The impact of experience is strongest during the first few years of principals’ leadership during which everyone wants to commit more funds on school activities, after that marginal returns diminish. As concerns the Number of lessons taught per week, 32 (63%) of the Administrators reported that they taught over 12 lessons per week. This is in keeping with TSC policy on Curriculum Instruction that ensures that School Administrators are in touch with what goes on in the classroom. Further, 15 (28%) of the Administrators indicated that they taught between 6 – 12 lessons a week, whereas 5 (10%) taught less than 6 lessons a week. In terms of the highest level of education attained, majority (73%) of Administrators had a bachelors’ degree while 13(26%) and 1 (2%) had Masters’ degree and a Diploma respectively. In so far as attendance of Management Courses was concerned, 40 (76%) School Administrators had attended Management Courses. This implies that majority of School Administrators are endowed with management skills gained from these training. Table 2 is important to this study in that it gives credibility of respondents used. Characteristics such as age show maturity levels of Administrators, Gender shows that information was obtained from both male and female. Gender of respondents indicates that leadership in schools is held by both male and females implying that both sexes are contributing to students’ academicperformance. Contribution by female Administrators is mainly channeled to girls’ schools, whereas contribution made by male administrators is mainly channeled to both mixed and boys’ schools. However, women remain strongly underrepresented in Senior school headship (Fuller, 2017). Although there are changes in the number of women holding senior leadership positions in secondaryschools, a man teacher has a greater chance of being a head than a woman (Coleman, 2005). Women are favored as heads in all girls’ schools. Becoming a woman head of a co-ed or boys’ schools was comparatively difficulty. With most of the School Administrators being above 41 years, it is expected that they are mature and credible enough to give trusted responses that can be relied on. Those below 41 years still have expectations in life. With 68% of the Administrators having a teaching experience of over 20 years, they understand what teachers are expected to do especially as concerns preparation of teachers’ professional records. Therefore, such Administrators are bound to be knowledgeable enough to supervise teachers under them.
Sessional Paper No. 1 of 2005 provided general guidelines on guidance and counselling services in schools through investment program which cost the government Kshs. 4.5 million (Republic of Kenya, 2005). Since nobody had undertaken a research as a follow up on its implementation, this study will definitely be handy in providing the much needed assessment of current status of different types of guidance and counselling services being offered in secondaryschools in Bureti and their effects on academic achievements of students who utilize them. Republic of Kenya (2005) acknowledged as one of the ways of improving G&C services in our schools was capacity development of G&C teachers and peers. Capacity development involved enabling the human resource in an organization to undertake assigned tasks with confidence. This is achieved through pre-service or in school life coaching by providing in-service training of staff and peers. This is the mission of Ministry Of Education Science and Technology (Republic of Kenya, 2005) which is, to work with other education stakeholders to provide, promote and co- ordinate quality life-long education, training and research for Kenya’s sustainable development and responsible citizenry. Life coaching here refers to a planned activity aimed at developing skills, knowledge, attitudes, values and creativity of employees and or learners for improved performance at individual, organizational and national levels. In other words, life coaching is a solution to identified performance deficiencies at work or school. Consequently types of G&C services offered and undertaken should be relevant and must
deaths and culminated to academic underachievement (Nyakundi, 2014). Some of the observed and reported disruptive behaviors among secondaryschools in Kenya include the St. Kizito incident where female students were raped by male students and 19 girls died (Simatwa, 2007), Hawinga School girls gang-raped in 1993 (Oriang, 2001) and Bombululu High School fire tragedy in 1998 that claimed 25 lives (Ndetei et al., 2004). Four school prefects in Nyeri high school burnt to death by fellow students (Mwaniki, 1999). Kyanguli High School fire of 2001, 67 students died (Odalo, 2001). In 2008 a student at Upper Hill School was burnt to death (Ombati, 2008). Reported also were numerous school strikes, poor academicperformance and misconduct among the students. A study conducted among secondary school students in Kisumu on assessment of students’ attitudes towards peer counselors in student discipline in secondaryschools, Kute found that absenteeism and truancy accounted for 20% of cases of indiscipline in the schools under study leading to poor academic results (Kute, 2011). On the other hand, Mutsoga (2003) itemized the most common forms of problem behaviors in Kenya secondaryschools as bullying, vandalism, alcohol and substance abuse, truancy, inability or unwillingness to do assigned class work or homework leading to academic under achievement. The above studies, observations and reports indicate that CD as a problem among secondary school students and its consequence on academic underachievement cannot be overemphasized given the global, regional and the local prevalence and its negative academic outcomes. This study aims to scientifically determine the effect of conduct disorder on students’ academicperformance and their correlation.
As a result of this acute shortage of teachers' showing his disappointment stated "all along and up till today, a bachelor's degree is accepted as a qualification for teaching at any level without prior professional training or teaching experience". This employment of unqualified or untrained teachers appeared to be one of the major contributors to poor academic achievement of students in secondaryschools, most of them do not regard teaching as their real job and they still look for other jobs and moreover, they do not acquire the prerequisite knowledge of methods of teaching in which case they cheat instead of teaching. Abiodun (2008) state that "excellence in teaching in the year 2000 and beyond demands not just an average teacher who can communicate merely the subject matter but a qualified teacher who will teach and not cheat". They added that poor teacher merely tells and cheats while his students merely listen; but telling is not teaching". They concluded, "we are badly in need of great teachers who are able to stimulate or motivate and reinforce the child to think rationally, feel correctly as a child, speak wisely as a child and live usefully as a child; so that when he grows into a man, he will think, feel, speak and live similarly as a man" Abdulkareem (2011) states that "from such excellent teaching, pupils students will catch the fire and excitement of thinking and creating which in turn will benefit them now and in future".
The study explores the placement of a teacher in SecondarySchools of DHA and its effects on Student’s academicperformance. To give the appropriate placement to the teachers according to their abilities is quite challenging for an organization. The study shed the light on the factors happen inside the school and teachers are the central part of consideration and their overall performance shifted directly on student’s development. Students’ performance of secondary level depends largely on the proper placement of a teacher. The results of the study showed that teachers are satisfied with the standard placement and comfortable with the teaching subjects, students also feel comfortable and if they have any complain they can approach to higher authorities. Results can be utilized for the guidance of other schools of Karachi and to develop the standard of placement of teacher and adapt measures to provide healthy teaching learning environment where students can progress and achieve the aims / goals of education.
Abstract:- The academicperformance of students in Public Secondaryschools in Kenya has distressed the Ministry of education officers, parents,’ teachers among other stakeholders. Secondary education should fill some roles like provision of skills, knowledge and also prepare students to further their studies. Unfortunately, secondary education has challenges in accomplishing the roles. The main purpose of the study was to investigate on the influence of teacher related factors on students’ academicperformance in public secondaryschools in Makueni Sub County, Makueni County. The study focused on finding out how teacher related factors influence the students’ academicperformance in secondaryschools. The study was based on capital theory .The design adopted for this study was descriptive survey design. The study targeted 48 form 3 students, 54 teachers and 36 form 3 parents from Makueni Sub County in Makueni County. Purposive sampling and simple random sampling technique was used in selection of the respondents. The researcher made use of questionnaires and interview guide to collect data. Descriptive and inferential statistics were used to analyze the data. The data collected was analyzed using Statistical Package for Social Sciences (SPSS17) to generate the frequency of answers the percentages, tables and figures. The results of the study revealed that frequent use of lecture method in teaching brought about poor academicperformance. The study has recommended that administrators should ensure teachers vary teaching methods and also attended workshops to equip themselves with the current teaching approaches.
Abstract The present study sought to investigate on self-monitoring learning strategy as predictors on academicperformance of English language among students public secondaryschools in Marani Sub County. The study adopted Information Processing Model and metacognitive theory. The study employed a mixed concurrent method approach which combined Solomon Four group experimental design and open ended interviews. The study target 23 public secondaryschools with a population of 1397 form three students, 27 teachers of guidance and counseling and 49 teachers of English language. Stratified random sampling technique was utilized to obtain four study groups that had a sample size of 283 students. The participants from the four groups were randomly assigned into experimental and control groups. Purposive sampling technique was used to select twelve (12) teachers of English and (8) teacher counselors. Reliability of the tools was established through Cronbach Alpha and test retest which yielded a correlation coefficient of 0.80. Face, content and construct validity was ascertained by the University supervisors who provided expert judgment. Triangulation method was used to measure the validity of the research instruments. Data was collected using metacognitive learning questionnaires pretest/posttest scores and open ended interviews. Analysis of quantitative data was done through multiple regression, linear regression and Pearson Product Moment Correlation analysis. Concerning qualitative data, thematic analysis framework was used. The study established a positive and significant (r = .241, n=271, p<.01) of self-monitoring learning strategy on academicperformance of English performance. Study concluded that self-monitoring learning strategy was efficient in improving the academicperformance of English language among students in public secondaryschools.
Poor performance of students in senior secondary school examination has persisted despite the fact secondaryschools are assumed to be having a well qualified pupils from primary schools, trained and qualified principals. The reasons for poor performance cannot be easily discerned without focused investigation. This implies that much work is being expected to be performed by teachers and principals in order to improve the level of studentsacademicperformance in secondaryschools. This study therefore aimed at focusing on the role of principal who is at the helm of affairs of the school on academic achievement of the students in secondary school.
It is apparently that the school environment is a very important factor in the achievement of educational objectives. In developing countries, the school plant tends to lack some of the basic systems and structures which make teaching and learning effective. However, where school plants are inadequate and unutilised the teaching – learning process will be hampered. For instance, many secondaryschools in Nigeria and Akwa Ibom State in particular, were yet to install their basic technology equipment and machines in the workshops almost thirty years after they were supplied by the Federal Government. Most secondaryschools lack electric supply, most seem to lack of functional libraries, laboratories and safe sources of drinking water supply. Also, it has been observed that while government encourages technical education, schools are not equipped with the necessary infrastructure and materials. For examples the 9-3-4 system of education proposes that students be taught a number of technical and vocational subjects. Unfortunately, implementation has been a far cry as the problems are compounded by the inability of teachers to involve students in practical work and for lack of equipment in public secondaryschools.
The study revealed that majority of the parents who had enrolled their children in free day secondaryschools did not support school programmes. They did not pay school levies in time like the school lunch programme and development levies and this led to the students’ absence because they were sent home to collect the levies. This contradicts UNICEF (2000) research that, to achieve academically, children must attend school consistently. A child’s exposure to curriculum, his or her opportunity to learn significantly influences achievement, and exposure to curriculum comes from being in school (Fuller, 1999). This is in line with Miske (1998) findings that, students with higher attendance had greater learning gains and lower rates of repetition. The study showed that many parents did not support school programmes. These included academic days to follow up performance of their children, discipline, a good study environment at home and guidance and counseling of their children. This contradicted Ndereba (2011) who indicated that, if parents had a positive attitude about education, they would provide a good study environment in the home, attend parents - teacher meetings to monitor the academic progress of their children and provide required facilities.
This leads to increased turn-over and absenteeism, leading to poor or reduction in performance and productivity. In a study on factors contributing to the causes of work related stress and its impact on performance of teachers in Nkayi district, Zimbabwe, Ncube and Tshabalala (2013) found out that most of the respondents indicated that: they felt less able to do their job as a result; stress caused them to be less patient with children, colleagues and the administration; stress was also having detrimental impact on their health and lifestyle as they spent many hours visiting doctors and other health experts thereby depriving pupils of the teachers’ services. According to Kwaku (2012) in his study on occupational stress and its effects on job performance: A case of Koforidua Polytechnic found out that there was a negative relationship between job stress and job performance. Workers who had high level of job stress had low job performance. All the factors contributing to job stress affected all the categories of staff of Koforidua Polytechnic. This study used systematic sampling technique to select the sample size. This study focused generally on influence of stress on staff members of Koforidua polytechnic. Kithokoo (2008), in his study on school factors affecting performance in Kenya Certificate of Primary Education in public primary schools in Yatta division lower Yatta District, Kitui county found out that a number of school factors were found to affect performance. The factors included; number of teachers, understaffing, availability of teaching and learning materials and enrolment level. This study focused on factors influencing performance in primary school; however, it did not address factors influencing performance in secondaryschools. The study did not address the influence of stress among teaches on students’ academicperformance in secondaryschools, a knowledge gap that the current study sought to fill. According to Karihe, Namusonge and Iravo (2015) in their study on effects of working facilities stress factors on the performance of employees in public universities in Kenya
The finding of this investigation agrees with one of Mofon’s findings of 2001. Mofon’s investigation has revealed that there is significant difference in academicperformance between urban and rural students in English Language in the senior school certificate examination. The present investigation equally found out that there is a significant difference in the academicperformance among students in urban, semi-urban and rural secondaryschools in English Language. However, the present study disagrees with that of Okolosi’s of 2007. This was because Okolosi’s investigation revealed that there was no significant difference between urban and rural students in their academicperformance in English Language in the junior school certificate examination. The probable reason for the disagreement may be attributed to the fact that the classes are different and their examinations were conducted by different examination bodies.
Wabuke (2013) conducted a study on the role of student – related factors in performance of Biology in secondaryschools in Eldoret Municipality. The results showed that student- related factors influencing performance of Biology in Eldoret Municipality are: primary school Science which provides a requisite background for Biology at secondary school level; interest in Biology (theory and practical) provides a force for students to participate in the learning process; their ability to carry out the practical effectively and students’ ambition and attitudes. This is also confirmed by a study on effect of students’ academic motivation and academicperformance among high school students in Kenya, by John, Jackson and Catherine (2015) who indicated that there was a positive relationship between academic motivation and academicperformance. This study used only Biology subject whereas in this current study the researcher used Kenya Certificate of Secondary Education school mean performance taking into consideration all other factors influencing students’ performance at secondary school level. Lourdes, Monteiro and Peixoto (2012) conducted a study on attitudes towards Mathematics and found out that students held positive attitudes towards mathematics and also highlighted the main effects of grade and Maths achievement on these attitudes. The study noted that no gender effect was identified although the girls showed a continuous decline in attitude the further they progressed in school. While the study was able to establish attitude and performance, the main focus was on Mathematics as opposed to the present study which used the students’ mean score. A study on influenceof psychosocial factors on students’ academicperformance in one of Nigerian colleges of education by Ali, Munira and Nobaya (2017) showed that only attitude and interaction could significantly predict students’ academicperformance by R 2 =65.6%. This means academic self-efficacy did not predict academicperformance in present study. This study was done in college whereas in the current study, the researcher collected data from public secondaryschools.
Other factors that have been reported as associations with truancy are level of parental education, amount of adolescents' unsupervised time, poor school grades and illicit drug use . In order to highlight the significance of truancy in the social discourse in developing countries, there is need to estimate its prevalence and associated factors. There is however limited information about the prevalence of truancy among adolescents in Africa. We believe knowledge about this estimate and associated factors will inform public health and educational policies. We therefore conducted a secondary analysis of the Swaziland Global School-Based Health Survey (GSHS) in order to obtain estimates of prevalence and correlates of truancy among adolescents.
In order for teams to succeed the principal needs to motivate the group through appreciation and rewards. Mullins (2008) defines motivation as ―the driving force within individuals by which they attempt to achieve some gone in order to fulfill some need or expectation.‖ He suggests ―that peoples’ behavior is determined by what motivates them. Their performance is a product of both ability level and motivation performance = function (ability and motivation)‖. Mitchell identifies four common characteristics which underline definition of motivation.
Education is seen as an emerging industry with a prime focus on academicperformance by delivering potential education that produces well-educated, skilled, mannered students catering the needs and requirements of the dynamically growing markets (Hijazi & Naqvi, 2006). Many researchers believe that academicperformance is one of the important predictors of success of an educational system. The current educational system bases its success on students’ academicperformance. Evidence indicates that “schools can only be successful if their students are progressing (Brisk and Center, 2000, p. 7). In other word, the success of schooling or the educational process is measured by students’ academicperformance at schools. Students’ academicperformance can also be considered as a point of comparison among educational institutions with the focus of success at both national and global level. “Academicperformance serves as the fundamental criterion for passing from one academic level to another or from a lower level to a higher level” (Al-Rofo, 2010, p.53). In this respect, an academic report may communicate the level of academicperformance that a student has achieved over a course of study. The “sole purpose of a grade on an academic report, if it is to be valid source of information, is to communicate the academic achievement of the student” (Allen, 2005, p. 220). Moreover, academicperformance determines the extent to which the teachers and school leaders are successful in terms of pedagogical and management practices.
The findings of this study are in many respects similar to those Lenhart et al., (2007), whose study on the use of social media networking among adolescents found that adolescents used social media largely for entertainment- chatting, downloading music/videos and posting photos. However, the findings of this study differ with those of Kabilan et al., (2010) Liccardi et al., (2007), Bukvova et al., (2010) and Luzon (2009), which found academics as being the main issue students engaged their audience through social media networking. Kabilan et al., (2010) for instance found students to have increased interactions with other students and their teachers and academic issues. Liccardi et al., (2007) found that students contacted their colleagues about school projects and assignments through social media. Students also used social media to discuss group assignments from the comfort of their homes (Bukvova et al., 2010). Also found that high achievers tutored low achievers through social media thus raising the self esteem and positive attitude of the latter toward education generally and academics in particular. Unlike the adolescent in this study whose friends were largely out of school, students covered in the studies by Kabilan et al., (2010) Liccardi et al., (2007), Bukvova et al., (2010) had fellow students as their friends. This partly explains why the discussions between students and their friends in Kabilan’s et al., (2010) Liccardi’s et al., (2007), Bukvova’s et al., (2010) studies centred more on academics and not on social issues as the case was with this study.
Abstract:- The study investigated ClassSize and Teachers’ Classroom Control in Public SecondarySchools in Uyo Education Committee (LEC) of Akwa Ibom State. Two research questions were raised and the two research hypotheses were formulated to guide the study. The design of the study was ex-post facto. The population comprised 4937 SSII students in the fourteen public secondaryschools in Uyo LEC. Stratified random sampling technique was used to select the sample size of 500 students. A researcher-developed instrument, “ClassSize and Teachers’ Classroom Control Questionnaire” (CSTCCQ) validated by experts, were used to gather the data. The reliability co-efficient of the instrument was determined using the Cronbach Alpha. The reliability index of 0.86 was obtained. The mean and standard deviation were used to answer the research questions while the independent t- test was used to test the hypotheses at .05 alpha levels. The findings of the study reveal that there is significant difference in teachers’ engagement of students during class activities and supervision based on classsize. The study therefore concluded that a school should have a classsize that the teachers should be able to manage while being cost effective since the size of a class significantly relates to teachers’ classroom control in public secondary school in Uyo Local Education Committee of Akwa Ibom State. It was recommended that all the teachers in Akwa Ibom State should be trained and re-trained in classroom management.
On the contrary, however, Tuppen (1991) found out that teachers’ length of teaching and administrative experience are not consistently related to students’ performance. The researcher however concluded that it is preferable to embark on advanced training and retraining programmes for teachers since experience alone does not necessarily make one a more effective teacher. Anderson (1991), in his own study titled “Production of Academic Achievement as a Function of Teachers Experience and Salaries”, came up with the findings that teacher’s experience is an important factor in students’ academicperformance. However, most of these researchers do not use or test other teacher variables to convince us that there is absolute un-relatedness between teaching experience and effectiveness in the classroom. One may meet principals or teachers who might have spent comparatively less number of years in training or in classroom exhibiting and employing exceedingly more brilliant administrative techniques and teaching strategies than some of their counterparts who nearly spent most part of their teaching career periods either in administrative capacity or practicing classroom teachers.