Browsing by Author "Ogal, Joshua Odhiambo"

Now showing 1 - 3 of 3
  • Thumbnail Image
    PublicationOpen Access
    Effect of student leaders’ communication skills on control of discipline in public boarding secondary schools in Bondo sub county
    (International Journal of Education and Social Science Research, 2024-06) Olewe, Elizabeth; Ogal, Joshua Odhiambo
    Acts of indiscipline have been experienced in learning institutions in the recent past and student leaders have been accused to be the perpetrators of such acts. This study intends to investigate Student Leaders’ communication skills on discipline control in public boarding secondary schools in Bondo Sub-County – Siaya County. The study will be anchored on Comprehensive School Wide Theory Plan. The study adopted descriptive research design. The population of the study comprised Deputy Principals, Student Leaders, form Four Students and Sub – County Director of Education. Out of a target population of 2,702, purposive sampling was used to select 10 boarding schools, all-inclusive sampling was used to sample 10 deputy principals whereas random sampling was used to select 255 student leaders and 334 form four students giving a total of 600 respondents. Piloting was be done in one of the public boarding secondary schools to ascertain the instruments’ reliability using Cronbach’s Alpha coefficient test. Validity of the instruments was obtained with the help of experts from the department of curriculum and Instruction of Mount Kenya University. Quantitative data was entered using SPSS version 22 and analyzed using descriptive statistics such as frequency counts and percentages and data presented using tables. Qualitative data was coded, analyzed and organized thematically in an on-going process. The findings of the study may be used by Ministry of Education as well as secondary school principals to strengthen student leadership by empowering them with communication skills which they will utilize as a strategy to manage discipline.
  • Thumbnail Image
    PublicationOpen Access
    Effect Of Student Leaders’ Communication Skills On Control Of Discipline In Public Boarding Secondary Schools In Bondo Sub County
    (International Journal of Education and Social Science Research, 2024-06-27) Olewe, Elizabeth; Ogal, Joshua Odhiambo
    Acts of indiscipline have been experienced in learning institutions in the recent past and student leaders have been accused to be the perpetrators of such acts. This study intends to investigate Student Leaders’ communication skills on discipline control in public boarding secondary schools in Bondo Sub-County – Siaya County. The study will be anchored on Comprehensive School Wide Theory Plan. The study adopted descriptive research design. The population of the study comprised Deputy Principals, Student Leaders, form Four Students and Sub – County Director of Education. Out of a target population of 2,702, purposive sampling was used to select 10 boarding schools, all-inclusive sampling was used to sample 10 deputy principals whereas random sampling was used to select 255 student leaders and 334 form four students giving a total of 600 respondents. Piloting was be done in one of the public boarding secondary schools to ascertain the instruments’ reliability using Cronbach’s Alpha coefficient test. Validity of the instruments was obtained with the help of experts from the department of curriculum and Instruction of Mount Kenya University. Quantitative data was entered using SPSS version 22 and analyzed using descriptive statistics such as frequency counts and percentages and data presented using tables. Qualitative data was coded, analyzed and organized thematically in an on-going process. The findings of the study may be used by Ministry of Education as well as secondary school principals to strengthen student leadership by empowering them with communication skills which they will utilize as a strategy to manage discipline.
  • Thumbnail Image
    PublicationOpen Access
    Influence of Feedback Provision on Teachers’ Attitude towards Performance Appraisal in Public Primary Schools in Homa-Bay Sub County, Kenya
    (International Journal of Innovative Science and Research Technology, 2024-03) Okeyo, Lucy Akinyi; Ogal, Joshua Odhiambo; Onyango, Nichanor Agonda
    This study examined the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay SubCounty, Kenya. The appraisal of teachers’ performance in public schools in Kenya was initiated by the Teachers Service Commission in 2016. However, the initiative received resistance from the teachers’ unions rendering its implementation to be suspended temporarily until May 2016. Teachers’ performance evaluation guides improvement of teaching skills, to recognize and reinforce teaching excellence, to help teachers focus on student outcomes, and to plan in service education activities. Even so, there is a dearth of information regarding the factors influencing public primary school teachers’ attitudes towards performance appraisal in Homa-Bay Sub County. Therefore, the study specifically sought to: determine the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub-County. The study was guided by goal setting theory. The study adopted a descriptive survey research design. The target population comprised of 1 CSO 57 head teachers and 548 teachers from 57 public primary schools. A sample size of 26 head teachers and 133 teachers were selected for inclusion in the study through simple random sampling. Therefore, a total of 160 respondents took part in the study. Self-administered questionnaires were used to collect data from one CSO, 26 head teachers and 133 teachers. Structured and semistructured interviews were conducted through interview guides. Quantitative data was analyzed using descriptive statistics through SPSS and results presented in tables, while the qualitative data was analyzed thematically. The study revealed that both head teachers and teachers strongly agreed that feedback is only given to them when they ask. This is seen in the highest mean rating of 4.48. The second which was agreed by most head teachers and teachers was that feedback has led to negative attitude towards performance appraisal. This was evidenced by the overall mean rate of 4.08.