School of Education and Human Resource Development

STAFFING IN THE PROVISION OF QUALITY EDUCATION IN PUBLIC PRIMARY SCHOOLS IN BUNDA DISTRICT, TANZANIA

2026-03-09T13:11:02Z

STAFFING IN THE PROVISION OF QUALITY EDUCATION IN PUBLIC PRIMARY SCHOOLS IN BUNDA DISTRICT, TANZANIA ARENDE, ERASTO GEORGE This study dealt with staffing in the provision of quality education in primary schools in Bunda district, Tanzania. Despite the efforts by the government, NGOs, parents and other stakeholders, in promoting quality education, the quality of education in Bunda primary schools in particular, is still below average. The study was guided by the following objectives to: establish the contribution of pupils enrollment on the provision of quality education in Bunda District primary schools; assess the effects of community involvement in staffing on the provision of quality Education; determine the attitude of parents towards staffing on the provision of quality Education; examine the influence of staff motivation in the provision of quality Education. It employed descriptive survey research design. The Target population was 109 primary schools, 1290 teachers, 2450 parents and 1 District Education Officer. The researcher used 30% to get a sample size of 28 out of 109 head teachers. The researcher also considered using Saunders, Philip, Adrian (2003) table to get a representative sample of 278 teachers from the population of 1290 and 370 parents from 24650 respectively. Data collection instruments were questionnaires and interview schedule. Validity was established by giving the instruments to the experts in the department of Education Administration Planning and Economics of Kisii University. The reliability was ascertained by a pilot study conducted in the same district among the head teachers who were not included in the final study population. From the schools where the five head teachers were stationed and 10 teachers were randomly selected for the pilot study and 13 parents were also randomly selected. Split-Half technique was employed for the test. Pilot questionnaires were divided into two equivalent halves and their correlation co-efficient for the two halves were computed using the Spearman Brown prophecy formula, describing the internal consistency of the test then shown that the instrument was reliable. A correlation coefficient of 0.70 was obtained and recommended as reliable. The researcher sought permission from the National Council for Science Technology and Innovation (NACOSTI) through Kisii University as required. The researcher equally got permission from the Bunda District Education Officer. The respondents were assured of the strict confidentiality. The researcher acknowledged all sources referred to so as to avoid plagiarism. The findings showed that the head teachers 15 (53.6 %) responded that high enrolment affects few resourses which are available in schools. It was also found that the head teachers 16 (57.1 %) revealed that members of the community influence provision of quality education by building classrooms which are important for learning. Findings reported that 24 (85.7 %) BOM chairpersons indicated that parents make decisions regarding school staffing while only 4 (14.3%) reported that parents do not make decisions regarding school staffing. The findings revealed that 16 (57.1 %) of headteachers reported that pupils are motivated by the provision of certificate whenever they do anything exemplary while 12 (49.9 %) indicated that they are motivated by the providing them with a special meals. The study concluded that high enrolment affects few resourses which are available in schools, members of the community are actively involved in staffing of teachers especially in soliciting funds to pay the BOM teachers, parents make decisions regarding school staffing and motivation was done by rewarding performing head teachers and staff in various ways. Study recommended that government should to liase with the education stakeholders to add more resourses in schools, to take care of high eonrolment; members of the community are highly encouraged to be actively involved in the provision of quality education; education stakeholders to make decisions regarding school staffing and motivation by rewarding performing head teachers, staff and pupils be encouraged in various ways.

Selected Education Stakeholders’ Factors Influencing Transition Rate from Public Preschool to Primary in Kapseret Sub County, Uasin Gishu County, Kenya

2025-12-19T08:04:26Z

Selected Education Stakeholders’ Factors Influencing Transition Rate from Public Preschool to Primary in Kapseret Sub County, Uasin Gishu County, Kenya Njuguna, Mary Muthoni The jtransition jof jchildren jfrom jpublic jpreschool jto jprimary jschool jis jnot ja jsingle jevent jbut ja jdevelopmental jprocess jwith jfar-reaching jconsequences jfor jlearners’ jacademic jsuccess, jretention, jand joverall jeducational joutcomes. jIn jKenya, jdespite jtargeted jgovernment jinitiatives, jmany jlearners jin jrural jand jperi-urban jareas jcontinue jto jexperience jchallenges jin jthis jtransition. jThis jstudy jassessed jthe jfactors jinfluencing jthe jtransition jrate jfrom jpublic jpreschool jto jprimary jschools jin jKapseret jSub-County, jUasin jGishu jCounty, jKenya. jSpecifically, jit jexamined jthe jimplementation jof jgovernment jpolicies, jlearner jreadiness, jteachers’ jroles, jand jparental jinvolvement jin jhome jlearning. jThe jstudy jwas jguided jby jconstructivist jtheory, jwhich jemphasizes jthe jinteraction jof jchildren jwith jtheir jenvironment, jteachers, jand jcaregivers jin jshaping jschool jreadiness jand jadjustment. jA jdescriptive jsurvey jdesign jwas jadopted, jtargeting j306 jparticipants jcomprising j102 jpreschool jteachers, j153 jlower jprimary jteachers, jand j51 jheadteachers. jA jsample jof j171 jrespondents jwas jselected jthrough jstratified jsampling, jincluding j57 jpreschool jteachers, j86 jlower jprimary jteachers, jand j29 jheadteachers. jData jwere jcollected jusing jquestionnaires jand jinterview jschedules. jTo jestablish jvalidity jand jreliability, ja jpilot jstudy jwas jcarried jout jin jMoiben jSub-County. jThe jinstruments jyielded ja jreliability jcoefficient jof j0.82, jconfirming jtheir jinternal jconsistency jand jsuitability jfor jthe jmain jstudy. jData jwere janalyzed jusing jSPSS jversion j25.0, jwith jquantitative jresults jpresented jthrough jdescriptive jand jinferential jstatistics, jwhile jqualitative jdata jfrom jinterviews jwere jthematically janalyzed jand jpresented jin jprose. jThe jfindings jindicated jthat jgovernment jpolicy jimplementation j(β=0.204, jp=0.034), jlearner jreadiness j(β=0.210, jp=0.044), jteacher jsupport j(β=0.201, jp=0.024), jand jparental jengagement j(β=0.331, jp=0.001) jall jhad jsignificant jpositive jeffects jon jlearners’ jtransition. The study concludes that effective enforcement of education policies such as the Early Years Education Policy, adequate teacher training, and strengthened parental involvement are essential in promoting successful progression. The practical implications are multifold: policymakers can refine interventions to address transition gaps; teacher training institutions can integrate transition-focused capacity building; school administrators can create child-friendly environments; and parents can reinforce learning continuity at home. The study recommends that education stakeholders embrace a collaborative approach in supporting transition practices to enhance learning outcomes. The results are expected to benefit policymakers, curriculum developers, teachers, parents, and community leaders by providing evidence-based strategies for improving transition. Importantly, jthe jstudy jcontributes jto jthe jbody jof jknowledge jon jEarly jChildhood jEducation j(ECD) jand jsets jthe jstage jfor jfurther jresearch jon jtransition jdynamics jin jother jcounties jand jmarginalized jcontexts jin jKenya.

Selected Teacher Competencies and Classroom Service Delivery in Public Early Years Education Centres in Kapseret Sub County, Uasin Gishu County, Kenya

2025-11-16T07:44:01Z

Selected Teacher Competencies and Classroom Service Delivery in Public Early Years Education Centres in Kapseret Sub County, Uasin Gishu County, Kenya Biwott, Hellen The entry of county governments in Kenya since 2013 brought hope to the revival of public Early Years Education (EYE) centres (formerly called pre-primary schools) that had been neglected for a long time by the national government. The curriculum demands that EYE teachers have the requisite competencies and skills to implement it in their classrooms. According to a 2019 report from the Kapseret Sub County Director of Education, a significant (65%) of learners in grades 1 to 3 could not read, write or count well as expected. The performance of learners could be associated with teachers’ classroom service delivery indicators. This called for research to establish how early years’ education selected teacher competencies influences classroom service delivery. The purpose of this research was to determine the selected teacher competencies and classroom service delivery in public pre-primary schools in Kapseret Sub County, Kenya. The study’s specific objectives were: to analyse how teacher level of education influence on classroom service delivery, to assess how teachers’ evaluation techniques affects classroom service delivery, to determine how teachers’ continuous professional development affect classroom service delivery and to find out the effect of teachers work experience on classroom service delivery in public EYE centres in Kapseret Sub County. This study was anchored on the human capital theory. The study methodology was mixed method one that combined quantitative and qualitative techniques. The research design is descriptive that targeted 3 EYE field officers, 87 headteachers and 153 EYE teachers. The sample size involved 3 EYE field officers, 26 head teachers and 111 EYE teachers who were chosen through purposive and simple random sampling methods. The used in collecting data were questionnaires for EYE teachers and interview guides for EYE field officers and head teachers. These instruments were tested for their validity using expert judgement and reliability using test–retest technique. Data was collected after receiving permission, consent and authority to collect data from various agencies. The data that was collected was subjected to quantitative analysis using descriptive which consisted of frequencies, percentages means and standard deviations and Spearman’s Rank Order correlation (rho) statistics. Computer software (SPSS) aided in data coding, entry and analysis. The findings are presented in narrations for qualitative data and tables and figures for quantitative output. The research found that teacher level of education (Rho=0.387, p=0.001), teacher classroom evaluation (Rho=0.260, p=0.001), teacher work experience (Rho=0.396, p=0.001) and teacher participation in continuous professional development programmes (Rho=0.357, p=0.001) had a statistically significant positive effect on (p<0.05) classroom service delivery levels in public EYE centres in Kapseret Sub County. The study concluded that selected teacher competencies positively affected classroom service delivery in public EYE centres in Kapseret Sub County. It is recommended that teachers should be supported to undertake in-service training courses. Additionally, the county government should employ more EYE teachers to enhance the evaluation and feedback activities in schools. Further investigation can be undertaken to determination the influence pf selected teacher competencies on their satisfaction level in EYE centres.

Intervention Strategies used to Promote School Readiness among Public Pre-Primary Learners in Konoin Sub-County, Bomet County, Kenya

2025-11-14T07:04:55Z

Intervention Strategies used to Promote School Readiness among Public Pre-Primary Learners in Konoin Sub-County, Bomet County, Kenya Chesang, Florence Starting school represents an important developmental milestone for young children and is often viewed as a sensitive stage that shapes later academic achievement. Although early childhood education (ECE) programs are designed to foster readiness for primary school, there remains limited evidence on the effectiveness of intervention strategies within such settings. This study set out to examine the intervention approaches applied to promote school readiness among children enrolled in public pre-primary schools in Konoin Sub-County, Bomet County, Kenya. The specific objectives were to determine the influence of social interaction interventions, emotional support interventions, instructional practices, and selected teacher demographic factors on school readiness. The investigation was anchored on Bandura’s Social Cognitive Theory (1977). A descriptive survey design was adopted, targeting 312 pre-primary teachers and 5 Ward Education Coordinators. Using Krejcie and Morgan’s (1970) sample size formula, a total of 172 teachers and 5 coordinators were selected. Data were gathered through questionnaires and interview schedules, employing a mixed methods approach. The validity of instruments was checked through expert review, while reliability was confirmed using a pilot test and Cronbach’s Alpha. Quantitative data were analyzed using frequencies, percentages, and Pearson correlation, while qualitative responses were subjected to thematic analysis. Results were displayed in tables and figures. Ethical protocols were observed, including securing research permits and ensuring informed consent. The study established significant associations between school readiness and social interaction strategies (r = 0.278; p = 0.000), emotional support strategies (r = 0.608; p = 0.000), and instructional support strategies (r = 0.789; p = 0.000). Teacher demographics also revealed mixed results: gender correlated significantly with readiness (r = 0.135; p = 0.002), age was positively associated (r = 0.160; p = 0.045), education level showed no significant effect (r = 0.119; p = 0.137), while teaching experience had a notable positive relationship (r = 0.362; p = 0.000). From these findings, the study concluded that social, emotional, and instructional interventions, alongside certain teacher characteristics, play a key role in shaping learners’ preparedness for primary education. It was further concluded that instructional strategies should be individualized to reflect children’s strengths, interests, and preferred learning styles. The study recommended close collaboration between teachers and families to reinforce learning at home and enhance readiness. The outcomes are expected to benefit teachers, parents, and learners by offering strategies to help children transition smoothly into formal schooling.