Jerono Kiprop-Marakis, Lydia Kipkoech, Ahmed K. Ferej


Teachers are the key persons involved in ensuring successful secondary education curriculum implementation. However, their ability to perform their instructional tasks is dictated by the environment they operate from. This paper looks at how ethnic conflicts affect teachers’ ability to perform their duties as expected in public secondary schools. The study was conducted in lowland areas of Baringo that have been experiencing inter-ethnic conflicts for a long period of time. The study used mixed method research methodology to collect qualitative and quantitative data. The respondents for the study consisted of 205 teachers, 22 principals and 88 BOM members from which a sample of 136 teachers, 26 BOM members and 22 principals were selected. The study collected data through questionnaire and interview schedule. The study found out that as a result of conflict, majority of teachers did not report to school on time while others failed to attend school completely for some days. This affected their capacity to teach and assess students in secondary schools. The study found out that there existed significant negative effect of ethnic conflicts on teacher instructional performance in public secondary schools in the lower areas of Baringo County, Kenya. The study recommends that schools need to offer psychological support to teachers through guidance and counselling in order to ensure teachers perform well in their duties. Teachers need to be housed in school through construction of teachers quarters.


Article visualizations:

Hit counter



ethnic, conflicts, instructional, performance

Full Text:



Adan, M. A. & Orodho, J. A. (2016). Effect of Inter-clan Conflicts on Quality Outcomes in Secondary Schools among the Nomadic Communities in Mandera County. IOSR Journal of Research and Methods in Education (IOSR-JRME) e-ISSN;2320-7388, P-ISSN:2320-737X. Vol6 Issue 3 Verill. (May-June) 2016).

Akintunde, O. & Selzing-Musa, G. (2016). Environmental insecurity and the Nigerian child’s learning: Coping strategies. Asia Pacific Journal of Multidisciplinary Research, 4(1), 13-17.

Akresh, R., & De Walque, D. (2008). Armed Conflict and Schooling: Evidence from the 1994 Rwandan Genocide. World Bank Working Paper No. 4606. Washington DC: World Bank.

Hamman, A. T. & Muhammad, K. (2017). Unsecure School Environment and School Phobic Behaviour. Journal of Education and Practice, 8(9), 49 – 52.

Jnawali, T. P. (2012). Education and Conflict in Nepal: Impact of Violence on Schools and the Role of Education in Peace building. D. Phil Thesis, Liverpool John Moores University, UK.

Jones, A., & Naylor, R. (2014). The quantitative impact of armed conflict on education: Counting the human and financial costs. Reading, UK: CfBT Education Trust and PEIC.

Justino, P., Leone, M., & Salardi, P. (2014). Short-and long-term impact of violence on education: The case of Timor Leste. The World Bank Economic Review, 28(2), 320-353.

Kaliakamur, E., Thinguri, R. & Chui, M. M. (2018).An Investigation of the Influence of Insecurity on the Management of Syllabus Coverage in Public Primary Schools in West Pokot County, Kenya. European Journal of Education Studies, 4(3), 174 – 195.

Kareithi, J. N. (2015). The Multi-Factoral Nature of Inter-Ethnic Conflicts in North Rift Frontier Border Lands, Kenya. Implications on Pastoral Welfare And Livelihoods. Journal of anthropology and archaeology ,June 2015, vol 3 no.1

Katam, E. J. (2004).Impact of Cattle Rustling on Curriculum on Implementation in tot division of Marakwet district, Kenya. MED Project, Kenyatta University, Kenya.

Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle River, NJ: Pearson Education.

Manyok, M. A. (2015). What influences a teacher’s decision to leave or remain in teaching? A case of Dr. John Garang memorial and Juba Day Secondary Schools in Juba County, Central Equatorial State, Republic of South Sudan. MED Thesis, University of the Witwatersrand, Johannesburg South Africa.

Mkutu, K. A. (2008). Guns and Governance in the Rift Valley: Pastoralist Conflicts and Small Arms. Nairobi: East Africa Educational Publishers

Najjuma, R. (2011). Peace Education in the Context of Post-Conflict Formal Schooling: The Effectiveness of the Revitalising Education Participation and Learning in Conflict Affected Areas-Peace Education Programme in Northern Uganda. D.Phil Thesis, the University of Birmingham, UK.

Nkuene, P. W. (2015). Influence Of Ethnic Conflict On Pupils’ Participation In Education In Public Upper Primary Schools In Tigania East Division, Meru County, Kenya. MED Project, University of Nairobi, Kenya.

Obiechina, F. N., Abraham, N. M. & Nwogu, U. J. (2018). Perceived Impact of School Environmental Insecurity on Teachers’ Productivity in Public Secondary Schools in Anambra State, Nigeria. International Journal of Innovative Social & Science Education Research, 6(4), 43 – 48.

Opoku-Asare, N. A., Takyi, H. & Owusu-Mensah, M. (2015). Conflict Prevalence in Primary School and How It Is Understood to Affect Teaching and Learning in Ghana. SAGE Open, 1-11.

Owan, V. J. (2018). Conflict management strategies and secondary school teachers’ job effectiveness in Obubra Local Government Area of Cross River State, Nigeria. Unpublished B.Ed. Project Submitted to Department of Educational Administration and Planning, University of Calabar, Calabar.

Pkalya, R., Adan, M. & Masinde, I. (2003). Conflict in Northern Kenya. A focus on IDP victims in Northern Kenya. DTP Martin Karimi. Nairobi.

Save the Children. (2011). Where Peace Begins: Education’s role in conflict prevention and peace building. London: Save the Children. Retrieved 27 August 2018 from: http://resourcecentre.savethechildren.se/content/library/documents/wherepeace-begins-educationpercentE2percent80percent99s-role-conflict-prevention-and-peace-building

Shany A. (2016). Too Scared for School? The effect of terrorism on Israeli student achievement. Department of Economics, Hebrew University of Jerusalem.

UNESCO (2011). EFA Global Monitoring Report 2011.The hidden crisis: Armed conflict and education. Paris: UNESCO. Retrieved 16 December 2018from: http://unesdoc.unesco.org/images/0019/001907/190743e.pdf

Wachira, P. N. (2015). Influence of Ethnic Conflict on Pupils Participation in Education in Public Upper Primary Schools in Tigania East Division, Meru County. M.Ed Thesis. Education in Emergencies, University of Nairobi.

Wahu, V. K. (2013). Influence of Ethnic Related Conflicts on Students’ Access to Public Secondary School Education in Tana Delta District, Kenya. MED Project, University of Nairobi, Kenya.

Weiss, T. (2004). North Rift. Available online at http://www.iss.co.za/pubs/monographs/no95/Chap7.pdf.

DOI: http://dx.doi.org/10.46827/ejes.v0i0.2691


  • There are currently no refbacks.

Copyright (c) 2019 Jerono Kiprop-Marakis, Lydia Kipkoech, Ahmed K. Ferej

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

Copyright © 2015-2018. 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).