kericho county. Only 14% of the respondents agreed that there have been incidences of unrest in their schools within the last 3 years. However, this number is high considering the harm that the unrest causes. Manifestation of student unrest is usually through burning of dorms, fighting among students, boycotting classes, theft of school property, refusing punishment, bullying and striking against school administration. The causes of students include changes in government policies, poor administrative skills, congestion, inadequate and poor food quality, social media and political agitations.

Can Leadership Transform Educational Policy? Leadership Style, New Localism and Local Involvement in Education

In the realm of new localism and collaboration, local educational policymakers are called upon for responsible community leadership. Given the conceptual continuum between new localism and transformational leadership, this study examines the relationship between the leadership style of local educational policymakers and the involvement of local authorities in education. Data were obtained from 107 questionnaires submitted by mayors and directors of education affiliated with 100 local authorities in Israel. As predicted, there was a positive relationship between transformational leadership and the local authorities’ involvement in education, measured using four factors, but only for sound local authorities. We used five criteria to determine the soundness of the local authorities. In contrast, among less sound local authorities, there was an inverse relationship between transformational leadership and involvement in education. In general, in such communities, leaders seemed to prefer to leave educational issues to the central government. Thus, we present evidence for the boundaries of educational transformational leadership in the educational governance arena. Education-related policies are on the agenda of leaders even in weaker local authorities, but only to the extent that these policies can serve as an instrument to meet specific needs of the local community. All in all, there is no “one size fits all” for all aspects of new localism—i.e., central regulation towards local government, local policy, local leadership, and civic participation. Accordingly, policymakers, local leaders and residents must fit themselves to the blurred boundaries of new localism and collaborate towards better education. Implications of the findings are discussed.

Assessment of the Impact of Religious Organizations on the Implementation of Curriculum in Public Secondary Schools in former Western Province of Kenya

The impact of religious organizations on curriculum implementation in Kenya is perceived differently by stakeholders. The first secondary schools in colonial Kenya were established by Christian missionaries. Their participation has been viewed by stakeholders as either positive or negative. The objective of the study was to assess the impact of religious organizations on implementation of curriculum in public secondary schools in former Western province of Kenya. The study was conducted in Bungoma, Busia, Kakamega and Vihiga counties of former Western province of Kenya. The study is based on Ludwig Von Bertalanffy Theory of General Systems from which the Systems Approach in the learning process is derived. The study adopted a descriptive survey design. The target population included: four County Directors of Education, twenty two Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty two (22) sub-counties, the researcher used purposive sampling to carry out the study in ten sub-counties. This gave a total of 621 students, 120 teachers, 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Sub- county Education Officers and 1 curriculum developer. This gave a sample size of 823 respondents. The instruments for data collection were questionnaires for principals, teachers, students and interview schedule for religious leaders as well as Education Officers. Focus Group Discussion and Observation Schedule were also used. To establish validity and reliability, the instruments for data collection were assessed by subject experts from the Department of Curriculum and Instruction. The questionnaires were also piloted and the anomalies were corrected before the researcher went to the field. Presentation and analysis of data was based on the objective of the study and was put in form of tables, bar-graphs, pie-charts and descriptions. The findings were that religious organizations have an impact on curriculum implementation in secondary schools. Sadly some of the religious organizations cause divisions in the schools they sponsor by recommending the transfer of teachers as well as antagonizing the principals who do not profess the same faith as the sponsor. From the above findings the conclusions made were that religious organizations have an impact on curriculum implementation in schools as they complement efforts of the Government of Kenya in provision of education. The policy framework given to religious organizations is not strong enough to take care of curriculum needs in the present day school environment. It was therefore recommended that religious organizations revisit their initial role in matters curriculum. There should be clear policy guidelines on the impact of religious organizations on curriculum implementation in secondary schools which should go beyond spiritual nourishment, guidance and counseling and teaching of Religious Education in schools in public secondary schools in Kenya.

Analysing the Extent of ICT Implementation and Use in the Administration of School Records in Kajiado County, Kenya

The purpose of this study was to analyse the extent of ICT implementation and use in the administration of school records in Kajiado County, Kenya. Descriptive survey design was used. The target population was 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education and 1 County Director of Education in Kajiado County. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers, 183 students, 2 Sub-county Directors of Education and 1 County Director of Education. This study used questionnaires administered to Principals, teachers and ICT coordinators, observation schedules and interview schedule administered to the students, Sub-county Directors of Education and the County Director of Education as tools for data collection. The pilot test was done in schools with similar characteristics to those sampled through random sampling. All the respondents were seven principals of public secondary schools. Validity was determined by pre-testing of data collection tools while reliability through test-retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. Drop and pick methodology was adopted for data collection. The findings showed that use and implementation ICT in school administration in Kajiado County was very low. The study concluded that most schools in Kajiado County had not embraced ICT in various areas of administration. Therefore, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.

Determining the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya

The objective of the study was to determine the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya. Descriptive survey design was adopted for this study. The target population for this study was the 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education in the 6 Sub-counties and 1 County Director of Education in Kajiado County. The study used 30% of the accessible population as sample size. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers,183 students, 2 Sub- county Directors of Education and 1 County Director of Education. This study used questionnaires, Observation schedules and interview schedule as tools for data collection. The questionnaires were administered to Principals, teachers and ICT coordinators while interview schedules were administered to the students, Sub-county Directors of Education and the County Director of Education. The pilot test was carried at the schools with similar characteristics to those sampled through random sampling. Instrument reliability was determined through test- retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. The study concluded that most of the public secondary schools in Kajiado County had not embraced ICT in various areas of administration. Based on the findings, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.

The Degree of The Practice Of Learning and Education Managers In Zarqa Governorate In Jordan For AdminiThe Degree of Tstrative Competencies and Their Relation To The Administrative Creativity Of Heads Of Administrative Departments From Their Point Of View

The study aimed to reveal the degree of practice of the directors of learning and education in Zarqa Governorate in Jordan for the administrative competencies and their relation to the administrative creativity of the heads of the administrative departments from their point of view. The researcher used the analytical descriptive method. In order to achieve the objective of the study, A random sample of (274) heads of administrative departments from the directorates of education and education in Zarqa Governorate. The results showed that the degree of practicing the education and education managers in Zarqa governorate for administrative competencies is high and with an average of(3.96). (3.94), technological competency (3.92), all with high grade. The level of administrative creativity among heads of departments is high (3.94), as indicated The existence of a strong correlation relationship (0.82) between the degree of practice of education and education managers of administrative competencies and administrative creativity of heads of administrative departments. In the light of the results, a number of recommendations and proposals were presented to raise the level of administrative competencies among the directors of education and administrative creativity in the heads of departments.

The degree of practice of the directors of education in the province of Irbid for strategic planning from the point of view of the heads of administrative and technical departments: درجة ممارسة مديري التربية والتعليم في محافظة اربد للتخطيط الاستراتيجي من وجهة نظر رؤساء الأقسام الإدارية والفنية

This study aimed at defining the degree of practice of the Education directors of Irbid for the skills of strategic planning from the point of view of heads of administrative and technical departments, and to indicate the effect of variables: gender, experience and scientific qualification on the degree of practicing strategic planning among the directors of education. The sample of the study consisted of all members of the original study society, and they are the heads of the administrative and technical departments in the directorates of education in Irbid Governorate, which are (160) individuals for the academic year 2016/2017. To achieve the objectives of the study, the study used the descriptive method by applying a questionnaire consisting of (40) paragraphs distributed evenly on the five strategic planning areas. The results of the study showed that the managers of the education practice strategic planning skills in the performance of their work in the middle of the assessment, but they are interested in some The results showed that there were no statistically significant differences at the level of significance ( 0.05 0.05) between the average scores of the sample of the study sample attributed to the sex variables and the scientific qualification. However, there were statistically significant differences at the mean level ( 0.05 0.05) between mean Grades study sample attributed to a variable number of years of experience in the head of the department and for department heads experienced (11 years and over.

Seeking the Elusive Fit: What Do Educational Leaders Look for When Hiring New Teachers for First Nations Schools?

This article reports on the preliminary findings of a qualitative research study that explored the perceptions of five directors of education in Manitoba’s First Nations’ educational authorities as they assess prospective teachers for fit for both their schools and their local communities. The findings of this study illustrate that in order to meet the challenges of teaching effectively in First Nations’ schools, those responsible for hiring teachers want to find candidates who (a) contribute to the establishment of a new culture of teaching in the schools, (b) form respectful relationships with students and other members of the particular First Nation community, (c) possess a worldview that is commensurate with those held by First Nations peoples, and (d) are competent to teach academic subjects and also support students’ development as Indigenous youth. I conclude with recommendations that can support the preparation of a greater number of prospective teachers capable of teaching effectively in First Nation schools. Keywords: First Nations education; Teacher recruitment and selection; educational leadership

Eugenics in Colonial Kenya

The application of eugenics to a new environment raises questions about the individuals who served as conduits for these ideas. This article discusses eugenics as a serious preoccupation within the medical profession in Kenya. It is concerned with native development and welfare, issues that were dismissed by more politically extreme settlers for whom African welfare was a waste of resources. It states that eugenics and its application to race and intelligence took root in the Kenyan medical profession because it promised biological solutions to perceived social problems, in particular African backwardness and the shape of future African development. This article also provides an understanding of the demise of the Kenyan eugenics movement and ends with the discussion of the Kenyan eugenics movement supported by successive governors, directors of education and health, the acting chief native commissioner, as well as district commissioners.