Browsing by Author "Wamukuru, David Kuria"

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Factors affecting the quality of learning in early childhood development education institutions in Nakuru County, Kenya
(2015-12-03) Wamukuru, David Kuria
The Constitution of Kenya Chapter 4 and Basic Education Act of 2013 provide for free and compulsory basic education. Through these legal provisions, ECDE has been integrated as part of basic education and was devolved to County Governments in February, 2012. This study sought to establish the factors that affect the quality of teaching and learning in early childhood development and education centres in Nakuru County, Kenya. Descriptive survey design was adopted. The population of the study constituted all the public ECDE centres in Nakuru County, the Public primary schools headteachers and ECDE teacher. Nakuru County had a total of 775 public ECDE centres as at January 2014. A total of 160 respondents were used in this study including 80 head teachers and 80 ECDE teachers. The data was collected through two sets of questionnaires and one observation checklist. The data was analyzed through descriptive statistics. The study findings established that 70% of the public ECDE classrooms in Nakuru County were not child friendly due to inadequate learning equipment and materials. Only 26% of the ECDE classrooms were in permanent buildings, 70% were in semi-permanent structures while learning in 6% of the ECDEs were conducted in the open. The study also showed that 30% of the teachers in public ECDE were not qualified while most teachers were not motivated. Furthermore , the study showed that there was gender parity with slightly fewer boys than girls in ECDE in the County. The findings of this study are likely to help the Ministry of Education (MOE), NGOs, FBOs, Parents and communities to put in place policies and resources that may influence the quality of teaching and learning in ECDE level of education in the county.
Modelling the Effects of Teacher Demand Factors on Teacher Understaffing in Public Secondary Schools in Kenya
(Journal of Education and Practice, 2016) Wamukuru, David Kuria
The secondary school teacher labour market faces many challenges including, escalating teacher wage bill, teacher shortages that occur alongside teacher surpluses, inadequate teacher distribution and inefficient teacher utilization. There is the need therefore to understand the effects of the factors determining demand for secondary school teachers and determine the incidence of risk on teacher under staffing caused by different demand factors. The study adopted cross-sectional research design using time series data for the period from 1990 to 2010. The dependent and independent variables in this study were subjected to Poison Regression to establish the extent to which the set of independent variables explained variance in the dependent variable. Results of the Poisson Regression showed that the significant factors determining secondary school teacher demand in Kenya included: number teachers on duty, secondary school enrolment, class size and number of teachers employed. There was evidence to prove that Pupil Teacher Ratio (PTR), number of classes, number of streams, teacher workload and Government policy affected secondary school teacher demand collectively although they did not have significant effect of teacher demand independently. The results of the Poisson Regression model with random effect illustrated the Incidence Relative Risk (IRR) on teacher understaffing. The study concluded that, changing the levels in student enrolment, PTR, number of classes, number of teachers employed and teacher without relevant policy controls and interventions measures would increase the risk of teacher shortage. Thus there is the need for the policy makers to control the effects of secondary school teacher demand factors to avoid critical teacher shortages in the future
Selected factors determining secondary school teacher demand in Kenya: Trends, effects and projections
(Egerton University, 2011-10) Wamukuru, David Kuria
Teachers are an important human resource in the teaching and learning processes and their training and utilization therefore requires critical consideration. The education sector in Kenya faces many challenges, including escalating teacher wage bill, teacher shortages in schools alongside surpluses in the labour market, inequitable distribution and inefficient utilization of teachers. There is therefore the need for a framework for projecting and relating demand to the supply in order to avoid imbalances in the future. The purpose of this study was to establish the trends and effects of factors that determine the demand for trained secondary school teachers in Kenya. The study also aimed at developing a model that embraces a framework for projecting future teacher demand. A cross-sectional research design was adopted in this study. The population of this study included all the 4236 public secondary schools in Kenya in 2007, graduate and diploma teachers who have been teaching in the public secondary schools in Kenya between 1990 and 2007 and sixteen Teacher Service Commission (TSC) provincial staffing officers. Simple random sampling was used to select 351 public secondary schools. Data on all graduate and diploma teachers who have been teaching in public secondary schools between 1990 and 2007 were obtained from the TSC records. A purposive sample of eight provincial staffing officers at the TSC Headquarters was also included. The data were collected by use of two document analysis profoma and one interview schedule. Data analysis was done using descriptive statistics, trend data analysis, Pearson’s product moment coefficient and Dagostino Pearson test, Shapilo-Wilk W test for normal data and Poisson regression. The study established that the main factors determining secondary school teacher demand in Kenya include: number of teachers on duty, secondary school enrolment, class size and number of newly employed teachers each year. The study also concluded that if the current trends in teacher demand factors in public secondary schools are maintained, there will be a shortage of eight teachers, on average, at the school level and a shortage of 79,901 teachers at the national level in 2030. The study developed a framework for projecting secondary school teacher demand as well as generating pertinent information on the factors related to secondary teacher workforce dynamics and its planning. By understanding these factors and their plausible future trends the policy makers, including the Ministry of Education (MoE) and the Teachers Service Commission (TSC) would take proactive policy reforms that would help reduce the level of teacher shortages in secondary schools in Kenya.