AN INVESTIGATION OF THE EFFECT OF INSECURITY ON LEARNER CONTROL IN PUBLIC PRIMARY SCHOOLS IN WEST POKOT COUNTY, KENYA

Emmanuel Kaliakamur, Ruth Thinguri, Mary Mugwe Chui

Abstract


There is a current worry on the increasing matters of insecurity among the animal keepers in Kenya which calls for a critical need to examine its outcome on educational managing. The aim of this investigation was to investigate the effect of insecurity on learner control in public primary schools in West Pokot County. The study looked into the objective on the influence of insecurity on learner control. The investigation employed mixed methodology and the concurrent triangulation design. The targeted populace was 1,161 comprising of 80 head teachers and 611 teachers, 4 Quality Assurance Officers, 465 BoM members and 1 County Director of Education. Stratified sample was utilized to select institutions from the 4 sub counties each giving 6 schools, from where 9 teachers per school were sampled indiscriminately and selected. The 24 head teachers were selected purposively. The total sample was 245 participants consisting of 216 primary school teachers, 24 head teachers, 2 QASOs, 2 BoM members and 1 County Director of Education which was 21.10 % of the target population. Teachers were randomly sampled while QASO officers and BoM members were intentionally sampled. Questionnaires with Likert scales were used for teachers and students. There were interview schedules for the County Education Officer, QASO officers, BoM members and a documents’ analysis was developed. The investigation tools were conducted in 5 institutions in the county which were omitted from the final study sample. The researcher asked experts and the supervisors to scrutinize instruments for validity. For reliability, test retest method was used. A Pearson Correlation Coefficient of 0.800 was attained in the pilot. Concurrent triangulation was used to ensure credibility. A detailed interview was utilized to test dependability of qualitative instruments. Quantitative data was analyzed in descriptive statistics and presented in tables, frequencies and percentages. Inferential statistics was used in quantitative data whereby Chi-square was done to establish the extent to which the study variables associated with each other. Qualitative data was presented through thematic analysis. Then there was mixing and interpretation of data. The study established that insecurity in the study county hampered learner control. It was recommended that the government put in place security measures to curb insecurity in the county and the local community leaders use peace talks. Further research was recommended on influence of insecurity in secondary schools and other institutions of higher learning.

 

Article visualizations:

Hit counter

DOI

Keywords


insecurity, learner control, security management, primary schools

Full Text:

PDF

References


Adan, M. Evans D., & Adjun, B. (2008): Concept of Peace Committees - A snapshot of Analysis of the Concept of Peace Committees in Relation to Peace Building Initiatives in Kenya, Practical Action International.

Brownell, M. & Pajares, F. (2009). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164

Buckland, P. (2005). Reshaping the future: Education and post-conflict reconstruction. Washington: World Bank.

Buchanan-Smith, M. & Lind, J. (2005).Armed Violence and poverty in Northern Kenya: A case study for the armed violence and Poverty initiatives. The Centre for International Cooperation and Security Department for Peace Studies in Collaboration with DFID. University of Bradford. UK.

Bush, K. and Saltarelli, D. (2000). The two faces of Education in Ethnic Conflict: Towards a Peace -Building Approach to Education. UNICEF Innocenti Center

Christie, K. (1998). Introduction: The problem with ethnicity and tribal politics. In Christie K. (ed.) Ethnic conflict, tribal politics: A global perspective. London: Curzon Press. Great Britain

Corbert, D. (2009). School resources and student outcomes: An overview of the literature and new evidence from North and South Carolina. Journal of Economic Perspectives, 10, 31-40.

Creswell, J. (2004). Educational research: Planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson Prentice Hall.

Crisp, K. (2009).Introduction: The problem with ethnicity and tribal politics. In Christie K. (ed.) Ethnic conflict, tribal politics: A global perspective. London: Curzon Press. Great Britain

Cutter, S. (2011).American Hazardscapes: The Regionalization of Hazards and Disasters. Joseph Henry Press.

Emeka, E. (1999). Climate Change, Population Drift and Violent Conflict over Land Resources in North Eastern Nigeria. Social Development Department, Nigerian Institute of Social and Economic Research (NISER), Ibadan, Nigeria

Essner, J. (2012) Terrorism’s impact on Education; What the Institutions may learn from Egypt’s struggle with al-Gama’a al –Islamiya.Security and Development(6) 88

Goodrich, J. (2012) September 11 2001 attack on America: A record of immediate impacts and reactions in the USA. 23(6);573-80.

Hall, H. & Sullivan G. (2006).Industrial and General Administration. Paris: Dunod. Freemont E. Kast and James E. Rosenzweig. (1985). Management: Systems and Contingency Approach. New York: McGraw Hill.

Haskell, D. (2008). Building bridges between Science and Special Education. Electronic Journal of Science Education., 4(3).

KESSP, (2012).Report on the Monitoring of schools Broadcast through World Space in Primary Schools. Nairobi: KESSP

Kipkorir B. and Welbourn F.B. 1973. The Marakwet of Kenya: A Preliminary Study. Nairobi: E.A.L. Bureau.

Konza, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29, 17–29.

Kothari, S. (2004) Research Methodology and Techniques (4th Ed).New Delhi- India. Wannick Publications,

Koutrouba, W. Akinfolarin, C. & Alimi, O. (2006).Correlate of Resource Utilization and Students’ Learning Outcome in Colleges of Education in South West Nigeria. International Education Studies Vol. 4, No. 3, 18-20.

Kentli, F. (2009). “Comparison of Hidden Curriculum Theories”. European Journal of Educational Studies

Kenya Human Rights Commission [KHRC]. 1998. Killing the Vote: State Sponsored Violence and Flawed Elections in Kenya. Nairobi: KHRC Report.

Mileti, D. (2009). Disasters by Design: A Reassessment of Natural Hazards in the United States. Joseph Henry Press.

Mintzberg, H. (1973). The Nature of Managerial Work. Prentice-Hall, New York.

Ministry of Education Science and Technology; Republic of Kenya: Education Sector Support Programme 2005- 2010: Delivering Quality Education and Training For all Kenya: 2005

Mugenda, O. & Mugenda, A. (2008).Research Methods: Quantitative and Qualitative Approaches. Nairobi, Kenya: Acton Press

Mukhopadhyay, S. (2009). Factors influencing the practice of inclusive education in Botswana primary school (Unpublished doctoral dissertation). University of Botswana.

Mukopadhyay, K. M. Bear, G. Deemer, S. & Griffin, S. (2009). Teachers' experiences with inclusive classrooms: Implications for special education reform. The Journal of Special Education, 30,152-186.

Mwathe, J. (2011). The current crisis in Sudan and how it has affected the Education of its Children. http://www/ezinearticles.com/?experts.

Nyukuri, B. (1997). The Impact of Past and Potential Ethnic Conflicts on Kenyan's Stability and Development. A Paper prepared for the USAID Conference on Conflict Resolution in the Great Horn of Africa, June 1997.

Nyukuri, B. (1992). “Ethnicity and the Politics of National Integration in Kenya". A Paper presented on 22nd October at Kisumu.

Orodho, A. (2005). Elements of Education Social and Science Research Method. Nairobi: Masola Publishers.

Osamba, J. (2000) The Sociology of Insecurity: Cattle Rustling and Banditry in Northwestern Kenya. African Journal on Conflict Resolution, 1, 2.

Reichel, D. (2014). Building bridges between Science and Special Education. Electronic Journal of Science Education., 4(3).

Richardson, N. (2003). Education Research: An introduction. New York Longman Publishers.

Roberts, H. and Robert G. (2010).When systems fail. Organizational Dynamics. 29:179-191.

Siegel, J. (2008). Regular education teachers' attitudes toward their mainstreamed students. Paper presented at the annual Convention of the Council for Exceptional Children, Baltimore, MD.

Singal, N. (2009).Mapping the field of inclusive education: A review of Indian literature. International Journal of Inclusive Education, 9, 331-350.

So‘nmez, S. (2008). Education, terrorism and political instability. Annals of Education research.25,2,pp416-56

Stoler, R. (2007). Perceptions of regular teachers towards inclusion of all handicapped

Tawil, S. and Harley, A. (2004).“Education, Conflict and Social Cohesion. UNESCO International Bureau of Education. Geneva.

UNESCO (2010), Out-Of-School Children: New Data Reveal Persistent Challenges. Uis Fact Sheet, June 2011, No. 12

UNICEF (1994) Basic Education in Eastern Africa. Report on a seminar, Nairobi

Wahab, S. (2005).Terrorism; A challenge to Education. In B. Sahlberg, L. Nyberg, C. Almer (eds.) First global research on security and risk on education. Report 1995;2 (pp84-108) Mid-Swedish University. Ostergund; Department of Education Studies.

Westwood, E. & Graham, K. (2008). The attitudes and behaviors of the teachers towards the students they perceived as unsuccessful. Journal of Turkish Educational Sciences, 5(1), 135-154.

Wills, S. & Jackson B. (2000). Evolutionary Demographic Transition Theory: Comparative Causes of Prehistoric, Historic and Modern Demographic Transitions. Ph.D. Thesis, University of Florida.

Wishart, E. & Manning, J. A. (2007).Efficiency and equity in schools around the world. Economics of Education Review, 22, 481-502.

World Bank (2004) ‘Natural Disasters: Eluding Nature’s Wrath’ (mimeo). World Bank, Washington, D.C.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1499

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Emmanuel Kaliakamur, Ruth Thinguri, Mary Mugwe Chui

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).