Influence Of Selected Ethical Factors On The Efficacy Of A Hundred Per Cent Transition In Public Secondary Schools In Kisii County, Kenya

Abstract

The study interrogated the influence of selected ethical factors on the efficacy of a hundred per cent transition in public secondary schools in Kisii County. Three objectives guided the study: to investigate the effect of students’ inclusivity, to examine the role of relationships between learners and teachers and to analyse the influence of students’ welfare on the efficacy of a hundred per cent transition in public secondary schools in Kisii County. Kant’s deontological theory of ethics was employed to guide the study. The study adopted the descriptive research design, with questionnaires and interview schedule serving as the research instruments. The study targeted all the students, teachers and principals in public secondary schools in Kisii County. A sample of 380 students, 357 teachers, and 27 principals were selected from a research population of 33,593 Form Three students, 4,986 teachers, and 186 principals. The study’s validity of instruments was established by utilizing research supervisors who attested to their contents and the value of the scale in assessing the data. The instrument yielded a Cronbach alpha of 0.83 and, therefore, was accepted as being reliable enough to be employed in research. Quantitative data were analysed using descriptive and inferential statistical methods, while thematic analysis was used in analysing qualitative data. Regression analysis showed that the variations of students’ inclusivity could result in improved efficacy of learner’s transition in secondary schools in the county by 32.4%, and it was statistically significant, p<.05. Additionally, ANOVA (F (1,206) =62.842, p=.000<.05) showed a statistically significant effect of inclusivity on the efficacy of a hundred per cent transition in the county. Variations in relationships could result in improved efficacy of learner’s transition in secondary schools in the county by 37.9%, and it was statistically significant, p<.05. ANOVA (F (1,206) =82.471, p=.000<.05) showed a statistically significant effect of relationship on the efficacy of a hundred per cent transition in the county. Changes in students’ welfare appraisal could result in a decline in efficacy of learner’s transition in secondary schools in the county by 3.0%, and it was statistically insignificant at 5% since p>.05. ANOVA (F (1,206) =48.860, p=.716>.05) showed a statistically insignificant effect of welfare on the efficacy of a hundred per cent transition in the county. The study concluded that students’ inclusivity and relationships had a significant impact on a hundred per cent transition, while students’ welfare had an insignificant effect on the efficacy of a hundred percent transition in public secondary schools in Kisii County. As a result, the study recommends improvement of physical facilities to accommodate learners with disabilities. The study also recommends a framework for additional time for student consultation and teacher capacity building on contemporary students’ challenges. Moreover, the requisite for consolidating the roles of Guidance and Counselling unit in schools was distinguished, and admission policy to consider the behavioural factor of a learner.