The purpose of study was to investigate students’ perception on head teacher’s role in implementation of girls’ re-admission policy. The study was to help highlight the plight of girls who drop out of school as a result of pregnancy with a view of giving them a chance to continue with education through re-admission. To achieve this objective the study examined students’ perception on head teachers’ administrative, counseling and support roles. Students’ perception was the dependent variable whereas the head teachers’ age, gender, educational level and teaching experience were independent variables. The study was based on Tinto’s (1975) model of student retention which stipulates that a student persists or drops out depending on their degree of both academic and social integration. The research design was a descriptive survey where questionnaires and interview schedule were used to collect data. Target populations were form three students, head teachers, counseling teachers, class teachers and the District Quality Assurance and Standards Officer. Sampling techniques used in the study were Simple Random, Stratified and Purposive. Reliability of the instruments was established through a pilot study in a school outside the study area. Cronbach’s alpha was used to assess the reliability coefficient that yielded a value of 0.82. Validity of instruments was determined through expert judgment involving discussions with other researcher’s and colleagues. Data was analyzed using both descriptive and inferential statistics. The study established that head teachers had not implemented the girls’ re-admission policy to the expectation as reflected in the poor discharge of administrative, counseling and support roles. It was also established that head teachers’ educational level and teaching experience had a positive influence on administrative role whereas teaching experience had a positive influence on both counseling and support roles. The study recommended; the Kenyan Ministry of Education to review the policy so as to come up with appropriate guidelines for implementation, counseling to be strengthened in schools , further training for head teachers and introduction of support programs for the girls who drop out of school due to pregnancy.
Table of Contents
1. Introduction
1.1 Study background
1.2 Students’ perception of head teacher’s roles
2. Methodology
3. Results and Discussion
4. Conclusions
5. Recommendations
Research Objectives & Key Themes
The primary objective of this research is to investigate student perceptions regarding the head teacher's role in implementing the girls' re-admission policy in the Eldoret West District of Kenya. The study seeks to determine if administrative, counseling, and support roles are being effectively discharged to help pregnant girls continue their education, while identifying potential barriers and the influence of teacher background on policy execution.
- Implementation of the girls' re-admission policy in Kenyan secondary schools.
- Evaluation of administrative, counseling, and support roles performed by head teachers.
- Impact of head teachers' educational level and teaching experience on policy implementation.
- Challenges hindering the re-entry of teenage mothers into the school system.
- Disparities between government policy guidelines and actual school-level practices.
Excerpt from the Book
Introduction
After the National symposium of Education for girls held in Machakos in 1994, the Kenyan Ministry of Education declared support for the girl mothers and officially started working on the process of re- entry. By the time of Mauritius consultation organized by FAWE in 1994, Kenya was already officially re-admitting teenage mothers. By 1996, the Ministry of Education formulated guidelines on the re-entry which were finally circulated to the Education authorities.
According to Ministry of Education (MOE) (1998), the guidelines on re-entry are; Girls who become pregnant should be admitted back to school unconditionally, Head teachers, District and Municipal Education Officers should be directed to assist such girls to join other schools to avoid psychological and emotional suffering, intensive counseling should be provided to the affected girls, parents, teachers, and other girls in school. Furthermore, once a girl is sent home, the parents should be summoned to the school and receive some counseling and thereafter they should take their daughter home. Head teachers and other teachers to be human and show understanding and patience while handling cases of this nature, parents should seek re-admission of their daughters to school after the baby is weaned and Head teachers should provide the necessary help in this regard. In cases of any problem, the Provincial, District and Municipal Education Officers should assist. Finally, those who make girls pregnant should be exposed. For example, teachers and other adults in the community should face legal action. Boys should be given counseling so that they can take responsibility for their actions. This paper therefore reviews how head teachers implement the above guidelines at the secondary school level with an aim of strengthening their implementation.
Summary of Chapters
1. Introduction: This chapter provides the policy context for girls' re-admission in Kenya and explores existing academic literature regarding students' perceptions of school leadership and instructional environments.
2. Methodology: This section details the descriptive survey research design, the sampling strategies for students and school staff, and the quantitative and qualitative tools used for data collection.
3. Results and Discussion: The chapter presents the empirical findings, demonstrating that head teachers struggle to meet policy expectations in administrative, counseling, and support duties, while noting the correlation between teaching experience and improved performance.
4. Conclusions: The findings are synthesized to highlight that current policy implementation remains at the discretion of individual head teachers, necessitating a standardized review by the Ministry of Education.
5. Recommendations: The study proposes concrete actions for the Ministry of Education, including policy review, mandatory further training for head teachers, and the establishment of dedicated support programs for student mothers.
Keywords
Educational policy, re-admission policy, teenage mothers, head teacher, school administration, student perception, Kenya, girls' education, student retention, counseling, social integration, academic achievement, gender disparity, secondary school, policy implementation.
Frequently Asked Questions
What is the primary focus of this research paper?
The research examines the effectiveness of the Kenyan government's girls' re-admission policy by analyzing how secondary school head teachers implement it and how students perceive these efforts.
What are the main thematic areas covered?
The paper covers the administrative, counseling, and support roles of head teachers, the impact of teenage pregnancy on school attendance, and the role of organizational leadership in student retention.
What is the core research question?
The core question is how students perceive the role of the head teacher in the implementation of the girls' re-admission policy and whether this implementation aligns with Ministry of Education guidelines.
Which scientific methodology was utilized?
The authors employed a descriptive survey research design, utilizing self-administered questionnaires and interview schedules with various stakeholders in the Eldoret West District.
What does the main body of the work address?
It provides an in-depth analysis of survey data, comparing the observed practices of head teachers against the expected policy standards, and statistically testing the influence of educational background and experience on leadership performance.
Which keywords best characterize this study?
Key terms include: Educational policy, re-admission policy, teenage mothers, school administration, student perception, and teacher leadership.
Did the study find that the re-admission policy is being implemented successfully?
No, the findings indicate that head teachers have not implemented the policy to the expected standard, often failing to provide the necessary counseling or financial support for returning students.
How does teacher experience influence the implementation of this policy?
The study found a positive correlation: head teachers with more teaching experience and higher educational levels demonstrated better proficiency in discharging administrative and counseling roles.
- Arbeit zitieren
- Joshua Manduku (Autor:in), B.Ed, M.Ed. Omulako Eman Jairo (Autor:in), 2011, Students’ Perception on the role of head teacher in implementation of girls’ re-admission Policy, München, GRIN Verlag, https://www.grin.com/document/171238
