KABIANGA UNIVERSITY

SCHOOL OF EDUCATION

DEPARTMENT OF CENTRE FOR TEACHER EDUCATION

COURSE TITLE: TEACHING PRACTICE

COURSE CODE: CIEM 399

ZONE: KERICHO _KERICHO

ZONE COODINATOR: DR.ROSELYNE KOSKEI

NAME: DOVISTAR CHEPKORIR

REG NO: EDA/103/19.

TP INSTITUTION: KAMINJEIWET HIGH SCHOOL

TASK: TEACHING PRACTICE REPORT

SIGN: ............................

TEACHING PRACTICE REPORT

A TEACHING PRACTICE REPORT SUBMITTED TO THE SCHOOL OF
EDUCATION FOR THE PARTIAL FULFILMENT OF THE AWARD OF A
BACHELOR’S DEGREE IN EDUCATION ARTS IN THE UNIVERSITY OF
KABIANGA.

The report is about the challenges affecting the operations and the performance of a
Day school

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Declaration
I Dovistar Chepkorir do solemnly declare that this report is my original ideas and has
not been presented in our institution for the award of any bachelor of degree in
various fields. The references used here from other journals or materials are indicated
in the reference section. I declare this report to be authentic. No part of this report
should be copied without my prior knowledge and that of the school.

Date...................

Sign....................

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Dedication

To my parents

Acknowledgement

Great acknowledgement goes to all persons whose contribution led to a

successful completion of my teaching practice and moreso to God,the almighty for the
unmerited favor and the gift of life.

To start with,I would like to sincerely thank the University of Kabianga especially the
CIEM department for the provision of the materials to be used in the teaching
practice.I would like to sincerely thank Dr.Beatrice Chepkwony for the great work as
the zone coordinator and her tireless efforts in ensuring that all of us managed to get
an institution for teaching practice and be assessed.God bless you so much.Also I
would like to acknowledge Dr.Koskei and Dr.Ngatia for being a driving force behind
their work in terms of teaching and mentorship.Special thanks also goes to
Mr.Richard Hungi,the school principal,andhisdeputyMr.Langat Nicolas for their
warm welcome into the institution and equal treatment among teachers.The school
environment is really conducive for teaching and learning because of equal treatment
of all the teachers and the non-teaching staff.

Special thanks also goes to Madam Truphena Kirui,the head of Languages

departmentfor the provision of teaching resources and all times general guidance and
concern,your motivation is always worthy.Thanksalsogotocolleagues teachers,to
name a few,Mr.Aron,Mr.Tonui,Madam Sherlyne and Madam Charlotte,for their
cooperation and teamwork that ensures teaching goes effectively.Without forgetting
my lovely mum,my lovely husband and siblings for their genuine love that includes
the provision of upkeep that ensures that I carry on teaching practice well.Special
thanks also goes to Madam Melek Linet for the daily moral support and prayers that
really motivated us throughout the teaching practice.Finally, I would like to thank
also the school's secretary for ensuring that we receive the printed documents that
contributed to good general outline of our files.Thanks to school community for
working closely with the school.

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 Abstract
Teaching practice was introduce to inspire student with social and practical skills as a
partial fulfillment for the award of certificate, Diploma or a degree and to introduce
students into working life. The student teachers would not only recognize themselves
as becoming teachers but also to develop extra co-curriculum activities for self-
development. The exercise is wide acceptable for complete curriculum development.
The training time allows the student to link the theoretical principles learned in higher
learning institution and real life professional and technical application. It gives the
practical skills and work environment philosophy, to use their skills and principles
learn in class to serve the institution and the society in general.

The teaching practice exercise is always a routine for the student teachers in the
University of Kabianga. The curriculum department put in place the task and it is
quite critical for the development of the person of the teacher

The exercise started on 26th April 2022 and takes a period of Ten (10) weeks. This
period was characterized by executing duties that ensures teaching and learning goes
on smoothly. The views concerning the operation of the school are also collected from
the community near the school. The challenges facing both the school and the
community were not excluded in the exercise. Some of the challenges were
observable while others involved interviewing the teachers and also carrying out the
questionnaires among the students. Oral questions were asked to students about as to
why they are failing in the subjects. Despite all those, effective teaching and learning
takes place.

Contents

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Declaration...............................................................................................................................2
Acknowledgement....................................................................................................................3
Abstract....................................................................................................................................4
Chapter One.............................................................................................................................5
1.0. Introduction.................................................................................................................5
1.1 Purpose..........................................................................................................................6
1.1.1Scope and limitations........................................................................................................6
1.2 Background issues.........................................................................................................6
1.2.1 Historical background.................................................................................................6
1.3. Vision, mission, core values and motto.......................................................................6
Motto:.........................................................................................................................................7
1.4. SITUATION ANALYSIS....................................................................................................7
1.5 History of the school......................................................................................................8
1.6. An over view of the school's achievement...................................................................8
1.8. Background to the study...............................................................................................9
1.9 Statement of the Problem...........................................................................................10
1.10 Purpose of the study..................................................................................................11
1.10.1 Objectives of the study...............................................................................................11
1.10.2 Research questions.......................................................................................................11
1.11 Significance of the study............................................................................................12
1.12 Delimitation of the study...........................................................................................13
1.13 Limitations of the study.............................................................................................13
1.13.1 Basic assumption of the study.....................................................................................13
1.13.2 Definition of Significant Terms..................................................................................13
Chapter two............................................................................................................................14
3.0. LITERATURE REVIEW..........................................................................................14
2.1. Introduction......................................................................................................................14
2.1.1. Status of Secondary Education in Kenya...................................................................14
2.1.2. Challenges to do with facilities....................................................................................16
2.1.3. Delayed funding from the government.......................................................................16
2.1.4. Inadequate Motivation.................................................................................................18
2.1.5 Challenges of language barrier.....................................................................................19
2.1.6. Inadequate of enough TSC teachers...........................................................................19
2.2. Summary of Literature Review................................................................................20
2.3. Theoretical Framework.............................................................................................20
Chapter three.........................................................................................................................22

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 3.0. Research methodology...............................................................................................22
3.1. Introduction...............................................................................................................22
3.2. Research design..........................................................................................................22
3.3. Target population......................................................................................................23
3.4. Research Instruments................................................................................................23
3.5. Reliability of the instrument.....................................................................................24
3.6. Data collection procedure..........................................................................................24
3.7. Data analysis Techniques..........................................................................................24
4.0. Data analysis, presentation and interpretation........................................................25
4.1. Introduction...............................................................................................................25
4.2. Data analysis...............................................................................................................26
4.1.1 Lack of motivation.........................................................................................................26
4.1.2 Challenges to do with delayed funding from the government..................................26
4.1.3 Threats and pressure from the community.................................................................26
4.1.4 Challenges with facilities...............................................................................................27
4.1.5 Language barrier...........................................................................................................27
4.1.6 Inability of the parents to support the operation of the school.................................27
4.1.7 Rampage behavior amongst students..........................................................................28
4.1.8 Lack of enough TSC teachers and integrated ICT....................................................28
Chapter five............................................................................................................................28
5.0 Summary, Conclusion and Recommendation...........................................................28
5.1. Summary Of the study...............................................................................................29
5.2. Conclusions of the Findings of the Study.................................................................29
5.3. Recommendation.......................................................................................................30
5.4. Suggestion for further research................................................................................31
REFERENCES...........................................................................................................................32

Chapter One
1.0. Introduction

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Teaching practice was introduced to inspire the students with practical and technical
skills, as a partial fulfillment for the award of a Certificate, Diploma or a Degree and
to introduce the students into working life. The training time allows the students to
link the theoretical principles learnt in the higher learning institutions and the real life
professional and technical application. It gives the students the practical skills and the
work environment philosophy, to use their skills and principles learned in class to
serve the institutions and the society in general. Due to the above reasons, University
of Kabianga has organized 10 weeks of training in any institution of students’ choice
to give every student an opportunity to apply the skills and knowledge achieved
during the course of study and to acquire new skills in managing relationship and
carrying out the jobs assigned. This is the reason why I was posted to Kaminjeiwet
High School to be trained in order to get practical skills and cut niche for myself in
the science laboratory. The CIEM department organized through the zone
coordinators where students are to be posted in school for them to carry out the
exercise of teaching practice in order also to complete the required units for the
teaching profession

1.1 Purpose
The teaching practice program fulfils part of the requirement for the award of Degree
in the field of Education in the University of Kabianga. This report therefore provides
a summary of the activities and duties carried out, as well as experience gained during
my teaching practice period.
1.1.1Scope and limitations

The teaching practice is all round and not limited to planning and organizing C.R.E
and History contest between form three and form four. The exercise took place at
Kaminjeiwet High school and the environment around the school. Several challenges
were encountered in collection of data and also adapting to new environment.
Psychological challenges also exists to do with how the community perceive us as the
teaching practice teachers.

1.2 Background issues

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1.2.1 Historical background

Kaminjeiwet High school is a mixed school designated as sub-county school. The

School is located in Kericho County, Bureti sub-county, Kipsonoi Ward. It is about
seven kilometers from kaplong. It was started in 2003 and sponsored by African
Gospel Church. The school has 35 teachers, 20 of them are male teachers and 15 are
female teachers. The students comes from various parts of the country. The school has
an enrollment of 1020 students.

1.3. Vision, mission, core values and motto

Vision
To produce promote quality citizens enlightened in the society

Mission
The students at the end of the four year course should be equipped to face
challenges facing the society today and tomorrow

To provide a conductive environment that ensures academic excellence through

Core values
 Integrity
 Justice
 Accountability
 Responsibility

Motto:
Arise and shine

1.4. Situation Analysis

Mandate background

The school is run by the board of management (BOM) together with the parents
Association (PA). BOM members are appointed by the ministry of education from
people recommended by parents Association and the school sponsor African Gospel
Church (AGC), Kenya. Operationally, there is the administrative and academic wing.
Administratively, the school has teaching staff and non-teaching staff whose synergy
enables the school to operate on a day to day basis. Teachers compose of qualified
teachers employed through teacher service commission (TSC) or those employed by

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the school on condition that the employment has been approval by the BOM and that
the teacher is registered by TSC. The employment of BOM teacher is necessitated by
the inadequate TSC teachers. As of 2019, TSC teachers were 16 and 16 BOM
teachers.

Academically, the school is divided into several disciplines, namely;

A) Languages department

B) Mathematics department

C) Science department

D) Humanities department

E) Examination department

F) Games department

G) Guidance and discipline

H) Welfare department

1.5 History of the school

Kaminjeiwet High school was initially started in 2003 with 45 students and 4 teachers

The school started with one classroom sponsored by fundraisers up to six classes.

The sixth classroom was divided into four offices. Currently the school has a
population of 1020 students-700 boys and 320 girls. The school has a total acreage of
4.5.the school address is 285 Bureti. The school is run by the board of management
(B.O.M) assisted by parents association and sponsored by A.G.C church.

There are 16 teachers employed by teacher service commission (T.S.C), 17 teachers

employed by the board of management (B.O.M).they are all dedicated to the service
of the school in order to achieve the school vision and mission. It has 18 non-teaching
staff.

1.6. An over view of the school's achievement

1. Population has grown from 45 to 1020 students.

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2. KCSE results improved from 4.1 in 2003 to 6.2 in 2021 KCSE

3. Best sub-county school in KERICHO County.

4.3rd most improved secondary school in KERICHO County 2020KCSE

5. Three standard classroom built

6. TSC teachers has grown from 4-16

7. Non-teaching staff population has grown from initial 2 to 18

8. Strong focused and well constituted B. O. M

9. Weekly spiritual and pastoral nourishment of students and staff

10. Discipline and well nurtured student population

11. Annual participation in co-curriculum and extra curriculum up to county level,

that is, athletics, volley ball and handball

12. Science practical’s and agricultural projects done annually without hutched

13. KNEC exams which have been done smoothly without any incidences since 2016
to date

Challenges facing the operation and the performance of a day school

1.8. Background to the study

Education forms the basis upon which economic, social and political
development of any nation is founded. Investment in education can help to
foster economic growth, enhance productivity, contribute to national and social
development, and reduce social inequality (World Bank, 1998). UNESCO (2005)
argues that the level of a country’s education is one of the key indicators of
its level of development. Globally, education is recognized as a basic human right.
The Human Rights Charter treats education as one of the human rights. Bishop
(1989) indicates that in 1948 the Universal Declaration of Human Rights laid
down Article 26, that everyone had the right to education and that education
would be free, at least in the elementary and fundamental stages. According to the
World Bank’s report on Governance, Management, and Accountability in

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Secondary Education in Sub-Saharan Africa, international trends in secondary
education have been driving much of the need for reform in secondary
education throughout the Sub-Saharan Africa (SSA) region (World Bank, 2008).
The international commitment to basic education for all and free universal
primary education that coalesced around the 1990 Jomtien and the 2000 Dakar
meeting has driven the policies and financial investments of donors and
developing nations alike. The successes of these international movements have
addressed many of the equity and quality issues facing developing countries as
they expand their educational systems. EFA has thus drastically increased the
demand for secondary education while competing with the resources necessary
to respond to that demand.

According to the Free Secondary Education policy, the government was

expected to meet the tuition fees of Ksh.10,265 per student, while the parents
were required to meet other requirements like lunch, transport and boarding
fees for those in boarding schools, besides development projects. This was in
line with the government commitment to ensure that regional special needs and
gender disparities were addressed (Ohba, 2009). These efforts were a positive
move towards the realization of the Millennium Development Goals (MDGs)
and Education for All. The launch of Free Day Secondary Education (FDSE)
in 2008 was meant to address illiteracy, low quality education and low
completion rates at the secondary level, high cost of education and poor community
participation (Republic of Kenya, 2005). Unlike the FPE initiative, which had
reference to enormous conventions, resolutions and literature, free secondary
education initiative could have been triggered by the politically charged climate
that engulfed the country during the 2007 general election which implied that
the country may not have been very prepared for its implementation. However,
there was government commitment to increase transition from primary to
secondary by seventy percent in all districts (Ohba, 2009). Olembo and Cameroon
(1986) indicate that school principals face increasing administrative difficulties.
These include inadequate and badly constructed buildings; shortage of books
and equipment; lack of proper school furniture particularly desks; poor or
sometimes non-existent maintenance and repairs; untrained and half trained
teachers who seldom stay long; overcrowded classrooms; poor communication

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and few supporting services especially health services. As a result the
administration of schools has become one of the most taxing jobs in the whole
education system. These challenges fall under the general administration of the
school and do a lot with funding of the school.

1.9 Statement of the Problem

Education is a major basis to national development. This is according to the national

goals of education in Kenya. This however can only be achieved when quality
education is offered to all students regardless of the school they are.

seems that the Government assumed there was adequate physical capacity to
accommodate more students in schools; that the government’s current budget
for secondary education was sustainable; and that the free primary education
programmed was successful (IPAR, 2007). Hence, the Ministry of Education
looked at why low transition rates to secondary school were continued by
addressing five thematic areas: the unit cost of secondary education; the
structure of tuition fees; non-teaching staffing norms and wage guidelines;
essential versus luxurious needs in secondary education; and tuition fee waivers
and their implementation challenges. As a result of this study the Government
concluded free secondary education was viable (Ohba, 2011).

1.10 Purpose of the study

The purpose of this study is to identify the challenges facing the operation and the
performance of a day school (Kaminjeiwet High school) and the possible solution to
the problems

1.10.1 Objectives of the study

1. To determine the challenges facing the operation and the performance of a day
school

2. To established how the free day secondary education affects the demand for
physical facilities

3. To determine how the level of training of teachers affected their operation in the
school

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4. To established the relationship between the school and the community

5. To find out possible solution to the challenges affecting the performance of the
Kaminjeiwet High school

1.10.2 Research questions

1. How does the establishment of free day secondary education affects the demand for
physical facilities?

2. What are the possible causes of poor performance in Kaminjeiwet High school?

3. What are the challenges facing the administration of Kaminjeiwet High school?

4. How does the community imparted to the success of the school?

5. How does the disbursement of county or government affects the general outlook of
the school?

1.11 Significance of the study

This study may provide valuable insights to the government, head teachers of
secondary schools, development partners and the communities on the
management challenges likely to be encountered by the secondary school head
teachers in the implementation of the FDSE initiative. The findings of the study
may provide the Ministry of Education with data on how secondary school
head teachers are managing the FDSE. In turn, the Ministry of Education may
be in a position to analyze these managerial challenges and establish their
positive effectiveness, in order to take effective measures regarding the
management of FDSE at school level. By investigating the challenges faced by
head teachers, the government is likely to be in a position to come up with
strategies to improve the financial managerial skills of head teachers in order to
be more effective in the implementation of the programme finances. To the
head teachers and teachers, the study could act as a self-assessment tool. Head
teachers and teachers might benefit from the study in that they are likely to
acquire information to guide them on the need to sharpen their financial
managerial skills in dealing with challenges of FDSE for example through
further accounting training. The study might contribute through the development
of fresh knowledge which the head teachers can use to deal with the emerging

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challenges in the course of the implementation of Free Day Secondary
Education. This is because some of them may refer to it to get more
knowledge on FDSE. The study may assist educational planners and enable
Quality Assurance Officers during their visits to schools to give proper
guidance to the schools managers on the best approaches of handling the
emerging financial challenges while implementing the FDSE programmed. Study
findings might assist the donors and other well-wishers in assessing the level
of needs in the implementation of the program me. The study might also add
to the body of knowledge of secondary education financial management and
education change management besides filling gaps in research which might
prompt other researchers to do similar studies in other regions or levels of
education.

1.12 Delimitation of the study

The study was confined to Kaminjeiwet High school. It aims to address the challenges
facing the operation and the performance of the school. The principal and other
teachers together with the members of Board and the community members
participated in the study.

Data was collected using questionnaires for teachers and interview scheduled for the
head teacher and some community.

1.13 Limitations of the study

There were several challenges that interfered with the quality of the data. Some of the
people surrounding the school were not willing to provide data on the performance of
the school. It was not also possible to control intervening variable. Despite those
challenges, the questionnaires and interviews were used which were quite simplified

1.13.1 Basic assumption of the study

The study we're assumed to be genuine, fruitful and honest responses to

questionnaires

1.13.2 Definition of Significant Terms

Challenges are the setbacks or difficulties encountered in the process of

implementing free secondary education, which could negatively impact on quality

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of education. Effectiveness is the carrying out or execution of a given plan, in
this case the free secondary education policy in a successful manner. In
implementing the free secondary education policy, the principal coordinates
various activities and manages the material and human resources in the school in
such a way that the policy is effectively implemented. Free Day Secondary
Education refers to the waiver of tuition fees by the government for secondary
school level. The parents are expected to meet other requirements like lunch,
transport and boarding fees for those in boarding schools, besides development
projects. Management is the process of designing, developing and effecting
organization objectives and programmers in order to achieve the predetermined
goals. It is a system of working with and through individual personnel and
groups for the purpose of achieving the establishment of goals of the
organization.

Chapter two
3.0. LITERATURE REVIEW
2.1. Introduction
This section presented a review of literature related to the study; the status of
secondary education in Kenya, challenges with facilities, delayed funding from the
government , lack of motivation, , language barrier, limited study hours,sometimes
inability of the parents to support the operation of the school, lack of enough TSC
teachers, threat and pressure from the community

2.1.1. Status of Secondary Education in Kenya

In Kenya, as in other developing countries, the provision of quality education
and relevant training to all is the key determinant for achieving the national
development agenda. The government of Kenya has therefore focused its main
attention on formulating appropriate education policies to ensure maximum
development of the human resources who are essential for all aspects of
development and wealth creation through industrialization. All education

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stakeholders recognize that quality education at all levels will enable Kenyans
to utilize their natural resources efficiently and effectively in order to attain and
maintain desirable lifestyles for all Kenyans (Munavu, Ogutu, & Wasanga,
2008). In order therefore to attain the desired millennium development goals
(MDGs) and education for all, the introduction of free secondary education was
intended to reduce the cost burden on parents and enable more children access
and attain the minimum basic secondary education. Implementation of the free
primary education (FPE) has been responsible for the recent upsurge in the
secondary school enrolments since 2003. Enrolment trends in secondary schools
show steady growth from 30,000 in 1963 to 860,000 students in 2003, and to
over 1 million in 2006 (Munavu et al, 2008). Similarly the number of public
secondary schools increased from 151 in 1963 to 3660 in 2005 (Republic of
Kenya, 2005). One of the factors limiting growth in Gross Enrolment Ratios
(GERs) at the secondary level is the limited number of secondary schools
compared to the number of primary schools. The current gapping mismatch
between the capacities at these levels is approximated by comparing the number
of primary and secondary schools. The number of public primary schools was
18,081 in 2003 compared to 3,660 public and 641 private secondary schools in
the same year (Republic of Kenya, 2005). This mismatch will pose a major
challenge in implementing the declared government policy of free secondary
education with effect from 2008. Previous studies have shown that secondary
education in Kenya is faced with a number of challenges. These challenges fall
under the various school management task areas, which, according to Okumbe
(2001), include management of staff personnel, pupils, school finance, physical
and material resources, and the curriculum. A study carried out by Mbaabu
(1983) revealed that lack of physical facilities, materials, equipment and tools
were among the major problems that primary school head teachers are faced
with in Kenya. The study found out that in most schools classes had over 50
children. This study revealed that free education at the primary level brought
about problems related to over enrolment, lack of physical facilities, and
inadequate teachers. The researcher will find out whether, with the introduction
of free day secondary education, similar challenges are experienced in general
and in particular North Masaba District.

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Olembo and Cameroon (1986) indicate that school principals face increasing
administrative difficulties. These include inadequate and badly constructed
buildings; shortage of books and equipment; lack of proper school furniture
particularly desks; poor or sometimes non-existent maintenance and repairs;
untrained and half trained teachers who seldom stay long; overcrowded
classrooms; poor communications and few supporting services especially health
services. As a result the administration of schools has become one of the most
taxing jobs in the whole education system.

2.1.2. Challenges to do with facilities

School facilities and academic performance; Based on research study already
done by Anitha, (1997), said that the success of education is likely to be
strongly influenced by the resources planned and made available to support the
process and the direct ways in which these resources are managed. It is
obvious that schools without, textbooks or learning materials will not be able to
do an effective job. Apparatus compose one of the potent factors that
contribute to academic achievement in the school system. The school buildings,
classroom, accommodation, libraries, laboratories, furniture, recreational
equipment, and other instructional materials (Hallak, cited in Owoeye&Yara
2011). In addition Vandiver (2011) in his study he indicated that quality and
educational adequacy of educational facilities were statistically significantly
associated with students’ academic performance. Owoeye and Yara (2011) in
their study looked at the provision of facilities as it relates to academic
performance of students in agricultural science in Ekiti state of Nigeria between
1990 and 1997, gave the contrastive view showed that there were no
significant differences in the performance of students between rural and urban
secondary schools in terms of availability of library facilities, availability of
textbooks and availability of laboratory facilities. However, it has been
established that facilities are potent to high academic achievement of students.

2.1.3. Delayed funding from the government

When financial transactions are properly documented and kept in records,
incidence of fraud, overspending under-spending and financial waste, will be
curtailed to a large extent. Records such as cash book, bank account .book,
cheque book, account ledger and receipt for payments, are useful records for this

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purpose. Planning is a vital component of effective school financial
administration (Du Preez et al. 2003). The planning of school finances usually
begins with the drafting of a budget (Kruger 2005)

According to Bisschoff (1997), a budget is the mission statement of the school

expressed in monetary terms. McKinney (1995) argues that budgeting is an
ongoing and dynamic process that is typically marked by regular phases, such
as, planning, needs assessment and priority setting. Budgeting is a forward-
looking process which should be guided by the school’s vision for the future
and a realistic assessment of the risks (Clarke 2007; Du Preez et al. 2003).
Bisschoff (1997), summarizes the purpose of a budget as assisting systematic
planning; quantifying objectives and identifying priorities; coordinating activities
and communicating plans within the organization; motivating and increasing the
accountability of middle management; authorizing expenditure and activities;
controlling, monitoring and analyzing expenditure; and evaluating performance.
In an education organization its financial administration activity means bringing
all possible input from staff, parents, students and the community together to
render the service of quality education (Bisschoff 1997). In this respect,
organizing of school finances should include aspects such as drawing up a
school financial policy; setting up a structure within the school to handle
administrative and financial matters; delegating certain functions to clerks, class
teachers and the treasurer; and coordinating activities (Ntseto 2009). The financial
planning of school finances and its control are interdependent and closely
linked with each other (Ntseto 2009). It can be deduced that the same
relationship exists between the budget and control since a ―budget is a
planning instrument‖ (Bisschoff 1997). This means that financial planning is
about budgeting and in this regard Ntseto (2001) argues that a ―budget is a
financial control technique as well as a plan‖. The administration of a school’s
finances is an integral part of effective school administration. Each of the
aforementioned tasks will briefly be considered regarding financial management.

Chabari (2010), observes that majority of the schools in Kangundo reported

that the funds released by the government to finance free secondary education
were inadequate, and were also not released on time, forcing schools to procure
goods on credit or shelve some projects. For example most of the schools

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operated on tight budgets while some of them sought CDF assistance. Other
head teachers sought alternative funding and teaching methods to meet their
needs. Therefore, it was necessary that the government should allocate enough
funds in time and resources to schools to ensure that free secondary school
education runs smoothly without compromising quality of education. Chabari
adds that due to lack of adequate funds and resources which were the biggest
challenges affecting effective implementation of free secondary education in
public secondary school heads had to incur a lot of debts in their operations.
This was especially when the funds disbursed to school are not done in good time.

2.1.4. Inadequate Motivation.

Motivation is defined as the process that initiates, guides and maintains goal
oriented behaviors. Motivation is what causes us to act, whether it is getting a
glass of water to reduce thirst or reading a book to gain knowledge. There are
three major components to motivation: activation, persistence and intensity.
Activation involves the decision to initiate a behavior, such as enrolling in an
education class. Persistence is the continued effort toward a goal even though
obstacles may exist, such as taking more education courses in order to earn a
degree although it requires a significant investment of time, energy and
resources. Finally, intensity can be seen in the concentration and vigor that
goes into pursuing a goal. For example, one student might coast by without
much effort, while another student will study regularly, participate in
discussions and take advantage of research opportunities outside of class. The
same can be said of teachers in day secondary schools. Different types of motivation
are frequently described as being either extrinsic or intrinsic. Extrinsic motivations
are those that arise from outside of the individual and often involve rewards
such as trophies, money, social recognition or praise. Intrinsic motivations are
those that arise from within the individual, such as doing a complicated cross-
word puzzle purely for the personal gratification of solving a problem.
Implications for Management is that; if the motivation-hygiene theory holds,
management not only must provide hygiene factors to avoid employee
dissatisfaction, but also must provide factors intrinsic to the work itself in order for
employees to be satisfied with their jobs. Some of the things that caused low
teacher motivation include; Student –related problems where, poor discipline,

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laziness, lack of work ethics, disrespect of teachers and school rules, late-
coming, high absenteeism and absconding. Others include; Academic Instruction
and curriculum, where the teachers complained that the focus is mainly
academic and not holistic; maintenance of records and assessment tasks is
time-consuming; deteriorating numeracy and literacy skills impedes progress;
drop in pass requirements lowers standards; lack of professional development
and collaboration at school level reduces teacher confidence; they needed to be
consulted for input in syllabus changes. This was according to a study by Magendri
Perumal (2011).

2.1.5 Challenges of language barrier

Language barrier is a situation where students are not able to communicate in the
recommended language. It becomes apparent, that as a country, we are divided on
where we stand in educating children of other languages and cultures. We pride
ourselves on being the “Melting Pot”, but what do we do with that? Do we require
that families assimilate into American culture, use English as their primary
language, and hold students to high expectations that language acquisition will
happen through immersion? Or do we look at the research that suggests that
second language acquisition occurs more rapidly by further developing a child’s
first language? Stephen Krashen, in his paper, “Why Bilingual Education?” States,
“When schools provide children quality education in their primary language, they
give them two things: knowledge and literacy” (Krashen, 1997, p.2). As we look into
ways to more thoroughly educate second language students, more specifically
Hispanic students, it is important to note that in the last 60 years, there has been a
dramatic shift in the countries that are immigrating to the United States. Census
reports show that in the 1950s, the top 5 countries of origin immigrating to the United
States were: Germany, Canada, Mexico, the United Kingdom, and Italy. The top 5
countries now immigrating to the U.S. are: Mexico, the Philippines, Vietnam, Korea,
and China (Crawford, 1999). It is estimated that by the year 2050 the Hispanic
population in the United States will reach 102 million, about one quarter of the total
population (U.S. Government, 2004). Review of the Previous Literature.

2.1.6. Inadequate of enough TSC teachers

The teacher shortage has serious consequences. A lack of sufficient, qualified teachers
threatens students’ ability to learn (Darling-Hammond 1999; Ladd and Sorensen

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2016). Instability in a school’s teacher workforce (i.e., high turnover and/or high
attrition) negatively affects student achievement and diminishes teacher effectiveness
and quality (Ronfeldt, Loeb, and Wyckoff 2013; Jackson and Bridgman 2009; Kraft
and Papay 2014; Sorensen and Ladd 2018). And high teacher turnover consumes
economic resources (i.e., through costs of recruiting and training new teachers) that
could be better deployed elsewhere. Filling a vacancy costs $21,000 on average
(Carver-Thomas and Darling-Hammond 2017; Learning Policy Institute 2017) and
Carroll (2007) estimated that the total annual cost of turnover was $7.3 billion per
year, current national estimates of the teacher shortage likely understate the
magnitude of the problem because the estimates consider the new qualified teachers
needed to meet new demand. However, not all current teachers meet the education,
experience, and certification requirements associated with being highly qualified
teachers.

2.2. Summary of Literature Review

Olembo and Cameroon (1986) indicate that school principals face increasing
administrative difficulties. Free Day Secondary Education has been identified to
be implemented in most countries of the world. This has been due to demands of
public interest and as a way of achieving Education for All. With specific
reference to Kenya the implementation of free day secondary education has
posed a number of challenges particularly to the heads of institutions who are
the sole managers of the funds. The level of training of the head teachers with
regards to the implementation of these funds in necessary because as the
personnel required in the handling the finances they need to acquire accounting
skills. Implementation of FDSE is an activity that has been accompanied with
challenges of which include auditing accounting, budgeting and balancing of the
school records to ensure accountability of the government funds. Issues related
to the implementation of Free Day Secondary Education affects all the
stakeholders concerned in the funding process. Lack of motivation to both the
teachers and the students have been critical cause of failures amongst students.
Language barrier, lack of enough TSC teachers also contribute to dramatic failures in
students performance

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2.3. Theoretical Framework
The study was modeled in the along the system theory that was advanced by
Von Ludwing (1968). This theory deals with complex intrapersonal, intergroup
and human interaction within an organizational set up, without reducing
perceptual phenomena to the level of individual stimuli deals with the
individuals who corporate with a formal framework drawing both human and
financial resources from their environment and later making sure that these
resources are put back into that same environment. By systems, Bertalanffy
(1971) means 'complexes of elements standing in interaction. The closed system
is called closed if it neither takes in nor emits matter (only energy exchange.

Also, Griffiths (1964) added that all systems except the smallest have
subsystems and all but the largest have supra systems, which are their
environment. Each system or subsystem conceptualized as having a boundary. The
boundary of a system is the component that separates the system from its
environment and filters the inputs to and the output from the system. Inputs,
processes, and outputs of an organization are all stages in the system’s cycle of
events. The open system theory also emphasizes the necessary dependence of
any organization upon its environment. System approach comprises the analysis
of the interaction of parts of a whole and its relationship with environment. It
should be implemented while planning changes in all the system, and
especially, the open system to which education belongs because of its
continuous interaction with the environment and its element of receiving inputs
form external environment, processes then and supplies output to external
environment. Systems approach is a management tool that allows individuals to
examine all aspects of the organization, to inter-relate the effects of one set of
decisions to another and to optimally use all the resources at hand to solve the
problem. One of the educational management approaches is the system approach
where different parts function for the common good by forming the integral
part of a whole. Through the system approach theory, the researcher considers
the school as a whole. It is the principals’ task to ensure that all the elements
within the system are well coordinated. The implementation of FDSE lies
solely in the hands of the head teachers with the help of the teachers and the
other board of governors. Implementation of FDSE is seen as the head

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teachers’ administrative role in the school. Therefore, the principal’s tasks form
the subsystem in the school. In this study, the principal’s tasks include
management of financial resources on accounting, auditing, budgeting and
evaluation of the usage of financial resources.

Chapter three

3.0. Research methodology

3.1. Introduction
This chapter presents the procedures that were used to conduct the study,
focusing on research design, target population, sample size and sampling
procedures, research instruments, validity of the instruments, reliability of the
instruments, data collection procedures, and data analysis techniques.

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3.2. Research design
The study employed a descriptive survey research design. Descriptive survey is a
method of collecting information by interviewing or administering a
Questionnaire to a sample of individuals (Orodho, 2003). Kerlinger (1969)
points out that descriptive studies are not only restricted to fact findings, but
may often result in the formulation of important principles of knowledge and
solution to significant problems. Descriptive survey research designs was used
in preliminary and exploratory studies to allow researchers to gather
information, summarize, present and interpret for the purpose of clarification
(Orodho, 2002). Mugenda and Mugenda (1999) on the other hand give the
purpose of descriptive research as determining and reporting the way things are.
Borg & Gall (1989) noted that descriptive survey research is intended to
produce statistical information about aspects of education that interest policy
makers and educators. The design was suitable for the study because was used
to explore and evaluate in detail various challenges faced by public secondary
school heads teachers in the implementation of Free Day Secondary Education.
Descriptive design was therefore suitable because accurate information may be
obtained for large number of people with a small sample. A section of both
students and teachers we're interviewed and they were able to give data on the
performance of school. Questionnaires were also given to students to fill including a
section of community members surrounding Kaminjeiwet High school.

3.3. Target population

The target population includes both the young and the old. Children of the school and
the teachers were mostly relied on for the provision of more accurate information’s.
The old people include the parents who play a role in ensuring that the school is also
running their operation well. The total groups of people who carry out the exercise
were 39 in number, 11 teachers, 15 students and 23 parents who fill in questionaires

3.4. Research Instruments

Instruments are the tools used to collect data. The most common tools include
questionnaires, interviews, observations and document analysis (Oso & Onen, 2008).
Data collection instruments for this study were questionnaires, interview schedules
and participation observation guide. These instruments were designed to source
information from the respondents. The study employed questionnaire as one of the

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tools of data collection. Mugenda and Mugenda (1999), points out that questionnaire
is a self-report used for gathering information about variables of interest in an
investigation. Therefore, questionnaires were used to collect information from the
public secondary school teachers that were selected. The study employed open-ended
and closed-ended questionnaires which were administered by the researcher herself to
the members who were selected at random for the purpose of sourcing information.
Questionnaires, interviews and observational methods were the most crucial in
obtaining of data. Observation on operation of the Kaminjeiwet High school took a 10
weeks period. Data were being collected and recorded to facilitate accuracy and
summation upon completion of the teaching practice period. Interviews were carried
out both between students, teachers and even the head teacher of the school.

3.5. Reliability of the instrument

reliability refers to how consistent a research procedure or instrument is. It

therefore means the degree of consistency demonstrated by the study.
Reliability of the instruments will be ensured through pilot testing of the
research instruments before the real study. Wireman (1985) defines reliability as
the consistency of the instrument. The instrument was reliable to a percentage close
to hundreds. The observational methods were accurate since it was not on reliable
basis. Questionnaires were not so reliable since the participant could give answers
based on their views. Interviews also was full of distraction both from the interviewer
and the interviewee

3.6. Data collection procedure

Permission was requested on the Kaminjeiwet High school administration office.
After receiving the permit the dates for the collection of data was set. A sample of
questionnaires reproduces on the secretary office that was enough for the target
population. Personally delivered the questionnaires to sample respondents that that
includes students, parents, teachers and the non-subordinate staff. Interviews were
done after the questionnaires were delivered. People interviewed include the school
heads and a section of ten students.

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3.7. Data analysis Techniques
Qualitative data was analyzed qualitatively using content analysis based on
analysis of meanings and implications emanating from respondents information
and documented data. As observed by Gray (2004), that qualitative data
provides rich descriptions and explanations that demonstrate the chronological
flow of events as well as often leading to serendipitous (chance) findings. On
the other hand, quantitative data was analyzed using various statistics including
measures of central tendency and dispersion.

Simple descriptive statistics was employed.

The respondents who gave almost similar views were considered to be mains points
that really contribute to the poor performance of Kaminjeiwet High school.

Chapter four

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4.0. Data analysis, presentation and interpretation
4.1. Introduction
This chapter covers the questionnaires return rate, data analysis and the overall
findings for the challenges affecting the operation and the performance of
Kaminjeiwet High school.

Questionnaires return rate

Fifteen questions were set and issued to the respondent to fill in using questionnaires.
The return rate were calculated in percentage and the rate at which the head teacher
returns their questionnaires were hundred percent. Teachers who return were 14 out of
18 which represent 78%. The community members return their in a low return rate
which was calculated to be 45%. It was concluded that the questionnaires were most
efficient in collection of data.

4.2. Data analysis

Data analysis is very important in this section since it will help to show how the
respondents view challenges that affects the operation and the performance of
Kaminjeiwet High school which includes lack of motivation, challenges with
facilities, inability of the parents to support the operation of the school, delayed
funding from the government lack of enough TSC teachers, threat and pressure from
the community, lack of integrated ICT, language barrier and limited study hours.

4.1.1 Lack of motivation

It was noted that there is lack of motivation to both the students and the teachers for
their efficient operation. Students are not motivated even when they improved on their
performance and this could kill their Morale in studying. The kinds of rewards they
receive are not on their statutorily level which cannot assist them much in their
studies. Those who are performing poorly also are not encouraged and talk to. There
are no specific days for the invitations of Motivational speakers to talk to students.
Teachers on the other hand are not motivated despite much struggle. There are no
rewards in terms of subject performance to teachers and this may force them to even
lack motivation to teach and this affects the overall performance of the school

4.1.2 Challenges to do with delayed funding from the government

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The delayed funding from both the county and the national government has also affect
the performance of the school. This funding could have been used to develop the
infrastructure and even purchase of teaching and learning resources. The school
would always be struggling to meet the demand of the students. These delays also can
force parents to contribute a lot for the financial of school operation

4.1.3 Threats and pressure from the community

The community is putting pressure on the school and they demand good results. This
might affects teachers psychologically and it would be imparted to their operation in
the school. Some parents are threatening to send away teachers who are not
performing forceful and this makes teachers to always be not comfortable and offer
their services well

4.1.4 Challenges with facilities

There are no adequate facilities to enhance effective teaching and learning. No

laboratories for the performance of the practical subjects. There are no chemical
reagent that can be used even in class demonstration. No botanical garden in the
school which would have lifted the performance in biology and agriculture subjects.
No school library which could have been used for further studies and for research.
The teaching resources generally are inadequate and this has affected both teachers
and the students. Lack of all those facilities and even books has detrimentally affected
the performance of the school. The operation of the school is halted by lack of money
and teaching resources

4.1.5 Language barrier

This challenge has affected students much. Students are not able to present
themselves well and this has forced them to fail in exams. They may have the points
but lacking a language of communication. Students are generally speaking vernacular
in the school without much punishment from the authority. This challenge is really
affecting the performance of a day school. This is because students are in school and
at home most of the time. Their mother tongue has been translated to school and this
has forced them to fail in exams

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4.1.6 Inability of the parents to support the operation of the school

Parents are not willing to support the operation of the school. The study shows that
some parents are able but not willing to support the schools programs. Some parents
have neglected their children and they do not finance for their fees. Students are
sending for fees on a daily basis and some parents are not serious to and extend of
staying with students at home. Parents are not supporting the programs of the school
generally for instance they don't show themselves on academic days, they don't check
the progress record of the students. The ignorance also among most parents has failed
them in understanding the needs of a school. This slows them down in their operation
and even the implementation of the set goals. There are also limited study hours for
students at home since they are forced to do duties which are not theirs.

4.1.7 Rampage behavior amongst students

Most students are indiscipline and they don't follow the teachers and the parent’s
instructions. Some are engaging themselves in activities which don’t suits a student
for example, some have join cult, they are in relationship with other student, gambling
which is rampant among the boys and using illegal drugs which have forced them to
develop addiction. All this indecent behavior has really affected them
psychologically, physically and emotionally. They cannot concentrate much in studies
and thus forcing the school to register poor performance. Students have been affected
by gaming activities such that they can watch games till late time in the evening and
thus forced them to have hangover in school and fail to concentrate in school.

4.1.8 Lack of enough TSC teachers and integrated ICT

This is another big challenge affecting the operation and the performance of
Kaminjeiwet High school. Teachers don't have their photocopy machine to help them
to produce printed documents for students. The lack of integrated ICT delayed the
communication within the departments in the school. Lack of enough teachers also
would reduce the operation of the existing teachers because they would overwork

29 | P a g e
much and get tired. This would force them not to operate and offer services
effectively.

Chapter five
5.0 Summary, Conclusion and Recommendation

This chapter covers the summary, conclusion and the recommendation on the
challenges in the already discussed chapter.

5.1. Summary Of the study

The finding above tends to answer the question on why Day secondary schools are
generally performing poorly as compared to boarding schools.

The study was guided by the following objective; to determine how managerial
challenges affect the performance of a day school, to determine how inability of the
parents to support the operation of the school affects the performance, to determine
how delayed funding from the government has affected the operation of the schools.

The challenges identified mostly includes lack of motivation for both teachers and
student, lack of enough TSC teachers and integrated ICT, limited study hours,
challenges with facilities and rampage behaviors among students. These challenges
affect the performance mostly.

5.2. Conclusions of the Findings of the Study

Most of the teachers had stayed in their place of work for over six years and
therefore they seemed to understand their work environment better and they
would be in a position to handle their work problems. Most of the head
teachers and teachers had only attained bachelors’ degree. This was a clear
indication that these teachers have not advanced their studies ever since they
graduated for their first degree. The study concluded that most of the teachers
in leadership are males and therefore there is a lot of gender parity in the

30 | P a g e
district in terms of teacher population. Majority of the schools are mixed day
district secondary schools and this might be the reason as to why these
schools are managed by male teachers. This concludes that there were less
physical facilities in schools due to the increased number of students in
schools. It was clear that things like sanitary units, classrooms textbooks were
inadequate in most schools. Based on the findings of the study the researcher
concluded that the challenges facing effective implementation of free day
secondary education in relation to inadequacy of funds the respective head
teachers had developed strategies which could help them deal with that situation.
Therefore, the study established that 89.9% of the schools reported that the
funds released by the government to finance free secondary education were
inadequate, and was also not released on time, forcing schools to procure
goods on credit or shelve some projects. For example 100% of the schools
operated on tight budgets while 90% sought CDF assistance. Other head
teachers sought alternative funding and teaching methods to meet their needs.

On my point of view therefore, the management of the school needs to be more

serious and also advice students on what to do.

5.3. Recommendation

From the findings of this study it was concluded that majority of the schools
needed physical facilities like sanitary units, and classrooms. The study also
recommends that the government does not send the school grants in time.
Therefore, schools need to expand their physical facilities. The head teachers should
organize for the sourcing of funds for physical facilities. They should involve
stakeholders, parents, fundraisings and other sources in order to have adequate
physical facilities.

The researcher also recommends training of head teachers in the implementing

of free day public secondary education. It is the responsibility of the
government to train the head teachers. The head teachers should also consult
the experienced head teachers in the implementation of effective free day public
secondary education. The study recommends that the government should allocate
enough funds in time and resources to schools to ensure that free day

31 | P a g e
secondary school education runs smoothly without compromising the quality of
education. The study established that lack of adequate funds and resources was
the biggest challenge affecting effective implementation of free secondary
education in public secondary schools. The head teachers should also utilize their
money according to the vote heads allocated from the government. The government
should organize more capacity building programmers for both head teachers
and teachers to equip them with adequate skills and abilities to handle the
emerging issues with the implementation of Free Day Secondary education.

Students should be motivated on daily basis. Parent should finance and support the
operation of the school. Students should create time to themselves to study. ICT
services should be provided in school.

5.4. Suggestion for further research

1. Study on how to improve sanitary services in school

2. Study on how to improve on humanity subjects

3. Study on how to improve language in school

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3. Kibaki, M. (President) (2008). Speech by his Excellency Hon. Mwai Kibaki,

C.G.H., M.P., President and Commander-in-Chief of the Armed Forces of the
Republic of Kenya during the Launch of Free Secondary Education, Jamhuri High
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4. Chabari, E. B. (2010). Challenges Facing Effective Implementation of Free

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