School of Education and Social sciences
Permanent URI for this communityhttp://localhost:4000/handle/20.500.12092/1881
Browse
3 results
Search Results
Item Evaluating Teaching Effectiveness in Determining Quality Educational Outcomes in Kenya.(2023) Gathondu, M.; Kagema, J.The yearnings for quality education is the driver to national socio-economic developments. This is well articulated by various local, national and international frameworks including Kenya’s Vision 2030 and Sustainable Development Goals. Teachers are considered pivotal in quality education. However, research studies document that teachers’ pedagogical practices reveal gaps in achievement of quality education outcomes. This study analyzed the role of teaching effectiveness on quality educational outcomes in Kenya. The study was guided by the Social Constructivism Theory and through a comprehensive review of literature, the study identified gaps in teachers’ pedagogical practices that guided the present study. 400 teachers were selected for the study and through purposive sampling method, 24 principals were sampled. Also, systematic random sampling method was employed to yield a research sample of 80 teachers and 144 students. The principal research instruments were questionnaires for the teachers and students while interview guides were used to collect data from principals. Validity was enhanced by the piloting of instruments prior to collecting the final data. To enhance credibility, an adjustment of the tools was done according to the opinions obtained from respondents and peer reviews. Reliability of the instruments was calculated using the Pearson product-moment correlation coefficient and found to be ρ =.77, hence considered reliable. To test the internal consistency for reliability within questionnaire items, Cronbach alpha based on the standardized items was used which yielded α =.759. Quantitative data was analyzed using SPSS Version 25 for both descriptive and inferential statistics. Measures among variables was described using standard deviations, SD, while chi-squared test, χ 2=12.496a was arrived at to determine the statistical significance of the study hypotheses at 0.05 level (2-tailed). The reporting of the quantitative data was in percentages, tables and charts. The study findings indicated that teachers are pivotal in determining educational outcomes through their pedagogical practices as corroborated by respective research objective findings. The study recommends that teachers should undergo continual professional development to improve in curriculum delivery. Also, the Government should enhance quality assurance and monitoring strategies in the schools to ensure that the school curriculum is highly implemented to achieve the educational goals in Kenya and beyond.Item Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership(Journal of Pedagogical Sociology and Psychology, 2019-04) Kagema, JosphatThis paper makes a critical examination of the role of school principals and managers in enhancing curriculum supervision and reinforcing prudent teaching practices. This is through a plethora of activities such as analyzing teacher’s performance, providing meaningful feedback, enhancing collegial approaches in the school and developing instructional strategies that will help to achieve the curriculum goals. The administrators and school management also need to provide the instructional resources required to achieve the learning outcomes. It therefore calls for collaborative efforts between the school and the community within. A focus therefore is made on the nature of leadership that can drive to broadly achieve the overall school’s goals. Effective leadership has been examined by scholars and the concurrence is that there are appendages to it ranging from instructional leadership, transformative leadership, moral leadership, participative, contingency and managerial. A school principal need to blend the six approaches so that they are geared to learner’s achievement, work ethics and values, democratic ideals and social justice. Finally, the paper looks at the emerging concepts and trends in school supervision and how they have shaped the delivery of curriculum goals and directions of schools. It proposes on the direction that educational policy makers should adopt in view of making bringing success to school leadership for effective curriculum delivery.Item Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership(Journal of Pedagogical Sociology and Psychology, 2019-04-23) Kagema, JosphatThis paper makes a critical examination of the role of school principals and managers in enhancing curriculum supervision and reinforcing prudent teaching practices. This is through a plethora of activities such as analyzing teacher’s performance, providing meaningful feedback, enhancing collegial approaches in the school and developing instructional strategies that will help to achieve the curriculum goals. The administrators and school management also need to provide the instructional resources required to achieve the learning outcomes. It therefore calls for collaborative efforts between the school and the community within. A focus therefore is made on the nature of leadership that can drive to broadly achieve the overall school’s goals. Effective leadership has been examined by scholars and the concurrence is that there are appendages to it ranging from instructional leadership, transformative leadership, moral leadership, participative, contingency and managerial. A school principal need to blend the six approaches so that they are geared to learner’s achievement, work ethics and values, democratic ideals and social justice. Finally, the paper looks at the emerging concepts and trends in school supervision and how they have shaped the delivery of curriculum goals and directions of schools. It proposes on the direction that educational policy makers should adopt in view of making bringing success to school leadership for effective curriculum delivery.