Factors Influencing Provision of Quality Education in Newly Established Secondary Schools in Mathira Constituency, Kenya
In the last ten years, there has been an establishment of new secondary schools across Kenya, rising out of increased demand for secondary education, government policy to enhance access of education and provision of resources through Constituency Development Funds. However, quality issues in these schools are a point of concern for educational researchers. In view of this, the purpose of this study was to assess the factors influencing quality education provision in the newly established secondary schools in Mathira Constituency, Kenya. The objectives of the study were: To assess the status of learning resources in the newly established secondary schools, analyse the entry behaviour of students in the newly established secondary schools, assess teachers’ competency level in the newly established secondary schools and to evaluate the challenges facing newly established secondary schools in Mathira Constituency. The study employed Context, Input, Process Product (CIPP) theory as postulated by Stufflebeam and Coryn. The study adopted a descriptive survey design. The target population comprised of 85 teachers and 10 principals. Simple random sampling method was used to select 70 teachers and then 10 principals were selected purposively for the study. The research instruments used open-ended questionnaires, interview schedules and observation guides. The instruments were tested for reliability and posted a correlation coefficient of 0.72 and 0.71 for principals and teachers questionnaires respectively. Data was coded, analysed and presented using descriptive statistics such as percentages. Qualitative data was thematically arranged and patterns established which are presented in form of statements. The finding of the study revealed that newly established schools lacked the necessary infrastructure for provision of quality education. The study also established that the majority of the newly established schools lacked adequate resources, were highly understaffed and admitted learners with low entry behaviour thereby compromising the provision of quality education. The study therefore concludes that the newly established schools have gaps that need to be filled if the quality agenda is to remain paramount. The study further recommends that there should be concerted efforts to elevate the profile of those schools through increased funding, provision of teachers and enhance teachers’ capacity which will ultimately raise the quality education provision in these schools.