School of Education
http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/45
2024-03-29T09:41:40ZSELF-EFFICACY, PERFORMANCE APPRAISAL AND BURN OUT AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN SABATIA SUB-COUNTY, KENYA
http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/2719
SELF-EFFICACY, PERFORMANCE APPRAISAL AND BURN OUT AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN SABATIA SUB-COUNTY, KENYA
Mungasia, Joshua Atsiaya
Self-efficacy is a vital variable in evaluating teachers’ performance and its relationship
on their burnout. The purpose of the study was to assess how teachers’ self-efficacy
affects perfomace appraisal and burnout among public secondary school teachers in
Sabatia sub-county, Kenya. This study sought to: assess the effect of teachers’ selfefficacy
on their performance appraisal, find out influence of teachers’ self-efficacy on
burnout, and establish relationship between self-efficacy, performance appraisal and
burnout among public secondary school teachers in Sabatia Sub-county, Kenya. This
study was anchored on the self-efficacy component of the social cognitive theory by
Bandura and the grand theory of burnout by Blankert. It adopted a combination of a
descriptive and correlation survey research designs. The sample consisted 227 teachers
from twelve schools selected using purposive and stratified sampling technique. Data
for this study was collected using interviews, questionnaires, and document analysis.
Validity of data collection tools was established through piloting with ten respondents
who were not included in the study. Reliability was established using test-retest
reliability. Data analysis was done using desciptive and inferential statistics using
descriptive and inferential statistics using Statistical Package for Social Studies (SPSS,
version 25.0). Analyzed findings were presented using frequency tables, percentage and
mean scores. Results showed the R value from the model summary of the regression
between self-efficacy and performance appraisal was 0.617. The R square value was
0.381, which implied 38.1 % effect on teacher appraisal were attributed to self-efficacy.
Further, constant t-value of 6.894 at p=0.000. When self-efficacy was introduced in the
equation, the value increased to 8.278 at p=0.001. In objective two, R value from the
model summary of the regression between self-efficacy and performance appraisal was
0.688. The results showed a constant t-value of 10.155 at p=0.000. When burnout was
introduced in the equation, the value decreased to -4.425 at p=0.001. This implied selfefficacy
had a negative change on burnout. In objective three, the R value from the
model summary of the regression between self-efficacy, performance appraisal and
burnout was 0.810. The R square value was 0.656, which implied 65.6 % effect on
burnout was attributed to performance appraisal and self-efficacy. The results show a
constant t-value of 6.944 at p=0.001. When performance appraisal was introduced into
the equation, it reduced to -8.977 at p=0.000.In addition, when self-efficacy was
introduced into the relationship, it further reduced to -11.161. The results show that
there was a negative relationship between the self-efficacy and perfomance appraisal
and burnout. The findings of the study are useful to the Ministry of Education and
Teachers’ Service Commission in designing programs that focus on increasing teachers’
self-efficacy, perfecting performance appraisal, and reducing burnout. The study
recommended designing of programs to support young and newly recruited teachers to
boost their self-efficacy for service delivery and buffer against burnout, capacity build
teachers on identification of professional gaps. Furthermore, teachers’ appraisal should
be used to motivate teachers to better their performance through rewards and
promotions. Finally, teachers should be taught how to set realistic goals to avoid getting
into burnout.
2023-11-01T00:00:00ZINFLUENCE OF SEXUAL ATTITUDES, GENDER NORMS AND SEXUAL VALU ES ON THE EDUCATION PARTICIPATION OF SECONDARY SCHOOL GIRLS IN HOMA BAY COUNTY
http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/2693
INFLUENCE OF SEXUAL ATTITUDES, GENDER NORMS AND SEXUAL VALU ES ON THE EDUCATION PARTICIPATION OF SECONDARY SCHOOL GIRLS IN HOMA BAY COUNTY
BARASA (BR.), ANDREW SIFUNA
Secondary schooling for girls is asAsoBcSiaTteRdA wCiTth much vulnerability. The threat of
pregnancy and gender-based inequalities are among the widely studied ones.
Sufficient research has yet to be made to understand the underlying attitudes, gender
norms and sexual values that instigate these vulnerabilities at an individual level. This
study aimed at filling this gap by investigating the influence of sexual attitudes,
gender norms and sexual values on the education participation of secondary school
girls in Homa Bay County (HBC). The objectives of the study were to determine the
influence of sexual attitudes on the educational participation of secondary school girls
in HBC, to assess the influence of gender norms on the educational participation of
secondary school girls in HBC, and to evaluate the influence of sexual values on the
education participation of secondary school girls in HBC. The study adopted a
Concurrent Transformative research design- majorly quantitative with an embedded
qualitative bit. The study took place in Homa Bay County. The targeted population
comprised all secondary school girls in HBC. The sample population was limited to
21315 secondary school girls in the three sub-counties of Ndhiwa, Rachwonyo East
and Rachwonyo South. Using Solvin’s formula, a sample size of 393 was determined
and the respondents were chosen by stratified sampling method from 6 mixed
secondary schools and 6 pure girls’ schools. Additionally, one guidance/counselling
teacher, one principal from each of the participating schools and three sub-county
education directors were purposefully included in the study to provide complementary
qualitative data. Data from female students was collected by means of questionnaires
while interview schedules were used to collect data from the rest of the participants. A
pilot study was conducted to ensure instrument efficiency and reliability. Convergent
validity for the four latent variables posted a mean average variance extracted (AVE)
of 0.561 (education participation), 0.638 (sexual attitude), 0.692 (gender norms) and
0.618 (sexual values). Discriminant validity was confirmed by correlation values less
than the square root of the corresponding AVE value. Instrument reliability was
confirmed by the composite reliability index of 0.695. The quantitative data was
coded and analyzed using SPSS version 24.0. Structural Equation Modelling was used
to quantify the relationships between the variables. Qualitative data were analyzed
thematically. Data triangulation was done through discussion. The study was guided
by Problem Behaviour Theory. The relationship between each of the three
independent variables and the dependent variable was found to be statistically
significant at a p-value <.001, α=0.05. Data evidence against the null hypotheses
meant that alternative hypotheses were validated. The study found that the sexual
attitudes of the majority of the girls in HBC were inclined towards sexual
gratification. It also found a significant identification with mothering roles, unquestioning
submissiveness to men and eroded confidence in sexual abstinence
values. The study noted that these findings do not predict favourable education
participation for secondary school girls in Homa Bay County. Based on these
findings, the study recommends that school authorities promote the formation of girls’
sexual sobriety peer teams (SSPT) that meet regularly to unpack the potential
risks/costs of premature sex and blind adherence to certain gender norms. The study
poses that interventions to improve girls’ education participation in HBC will benefit
from these findings. The study recommends similar studies in other counties to gauge
the viability of generalizing these findings beyond HBC.
2023-11-01T00:00:00ZONLINE PEDAGOGICAL INFRASTRUCTURE AND THEIR EFFECT ON LEARNING IN PUBLIC UNIVERSITIES. THE CASE OF MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY, KENYA
http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/2688
ONLINE PEDAGOGICAL INFRASTRUCTURE AND THEIR EFFECT ON LEARNING IN PUBLIC UNIVERSITIES. THE CASE OF MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY, KENYA
Owidi, Salmon Oliech
The demand for higher education has tremendously increased in the past few decades. With increased population in universities and unplanned pandemics like Covid-19, technology has provided universities with the infrastructure to facilitate online learning. In accepting these technologies, implementation challenges leave stakeholders dissatisfied. Post covid 19 pandemic exposed universities lack of capacity to conduct online learning and as a result delayed learning occurred. Masinde Muliro University of Science and Technology (MMUST) as a public university also witnessed drawbacks which were pointers to challenges of implementing online pedagogical infrastructure. The purpose of this study was to investigate online pedagogical infrastructure used in public universities and its effect on learning. The study was conducted at MMUST. Mixed methods research design was adopted in this study. The study population consisted of 7,000 students, 400 members of faculty, 60 university management staff and 6 ODEL staff. Stratified and Random Sampling techniques were used to select the respondents. The sample size included 397 students, 210 faculty members, 6 ODEL staff, and 55 university management staff. Questionnaires, Interviews, Observation and Content Analysis were used as data collection instruments. The instruments were checked for content and face validity and piloted in three schools within the university. Cronbach alpha coefficient of internal consistency was used as a reliability measure where alpha (α) = 0.833 and 0.76 were obtained for faculty and students’ questionnaire. Data collected was cleaned, organized, and analyzed using tables, frequencies, percentages, means, standard deviations and ordered logistic regression analysis. The study revealed that inadequacy of necessary equipment, absence of approved online learning policy and unreliable internet to support online learning greatly affected the use of online infrastructure for learning. The data collected were used to test hypothesis in order draw relevant conclusions at 0.05 level of significance. The data from students and faculty showed that use of online pedagogical infrastructure does not affect learning (Wald =0.07, X2 (1) =17.475, p=4.177). It was also noted that the perception of online pedagogical infrastructure users affects learning (Wald =1.627, X2 (1) =10.285, p=0.025). The study further determined that the challenges currently faced by the university significantly affect learning (Wald =0.673, X2 (1) =2.767, p=0.041). It is recommended that the university should provide necessary resources, train both faculty and students, employ technical staff in ODEL and more so, improve bandwidth for internet connectivity within the university. The outcome of the study contributes to the body of knowledge by forming an important basis for promoting quality online learning. The findings are envisaged to guide policy makers in the formulation of policies that would ensure appropriate development, implementation, and maintenance of online learning infrastructure.
2024-03-01T00:00:00ZFOSTERING NATIONAL COHESION AND INTEGRATION IN KENYA THROUGH THE IMPLEMENTATION OF PRIMARY SCHOOL SOCIAL STUDIES
http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/2674
FOSTERING NATIONAL COHESION AND INTEGRATION IN KENYA THROUGH THE IMPLEMENTATION OF PRIMARY SCHOOL SOCIAL STUDIES
Ruto, Zipporah Jerotich
With regard to knowledge, intellectual prowess, and democratic disposition—all of which
are expected of students to actively engage in the society—the Social Studies (SS)
supports national cohesiveness and integration. The SS is built on society demands,
difficulties, and aspirations that help students develop appropriate and respectable values.
The study's objectives were to find out teachers' perception on the role of primary school
social studies in fostering national cohesion and integration, to establish the effectiveness
of learning experiences teachers engage their learners in when implementing the primary
social studies, to ascertain the primary social studies structure in equipping learners and
to find out the challenges encountered by teachers during the implementation. The study
was to answer the major question on how social studies foster national cohesion and
integration. The study was guided by two theories; the theory of implementation of
Curriculum Innovation by Gross,(1971), and the social constructivist theory of
Vygotsky,(2005). The study used descriptive survey design. Stratified and random
sampling methods were used to draw a sample of 1,195 respondents comprising of 940
students, 188 social studies teachers, 47 head teachers from primary schools and 12
Curriculum Support Officers from 6 sub counties in Uasin Gishu County. Data was
collected using; a questionnaire for teachers and for CSOs, observation guide for social
studies teachers, interview schedules for head teachers and for CSOs and focus group
discussions guide for pupils. Data was analysed descriptively and was presented inform
of tables, percentages, mean and figures. Ethical guidelines were followed during the
entire study process. The study findings revealed that teachers are knowledgeable in the
content of SS and acknowledged that the Social Studies is vital in fostering National
Cohesion and Integration in Kenya. Therefore, the learning experiences are to be
effectively engaged in implementing the Social Studies in promoting national cohesion
and integration. SS is in line with the national goals of education that foster National
Cohesion and Integration in primary schools. Challenges faced during the
implementation of SS include; progressive subjugation of teachers, demoralization,
inadequate teaching techniques and the contradiction of what learners are taught with
what they see in the community. In view of all the challenges faced by teachers, the study
concludes that teachers were not achieving integration and cohesion through SS. The
study recommends that primary teachers to implement the social studies by following the
suggested activities in the curriculum, as a result pupils could achieve values of cohesion
and integration in the society. The potential opportunities in fostering cohesion and
integration include programmes such as workshops, trainings and seminars that play a
strong emphasis on acquiring new information about citizenship and modern pedagogical
techniques that are useful to implement primary Social Studies Curriculum
2023-01-01T00:00:00Z