http://hdl.handle.net/123456789/250 Sun, 05 Apr 2026 22:23:47 GMT 2026-04-05T22:23:47Z http://hdl.handle.net/123456789/18963 EFFECT OF SECONDARY SCHOOL PRINCIPALS’ TRANSFER ON EFFECTIVE SCHOOL CLIMATE IN NAROK EAST SUB COUNTY, KENYA VENRANDER MMBOGA Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/123456789/18963 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/18771 WORK ENVIRONMENT AND TEACHERS’ JOB SATISFACTION IN PUBLIC PRIMARY SCHOOLS IN NAROK CENTRAL DIVISION, KENYA OMWOCHA SHEM ONSONGO Teachers play a pivotal role in society whereby their effectiveness is often influenced by various factors within their working environment. Narok County has experienced considerable issues with teacher job satisfaction, leading to untimely resignations, laxity at work, high turnover rates, and voluntary transfers. The study therefore sought to investigate how work environment affects teacher job satisfaction. In particular, the study determined establish the extent to which adequacy of physical infrastructure at school affect teachers’ job satisfaction, determined the degree to which adequacy of instructional materials affect teachers’ job satisfaction, analyzed the extent to which teaching workload affects teachers’ job satisfaction, and investigated the magnitude to which teachers’ perception of learner discipline affects teachers’ job satisfaction in public primary schools in Narok Central Division. The study adopted a descriptive survey research design. The study population was 659 teachers in 73 public primary schools in Narok Central Division. Proportionate stratified simple random sampling was used to select 199 teachers in 29 schools. Head teachers of the sampled schools participated in the study as key informants. Data were collected using a questionnaire for the teachers and an interview guide for the head teachers. To achieve validity, the study conducted a comprehensive literature review to align research instruments with established theories, pilot-tested the instruments to identify and revise ambiguous items, and used established scales validated in previous research. The reliability of the questionnaires was assessed using Cronbach Alpha coefficient resulting in a reliability coefficient of 0.809 for the entire scale, indicating acceptable reliability. Data was analyzed using descriptive statistics that included frequencies, percentage, mean and standard deviation aided by statistical package of social sciences (SPSS). Pearson correlation coefficient was used to test hypotheses at p >0.05. Data were presented in the form of tables and graphs. The study found that the adequacy of physical infrastructure (M=2.5, SD=1.15) had a weak correlation though not statistically significant in determining teachers’ job satisfaction (p=.074, r=.127 n=199). Adequacy of instructional materials (M=2.812, SD=1.37) had a weak though statistically significant correlation with teachers’ job satisfaction (p=.014, r=174, n=199). Similarly, teaching workload (M=2.96 SD=1.26) had a weak positive but statistically significant correlation with teacher job satisfaction (p=.010, r=.183, n= 199). The teachers' perception of learner discipline (M=4.07 SD=1.26) showed a moderate and statistically significant positive correlation with teachers’ job satisfaction (p=.000, r=.330 n=199). The study recommends that the Ministry of Education should avail sufficient instructional resources. The teachers’ Service Commission should address under staffing in schools to enhance reasonable workload for the teachers. Head teachers should at all times manage learner discipline in order to maintain job satisfaction among the teachers. Additionally, maintaining learner discipline is crucial for fostering a positive classroom atmosphere. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/123456789/18771 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/15693 QUALITY OF STUDENTS’ WELFARE SERVICES AND LEVEL OF STUDENTS’ SATISFACTION ON SERVICE DELIVERY IN PUBLIC UNIVERSITIES: A CASE FOR MAASAI MARA UNIVERSITY, KENYA. SADERA LANCHOINE ELIZABETH Students’ welfare services in universities entail essential services that aim at promoting the physical, mental, emotional and social wellbeing of learners at the university. Quality provision contributes to the wellbeing of the students, improve learning outcomes, students’ satisfaction and loyalty. The purpose of this study was to examine the quality of student’s welfare services and how it affects students’ level of satisfaction in public universities in Kenya and especially at Maasai Mara University. The objectives of the study were to: Examine the relationship between quality of catering services and student’s satisfaction; establish the relationship between quality of health care services and student’s satisfaction; find out the relationship between quality of guidance and counseling services and students’ satisfaction and; assess the relationship between quality of sports and recreation services and student’s satisfaction. The study used mixed-methods research design. The target population of the study constituted 2640 students in their third year of study and four (4) heads of sections offering students’ welfare services in the University. The sample size for the study were 332 third year students and the four (4) heads of sections who were sampled using both purposive and stratified sampling method. A student’s questionnaire (SQ) was used to collect data from the students. Interview guides were used to collect data from the heads of sections. A pilot of the instrument involving 33 students (10.0% of the sample size) from one of the Schools in the University was used to determine the reliability of the SQ using Cronbach’s Alpha Coefficient of reliability. The school was exempted from the main study. The reliability coefficient of the SQ was .895. Data from the students’ questionnaire was analyzed quantitatively by use of descriptive and inferential statistics. Content analysis was used to analyze data from the section heads. The study found that there was a positive relationship between quality of students’ welfare services and student satisfaction at the university. Independently, quality of guidance and counseling services had the largest contribution on students’ satisfaction [R 2 = .322, F (1, 287) = 137.80, p = .000], followed by quality of health services [R 2 = .254, F (1, 287) = 99.268, p = .000] and quality of sports and recreation services [R 2 = .215, F (1, 287) = 78.759, p = .000]. Quality of catering services had the least contribution to students’ satisfaction in the University [R 2 = .056, F (1, 287) = 17.404, p = .000]. The study concludes that quality of students’ welfare services was positively and directly related to students’ satisfaction. Improvements in the average quality of guidance and counseling services, health services, sport and recreation services and catering services was likely to result to proportionate increase in students’ level of satisfaction in the University. The study recommends that the University should put more focus on the quality of guidance and counseling services as they were found to have more impact on students’ satisfaction. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/123456789/15693 2023-01-01T00:00:00Z http://hdl.handle.net/123456789/15671 INFLUENCE OF PARENTAL LEVEL OF EDUCATION ON TRANSITION RATES OF LEARNERS FROM PRIMARY TO SECONDARY SCHOOLS IN MUKURWEINI SUB COUNTY, NYERI COUNTY, KENYA KURGAT LEONARD CHERUIYOT Parental level of education entails the extent to which parents have acquired education. There are three categories of parental level of education; educated parents, semi educated parents and uneducated parents. The transition rate of learners from primary to secondary schools in Mukurweini Sub County stood at 96.5% which is lower than the national and county rates at 98.3% and 99.1% respectively. Thus, the purpose of this study was to assess the influence of parental level of education on learners’ transition rate from primary to secondary schools in Mukurweini sub county, Nyeri County, Kenya. The objectives of the study were; to assess the extent to which educated parents influenced transition rate of learners from primary to secondary schools in Mukurweini sub county, to assess the extent to which semi-educated parents influenced transition rate of learners from primary to secondary schools in Mukurweini sub county and to assess the extent to which uneducated parents influenced transition rate of learners from primary to secondary schools in Mukurweini sub county. The study was guided by the Ecological Systems Theory and the Schlossberg’s (1998) transition theory. The study used mixed methods approach. The target population for this study comprised of 65 head teachers and 65 class 8 class teachers. Using the Central Limit Theorem, 30% of 130 respondents were selected to give a sample of 40 respondents, of whom 20 were head teachers and 20 class 8 class teachers. Stratified random sampling was applied to create 4 strata based on the number of educational divisions in Mukurweini sub-county. Purposive sampling was used to select all the head teachers from the selected schools together with the class 8 class teachers. Simple random sampling was used to select the schools. Questionnaires were used to collect data from head teachers and class 8 class teachers, whereas document analysis was used to collect data on pupil’s transitional rate. Validity was established through expert judgment who improved the content validity. Reliability was determined using test re-test technique and a reliability coefficient of above0.7 was considered appropriate for the instruments to have a higher reliability. Data analysis guide was done both qualitatively and quantitatively. Open ended questions and the document analysis was analysed quantitatively based on the common themes while Quantitative data was analysed descriptively using frequencies and percentages. The quantitative findings of the study were presented using tables whereas qualitative findings were presented thematically and in narrative forms. The findings of the study revealed that indeed parental level of education influence learners’ transition rates from primary to secondary school with the average transition rate standing at 99.4%. Learners with parents who had higher education levels had higher chances of transiting to the next level of education compared to those from families where parents had no education or had semi education, the transition rate was 100%, those who were semi educated were 98.9% and the uneducated parents was 96% . This implies that parent’s level of education had a lot of impact on schooling. The study therefore concluded that the transition of learners from one level of education to the next was influenced by the level of education of their parents. It was therefore recommended that parents need to effectively take up an initiative to encourage their children to pursue education irrespective of their level of education. The findings of the study are hoped to benefit parents as the main stake holders, educationists and sponsors for the appropriate planning since it offers a blue print of the contentious issues about the transition rate in Mukurweini sub county. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/123456789/15671 2023-01-01T00:00:00Z