Browsing by Author "John Ogembo"

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    Principals’ Financial Management Skills and Institutional Performance in Public Secondary Schools in South Rift Region, Kenya
    (Research Journal of Educational Studies and Review, 2024-09-05) Stephen Ngetich Barkwang; Eric Mwenda; John Ogembo; Peter Kimanthi
    The study sought to establish the relationship between principals’ financial management skills and institutional performance in public secondary schools in South Rift Region, Kenya. The study adopted descriptive cross-sectional survey and correlational research designs. Multistage sampling was used to select 336 respondents for the study, including principals, senior teachers and County Quality Assurance and Standards Officers (CQASO). Questionnaires and interview guide were used to collect data from sampled respondents. Data were collected from 331 respondents, giving the study a return rate of 98.51%. Qualitative data obtained were analyzed thematically, while quantitative data were cleaned, coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequency and percentages were used to describe the existing relationship between variables, while hypothesis was tested using regression analysis at 0.05 level of significance. The study established that there is a positive and significant relationship between principals’ financial management skills and institutional performance. It was also established that majority of principals face challenges in financial management due to lack of financial management skills, such as sourcing for funds through prompt fee collection and inability to manage income generating activities. It is therefore recommended that the Ministry of Education (MOE), in collaboration with Teachers Service Commission (TSC) should ensure that school principals get adequate in-service training on financial management prior to their deployment, and refresher courses should be given to practicing principals periodically to enhance their financial management skills and ultimately better their institutional performance.
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    Relationship Between Digital Competence and Language Instruction Among Ecde Teachers in Upper Eastern, Kenya Based on Their Personal Characteristics
    (International Journal of Elementary Education, 2024-12-23) Moses Ouma Oyieno; Hannah Kangara,; John Ogembo; Monica Ituma
    Early Childhood Development and Education (ECDE) teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. From a population of 4,021, a sample of 365 was obtained comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 339 a response rate of 93.15%. Simple random sampling was used to in selecting a sample of ECDE teachers, head teachers while the ECDE County Directors were purposively selected. Data was analyzed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. The study assessed teachers' digital competence in language instruction based on age, gender, education level, and experience, finding that younger teachers are generally more proficient and open to using digital tools, while male teachers show enthusiasm for digital training; education level correlates positively with digital competence, and teaching experience, though significant, may not always predict better digital tool usage. The study recommended that age of ECDE teachers was not a significant predictor, capacity building should focus more on older teachers who might benefit from age-specific training that addresses potential gaps in digital skills. Gender, level of education and teachers experience should also be taken into account.