Browsing by Author "Obuchere, Joab Namai"

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    An Evaluation of the Work Performance Tendencies of Teachers in Public Primary Schools in Kenya
    (Kenya Association of Educational and Management (KAEAM), 2023-09) Obuchere, Joab Namai; Adhiambo , Sister Jacinta; Mwalwa, Shem
    Teachers in basic learning institutions in Kenya have a variety of roles and responsibilities as documented in the Teachers Service Commission Act and other relevant documents. However, despite the guidelines, teachers sometimes find themselves overstretched and overwhelmed, hence missing out on critical targets. This study, therefore, sought to investigate the work performance tendencies of teachers in public primary schools within Khwisero Sub-County in Kenya. The study was grounded on TheoryX TheoryY which segregates workers into intrinsically motivated on one side and extrinsically motivated on the other. A sample of 18 head teachers, 144 class teachers and 144 pupils was adopted. The questionnaire and interview guide were used in data collection. Quantitative and qualitative procedures were adopted in the analysis. Results were interpreted and converged to provide a solution to the research problem. It was established that teachers used regular class attendance, the record of workbooks and lesson plans to demonstrate work performance. Based on the study findings, it was recommended that the Ministry of Education should constantly include all teachers in refresher courses, seminars, and workshops to update them on the latest technological and professional practices instead of targeting headteachers alone. Although there is a laudable effort towards this through the teacher professional development program, the cost attached is beyond affordability by most of teachers. There was also a need for the school boards to support sound motivation initiatives by teachers to encourage and enhance pupils’ academic performance.
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    The Imperative for Real-World Experiences in Kenyan Teacher Preparation for Disability Inclusive Teaching
    (African Journal for Teacher Education, 2023) Johnson, LeAnn A.; Githinji, Scolastica Kariuki; Obuchere, Joab Namai
    Traditional university-based teacher training in Kenya has relied on theoretical campus-based coursework which provides strong knowledge but little opportunity to develop practical skills. The need for practical skills is particularly evident for teacher candidates who are expected to teach students with disabilities who attend class in regular education settings. This case study outlines a pilot class at Daystar University that incorporated video, field trips, and real-world assignments within an experiential learning model to determine the impact of real-world experiences on student attitudes towards individuals with disabilities and their families, knowledge of disabilities, and skills in identifying and using understanding of learner strengths and weaknesses to make instructional recommendations and incorporate those recommendations into the design of class-wide learning activities. Teacher candidates enrolled in the pilot class reported positive changes in attitude and understanding towards individuals with disabilities, increased learning, and had more confidence in their ability to work in inclusive classrooms. These results have implications for ongoing curriculum restructuring in teacher education in areas of the world where educator preparation lacks the necessary resources for implementing a series of fully supported field experiences leading to a full-time teaching practice opportunity.
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    Investigation of the Supervisory Practices Used by Headteachers in Managing Teachers’ Work Performance
    (Journal of African Studies in Educational Management and Leadership, 2022) Obuchere, Joab Namai
    Although the role of teachers in basic education institutions in Kenya is articulated in the various Teachers Service Commission policy documents, teachers sometimes find themselves overwhelmed due to competing assignments. Simple guidelines like timely reporting to school and mentoring of learners are sometimes missed out. This study, therefore, sought to investigate the supervisory practices employed by headteachers in managing teachers’ work performance in Khwisero Sub-County. The study was grounded on McGregor’s theory X theory Y which segregates workers into the intrinsically and extrinsically motivated. A sample of 18 headteachers, 144 class teachers, and 144 pupils was adopted. The questionnaire and interview guide were used in data collection. Qualitative and quantitative procedures were adopted for data analysis. Results were interpreted and converged to provide a solution to the research problem. It was established that headteachers used regular class visitations, record book checks, and inspection of lesson plans to enhance teachers’ work performance. It was noted that instructional supervision by headteachers helped enhance teachers’ work performance. Based on the findings, it was recommended that the Ministry of Education should emphasize supervision-based training to enhance headteachers’ supervisory roles.
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    Research Authorization Processes: A Descriptive Comparison of Kenya and The United States of America
    (Journal of the Kenya National Commission for UNESCO, 2023) LeAnn, Jonhson; Obuchere, Joab Namai
    Obtaining research authorization to ensure compliance with ethics regulations is critical for those seeking to conduct research. Consequently, the primary objective of this study was to closely examine information regarding review boards and review processes that a researcher would encounter during the process of preparing and submitting a proposal. Information posted about the review process from two similar universities, one in the USA representing a localized review process and one in Kenya representing a centralized review process was analyzed to address two key questions, “How well does each system support the successful approval of the researcher in preparing a proposal,” and, “How might the strengths of each system be used to improve the other to better support increased research for all?” Methodology focused on using key features related to five questions a new researcher might ask when preparing and submitting a proposal: What structure governs the review process? What is the composition of the review board? What does the research approval process involve? What information and documents are required for submitting a proposal? What evaluation criteria are used to ensure fair and consistent review of research proposals? Side by side comparative charts of key features related to each of these questions was used for the analysis. It was concluded that both systems supported the approval of ethical research and that both institutions adhered to their respective government’s research ethics policies. The biggest differences in the two systems related to the actual information provided by the institution to guide proposal development and submission, ethics training provided to researchers, costs, and timelines. The most significant weakness for both institutions was lack of information regarding specific criteria used for evaluation of proposals. Consequently, four recommendations were made. First, a supportive and positive relationship needs to exist between the review board and researchers. Structural elements that create an adversarial rather than cooperative relationship need to be identified and eliminated in order to provide collaborative support. This is particularly important for novice researchers. Second, providing or developing ethics training for researchers has the potential of reducing frustration for those preparing a proposal and increasing the quality of submissions to the review board. Third, while there is cost associated with research review, placing the burden of this cost on individual researchers can be detrimental to promoting research. Governments and institutions need to consider the value of research and find ways to reduce or eliminate personal costs to the researcher. Finally, it is imperative that review boards provide current, accurate, and complete information regarding proposal preparation and develop rubrics that result in transparent evaluation and useable feedback for the researcher.
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    The use of School assets in generation of supplementary Income for Secondary schools– a case of Nairobi province, Kenya
    (School of Arts and Social Sciences, Daystar University, 2010-07) Obuchere, Joab Namai
    Abstarct Education has been considered a basic constituent in the development process of any nation. The educated people always have skills that are vital for sustainable economic growth and improved standards of living. Secondary education, which is very vital in the economic development, is accorded a comparatively lower financial allocation. The prevailing case necessitates that this level of education devices means by which income can be mobilised to supplement the meagre resources accessed through public expenditure. The aim of this study was to investigate how school assets could be used to generate supplementary income for secondary school education in Nairobi Province. With the current limitation in the financial resources open to the educational system, it is vital for the school establishment to participate in financing education. Literature regarding trends in education costs and the place of school assets in bridging the financial resource gap was reviewed. Supplementary resources were found necessary in sustaining secondary education since the rapid increase in education cost can not be proportionate to the household income. The study targeted public secondary schools within Nairobi Province. Descriptive sample survey design was employed to study the population as it appears. A total of 16 public secondary schools were sampled for the study, representing 30% of the total population. The schools were stratified according to their categories. Proportionate random sampling was used to select particular schools for study. Categories with only one school were purposively selected for study. The questionnaire and observational schedule were used in data collection. Expert knowledge from my supervisors was indispensable in determining the validity of the instruments. A pilot study helped in determining reliability of the instruments. Descriptive statistics were used for final analysis of the collected data. The final findings showed that schools with extensive assets enjoyed higher income than schools with fewer assets. It was further established that some head teachers could not account for income accrued from use of school assets. Students from poor backgrounds used their free and holiday time to solicit for funds, which they used to supplement school fees requirements. It was recommended that schools should be more innovative and use assets to generate income. In-service training in real asset management and record keeping should be given to head teachers. Retrogressive laws that curtail head teachers‟ innovativeness should be abolished.