The Influence of Headteachers’ Motivation Practices on Girls’ Access to Public Primary Education in Garissa Sub-county, Garissa County, Kenya

Authors

  • Garat Hassan Osman Mount Kenya University
  • Dr. Benson Njoroge Mount Kenya University
  • Dr. Reuben Kenei Mount Kenya University

DOI:

https://doi.org/10.31686/ijier.vol8.iss4.2301

Keywords:

Headteachers’ motivation practices, girls’ access to public primary education

Abstract

Introduction of Free Primary Education has increased demand for primary education. However, the number of girls’ accessing primary education is still below expectations with the ratio of boys to girls being 5:2 in Garissa Sub-County. The purpose of this study was to assess the influence of headteachers’ motivation practices on girls’ access to primary education in Garissa Sub-County, Garissa County, Kenya. The study was guided by the Management Practices and Pearson’s Gender Relations Theories. The study adopted mixed methodology and descriptive research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean and standard deviation and inferentially using Pearson’s Product Moment Correlation with the help of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. The study established that headteachers’ motivation practices influence girls’ access to public primary education. Thus, the study recommends that headteachers need to change their approaches of motivating girls to enroll in schools. School supervision by the headteacher and the Directorate of Quality Assurance and Standards should be enhanced for monitoring to give proper guidance to the headteachers on the need to implement child rights education in their schools.

Downloads

Download data is not yet available.

References

Brista, M. (2015). A Survey on the Status of Female Teachers in Nepal. Kathmandu: UNESCO.

Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods approach.

Igbuzor, O. (2011). The State of education in Nigeria: A Key Note Address Delivered at a Roundtable organized by Civil Society Action Coalition on Education for All

Kuo, L. (2009). Principles of Management Theories and Practices. International Journal of Management Theory & Practices. Vol. (3), 234-255

Ministry of Education (2015). Reporting suspected child abuse: Conflicting roles for the counselor. Nairobi: Longman Publishers.

Pearson, R. (1995). Theory of Gender Relations. Zed Books, pp.157-179.

Sifuna, D. (2016). Universal Education in Kenya, Social Classes and Quality Primary Education, Unpublished Manuscript, Kenyatta University

Stacki, S. and Pigozzi, M. (2015). Empowering Female Teachers as an Interactive, Dialectic Process: Examples from South Asia,” Convergence, XXVIII (3), 14.

UNICEF (2014). Girls education progress analysis and achievement in 2002. Medium-Term.

Unterhalter, E. & Dutt, S. (2011). Gender, Education and Women’s Power. Compare, 31(1).

Downloads

Published

01-04-2020

How to Cite

Osman, G. H. ., Njoroge, D. B. ., & Kenei, D. R. . (2020). The Influence of Headteachers’ Motivation Practices on Girls’ Access to Public Primary Education in Garissa Sub-county, Garissa County, Kenya. International Journal for Innovation Education and Research, 8(4), 494–502. https://doi.org/10.31686/ijier.vol8.iss4.2301