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Stambach, Amy. "Spiritual Warfare 101: Preparing the Student for Christian Battle." Journal of Religion in Africa 39, no. 2 (2009): 137–57. http://dx.doi.org/10.1163/157006609x433358.
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AbstractTaking its subtitle from a theological college course description, this paper examines the intersections of theological and anthropological ideas of culture, as seen through the eyes of Kenyan evangelists and American missionaries. One of the key concepts developed in the course, and in the broader program of this U.S.-funded nondenominational church in East Africa, is that understanding culture is key to learning and unlocking the spiritual 'personalities' (both godly and satanic) involved in spiritual warfare. Both Kenyans and Americans conceive of warfare as the struggle between secular and Christian worldviews and consider education to be one of the strongest weapons needed to win the battle. However, where U.S. teachers focus on animism and world-religious conflict as evidence of lingering immorality and ungodliness, Kenyans focus on American ethnocentrism and xenophobia as evidence of ongoing cultural misunderstandings and injustice. Analysis is based on examination of mission records and on field research conducted in Nairobi and western Kenya.
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MUHINGI, WILKINS NDEGE, JOHNSON NZAU MAVOLE, and MUMO NZAU. "Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya." International and Multidisciplinary Journal of Social Sciences 10, no. 2 (July 30, 2021): 1–30. http://dx.doi.org/10.17583/rimcis.2021.5566.
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Kenya introduced Digischool to public primary schools to prepare children for today’s digital world attracting a cyber-threat landscape. Utilising a descriptive cross-sectional design within a concurrent mixed approach, the study examined the relationship between digital literacy intervention and online child abuse among primary school children in Langata sub-county. Targeted, were children between 9 and 17 years from private and public primary schools, teachers, parents and policy makers and child protection officers. Godden’s formula informed purposive and random sampling of 384 respondents, plus a 10% (423) respondents for Key Informant interviews and focused discussions. Quantitative and qualitative data was analysed using both descriptive and inferential statistics and content analysis with the help of SPSS version 22 and Nvivo version 12 respectively. The study revealed stakeholders intervened in online child abuse at various levels using a number of strategies. The study revealed a significant relationship between the type of school and exposure to online. Since the p-value (0.000) was less than alpha (0.05) and we conclude there was a significant relationship between the type of school and exposure to online child abuse. There is need for a systems thinking and concerted multi-sectorial approach to improvement of digital literacy hence protecting children online.
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Oyier, Charles Richard, and Paul Amollo Odundo. "PARTICIPATION OF SCIENCE TEACHERS IN BUDGETING FOR INSTRUCTIONAL RESOURCES SECONDARY SCHOOLS IN KENYA." International Journal of Research -GRANTHAALAYAH 5, no. 8 (August 31, 2017): 236–51. http://dx.doi.org/10.29121/granthaalayah.v5.i8.2017.2219.
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Planning for instructional resources demands that money be set aside and budgeted for to make them available and adequate in secondary schools. To adequately avail science instructional resources a policy driven budgeting process is essential. The influence of budgeting process on instructional management and the extent of involvement of science teachers have not been highlighted through empirical data. This study adopted stakeholder theory and obtained information from science teachers in secondary schools within Nairobi County, Kenya. From 96 science teachers in 33 secondary schools of Nairobi County obtained using stratified random samplings. 89 filled questionnaires. Findings of this study established that science teachers are involved in the budgeting process for sourcing of instructional resources in Kenyan secondary schools was considered in terms of their participation in strategic planning (mean 3.20), departmental meetings (mean 3.46), and budgeting committee (mean of 3.33) and in pre-budget consultations (mean of 3.33) and post-budget consultations (mean of 3.31) (mean of 3.42).
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Mbunde, John M. "Head Teachers’ Role in Facilitating School Facilities that Influence Pupils’ Performance in Kcpe." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 146. http://dx.doi.org/10.19044/esj.2017.v13n19p146.
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This paper discusses the head teachers’ role in facilitating school facilities that influence pupils’ performance in Kenya Certificate of Primary School (KCPE). The objective was to establish the head teachers’ role in facilitating school facilities that influence pupils’ performance in Kenya Certificate of Primary School. The research was based on the Max Weber’s Theory of Bureaucracy. The target population was 612 head teachers, senior teachers and accounts’ clerks in Nairobi County. The sample size was 123. The research employed descriptive survey design. The schools selected were 14 from Westland and Dagoretti districts and 13 from Lang’ata district through simple random sampling. The head teachers and accounts’ clerks were selected by purposive sampling methods. The research instruments used were the interview and document analysis guides. Validation of both instruments was done by the expert judgment review by supervisors from the Department of Educational Administration and Planning of the University of Nairobi. Descriptive statistics was used to analyze the data which was presented in a table. The study established that all the 41 sampled schools had fairly adequate exercise books, buildings and furniture; inadequate textbooks, radios, equipment, computers, displays, charts and playgrounds. The study concluded that the head teachers had not facilitated adequate school facilities that influence pupils’ performance in Kenya Certificate of Primary School (KCPE). It was recommended that the Ministry of Education, Science and Technology should increase funding of schools to enable the head teachers to procure more school facilities to enhance pupils’ performance in Kenya Certificate of Primary School.
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Waweru, Nancy Minjire, Hazel Gachunga, and John Mwangi Kihoro. "Effect of principals' relationship management on the organisational commitment of teachers in secondary school in county governments in Kenya." Independent Journal of Management & Production 11, no. 7 (December 1, 2020): 2755–77. http://dx.doi.org/10.14807/ijmp.v11i7.1030.
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The purpose of this study was to investigate the influence principals’ relationship management (RM) on the organizational commitment (OC) of secondary school teachers in county governments in Kenya as moderated by teachers’ self-efficacy. This study hypothesized that principals’ RM has no significant relationship on the teachers’ OC. Survey research design was employed to establish the relationship between principals’ RM and teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires. This study established that principals’ RM was a significant predictor of teachers’ OC. The study also established that teachers’ self-efficacy moderated the relationship between principals’ RM and teachers’ OC and that self-efficacy had positive influence on teachers OC. The study recommends that Teachers’ Service Commission (teachers’ employer) should put more emphasize on training of RM among principals in secondary schools in Kenya. This study makes useful contribution in the advancement of knowledge on the effects of principals’ RM on teachers’ OC in Kenya.
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Magoma, Phyllis M., Esther Waithaka, and Teresa Mwoma. "Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya." East African Journal of Education Studies 3, no. 1 (August 20, 2021): 223–32. http://dx.doi.org/10.37284/eajes.3.1.391.
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Professional identity is a noteworthy aspect of the teachers’ professional lives. This is because it influences the manner in which they do their work, retention and productivity in their places of work. This article presents findings from a PhD study that aimed at establishing the status of pre-primary and lower primary teachers’ professional identity and exploring factors influencing it. Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation was used to guide the study. The study used concurrent triangulation research design. The dependent variable was early year’s education teachers’ professional identity, while the independent variable was the type of school. The study was conducted in Kasarani Sub-County in Nairobi County, Kenya. The sample size consisted of 220 teachers and 44 head-teachers in both public and private primary schools. Questionnaires and interview schedules were used to collect data which was then analysed using qualitative and quantitative methods. Findings from the study revealed that pre-primary and lower primary teachers’ professional identity was weak. It was recommended that school management, county and national governments, and other key stakeholders should aim at addressing issues that weaken early year’s education teachers (EYET) professional identity.
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BOCQUIER, PHILIPPE, and ANNE KHASAKHALA. "FACTORS INFLUENCING UNION FORMATION IN NAIROBI, KENYA." Journal of Biosocial Science 41, no. 4 (March 2, 2009): 433–55. http://dx.doi.org/10.1017/s0021932009003319.
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SummaryUsing retrospective data from the Urban Integration Survey conducted in 2001 in Nairobi, Kenya, on a sample of 955 women and men aged 25–54, this paper compares factors influencing entry into union formation for men and women. The analysis uses event history methods, specifically Cox Proportional Hazards regression, stratified by age cohort and run separately by sex. The results indicate that delay in union formation is more pronounced for women than for men. Cohabitation without formal marriage is the prominent form of union, especially among the younger generation, and appears to have increased. For men, the timing of union is more dependent upon human capital acquisition than on cultural factors. These findings show that the marriage search model, which was first applied in Western countries, can also hold in cities of developing countries. Nonetheless, neither the search model nor the integration or the independence models apply to women's union formation, which very few exogenous factors can explain.
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Gachanga, Timothy. "Peace Building in Schools Using African Traditional Values." Msingi Journal 1, no. 1 (August 2, 2018): 175–204. http://dx.doi.org/10.33886/mj.v1i1.72.
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This paper describes and presents the findings of a case study research on how primary school teachers build peace in schools through African traditional values. The study was conducted between September 2005 and January 2006 in Kariobangi and Korogocho in Nairobi, Kenya and sixty primary school teachers participated in the study. The overall picture generated by this research is that peace building through African traditional values cannot be underrated and should be a crucial way forward in all levels of learning in Kenya. A narrow conception of traditional African values and its importance in peace building by teachers could be responsible for the increase of violence in schools and society in general.
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Oyier, Charles Richard, Paul Amollo Odundo, Boniface Ngaruiya, and John Mwangi. "Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya." Asian Education Studies 2, no. 3 (September 19, 2017): 29. http://dx.doi.org/10.20849/aes.v2i3.198.
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Achieving transformational knowledge based economy as provided for in Kenya’s Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.
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Waweru, Lucy Nyambura, and Philomena W. Ndambuki. "Relationship between Workload and Occupational Stress among Teachers in Public Primary Schools in Kasarani, Nairobi, Kenya." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (August 8, 2021): 685. http://dx.doi.org/10.18415/ijmmu.v8i7.2954.
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The goal of this study was to determine the association between workload and occupational stress among public primary school teachers. The study's goal was to see if there was a link between workload and stress at work. The Cognitive Activation Theory of Stress provided the theoretical underpinning for this study (CATS). Questionnaires were used to collect, analyze, and interpret data in this study, which followed quantitative research technique. The study took place in Kasarani, Nairobi County, Kenya. All Kasarani public primary school teachers were the study's target group In order to pick the sample, the researcher employed a basic random sampling method. Using Nassiuma's formula, the sample size was estimated (2002). 155 teachers from six schools were studied out of 728 teachers in 25 public schools. A random sample of eight respondents was surveyed at two public primary schools in Kasarani, Nairobi County, which were not part of the study region. The correlation research design was used in this study. Frequency, percentage, mean, and standard deviation, as well as inferential analysis, were used for descriptive and co-relational analysis. There is no significant association between workload and occupational stress among public primary school teachers, according to the null hypothesis examined. The chi-square test was used to evaluate the hypothesis. The data demonstrated that a high level of occupational stress is connected with a high level of workload, with a significant connection of p = 0.001. The study concluded that primary school teachers should be relieved of their severe workload. Counsellors should collaborate with Head teachers to develop advice and counseling programs to assist teachers in reducing occupational stress. Teachers will be protected from emotional and cognitive injury as a result of this, and will be more effective in their jobs.
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Isaboke, Harriet, Maureen Mweru, and Gladwell Wambiri. "Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya." International Journal of Current Aspects 5, no. 3 (September 18, 2021): 32–53. http://dx.doi.org/10.35942/ijcab.v5i3.186.
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Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study. The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.
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Chepkwony, Hillary Kipkoech, and Jane Njoroge. "Performance Appraisal Practices and Their Effects on Employees’ Performance in Kenya: A Case of Nairobi City County." International Journal of Current Aspects 3, no. III (June 11, 2019): 28–40. http://dx.doi.org/10.35942/ijcab.v3iiii.28.
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The main objective of this study was to examine the effects of Performance Appraisal Practices on employees’ performance in public secondary schools in Kenya. Performance appraisal practices are the independent variable and Employees’ performance is the dependent variable. Since 2012, the Teachers Service Commission (TSC) has been appraising teachers across the country using a system of appraisal whose effectiveness has not been fully tested. Past research findings have depicted the current performance’ appraisal practices in Kenyan Secondary School’s to exhibit weaknesses, which need to be urgently addressed if it is to improve employees’ performance in Kenya. With these findings, this research sought to analyse the current state of employees’ appraisal practices in Kenya’s Public Secondary Schools. This study examined the key issues related to teacher appraisal in public secondary schools with special reference to Embakasi Sub-county in Nairobi city County, Kenya. The research was anchored on Hardner performance standards theory and the Resource based view theory. The target population consisted of the teachers employed by the Teachers Service Commission and working within Embakasi sub- County. The research adopted census technique in data collection hence there was no sampling of respondents. The study involved 119 respondents for the study which included; 105 teachers and 7 principals and 7 Deputy Principals. Data collection in this study was done using a structured questionnaire. The instrument reliability was tested using Cronbach’s alpha coefficient of 0.5 philosophy. Descriptive and inferential statistics were undertaken using SPSS V.22 and the results were used to derive conclusions and make inferences. ANOVA analysis model was fitted to explain the relationship between the independent and the dependent variables. The study recommended that other teacher preparation, the school authorities should ensure conformity with Ministry of Education guidelines on adequate classroom physical space; there should be a regular appraisal of teachers’ responsibility by school authorities as a standard measure of their preparedness prior to service delivery and finally create a conducive environment that enhances teachers’ creativity and innovation.
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Amolloh, Odundo Paul, Ganira Khavugwi Lilian, and Milimu Gladys Shaji. "Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya." Asian Education Studies 2, no. 3 (September 19, 2017): 18. http://dx.doi.org/10.20849/aes.v2i3.192.
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Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.
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ZULU, ELIYA MSIYAPHAZI, F. NII-AMOO DODOO, and ALEX CHIKA-EZEH. "Sexual risk-taking in the slums of Nairobi, Kenya, 1993-98." Population Studies 56, no. 3 (January 2002): 311–23. http://dx.doi.org/10.1080/00324720215933.
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Kigwilu, Peter Changilwa, and Winston Jumba Akala. "Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya." International Journal for Research in Vocational Education and Training 4, no. 4 (December 21, 2017): 369–81. http://dx.doi.org/10.13152/ijrvet.4.4.4.
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The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.
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Okelo, Kenneth Odhiambo. "TEACHER CHARACTERISTICS THAT INFLUENCE DEVELOPMENT OF ORAL LANGUAGE SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS IN NAIROBI CITY COUNTY, KENYA." African Journal of Teacher Education 7, no. 3 (November 1, 2018): 50–63. http://dx.doi.org/10.21083/ajote.v7i3.4089.
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This article presents the findings from our investigation of teachers’ characteristics that influence development of oral language skills among pre-primary pupils. The study was conducted in 83 schools in Kibra Sub-County, Kenya. Questionnaires and observation schedules were used to collect data. Data was analysed using SPSS. The main findings of the study indicate that teaching strategies that were mostly used by pre-primary school teachers were code-switching, examples, repetition, substitution and explanation. On the other hand, questions, direction, expansion of children words and contrast were the least used teaching strategies when teaching oral language skills. The study revealed that the there is a slight correlation between the type of training teachers received and the teaching strategies they used as most of the DICECE (District Centres for Early Childhood Education, Kenya) trained teachers used more teaching strategies when teaching oral skills compared to non-DICECE teachers. The findings also revealed that there was some correlation between teacher’s academic qualifications and their use of a few teaching strategies. There was also some correlation between teaching experience and the use of a few teaching strategies. Since the strategies used by pre-primary school teachers under the study were less than half of the recommended teaching strategies to promote oral skills, the study recommends that teachers should be encouraged to use more in structural strategies to improve children’s oral language skills.
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Prosén, Martina. "Songs that Carry Transformation: Pentecostal Praise and Worship Rituals in Nairobi, Kenya." Mission Studies 35, no. 2 (May 31, 2018): 265–85. http://dx.doi.org/10.1163/15733831-12341570.
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AbstractIn this article, the theological meaning of transformation is examined from the vantage point of a local Pentecostal church in Nairobi, Kenya, and its liturgical practices. The church under study is the Woodley branch of Christ is the Answer Ministries (CITAMWoodley), formerly Nairobi Pentecostal Church (NPC) Woodley, and data was collected through field research. Arguing with the help of Steven Land’s standard workPentecostal Spirituality. A Passion for the Kingdom, it is demonstrated that praise and worship rituals function as vehicles for transformation in the theology/spirituality of the informants. Singing and making music are not optional or random activities, but constitute a core ritual providing congregants a viable route to a central goal of Pentecostal spirituality: transformation. Transformation is thus both an idea and a goal, and praise and worship rituals – including the songs sung in worship – constitute a crucial link between the two.
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Khavugwi Lilian, Ganira, Odundo Amollo Paul, Gatumu Jane C, and Muasya Juliet Njeri. "Relevance of Social Studies Curriculum Content for Enhancing Responsibility among Preschool Children in Nairobi County, Kenya." Journal of Education and Training 5, no. 2 (September 6, 2018): 205. http://dx.doi.org/10.5296/jet.v5i2.13613.
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Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework informed the study in determining relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Evaluating social studies curriculum content was drawn from ‘neighborhood, my school and healthy practices’ as key determinants of responsible citizens within a community. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instrument. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing responsibility among preschool children. The study recommends that teachers should plan, design class environment and the social studies instruction in ways that cultivate effective civic practice of responsibility.
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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai, and Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya." Journal of Education and Practice 4, no. 3 (October 15, 2020): 26. http://dx.doi.org/10.47941/jep.458.
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Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.
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Lilian, Ganira Khavugwi, Odundo Amollo Paul, Gatumu Jane.C, and Muasya Njeri J. "Social Studies Curriculum Content, and Respect among Preschool Children in Nairobi County, Kenya: Focusing on Relevance." International Journal of Social Sciences and Humanities Invention 5, no. 7 (July 4, 2018): 4842–48. http://dx.doi.org/10.18535/ijsshi/v5i7.03.
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Social studies curriculum develops opportunities for learners to interact and address multiple and diverse perspectives on a variety of issues, enriching social and personal lives for a democratic society. Formation of social interactions and engagements enable learners to acquire and apply dispositions for shaping character as respectful citizens. Ability to recognize people in school, activities and care for property would enable learners nurture sense of respectfulness for social integrity. The study adopted an evaluation research model based on both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework was used to determine relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Neighborhood, my school and health practices were singled out in this study. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instruments. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing respect among preschool children. The study recommended that teachers should create a learning environment for learners to listen to each other’s point of view, contribute own ideas and appreciate diversity. For policy the study recommended that structures that encourage respect as a value should be included in school missions and visions for learners to imitate
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Odundo, Paul Amollo, Lucas Othuon, and Ganira Khavugwi Lillian. "Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence." World Journal of Educational Research 4, no. 3 (August 14, 2017): 430. http://dx.doi.org/10.22158/wjer.v4n3p430.
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<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>
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Amolloh, Odundo P., Ganira K. Lilian, and Kinyua G. Wanjiru. "Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice." International Education Studies 11, no. 7 (June 28, 2018): 125. http://dx.doi.org/10.5539/ies.v11n7p125.
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Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.
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Macharia, L., T. Wang’eri, and J. Dinga. "Teachers’ Causal Attributions in Controlling Premarital Sex among Adolescents in Secondary Schools in Nairobi County, Kenya." Asian Journal of Education and Social Studies 1, no. 1 (December 21, 2017): 1–8. http://dx.doi.org/10.9734/ajess/2017/38021.
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Macharia, L., T. Wang’eri, and J. Dinga. "Teachers’ Perceived Self-efficacy in Modifying Problem Behaviors among High School Learners in Nairobi County, Kenya." Asian Journal of Education and Social Studies 1, no. 1 (November 24, 2017): 1–8. http://dx.doi.org/10.9734/ajess/2017/38022.
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Kiamba, Angelline Kalondu, Dr Joel Kiambi Muriithi, and Dr Florence Githuthu. "Teachers’ academic expectations and psychological distress among adolescents in private secondary schools in Nairobi County, Kenya." International Journal of Research and Innovation in Social Science 05, no. 08 (2021): 175–81. http://dx.doi.org/10.47772/ijriss.2021.5812.
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Mwanza, Martin Mwaka. "FAMILY FACTORS INFLUENCING THE DEVELOPMENT OF JUVENILE DELINQUENCY AMONG PUPILS IN KABETE REHABILITATION SCHOOL IN NAIROBI COUNTY, KENYA." Advances in Social Sciences Research Journal 7, no. 10 (November 6, 2020): 531–45. http://dx.doi.org/10.14738/assrj.710.9285.
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This paper uses data collected for an MA Thesis on the family factors influencing the development of juvenile delinquency among pupils in Kabete Rehabilitation School in Nairobi County, Kenya. This study has been necessitated by continued concern among policymakers, practitioners, citizens, and researchers about the rising cases of juvenile delinquency in Nairobi County. Although there had been speculations that family factors sit at the core of the trigger factors, there has never been a detailed and systematic inquiry and analysis of this problem. The study was guided by several specific objectives; the first objective examined the range of family factors that influenced the development of juvenile delinquency among pupils in Kabete Rehabilitation School in Nairobi County, Kenya while the second objective examined how family types influenced the development of juvenile delinquency among pupils in Kabete Rehabilitation School in Nairobi County, Kenya. Last but not least, the study assessed the multiplier effects of juvenile delinquency among pupils in Kabete Rehabilitation School in Nairobi County, Kenya. The study adopted a qualitative case study research design and purposive sampling technique. A sample size of 60 respondents who comprised of 30 parents, 24 pupils, 4 teachers and 2 administrators was adopted. The collected data was analyzed thematically and presented in verbatim quotes. The study revealed a relationship between family factors, family types and development of delinquency among juveniles. Family attachment and family conflict are risk factors for delinquency. Further, this study established that not all children follow the same road to delinquency; different life-experience combinations will produce different delinquent activity. For instance, positive parenting behaviours in the early years and later in adolescence tend to serve as barriers mitigating juvenile activity and encouraging teenagers who are already involved in criminal conduct to refrain from more crime. In matters policy, this study recommends interventions with the help of other social institutions such as religion and others that have a direct bearing on children growth and development like the government children departments to deeply engage in altering parenting practices aiming to promote better socialization of the child and also reduce engagement in negative outcomes such as delinquency. The government may consider starting up free family counseling clinics and rehabilitation centers to address or counter any social and behavioural defects that result from inadequate parenting such as delinquency.
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Mwanza, Rose, and Lucia Musyoka. "Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance." European Scientific Journal, ESJ 14, no. 28 (October 31, 2018): 128. http://dx.doi.org/10.19044/esj.2018.v14n28p128.
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This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.
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Ocobock, Paul. "‘Joy rides for juveniles’: vagrant youth and colonial control in Nairobi, Kenya, 1901–52 *." Social History 31, no. 1 (February 2006): 39–59. http://dx.doi.org/10.1080/03071020500424458.
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Bennett, Rachel, Gloria Chepngeno-Langat, Maria Evandrou, and Jane Falkingham. "Gender differentials and old age survival in the Nairobi slums, Kenya." Social Science & Medicine 163 (August 2016): 107–16. http://dx.doi.org/10.1016/j.socscimed.2016.07.002.
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Wangari, Ngigi Susan, and John Aluko Orodho. "Determinants of Job Satisfaction and Retention of Special Education Teachers in Primary Schools in Nairobi County, Kenya." IOSR Journal of Humanities and Social Science 19, no. 6 (2014): 126–33. http://dx.doi.org/10.9790/0837-1967126133.
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Ojuka, Daniel, Faith Aseta, Beth Githambo, and Brian Wambua. "The Medical Education Environment at the University of Nairobi, Kenya: An Assessment with the DREEM Tool." Annals of African Surgery 18, no. 2 (April 23, 2021): 96–102. http://dx.doi.org/10.4314/aas.v18i2.7.
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Background: The supportive learning environment can enhance impartating of knowledge and skills.
Objective: To assess the learning environment at the School of Medicine of the University of Nairobi using the Dundee Ready Educational Environment Measure(DREEM) tool.
Methods: A cross-sectional survey carried in 2019 out among medical students during their clinical years to obtain their perceptions about the learning environment at the School of Medicine of the University of Nairobi. The DREEM tool was used for the survey. Data were entered and analyzed in SPSS version19. Comparisons were performed using analysis of variance (ANOVA). p≤0.05 was consideredstatistically significant.
Results: We obtained 619 responses (77.4%) from 800 tools distributed. The total mean score of DREEM was 93.3/200. This is a 46.7%score overall indicating a poor perception of the learning environment. Year IV was the class with the poorest perception with a p<0.05. Conclusion: The DREEM score shows numerous problems, with perception of learning and social support being the areas requiring themost improvement. Although teachers are knowledgeable, students are wary of their ability to transfer knowledge and skills.
Keywords: Learning environment, DREEM, Medical students
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Kaitho, Simon Sila. "Effect of Teaching Using Preferred Learning Styles on Students’ Performance, in Biology and Geography in Secondary Schools in Nairobi County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (September 30, 2019): 23–31. http://dx.doi.org/10.51317/ecjces.v1i1.97.
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The purpose of this study was to determine the effect of teaching using preferred learning styles on students’ performance, in Biology and Geography in secondary schools in Nairobi County. Students in both private and public schools in Nairobi County have not been performing satisfactorily in sciences. A study, therefore, was done to establish the effect of matching teaching styles with preferred learning styles on students' performance in Biology and Geography. Multivariate analysis of variance in Geography F (1, 1315) = 2870.1, p = .000) and in Biology F (1, 1315) = 2994.1, p = .000), and linear regression in Geography, F (1, 1315) = 2870.056, p = .000, and in Biology, F (1, 1315) = 2994.137, p = .000 analysis showed statistically significant effect on performance of students taught using preferred learning styles. The findings lead to a conclusion that there is a need to inform teachers to identify and teach their learners according to the learners' preferred learning styles to enhance their performance in sciences.
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Waweru, Nancy Minjire, Hazel Gachunga, and John Mwaniki Kihoro. "Influence of principals' self-management on the organisational commitment of teachers in secondary school in county governments in Kenya." Independent Journal of Management & Production 11, no. 4 (August 1, 2020): 1434. http://dx.doi.org/10.14807/ijmp.v11i4.1031.
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Committed employees are likely to work harder and more efficiently, and stay in their jobs longer than less committed employees. Research indicate that the leader’s self-management may influence the organizational commitment of employees as they feel good about working with such leaders since they are more likely to react to problems in a more controlled manner and may be more accommodative to different views of the subordinates. The purpose of this study was to investigate the influence of principals’ (head of secondary schools) self-management on the organizational commitment (OC) of teachers as moderated by teachers’ self-efficacy. The dependent variable in this study is OC, while the independent variable is self-management (a dimension of emotional intelligence) and the moderating variable is teachers’ self-efficacy. This study hypothesized that principal’s self-management has no significant relationship on teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. A survey questionnaire was used to collect data from the respondents. Collected data was analyzed through independent samples t-test, descriptive statistics, correlation analysis and multiple regression. The study established that principals’ self-management had a significant correlation with teachers’ OC. It also established that teachers’ self-efficacy moderated the relationship between principals’ self-management and teachers’ OC and that self-efficacy had positive influence on teachers OC. This study makes useful contribution in the advancement of knowledge on the influence of principals’ self-management on teachers’ OC in Kenya.
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R. M., Jacinta, and Rotich K. S. "Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya." Global Journal of Educational Studies 1, no. 1 (May 25, 2015): 52. http://dx.doi.org/10.5296/gjes.v1i1.7686.
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<p>The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.</p>
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Arnold, Christine, Jason Theede, and Anita Gagnon. "A qualitative exploration of access to urban migrant healthcare in Nairobi, Kenya." Social Science & Medicine 110 (June 2014): 1–9. http://dx.doi.org/10.1016/j.socscimed.2014.03.019.
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Amollo, Odundo P., and Ganira K. Lilian. "Teacher Position in Spurring Value Based Education in Early Learning in Nairobi County, Kenya: Addressing Support of Values in School Environment." Journal of Education and Learning 6, no. 3 (April 16, 2017): 194. http://dx.doi.org/10.5539/jel.v6n3p194.
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Value Based Education (VBE) is an essential element that impacts moral, ethical, cultural, social and spiritual ideals necessary for holistic development of children. Providing an education on values at an early age ensures that children are directed by these ideologies throughout life. Research indicates that children who adopt values at an early age are confident, competent, independent, and exhibit harmonious social interactions throughout life time. Conversely, increase in juvenile delinquency, disrespect, drug abuse, school dropout, and conflicts in schools creates crisis in contemporary society. In such circumstances, VBE assumes a distinctive role to school deterioration process by strengthening morals and ethics within the society. The study explored influence of preschool teachers in spurring VBE among preschool children in Nairobi County focusing on; self control honesty, fairness, compassion and trust. A survey design was adopted with a target population of 36 public preschools. Purposeful sampling technique was then used to obtain data from 36 preschool teachers though use of a questionnaire. The study established that though teachers inculcate values to children both consciously and unconsciously, there is no planned value education program established on formal learning. The study recommends; regular training of teachers on use of VBE to deliberately foster intercultural understanding, social cohesion and inclusion, as well as need for value oriented programmes focusing on effective pedagogy.
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Jelagat, Keitany Julia, and Samson Rosana Ondigi. "Influence of Socio-Cultural Factors on Inclusive Education Among Students & Teachers in Nairobi Integrated Educational Programme, Kenya." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 01 (June 2017): 49–55. http://dx.doi.org/10.9790/7388-0701024955.
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Macharia, L., T. Wang’eri, and J. Dinga. "Establishing Teachers Views about the Prevalence of Adolescent Health Risk Behaviors in Secondary Schools in Nairobi County, Kenya." Journal of Education, Society and Behavioural Science 21, no. 2 (January 10, 2017): 1–6. http://dx.doi.org/10.9734/jesbs/2017/34089.
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Muasya, Juliet, and Teresia Kazungu. "‘The unfinished business’: Exploring teachers' views on gender and pedagogical practices in public preschools in Nairobi county, Kenya." African Educational Research Journal 6, no. 1 (March 14, 2018): 10–19. http://dx.doi.org/10.30918/aerj.61.18.007.
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Kamau, Leonard M., Jonathan Mwania, and Antony K. Njue. "Technology Resources for Teaching Secondary Mathematics: Lessons from Early and Late Adopters of Technology in Kenya." Asian Journal of Contemporary Education 2, no. 1 (April 13, 2018): 43–52. http://dx.doi.org/10.18488/journal.137.2018.21.43.52.
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This study investigated the extent to which access to technology resources influenced their adoption by mathematics teachers in their teaching. The study conducted in Nairobi County in the summer of 2013 applied Rogers’ diffusion of innovation theory. Participants were categorized either as early or later adopters of technology based on availability of technology or whether or not they had adopted technology for instructional purposes at their schools. Six teachers were selected; three in each category for interviews and classroom observations. The findings revealed that early adoption of technology was associated with the teachers (early adopters) belief that technology would benefit them and their students. Late adopters on their part tended to believe that technology was not compatible with their instructional needs. Interestingly, both categories of adopters agreed that technology was complex to use for instructional purposes pointing towards lack of adequate training. Similarly, both groups considered computer department in their schools a hindrance to technology adoption. Findings also highlighted the scarcity of technology resources which impacted negatively on the process of adoption. These findings suggest that teachers be trained adequately and role of the computer department as the custodian of technology at schools be liberalized. Additionally, stakeholders are advised to consider installing technology resources in classes to encourage their use rather than locking them in laboratories.
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Carotenuto, Matthew, and Katherine Luongo. "Navigating the Kenya National Archives: Research and its Role in Kenyan Society." History in Africa 32 (2005): 445–55. http://dx.doi.org/10.1353/hia.2005.0007.
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Situated at the edge of the central business district in downtown Nairobi, the Kenya National Archives (KNA) is a reservoir and living example of historical and ethnographic knowledge. Straddling the boundary between “tourist” Nairobi and “real” Nairobi, the KNA inhabits a space that transcends both function and class in a cosmopolitan, urban setting. The archives look out on the landmark Hilton Hotel, together with the swarms of up-market tourists and wealthy locals it attracts. On the KNA's rear, Tom Mboya street serves a modern gateway to the crushing, chaotic avenues and alleys that the vast majority of Nairobi's citizens tread daily as they depart from and return to the stark realities of Nairobi's eastern slums. Engulfed by the wailing horns of passing matatus and the rhythmic calls of street hawkers, the spaces inside and outside the archive offer a rich terrain for social scientists interested in both contemporary and historical Kenya.The composition of the KNA's clientele also reflects the boundaries that the archives span. Throughout the day, international tourists and local schoolchildren trickle into the groundfloor museum (currently undergoing a major renovation supported by the Ford Foundation) to view the extensive collection of artifacts and photographs representing Kenya's diverse cultures and rich history. Tucked away upstairs, a broad spectrum of patrons works and studies in the archives' reading room, using the KNA's resources for a variety of professional and personal projects.
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Njoki, Priscilla Gachigi, Dakota King-White, Theresia Kinai, and Edward Kigen. "Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya." Journal of Education and Learning 8, no. 3 (May 10, 2019): 102. http://dx.doi.org/10.5539/jel.v8n3p102.
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Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.
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Samuel, Mercy Igoki, and Dinah Changwony. "Effect of Parenting Styles on Student’s Behaviour in Public Secondary Schools in Nairobi County-Kenya." IRA International Journal of Education and Multidisciplinary Studies 15, no. 1 (April 30, 2019): 24. http://dx.doi.org/10.21013/jems.v15.n1.p3.
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Parents form the core unit of a family and are at the very basic in the growth and development of their children. This includes moulding the children’s behaviour at different stages of life. While studies have been conducted to establish what influence parenting styles have on their children, there is no consensus on how the behaviour of children is influenced by the method used by parents in bringing them up. This paper, therefore, is a result of a study that sought to establish the effect of parental styles on the behaviour of students in secondary schools in Nairobi County. Respondents were sampled from 60 public secondary schools in Nairobi County consisting of head-teachers, student counsellors and students who were targeted as respondents and from whom data was collected. The study established that students had been involved in indiscipline cases at least 1 to 3 times in the previous year. The study concludes that discipline and child behaviour will largely depend on the style of parenting adopted by the parents. While some parenting styles like authoritative promote good behaviour in children, others like authoritarian promote dysfunctional behaviours. Despite having money to pay for the students and facilitate their learning, the study found out that some parents did not spend time with their children hence increasing cases of indiscipline. The study recommends parents’ involvement in promoting good behaviour among their children both at school and at home.
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Waweru, Nancy Minjire, Prof John Mwaniki Kihoro, and Prof Hazel Gachoka Gachunga. "Does teachers' self-efficacy influence their organizational commitment?" Independent Journal of Management & Production 12, no. 5 (August 1, 2021): 1537–53. http://dx.doi.org/10.14807/ijmp.v12i5.1357.
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Self-efficacy has become the focus of attention in the field of teaching. Teachers with higher teaching efficacy portray more enthusiasm for teaching and have greater commitment to teaching. The purpose of this study was to investigate whether self-efficacy has an influence on teachers’ organizational commitment (OC). This study hypothesized that teachers’ self-efficacy would have no significant relationship on teachers’ organizational commitment. The study employed survey research design to establish the relationship between self-efficacy and teachers’ OC. Simple random sampling was employed to draw a study population of 480 teachers in secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires which were distributed randomly to respondents. The data was analyzed through descriptive, correlation and regression analysis. The study established that teachers’ self-efficacy had positive influence on their OC which indicates that teachers with high self-efficacy were more committed to their institutions. The study recommends that teachers’ employer should provide new teachers with guided mastery experiences and come up with ways of building their self-efficacy in order to improve their OC. The study suggests further research on the effect of teachers’ self-efficacy on students’ achievements.
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Williams, Beth Ann. "Mainline Churches: Networks of Belonging in Postindependence Kenya and Tanzania." Journal of Religion in Africa 48, no. 3 (December 5, 2018): 255–85. http://dx.doi.org/10.1163/15700666-12340140.
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AbstractChristian churches are not abstract or ethereal institutions; they impact people’s daily decisions, weekly rhythms, and major life choices. This paper explores the continued importance of Lutheran, Presbyterian, and Anglican church membership for East African women. While much recent scholarship on Christianity in Africa has emphasized the rising prominence of Pentecostalism, I argue that historic, mission-founded churches continue to represent important sources of community formation and support for congregations. Using oral interviews with rural and urban women in Nairobi and northern Tanzania, I explore the ways churches can connect disparate populations through resource (re)distribution and shared religious aesthetic experiences. Moving below the level of church institutions, I focus on the lived experiences and motivations of everyday congregants who invest in religious communities for a range of material, interpersonal, and emotional reasons that, taken together, help us understand the ongoing importance of mainline churches in East Africa.
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Inyega, Justus O., and Hellen N. Inyega. "Mainstreaming Early Grade Reading Instruction in Early Childhood Teacher Education." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 103–19. http://dx.doi.org/10.31686/ijier.vol5.iss4.669.
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This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAID’s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Education and 170 in-service teachers to provide reading instruction, assessment and remediation in theearly grades (K-3rd grade). The ultimate goal was to infuse EGRIC into UoN’s B. Ed (ECE) program. Data were collected using mixed-method research approaches and analyzed qualitatively and quantitatively. EGRIC workshops and school follow-ups became an odyssey where teachers re-discovered the true meaning of reading instruction. Consequently, 298 teachers were certified as reading teachers at project close-out. Over 17, 800 children’s reading skills were impacted; of these, 298 children at-risk of reading failure received weekly one-on-one tutoring and registered improvements in their reading skills and motivation for reading.There is need to open up and/or extend space(s) to foster technical leadership,knowledge sharing, and evidence building around issues of early grade reading instruction and assessment; improving effectiveness, sustainability, and scaling up of early grade reading interventions. The broader goal should be to build capacity of stakeholders to apply evidence-informed practices to increase impact, scale, and sustainability of reading interventions in Kenya and beyond.
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Gustafsson, Jessica. "Community radio and peace-building in Kenya." Journal of Alternative & Community Media 1, no. 1 (April 1, 2016): 114–27. http://dx.doi.org/10.1386/joacm_00022_1.
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In December 2007, violence broke out after the disputed general election in Kenya, which resulted in the death of 1100 Kenyans and left more than 660,000 displaced. Reports criticised media, especially vernacular media, for inflating the violence by using hate speech and incitement to violence, and suggested that Kenya would benefit from more community media to prevent history from repeating itself. This article focuses on how Koch FM and Pamoja FM, two community radio stations in Nairobi, Kenya, worked during the 200708 tumult and 2013 general election. The article is based on observations and interviews with community radio practitioners conducted between 2007 and 2013, and addresses the following questions: How do the community radio stations work during elections times of increased tensions? How do they discourage ethnic violence in their community? How is participation used in order to bring unity to the community?
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Njihia, Dr Rose Wambui. "ASSESSMENT OF THE PREVALENCE OF SEXUAL HARASSMENT OF FEMALE STUDENTS IN PUBLIC SECONDARY SCHOOLS IN DAGORETTI DISTRICT IN NAIROBI COUNTY, KENYA." Journal of Education and Practice 2, no. 1 (November 22, 2018): 53. http://dx.doi.org/10.47941/jep.262.
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Purpose: The study sought to investigate the prevalence of sexual harassment of female students in public secondary schools in Dagoretti District in Nairobi County, the possible causes of sexual harassment on female students, the mechanisms which exist to handle sexual harassment issues and the strategies which can be put in place to curb sexual harassment of female students in public secondary schools in Dagoretti District.Methodology: The study adopted mixed paradigms (qualitative and quantitative research paradigms) in order to present a more comprehensive view of the prevalence of sexual harassment of female students in Dagoretti District. Therefore, the study used descriptive survey and phenomenology research design.Results: The study found out that sexual harassment of female students in schools under study by male teachers and male students exist. The study also established that both perpetrators and victims are accountable for the harassment, that is, causes of sexual harassment of female students were attributed to both victims and perpetrators. It was also revealed that the major ways of combating sexual harassment were empowering young women to report, stiff punishment for offenders and awareness campaigns, adequate security and decent dressing of female students. Strategies for curbing sexual harassment included students’ education about harassment, development of sexual harassment policy in schools, establishing workshops and meetings, empowering students and creating a harassment-free school environment.Unique contribution to theory, practice and policy: In order to curb sexual harassment of female students in schools the Ministry of Education should mainstreams policies that address sexual harassment at all educational levels. Teachers Service Commission on the other hand should offer stiff punishment to offenders such as teachers by excluding them from the service.
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Hoehler-Fatton, Cynthia. "The African Association for the Study of Religions (AASR) Conference, Nairobi, Kenya, July 27-30, 1999." Journal of Religion in Africa 30, no. 3 (August 2000): 394. http://dx.doi.org/10.2307/1581499.
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Hoehler-Fatton, Cynthia. "The African Association for the Study of Religions (Aasr) Conference, Nairobi, Kenya, July 27-30, 19991." Journal of Religion in Africa 30, no. 3 (2000): 394–96. http://dx.doi.org/10.1163/157006600x00591.
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