Walema, Barnett Nanjala (2014) Factors that Affect Students’ Involvement in Public Secondary School Administration in Teso North Sub-County Busia County, Kenya. Masters thesis, Kenyatta University.
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Abstract
Decentralization and democratization in educational administration involves participatory management where by all members make and respect decisions by all those who are interested in the organization thus; students, teachers and parents. In Kenya a number of documented administrative flaws in secondary schools have been positively attributed to the absence of teachers, students and parents' participation in school management. The main purpose of this study was to identify the factors that affected students' involvement in secondary school administration in Teso North Sub-County Busia County, Kenya. The objectives of the study included ascertaining how age and professional experience of school Principals affected students' involvement in administration of public secondary schools; assessed communication channels between prefects and school administrators. The study also endeavored to assess the extent of prefects' involvement in public secondary school administration and lastly the study investigated the perception and attitude of Principals and teachers towards prefects' authority in public secondary schools administration. This study would be significant to the Ministry of Education, Science and Technology (MoEST) and the school administration in improving students' involvement in school administration. The research employed a descriptive survey design which was concerned with the generalized statistics that resulted when data was abstracted from respondents. Out of 25 public secondary schools 21 were sampled. The researcher used questionnaires, interview schedules and observation schedules to collect data. Reliability of the instruments was determined by piloting the instruments and validity was enhanced by requesting the lecturers of Kenyatta University to examine content validity. With a target population of 1351, sample technique used was simple random sampling to select respondents from these groups: namely Principals, Deputy Principals, student prefects and purposive sampling for District Quality Assurance and Standards Officer (DQASO) totaling to a sample size of 433 respondents. Data analysis was done by using Statistical Package for Social Sciences (SPSS). Both qualitative and quantitative data analysis was used to analyze data. The findings were presented through descriptive statistics by use of frequencies, tables, graphs and pie-charts. The findings from the field revealed that students' participation in decision making in school administrative areas that do not directly concern them was viewed as problematic to school administrators and teachers. School administration felt insecure in involving prefects in administrative matters and they deemed them minors, immature and lacked expertise and technical knowledge needed. Prefects on the other hand felt sidelined by school administration and were not empowered. The study concluded that school administration professional experience had an effect on prefects' selection and involvement in school administration. The Principals still embraced the authoritarian leadership in school administration. Communication channels were not availed or inadequate in most of the schools. The study recommended that: There was need for experienced administrators to be inducted in school administration regarding prefect's involvement; they also needed to fully involve prefects in school administration especially in election of their own leaders. There was need for the Ministry of Education, Science and Technology to monitor the implementation of set policies on prefect involvement in secondary school administration. Further studies were recommended for a similar study to be carried out in other categories of schools like private schools and also need for MoEST to evaluate its role in reinforcing student involvement in school administration matters.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Africana |
| Depositing User: | Mr Michael Otieno |
| Date Deposited: | 12 Sep 2017 09:19 |
| Last Modified: | 12 Sep 2017 09:19 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/1974 |
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