Publication: An assessment of the school based education graduates competences on school resource management in public primary schools in Imenti North district.
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2015-11
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Mount Kenya University
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Abstract
School Based Education Programme (SBEP) is a programme that has favored teachers to further
their Education. This is because it is attended during the school holidays when teachers are not
attending to their teaching duties in their stations. Head teachers are responsible for organization
and curriculum management, control of school finances and stores, management and motivation
of human resources materials and textbook in public primary schools. Management is very
important and the ministry of Education has taken initiative to plan for different programmes
from time to time to provide head teachers with school management skills in order to improve
the quality of Education. Training is very important as it takes central role in management and it
is viewed as integral part of the process of total quality management. SBEG head teachers are
expected to improve their management skills for better performance. Despite an increase in
number of SBEG from public and private universities in the whole country, little has been done
to assess their competences on resource management. This justified this study to objectively
assess the competences of SBEG on resource management in public primary schools in North
Imenti Sub-county. The study assessed SBEG competences, form of school based education
graduate competences, levels of school based education graduate competences school based
education competencies policy compliance levels on resource management and adherence to best
practices. The study was guided by two theories, first, the Role approach theory and second, the
Adult Learning theory. The research adopted mixed methodology using qualitative and
quantitative approaches. The research design used was embedded design where both qualitative
and quantitative data were used. From the target population of fifty (50) head teachers in the sub-
county, ten (10) head teachers (20% of the target population) were sampled. Sampling was first
done through purposive sampling, then stratified sampling and finally random sampling. Data
collection was through questionnaires and interview schedules, in which, the researcher first did
piloting study of instruments hence establishing the test-retest reliability and face validity of the
research. Methodology triangulation was used to establish credibility and dependability; the
researcher ensured detailed stages during interpretation of the findings. Data analysis was done
using thematic, descriptive and inferential statistical analysis. To aid in confidence of results
from descriptive statistics for this study the researcher has used inferential statistical Chi-Square
which allows the examination of the degree of relationship between the independent and
dependent variable where data is nominal or Ordinal. The Non parametric test Statistics results
on influence of Forms of School Based Education Graduates Competencies, Levels of School
Based Education Graduates Competencies, School Based Education Graduates Competencies
Policy Compliance Levels and School based education graduates competencies adherence to
best practices on schools resource management in primary schools have a critical value of below
0.5, (P<0.05) and hence all have a significant influence at 5% significance level of confidence.
The study has therefore established that school based education graduates competences have a
significant influence on school resource management in public primary schools in Imenti north
district. The study finally recommended that more emphasis be laid on technical skills
development.
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Educational management, Educational planning