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FAILURES OF IN-SERVICE PROGRAMMES AND
HIGHER EDUCATION IN LIFTING PEFORMANCE IN
SCHOOLS IN WAJIR EAST DISTRICT
PRESENTED BY: SHUKRI ALOSAW MOHAMED
REGISTRATION:
A Research Proposal submitted to the School of Applied Social Sciences in Partial
Fulfillment of the Requirements for the award of Masters of Education in Education
Planning, Management and Administration of Mt. Kenya University
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Jan 2012
iii
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DECLARATION
I hereby declare that this proposal is my original work and has not been presented for a Degree
in any other University. No part of this proposal should be reproduced without my permission
and/or that of Mt. Kenya University.
Shukri Alosaw Mohamed ___________________ _______________
MED/NRB/09/012 Signature Date
This proposal has been submitted for examination with my approval as university Supervisor:-
__________________ _________________
Signature Date
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ABSTRACT
The aim of any human resource development and empowerment project is primarily to improve
the performance of the workforce. The process of trying to improve the productivity of the
workforce is deemed to continuous through the lifetime of the workforce. Teachers form one of
the largest single workforce in country. The study will try to investigate in- service education
from a human resource dimesion. Kafu (2011) states that teacher education is an important
component of education and through it school teachers are considered mentors of any society
and the government, school administration and the teachers them have taken initiative in
promoting their access to education through workshops and other higher education programmes.
The current trends in teacher education sees most of the of teachers take into higher education
programmes and have attended numerous in service course as require by the education master
plan of 1999 to 2010 (1997). Despite teachers going for these numerous course and other
undertaking masters programmes, this is not reflected in the performance of schools where this
teachers practice. Schools continue to perform the same although the teachers are highly
qualified in education and being enumerated well. The purpose of this study is to investigate the
reasons behind the failure of high teacher education and in-service training to influence
performance in a positive way. The study shall be centered in Wajir east district and will only
be carried in secondary schools in the area. The objective of the study is to find out the level or
degree of availability of in-service or higher education to teachers in the district. Find out the
motivation behind these higher education programmes and why teachers strive to access them.
The researcher will collect data from students, head teachers, teachers and the DEO of the study
area. The data will be analyzed statistically using statistical packages such as SPSS (statistical
package for social science). Descriptive statistics will also be employed by use of frequency
charts, bar charts, and pie charts .and correlation and regression techniques.
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TABLE OF CONTENTS
DECLARATION .....................................................................................................................ii
ABSTRACT ............................................................................................................................iii
TABLE OF CONTENTS ........................................................................................................iv
LIST OF ABBREVIATIONS AND ACRONYMS ...............................................................vi
CHAPTER ONE ......................................................................................................................11.0 INTRODUCTION .................................................................................................................1
1.1 Background of the Study .......................................................................................................1
1.2 Statement of the problem .......................................................................................................2
1.3 Purpose of the Study ..............................................................................................................3
1.4 Research Objectives ...............................................................................................................3
1.5 Research Questions ................................................................................................................4
1.6 Research Hypothesis ..............................................................................................................4
1.7 Significance of the Study .......................................................................................................4
1.8 Scope of the Study .................................................................................................................5
1.9 Assumptions of the Study ......................................................................................................5
1.10 Limitations of the Study ......................................................................................................5
1.11 Theoretical framework .........................................................................................................6
LITERATURE REVIEW .......................................................................................................8
2.1 Introduction ............................................................................................................................8
2.2 Types of training ...................................................................................................................8
2.21 Pre-service Training .......................................................................................................8
2.22 In-service Training and Staff Development ...................................................................9
2.3 The nature of school based in service training ....................................................................11
2.4 Short term objectives of trainees instruction should be .....................................................12
2.5 General expectations of trainees from in service courses ...................................................13
2.6 Effectiveness of in-service training .....................................................................................132.7 Teachers human resource development.............................................................................14
2.8 Ongoing professional development ....................................................................................15
2.9 Teachers working conditions ..............................................................................................15
2.10 Occupational status ...........................................................................................................16
2.11 Teacher motivation ............................................................................................................17
2.12 Challenges of teachers in service training .......................................................................18
2.13 Summary ............................................................................................................................19
CHAPTER THREE ................................................................................................................20
RESEARCH DESIGN AND METHODOLOGY ................................................................20
3.1 Introduction ..........................................................................................................................20
3.2 Research Design ..................................................................................................................203.3 Study Area ..........................................................................................................................20
3.4 Target Population .................................................................................................................21
3.5 Sample Size and Sampling Procedures ...............................................................................21
3.6 Data Collection Methods .....................................................................................................22
3.7 Reliability and Validity of Research Instrument ................................................................22
3.7.1 Validity of Research Instruments .................................................................................22
3.7.2 Reliability of Instrument of Data Collection ................................................................23
3.8 Data Collection ....................................................................................................................24
3.9 Data Analysis .......................................................................................................................25
3.10 Ethical Considerations .......................................................................................................25
REFERENCES .......................................................................................................................25APPENDIX I ..........................................................................................................................28
QUESTIONNAIRE FOR THE TEACHERS OF SECONDARY SCHOOLS 28
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QUESTIONNAIRE FOR THE DISTRICT EDUCATION OFFICER ....................................35
QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS ..........................................37
WORK PLAN ........................................................................................................................41
BUDGET ................................................................................................................................42
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LIST OF ABBREVIATIONS AND ACRONYMS
DC - District Commissioner
DEB District Education Board
DEO District Education Officer
EQNA - European Quality Assurance
HODs - Heads of Departments
KCSE Kenya Certificate of Secondary Education
KESI - Kenya Education Staff Institute
KHs. Kenya Shilling
MOEST Ministry of Education, Science and Technology
NGO Non-Governmental Organization
QA - Quality Assurance
UNESCO United Nations Education, Scientific and Cultural Organization
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CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
The overall goal of human resource development is to achieve better results and adopt more
efficient ways of attaining the intended results. Programmes all over world are being developed
continually with the objective of improving the outcomes of various tasks that the workforce
undertakes.
Kenyas human resource is central to the country attaining its goals of education. Education is
also the key in the protection of democratic institutions and human rights through well informed
citizens. This is all stated manuscript outlining Kenyas vision 2030. The ministry of education
acknowledges that most of the graduates from training colleges and universities are usually half
baked (Kafu, 2006). Thus the need for in-service training, workshops and encouraging teachers
to undertake higher degrees.
The government has initiated capacity building programs to ensure that education personnel and
managers handling the added responsibility have adequate capacity in terms of managerial skills
and facilitation tools to support the implementation of reforms aimed at improving education.
The Kenya government echoed the same view in the Sessional Paper No. 6 of 1988 when it said
that there is urgent need to develop and promote teacher education program of the
administration of education if the country is to succeed and national development is to be
accelerated (Republic of Kenya, 1988) .
The Aga Khan Educational Services also launched school improvement programme to
strengthen the quality of teaching and resources in Kenya, Tanzania and Uganda. Teachers from
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(Tanzania), most of them state schools, benefit from training workshops and resources. SIPs are
aimed at helping teachers to teach more creatively and children to learn faster through the
introduction of student-based activities.
The stakeholders in the education sector acknowledge that teacher training is a continuous
process. Scholl administration encourages attendance of seminar and workshops to help mould
more up to date human personnel. They go to further lengths of offering motivation and
incentives to those who attend the in service courses although these courses and programmes
can be viewed as forms of motivation themselves.
The ministry of education is in the front line in organizing these programmes with the aim of
improving the standard and quality of education in the country but this objective is not the aim
of those who take advantage of them in attendance.
The intended outcome of the courses is better performance in school. This is not the case as
indicated by the KCSE results for the past ten years from schools in Wajir east district.
{Records of performance}
1.2 Statement of the problem
Since the early 1980s, the importance of the in-service training in the professional development,
and especially in education (Blackburn and Moisan, 1987) is accepted by all. In service training
is not seen as a remedy for deficiencies in initial training, but as a long term process and apart of
continuing education that makes it possible to acquire knowledge in the initial and can be
defined as a variety of activities and practices in which teachers become involved in order to
broaden their knowledge, improve their skills and assess and develop their professional
approach (Perron, 1991). The in service training is understood as a tool to professionalize
teaching, improve quality and efficiency of the new educational systems and promote the
scientific and technological advances and innovations.
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However, although in service training is thus considered, it doesnt seem to be enough
guarantees to produce changes. The links between in service training and innovations in
educational practice is not clear and it would be necessary to turn to it in a deeper way. Since
there is not enough research that shows the short term and long term effects of the in service
training innovation projects and changes in educational practice (Blackburn and Moisan, 1987:
Hernandez, 1996).
This lack of relation between in service training and its effects in the educational practice is a
problem shared by all systems of education that envisage the in service training as a key aspect
to improve education practice and performance.
In this research, the following aspects will be analyzed, teacher motivation to attended, aims of
the training, relation between attendance to in service courses and KCSE performance, students
attitude towards in service courses for their teachers, level of teacher education in relation to
performance, authorities involved in provision and supervision of these courses,
1.3 Purpose of the Study
The main purpose of this study will be to investigate the reasons why performance in secondary
schools remains the same or worse despite teachers attending and completing many in service
courses in Wajir East district.
1.4 Research Objectives
The objectives of this study will be to.
i) To find out the availability of in service courses and higher education opportunities
for teachers in Wajir East District.
ii) To find the attitude of teachers towards in services courses, school based programs
and higher education.
iii) To find the reasons hindering the transfer of knowledge and new skills acquired
f h h l
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iv) To provide suggestions that will help put in use the skills acquired from in service
programs and improve performance in schools.
1.5 Research Questions
The study will be based on the following research questions:
i) What percentage of secondary school teachers have attended in service courses,
workshops and masters degree program s?
ii) What are the motivations for attending these programs?
iii) What are the challenges experienced by head teachers and teachers themselves in
trying to put the new knowledge into practice?
iv) What suggestions can help make these in service and higher education courses more
productive?
1.6 Research Hypothesis
The following null hypothesis will be tested in the study:
H0: There are a significant number of teachers in Wajir east district who have attended in
service courses, workshops and masters programs.
H1: There is a significant relationship between the level of teacher education and performance
in school in Wajir east district.
1.7 Significance of the Study
The findings are expected to provide schools in Wajir East District, Ministry of Educational
Planners and KIE with a better understanding of the shortcomings of in house trainings and
workshops. The study will expose reasons as to why teachers do not transfer knowledge from
in service course into the classrooms. With these information at hand, it will easy to tailor in
service courses and workshops in such a way that there will influence the performance at the
classroom level. This will go a long way in increasing the productivity of teachers. The study
will also take a critical look at the benefits and modes of organizing and facilitating these in
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1.8 Scope of the Study
The study will confine itself to the performance in of secondary schools in Wajir East. It will
probe the change in performance based on the number of teachers who have attended in service
courses and higher education. It will try to expose reasons behind the stagnation of performance
in spite of improved teacher education, promotion and increase in enumeration. The study will
mainly involve teacher, in addition to the response from teachers, students and head teachers
opinions will be analyzed too.
1.9 Assumptions of the Study
The study is based on the following assumptions that:
i. The researcher will get permission from the Wajir East District DEOs office to carry
out the study.
ii. Secondary schools Head teachers in the selected schools will allow the researcher to
carry out the study.
iii. The respondents will respond to the questionnaire in an honest manner and provide
information that will be useful for the study.
iv. The researcher will assume that all the performance records for target schools are
available.
1.10 Limitations of the Study
The findings of the study will apply to poor and average performing schools. The findings of
the study will not be applicable to those schools where performance is high since there are other
factors that influence that level of performance. Private schools are also left out of the study.
This is because most of them are much oriented towards making profits and thus they do not
take in service courses seriously.
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1.11 Theoretical framework
This study is based on the constructivism theory. Constructivism is becoming a strong influence
in higher education. Teachers receive new effective classroom practices through graduate
courses and school professional development. Both of these places can offer teachers resources,
skills and ideas to use constructive teaching practices dealing with new knowledge. However,
there is still need to increase constructivist philosophies in current practicing teachers using
these ideas particularly in the area of new knowledge and skills. Rakes and Cox (2006) indicate
that teachers computer skills and comfort with technology do have an effect on using
technology in a constructivist model.
Graduate courses alone are not the only way for teachers to learn new skills or ideas. In-house
school professional developments also allow an opportunity for learning constructivism and
technology integration. As classroom teachers are taught new knowledge without pedagogy like
constructivism, they seem to just fit the knowledge into their current teaching practices (Matzen
and Edmunds, 2007). Matzen and Edmunds (2007) state that when professional development
presents technology. The authors are asking if both new knowledge and student centered
learning can be taught at the same time. The authors discovered that after participating in a 50
hour, one week professional development experiences which included modeling a student
centered technology, teachers seem to add technology to their lesson without changing their
teaching practices. Teachers who had more constructivist beliefs were more likely to use
technology in a constructive way (Matzen and Edmunds, 2007). There were some differences
though in teaching practices and technology use. A few teachers in the study seemed to stray
from their regular teaching when using technology. Matzen and Edmunds (2007) indicate a
reason for this, since technology is new, teachers use it in the classroom the way they saw it
modeled.
These teaching views and practices can further evolve when a clear distinction is made between
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to separate the tools from the concept. An example would be the basic understanding of math.
Math is the process of solving problems, not the calculations that obtain answers. The
calculations are the tools that help us solve the problem. With the increased use of technology,
we need to be even more diligent in the separation of tool and task. Beatham (2008) points out
there is a paradox in human use of technology: the more powerful and indispensible the
technology the technology becomes, the more it becomes invisible, because it becomes more
assumed. Just like the math teacher assuming the calculation is the task and not the tool. As
educational technology becomes increasingly the norm in learning environment, self directed
and independent learners can benefit
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LITERATURE REVIEW
2.1 Introduction
The purpose of in-service training programmed for teachers is to continuously upgrade teachers
pedagogical skills and mastery of subjects, enabling them to provide high quality teaching. To
improve teaching quality, MoE has designed two models of in service where teachers are
trained during the holidays (SMASSE), and school-based distance education programmes that
use interactive materials.
These programmes are programmes are geared towards attaining universal primary education
by 2015 and are in line with Sessional paper No. 1 of 2005 on policy Framework for education
training and research. The policy articulates the need for continues skills upgrading for teachers.
The focus has been on up-scaling countrywide in-service programmes, to reach all teachers in
both secondary and primary schools. Impact studies show that the greatest impacts on classroom
practice are in service training. Sustaining ongoing in service training is seen as key as is
embracing innovations such as ICT integration in teaching and learning (UNESCO, 2010-
2011).
2.2 Types of training
Training may broadly be categorized into two types: pre-service training and in-service training.
Pre-service training is more academic in nature and is offered by formal institutions following
definite curricula and syllabuses for a certain duration to offer a formal degree or diploma. In-
service training, on the other hand, is offered by the organization from time to time for the
development of skills and knowledge of the incumbents.
2.21 Pre-service Training
Pre-service training is a process through which individuals are made ready to enter a certain
kind of professional job such as agriculture, medicine, or engineering. They have to attend
regular classes in a formal institution and need to complete a definite curriculum and courses
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successfully to receive a formal degree or diploma. They are not entitled to get a professional
job unless they can earn a certificate, diploma, or degree from the appropriate institution.
2.22 In-service Training and Staff Development
In-service training is a process of staff development for the purpose of improving the
performance of an incumbent holding a position with assigned job responsibilities. It promotes
the professional growth of individuals. "It is a program designed to strengthen the competencies
of workers while they are on the job" (Malone, 1984, p. 209). In-service training is a problem-
centred, learner-oriented, and time-bound series of activities which provide the opportunity to
develop a sense of purpose, broaden perception of the clientele, and increase capacity to gain
knowledge and mastery of techniques.
In-service training may broadly be categorized into five different types: (1) induction or
orientation training, (2) foundation training, (3) on-the-job training, (4) refresher or maintenance
training, and (5) career development training. All of these types of training are needed for the
proper development of staff throughout their service life.
Induction or Orientation Training. Induction training is given immediately after employment to
introduce the new staff members to their positions. It begins on the first day the new employee
is on the job (Rogers & Olmsted, 1957). This type of training is aimed at acquainting the new
employee with the organization and its personnel. Induction training for all new personnel
should develop an attitude of personal dedication to the service of people and the organization.
This kind of training supplements whatever pre-service training the new personnel might have
had (Halim and Ali, 1988). Concerning the characteristics of a new employee. Van Dersal
(1962) said that when people start to work in an organization for the first time, they are eager to
know what sort of outfit they are getting into, what they are supposed to do, and whom they will
work with. They are likely to be more attentive and open-minded than experienced employees.
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In fact, the most favourable time for gaining employees' attention and for moulding good habits
among them is when they are new to the job.
Foundation Training. Foundation training is in-service training which is also appropriate for
newly recruited personnel. Besides technical competence and routine instruction about the
organization, every staff member needs some professional knowledge about various rules and
regulations of the government, financial transactions, administrative capability, communication
skills, leadership ability, coordination and cooperation among institutions and their linkage
mechanism, report writing, and so on. Foundation training is made available to employees to
strengthen the foundation of their service career. This training is usually provided at an early
stage of service life.
Maintenance or Refresher Training. This training is offered to update and maintain the
specialized subject-matter knowledge of the incumbents. Refresher training keeps the
specialists, administrators, subject-matter officers, supervisors, and frontline workers updated
and enables them to add to the knowledge and skills they have already. Maintenance or
refresher training usually deals with new information and new methods, as well as review of
older materials. This type of training is needed both to keep employees at the peak of their
possible production and to prevent them from getting into a rut (Van Dersal, 1962).
On-the-Job Training. This is ad hoc or regularly scheduled training, such as fortnightly training
under the training and visit (T&V) system of extension, and is provided by the superior officer
or the subject-matter specialists to the subordinate field staff. This training is generally problem
or technology oriented and may include formal presentations, informal discussion, and
opportunities to try out new skills and knowledge in the field. The superior officer,
administrator, or subject-matter specialist of each department must play a role in providing on-
the-job training to the staff while conducting day-to-day normal activities.
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Career or Development Training. This type of in-service training is designed to upgrade the
knowledge, skills, and ability of employees to help them assume greater responsibility in higher
positions. The training is arranged departmentally for successful workers, at all levels, for their
own continuing education and professional development. Malone (1984) opined that services
that provide the opportunity for all staff to prepare a plan for career training will receive the
benefits of having longer tenured and more satisfied employees, which increases both the
effectiveness and efficiency of a service. Malone stated that "career development is the act of
acquiring information and resources that enables one to plan a program of lifelong learning
related to his or her work life" (p. 216). Although workers are responsible for designing their
own career development education, the organization sometimes sets some criteria and provides
opportunities for the staff by offering options.
2.3 The nature of school based in service training
In service education should begin in the schools. It is here that learning and teaching takes
place, curricular and technique are developed and needs and deficiencies revealed. Every school
regards the continued training of its teachers as an essential part of its task, for which all
members of staff share responsibility.
To Ibe (1990) school-based in service training programmes should be initiated by school
principal, the teachers, the support staff and sometimes the community. Such programmes
evolve through participatory and cooperative planning among the school personnel supported
by senior administration staff from the head office. An active school is constantly reviewing
and reassessing its effectiveness and ready to consider new methods, new forms of organization
and new ways of dealing with problems that arise. They must set aside time to explore these
questions, as far as the teachers can manage their resources by arranging for discussion, seminar
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to induction of new members of staff, not only those in their first year of teaching but all those
who are new to the school.
Mabuza (2005) is for the view that this model was developed to make the processes of needs
analysis easier and that training could be closely linked to needs so that barriers of negative
implantation would disappear. However, the model has the inherent danger of limited
application would disappear. It can lead to little benefit unless there are good trainers because
most of the programmes presenters of the course may not have the experience and expertise
required. To Milondzo (2003:23) school based in service training must be used on three major
premises namely
1. teachers should be involved in the identification and articulation of their own training
needs
2. Growth experience should be individualized, and
3. The single school is the largest and most appropriate unit for educational change.
2.4 Short term objectives of trainees instruction should be
To recognize what they do not know and need to learn in order to better service students
To ask and get answers about what they did not understand, so that they may improve
the way they teach
To think about how the environment can be adapted in order to make classroom better
places for learning
To come away with skills, tools and information, which will help one to fulfill the
immediate needs
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To build more competence and confidence at work
To show the teachers how to enable their students to become more active in their own
educational process
To have a bigger picture of the field as a whole, which would help in making proper
decision in the classrooms
In service training should provide a good number of people with knowledge, skills and
expertise, what is important for both short term and long term objectives is that they should be
sensitive to the culture, needs and places where they are to be implemented. Furthermore, they
should be sensitive to the needs of the student and the needs of the teacher (Mcleithe).
2.5 General expectations of trainees from in service courses
Most trainees expect to learn more from these courses. According to Tom Miller, for example,
if you are teaching them about communication skills, they also expect you to talk about social
skills, cognitive learning, etc. others expect to do things differently with students as a result of
training. Alysen Kimonel observed that some of the people expected a workshop or in service
training to provide them with something that they would use right away, including materials,
tools and skills.
2.6 Effectiveness of in-service training
Wade's (1984-1985) meta-analysis of 91 in-service studies revealed the following effective in-
service practices:
In-service training that includes both elementary and secondary teachers is often more
effective than in-service for either group separately.
In-service is most successful when participants are given special recognition for their
involvement, are selected on a competitive basis, or are designated to participate.
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Regardless of whom conducts in-service sessions (trainers come under many different
job classifications), teachers are more likely to benefit when they learn on their own.
Similarly, of all the different types of training structures, independent study is the most
effective.
There is no magical combination of methods for successful in-service. Nevertheless, in-
service programs that use observation, micro teaching, audio and visual feedback, and
practice--either individually or in some combination--are more effective than programs
that do not use these methods.
There is no evidence that "coaching" greatly enhances instructional effectiveness. At
best, it is moderately effective.
2.7 Teachers human resource development.
The highest quality teachers, those most capable of helping students learn, have deep masterly
of both their subjects matters and pedagogy (Darling-Hammond, 1997). The preparation that
teachers receive before beginning their work in the classroom however varies significantly
around the world and even within the least developed countries. In Cape Verde, Togo and
Uganda, for example 35 percent to 50 percent of students have teachers who had no training.
Yet in Benin, Bhutan, Equatorial Guinea, Madagascar and Nepal, over 90 percent of students
have teachers with some form of teacher training. In these later countries, most teachers have, at
least, lower secondary education this contrasts sharply with Cape Verde and Tanzania where
over 60 percent of students have teachers with only primary school education (Postlewaithe
1998). Perhaps as a consequence of too little preparation before entering the profession, a
number of teachers in China, Guinea, India and Mexico were observed to master neither the
subject matter they taught nor the pedagogical skills required for good preparation of the
material (Carron and Chau, 1996). This affects educational quality since students achievements,
especially beyond basic skills largely depends on teachers command of the subject matter
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learn. A recent evaluation of the East African madrasa (pre-school) programme noted the
importance of mentoring trainers in the form of continuous support and reinforcement of
teachers learning by on-site visits to classrooms following two week orientation training and
alongside weekly trainings in Madras resource centre (Brown, Brown and Burma, 1996).
2.8 Ongoing professional development
Professional development can help overcome shortcomings that may have been part of teachers,
pre-service education and keep teachers abreast of new knowledge and practices in the field.
This ongoing training for teachers can have a direct impact on student achievement. Case
studies from Bangladesh, Botswana, Guatemala, Namibia and Pakistan have provided evidence
that ongoing professional development, especially in the early years after initial preparation and
then continuing throughout a career; contribute significantly to students learning and retention
(Craig, Kraft an Du Plessis, 1998). Effective professional development may take many forms. It
should not be limited to formal off site kinds of programmes. Dialogue and reflections with
colleagues, peer and supervisor observations and keeping records are all effective ways for
teachers to advance their knowledge (UNICEF, 2000). A programme in Kenya, the Mombasa
school Improvement project, built on this approach supported with in service as well as external
workshop training improved significantly in their abilities to use child-centered teaching and
learning behaviors (Anderson, 2000). In India, an effective programme used interactive video
technology led to improve conceptual understanding of pedagogical issues for a large number of
geographically dispersed teachers (Maheshwari and Raina, 1998).
2.9 Teachers working conditions
Teachers working conditions affect their abilities to provide quality education. Many aspects of
school life and educational policy go into teachers perception of the employment. As
mentioned above, the condition of infrastructure and availability of textbooks and learning
materials and class sizes all influence the teachers experience as an educator. Teachers
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and teachers are not always paid in time. In Bangladesh, Nepal and Uganda for example, the
teachers of 27 percent, 35 percent and 60 percent of all students, respectively, were paid a
month or later (Postlewaithe, 1998). Low and late remuneration may lead teachers to take on
another job, which hurts students learning. A study in the 12 Latin American countries found
that children in schools where many teachers work in other jobs in addition to teaching are 1.2
times more likely to have lower test scores and/or higher grade repetition (Willms, 2000).
Effective teachers are highly committed and care about their students (Craig, Kraft and Du
Plessis, 1998); they need supportive working conditions to maintain their positive attitudes.
2.10 Occupational status
Occupational status depends on the public valuing of the competence, role and overall
contribution of a particular occupation to individual and societal welfare. Occupations that have
attained professional status share a common set of characteristics including a high level of
education and training, a strong idea of public service with an enforced professional code of
conduct and high level of respect from the public at large. Teachers in most LICs are semi-
professional mainly because of their relatively low levels of education and training vis--vis
professional occupation. Such as doctors, engineers and lawyers, also, the sheer size of the
teaching force militates against professional exclusivity. Teaching has become employment of
the last resort among university graduates and secondary school leavers in many countries.
Consequently, teachers often lack a strong, long-term commitment to teaching as a vocation.
Finally, teachers are paid considerably less than the mainstream professions.
It is widely argued that the status of teachers in most countries, both developed and developing,
has declined appreciably during recent decades. However, the forces that are resulting in the
de-professionalization of teachers are probably more pronounced in LICs. These include
protracted economic and social crisis in many LICs, increasing diversification of the teaching
force with increasing reliance on less well-educated and qualified teachers with lower job
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security generally lower standards of teachers, termination and dramatic decisions in the
standards of living of teachers.
2.11 Teacher motivation
According to Paul Bennell (2004), work motivation refers to the psychological processes that
influence individual behavior with respect to the attainment of workplace goals and tasks. The
received wisdom among occupational psychologist is that pay on its own doesnt increase
motivation. However, pecuniary motives are likely to be dominant among teachers in those
LICs where pay and other materials benefits are too low for individual and household survival
needs to be met. Only when these basics needs have been met is it possible for higher- order
needs, which the basis of true job satisfaction, to be realized.
There is a wide range of views about teacher motivation in Africa and South Asia, most of
which are country specific. However, there appear to be mounting concerns that unacceptably
high proportions of teachers working in public school systems in many LICs are poorly
motivated due to a combination of low morale and job satisfaction, poor incentives and
inadequate controls and other behavioral sanctions. Consequently standards of professional
conduct and performance are low and falling in many LICs.
The excessive politicization of public education has had a profound impact on levels of
accountability in many education systems, which has, in turn, seriously affected teacher
commitment and motivation. The poor and declining quality of public education has led to
growing numbers of parents sending their children to non-state schools. In some countries,
particularly in South Asia, this amounts to mass exodus.
Incentives for schools and teachers in public education system to well are frequently weak due
to ineffective incentives and sanctions. Very low pay forces large proportion of teachers to earn
secondary income from private tutoring and other activities. Poor human resource management
also seriously de-motivates employees. Teacher management at national and sub-national level
is nothing short of chaotic in many countries. Where teachers pay large bribes to secure
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these situations, teaching positions and little more than sinecure which means that teachers do
not feel accountable to school management, parents or the wider community. Being posted to a
rural school is likely to de-motivating for most teachers.
Increasing hours of work, larger class sizes, more subjects and constantly changing curricula are
cited as major de-motivators in many countries. What is expected from teachers (the social
content) is not pitched at a realistic level in many countries given material rewards, workloads
and work and living environments. In many countries, teachers are being asked to take on more
responsibilities, including HIV/AIDS education, counseling and community development.
The work and living environments for many teachers are poor, which tends to lower self-esteem
and is generally de-motivating. Housing is major issue for nearly all teachers. The struggling
teachers is an all common sight, especially in primary schools. High proportions of teachers
remain untrained in many LICs which adversely affects can-do motivation. Too often,
teachers are thrown in at the deep end with little or no induction. Multi-grade teaching is
common in LICs, but most teachers are not adequately prepared for the special demands of this
typing teaching. Individual teacher characteristic can also adversely impact on motivation
levels. In particular, the age profile of teachers has become younger in many countries due to
the rapid expansion of primary and, more recently secondary school enrolments and/or higher
rates of teacher attrition.
2.12 Challenges of teachers in service training
A good in service training should be tailored to meet the needs of those taking the workshop.
Therefore the trainers should know the working environment of the trainees. Do they have the
support of their administration? Do they have access to the proper materials and equipments?
What kinds of support services exist? What do they already know? Ideally, the trainers should
first visit the workplace to see first-hand the environment and facilities are like, what the
teaching conditions are.
Tom Miller argued that the first challenge is to know, learn and understand the culture and
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opportunities make sense for them. Another challenge he considers is how he should create
opportunities for the people to own the knowledge he will be giving them. Assessment of
teaching process effectiveness poses additional challenges to be integrated too.
In every in service training it is a challenge for the trainers to establish a good relationship with
the trainees. Inevitably, some teachers will be coming because they want to learn new ideas or
technique, but others may be there because of coercion, allowances etc. it is important to be able
to empathize with their needs.
2.13 Summary
Effective staff development has been identified by numerous researchers as a necessary
prerequisite to the successful integration of educational technology into the schools (U.S.
Congress, 1988, 1995; Wood & Smellie, 1990). A wide variety of in-service activities have
been initiated by school districts, regional educational centers, private consultants, and
commercial vendors. However, little is known about the effectiveness of these programs.
Therefore, teachers and administrators have little empirical data with which to judge the merits
of a particular in-service approach. Similarly, educators responsible for providing technology-
based in-service programs have little to guide them in developing new programs or improving
existing ones. As Stecher and Solorzano (1987) concluded, In-service is less successful when
participants are regarded as major contributors. Programs are more effective when the leader
assumes the role of "giver of information" and the participants are "receivers of information."
(p. 54).
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CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
Methodology refers to the system of methods or procedures used in sampling and collecting
data required for a particular research. It is also the application of the principles of data
collection methods and procedures in any field of knowledge. This section describes research
design, target population, sampling design and sample size, data collection methods, validity
and reliability of research instruments and data analysis technique.
3.2 Research Design
The study will adopt ex post facto research design. The study will be concerned with
ascertaining the failure of school based programmes to affect the performance of schools in
Wajir East. It will investigate how often and the percentage of teacher on training,
administration rules and procedures requiring teachers to undergo training and adherence to
their training schedule, how training skills application is administered in classroom and its
returns, teachers attitude towards training, administration motivation on teaching, training and
students learning, Teachers level of education and socio-economic well-being of teachers
affects students in that area. Such issues are best investigated through ex post facto research
design (Patton, 2002) and hence the choice.
3.3 Study Area
The study will be carried out in public primary schools in Wajir East district. The area is
situated in North Eastern province of Kenya and lies between latitude 00 10o North of
longitude 35o, 25o and 35o 45o east at an altitude of 2, 179m above sea level (Wajir East District
development plan, 2010 2015). The researcher prefers the area because it is characterized by
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live below the poverty line. The number of Kenyans living below the poverty line increased
from 3.7 million in 1972/73, to 11.5 million in 1994 and 12.5 million in 1997 to 22 million by
end of 1998 (UNDP, 2009). This implies that the socio-economic status of parents in Wajir
East district is a vital determinant of poor performance in education.
3.4 Target Population
The target population of this study will comprise of DEO, teachers, Principal teachers and
students in the 52 public secondary schools on Wajir East district. Principals will also be
interviewed to clarify issues that will not be captured well in the questionnaire.
The principals and teachers are central figures in any public secondary school and disseminates
of the ministry of education science and technology policies. They are also concerned with the
welfare of the students performance in school and hence a working knowledge of the poor
performance in their schools.
Students will also be considered because of their well understanding of the performance
situation, difference in teachers teaching styles and comparison of their previous performance.
The target population will include the DEO, all Principal teachers and students in the 52 public
secondary schools in Wajir East district.
3.5 Sample Size and Sampling Procedures
The study will adopt purposeful, systematic and simple random sampling. Purpose sampling
will be used to select Principal teachers in the sampled school to participate in the interview.
Through simple random sampling technique, 30% of all the schools will be selected. The
names of the schools will be written or small papers that will be folded, put in a container and
mixed thoroughly. After every picking, the container will be shaken again to ensure through
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schools on selected/picked papers will form the sample. The study will sample 30% of the target
population since Neuman (2000) argues that it is enough in an expost facto survey study.
At the selected school level, the students will be selected using snowball sampling technique.
Snowball sampling is a technique for developing a research sample where existing study
subjects recruit future subjects from among their acquaintances (Neuman, 2000). Thus the
sample group appears to grow like a rolling snowball. This technique will be necessary since
students may know each other regarding the problems with their performance. Snowball will be
used to select the ten (10) students respondents in every school. In total 10 principal teachers
who will be purposefully sampled and 20% of the total number of pupils (30% of 60 average
number of students in form three in Wajir East district) = (18x14 schools) 150 will be randomly
sampled for the study.
3.6 Data Collection MethodsThe main instrument for data collection will be questionnaires. The questionnaire is a
convenient tool especially where there are large numbers of subjects to be handled. It facilitates
easy and quick derivation of information within a short time (Patton, 2002). A self-
administered questionnaire will be used by the researcher as it is economically in terms of time.
3.7 Reliability and Validity of Research Instrument
3.7.1 Validity of Research Instruments
According to Fraenkel and Wallen (2000) validity is quality attributed to proposition or
measures to the degree to which they conform to establish knowledge or truth. An attitude scale
is considered valid, for example, to the degree to which its results conform to other measures of
possession of the attitude. Validity therefore refers to the extent to which an instrument can
measure what it ought to measure. It therefore refers to the extent to which an instrument asks
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meaningfulness of inferences, which are based on research results. Validity is the degree to
which results obtained from the analysis of the data actually represents the phenomenon under
study. Validity therefore, has to do with how accurately the data obtained in the study
represents the variables of the study. If such data is a true reflection of the variables, then
inferences based on such data will be accurate and meaningful. The instrument will be rated in
terms of how effectively it samples significant aspects of the purpose of the study. The content
validity of the instrument was determined in two ways. First the researcher discussed the items
in the instrument with the supervisor, lecturers from the department and colleagues. These
people will be expected to indicate by tick or cross for every item in the questionnaire if it
measured what it was supposed to measure or not. A coefficient of those that measured will be
computed. A coefficient of above 0.5 will imply that the instrument is valid. Advice given by
these people will help the researcher determine the validity of the research instruments. The
advice will include suggestions, clarifications and other inputs in order. These suggestions will
be used in making necessary changes. Secondly, content validity of the instrument will be
determined through piloting, where the responses of the subjects will be checked against the
research objectives. This also gave a reason as to why content will have to be used. For a
research instrument to be considered valid, the content selected and included in the
questionnaire must be relevant to the variable being investigated argues Kerlinger, (1973).
3.7.2 Reliability of Instrument of Data Collection
Patton (2002) states that the reliability of a test refers to the ability of that test to consistently
yield the same results when repeated measurements are taken of the same individual under the
same conditions. Basically, reliability is concerned with consistency in the production of the
results and refers to the requirement that, at least in principle, another researcher, or the same
researcher on another occasion, should be able to replicate the original piece of researcher and
achieve comparable evidence or results, with similar or same study population.
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To establish the reliability of the questionnaire, pre-testing through piloting will be done in
Wajir East district. The schools that will be used in the piloting study will not be used in the
actual study. The reliability of the items will be based on the estimates of the variability among
the items. The reliability coefficient will be determined using scores from the test retest
technique that will be used. This is because the method will be more accurate as it determines
the stability of the instrument. A reliability coefficient of at least 0.5 will be considered high
enough for the instruments to be used for the study (Neuman, 2000).
Feedback obtained from the pilot study will assist the researcher in revising the instrument of
data collection to ensure that it covers the objectives of the study. The main reason for piloting
the questionnaire will be to ensure that the items would detect the kind of responses the
researcher intends to get, that the items they are acceptable in terms of their content, and they
adequately covers any aspects of the unit which the researcher particularly wishes to explore. In
a case where it will be discovered that the items in the questionnaire are difficult for the
respondents, they will be rectified accordingly.
3.8 Data Collection
Data will be collected from District Education Officer (DEO), Principal teachers, secondary
school students and teachers in the selected schools between April to May 2011. The Instrument
of data collection will be questionnaires. The data will be collected by the researcher so as to get
first hand experience in conducting the study.
The researcher will seek permission from the Ministry of Education, District Education office
and District Commission Office. The researcher will carry out a reconnaissance trip to the
district in order to familiarize herself with what goes on in the district. This trip will make the
researcher to seek the consent of the participants.
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3.9 Data Analysis
Data will be analyzed descriptively. Data analysis will be facilitated by use of SPSS (Statistical
Package for Social Scientist) Computer package. Descriptive methods will be employed in
analyzing qualitative data where frequencies and proportions will be used in interpreting the
respondents perception of issues raised in the questionnaires so as to answer the research
questions. Descriptive statistics such as frequency distribution, percentages, means and standard
deviations will be calculated and data presented in form of tables, graphs and charts.
One-way analysis of variance (ANOVA) and chi-square, which are inferential statistical
techniques, will be used to test the hypotheses. The level of significance will be tested at 0.05.
3.10 Ethical Considerations
The researcher will respect the respondents privacy. The participants will not be expected to
write their names on the questionnaire, but each questionnaire will have a code number for
reference. The participants will be assured that the information given will be treated
confidentially and for the purpose intended only. They will also have the freedom to withdraw
from the study at any point or time.
REFERENCES
Aga khan educational services (2003). CH-1202, GENEVA.
Anderson, S.E (2000),A coordinated District Consultant/Teacher Center centre Approach to
School-based Teacher Development: The Mombasa School Improvement Project Paper
presented at the Annual meeting of the comparative and international Education Society San
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Beatham, M. (2008, September), Tools of Inquiry: separating two hard tasks to promote true
learning. Journal of educational Technology Systems
Blackburn, V and Moisan, C (1987), The In service Training of Teachers in the Twelve state of
the European Community Manuscript: presses interuniversitaires europeennes.
Brown, G., Brown, J., and Surma, S. (1999). The East African Madrasa programme: The
Madrasa Resources Centres and their Community-based pre-school programme. Evaluaton
Report prepared for the Aga Khan Foundation
Craig, H., Kraft, R., and du Plessis. J (1998), Teachers Development: Making an Impact.
Washington DC: Academy for educational Development, ABEL clearinghouse for Basic
Education
Daniel L., Junta de Andaluca, CEP de Alcala de Guadaira
Darling-Hammond, L. (1997),Doing What Matters Most: Investing in Quality Teaching. Kart
and Town Pennsylvania: national Commission on Teaching and American future. Also at
http://www.tc.columbiana.edu/~teachcomm
Halim, A., & Ali, M. M. (1988). Administration and management of training programmes.
Bangladesh Journal of Training and Development, 1 (2), 1-19.
Hernadez, F. (1996) Como Aprenden los docents
Ibe MD. (1990), School-based Staff Development Programmes: theoretical base and realities, In
Ho, W.K (Ed) 1990. Improving the quality of teaching profession, Singapore: ICET
Indire, F.F and Sifuna, D.N (1974),A History of the Development of Teacher Education in
Kenya. Nairobi. University of Nairobi press.
James, D. Macneil (2004), School based and Cluster based Teacher Professional Development:
Bringing Teacher Learning to the Schools.
Kafu, P.A (2006):Emerging issues in teacher education in Kenya (unpublished paper), Moi
University.
Katherine Corell, Johanna L.Oleary and Brian Howe,Introducing a new Grade 8 Curriculum
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Maheshwari, A., and Raina, V., (1998)In service training of primary teachers through
interactive video technology: an Indian experience. International review of Education
Malone, V. M. (1984). Inservice training and staff development. In B. E. Swanson (Ed.),
Agricultural extension: A reference manual. Rome: FAO.
Maria J.L, Seville university
Matzen, N.J and Edmunds, J.S (2007, summer), Technology as a catalyst for Change: The role
of professional development. Journal of Research and Technology in Education.
Mclain, M., and Mustrad, J.F, (1999):Reversing the real Brain Drain: Early years study:
Toronto, Canada: Publications Ontario
Paul B., Teacher motivation and incentives in sub-Saharan Africa and Asia. Knowledge and
skills for development, Brighton
Postlewaithe, N. (1998), The conditions of primary schools in least-developed countries:
International review of education
Rakes , G.C, Fields, V.S and Cox, K.E (2006), The influence of teachers technology use of an
instructional practices. Journal of research on technology in education.
Republic of Kenya (1988), Sessional Paper No.6: Development of education this decade and
beyond. Nairobi. Government printers.
Rogers, F. E., & Olmsted, A. G. (1957). Supervision in thecooperative extension service.
Madison, WI: National Agricultural Extension Center for Advanced Study.
Rotta Walstorm, Growth towards peace and environment responsibilities: from theory to
practical implication(Jyvaskla, Finland: Institute for Educational research, university of
Jyvaskla, 1991).
UNESCONational Education Sector Support Strategy (UNESS) for the Republic of Kenya
2010-2011
UNICEF (2000), curriculum report card, working paper series, education section, programme
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Willms, J.D (2000), Standards of Care: Investments to improve childrens educational
outcomes in Latin America. Paper presented at the year 2000 Conference of Early Childhood
Development Sponsored by the World Bank, Washington, DC April, 2000
APPENDIX I
QUESTIONNAIRE FOR THE TEACHERS OF SECONDARY SCHOOLS
This questionnaire is for collecting data on the effect of failure of school based programmes to
affect the performance of schools in Wajir East. Data obtained was handled in confidence for
purely academic purposes. To enhance confidentiality do not enter your name or that of your
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Answer all questions by ticking and filling in the blanks as appropriate.
Please indicate;
Please tick inside the boxes
1. Your age in years _________
2. Gender. Male Female
3. Marital status. Married Single Windowed Divorced
4. Highest level of education attained a.
Form four (0-level) b. Form six (A-level)
c. College d. University
5. Highest level of training
a. Certificate b. Diploma
c. 1st degree d. 2nd degree
6. After school which program listed did you enroll to (please tick)?
a. Masters b. workshop
c. In-service d. School based programmes
e. Higher Diploma
f. Any other (specify) ----------------------------------------------------------------------
If yes: Answer the following questions
7. How often do you go for the training program?
8. What was your goal for under going the above programmes (in number 6)?
-------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------
9. Where you promoted?
Yes: No:
10. Was your salary increased?
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10. How has the training improved your performance in the classroom?
----------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
----------------------------------------
12. What are the students responses in the class?
---------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
13. Which schools do you teach?
a. Private schools b. Public schools
b. provincial schools d. National schools
e. District schools f. Adult schools
14. Do you think undergoing the training will improve the students performance wajir east?
Yes: No:
Give your reasons;
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
15. What is your attitude towards training?
----------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------
16. Has school based program ease your work as a teacher?
Yes: No:
Give your reasons:
------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
17. What are the major challenges that hinder you from passing the knowledge to the
students?
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Yes: No:
19. What is your recommendation on improving the study in the region?
--------------------------------------------------------------------------------------------------
20.
QUESTIONNAIRE FOR THE PRINCIPAL OF SECONDARY SCHOOLS
This questionnaire is for collecting data on the effect of failure of school based programmes to
affect the performance of schools in Wajir East. Data obtained was handled in confidence for
purely academic purposes. To enhance confidentiality do not enter your name or that of your
school in the questionnaire
Please indicate;
What makes you decide
about your own in-service
training or development?Yes No
needs of my school
chance for better payment
the heads suggestion
my own need to develop
wanting to get better-
qualified
chance to change my job
chance to differentiate my
work
Others
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1. Your age in years _________
2. Gender. Male Female
3. Marital status. Married Single Windowed Divorced
4. Highest level of education attained a.
Form four (0-level) b. Form six (A-level)
c. College d. University
5. Highest level of training
a. Certificate b. Diploma
c. 1
st
degree d. 2
nd
degree
6. After school which program listed did you enroll to (please tick)?
a. Masters b. workshop
c. In-service d. School based programmes
e. Higher Diploma
f. Any other (specify) ----------------------------------------------------------------------
If Any: Answer the following questions
7. Which school do you teach?
a. Private schools b. Public schools
d. provincial schools d. National schools
e. District schools f. Adult schools
8. How often do you go for the training program?
-----------------------------------------------------------------------------------------------
9. What was your goal for undergoing the above programmes (in number 6)?
-------------------------------------------------------------------------------------------------
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----------------------------------------
10. Where you promoted?
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11. Was your salary increased?
Yes: No:
12. How many teachers in your school have enrolled for the programmes mentioned in 6
above?
-------------- Out of --------------
12. Do you recommend teachers to go training mentioned above?
Yes: No:
Reasons ---------------------------------------------------------------------------------
----------------------------------------------------------------------------------
13. Over the past 3 years how many teachers where enrolled to the programmes in 6 above?
--------------------------- Out Of -------------------
14. Have their relative teaching subject performance improve after the training (relate to
question 13)?
Yes: No:
15. How do you encourage teachers to go on training?
---------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
16. What is your attitude toward teachers on school based programs?
--------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
16. Do you think going to school based programmes will improve the students performance in
Wajir East?
Yes: No:
17. Support your answer from the previous year performances up to date performances?
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18. Your recommendations
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QUESTIONNAIRE FOR THE DISTRICT EDUCATION OFFICER
This questionnaire is for collecting data on the effect of failure of school based programs to affect
the performance of schools in Wajir East. Data obtained was handled in confidence for purely
academic purposes. To enhance confidentiality do not enter your name or that of your school in the
questionnaire.
Answer all questions by ticking and filling in the blanks as appropriate.
Please indicate;
Please tick inside the boxes
1. Your age in years _________
2. Gender. Male Female
3. Marital status. Married Single Windowed Divorced
4. How often do teachers go for school based programs?
---------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
5 What are the requirements for one to undergo school based programs?
35
What are your expectations concerning the effects of
training?
Yes No
improving own knowledge
improving my students knowledge
getting new skillsExchange of experience
getting formal qualifications
getting additional qualifications
editing articles
meeting new people
improvement of school practice
Others
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--------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------
6. How many secondary teachers enroll to school based programs yearly?
--------------------------------------------------------------------------------------------------
7. Do you recommend teachers to enroll to school based programs?
Yes: No:
Reason:
-----------------------------------------------------------------------------------
8. Is school based program a recommendation or the teachers will ?
A recommendation: Teachers will:
8. Do you provide financial support for the programs?
Yes: No:
9. After the program do you recommend their salary Increment?
Yes: No:
10. Do you promote them?
Yes: No:
11. Do you think teachers enrolling to school based programs have improved the
performance of secondary school students?
Yes: No:
Reasons:
---------------------------------------------------------------------------------------------------
12. Would you recommend all teachers go for school based programs in years to come?
Yes: No:
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QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS
This questionnaire is for collecting data on the effect of failure of school based programs to affect
the performance of schools in Wajir East. Data obtained was handled in confidence for purely
academic purposes. To enhance confidentiality do not enter your name or that of your school in the
questionnaire.
Answer all questions by ticking and filling in the blanks as appropriate.
1. Your age in years _________
2. Gender. Male Female
3. Which type of school is this?
District: provincial
National school public school
4. How many hours are allocated for a single subject a day?
1hour 2hours
3hours
5. What time do lectures start and end? (Beside prep time).
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From 7am to 6pm from 8am to 6pm
From 7am to 4pm from 8am to 4pm
Do you have a prep time:
Yes: No:
6. How often do teachers miss coming for teaching lessons in class?
One lesson a week: two lessons a week:
Three lessons a week four lessons a week
Does not come for a week: does not miss any lesson:
7. Do teachers often ask you questions in class?
Yes: No:
8. How do you participate in class?
Do you ask questions?
Do you raise your hands to answer questions?
9. What is the level of your understanding when being taught other than reading on your own?
High Moderate low
11. Whats your level of understanding when reading on your own?
High Moderate Low
12. Most of the time in school what do you students do during lesson hours?
Being taught:
Left to read by your own
13. Is your interaction with your teachers friendly?
All are friendly: A few are friendly
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Most are non-friendly Most are friendly:
14. Do teachers advice you on the tips to excel?
Yes: No:
15. How are revision done after exams?
You revise together with the help of the teachers:
Teachers send you answer sheets
You revise as a group:
16. In case of assistance are your teachers approachable?
Yes most of the time: Not always
No they are always busy they are not that friendly
17. Do they assist you satisfactorily?
Yes: No:
18. Are you comfortable learning in this environment?
Yes: No:
19. What are the things affecting your performance?
Poor teaching skills: lack of participation:
Poor interaction with teachers unconcerned teachers
Lack of resources:
20. Do you think teachers take their work seriously?
Some do Very few do Most of them do
None of them do:
21. Do you think teachers going for in-service programs can raise the students performance?
Yes: No:
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Reasons----------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------
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WORK PLAN
The following work schedule guided implementation of this study.
41
Activity JAN
2011
FEB MAR APRIL MAY JUNE JULY
1 Proposal writing
2 Presentation of proposal
3 Piloting of research instruments `
3 Data collection
4 Data coding and analysis
5 Research report writing
6 Submission of 1st draft report to
supervisors
7 Collection and submission of thesis for
examination
8 Defence, collection of thesis, binding final
copies and submission of thesis
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BUDGET
The following is the estimated costs for the study.
Activity/Cost centre Estimated cost Total
cost
1 Proposal writing. Library - 2000, transport - 3000, internet - 1500,
typesetting 3000, copies and binding - 3000 and
stationary - 1500
14,000
2 Piloting Instruments copies 12 x 30 = 360
Research assistants 2 X 2 days x 500= 2,000
2, 360
3 Data collection Copies of research instruments 6X80X30 = 14,400
Research assistants 5 X10 days X 500 = 25,000
39, 400
4 Data analysis and
report writing
SPSS data entry and analysis = 27500
Stationary, copies and binding = 5000
32,500
5 Thesis Defence, correction, copies and binding = 10,000 10,000
TOTAL 98,260
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