Papers by Prof. Henry Kiptiony KIPLANGAT, PhD.
Relationship between classroom management practice and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya
Editon Consortium journal of educational management and leadership, Nov 27, 2023
This study sought to assess and recommend ways of solving the problem of students’ disruptive beh... more This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The objective of this study was to find out the relationship between classroom control practices by prefects and student disruptive behaviour in the classroom mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-county. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling procedure was employed in order to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95 per cent significance level. Data were presented in diagrams, charts and tables. There is a moderate positive correlation between prefects' classroom control practices and students' disruptive behaviour (r =.269, p .000<.05). Prefects' classroom control practices are an important predictor of the students' disruptive behaviour (? = .269, p =.000<0.05, t = 4.286). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours.
Relationship between physical classroom layout and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya
Editon Consortium journal of curriculum and educational studies, Nov 26, 2023
This study sought to assess and recommend ways of solving the problem of students’ disruptive beh... more This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-County, Mombasa County, Kenya. The objective of this study was to determine the relationship between classroom layout practices and student disruptive behaviour in the classroom mixed secondary schools in Kisauni sub-County, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-County. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling technique was used to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95% significance level. Data was presented in tables, diagrams and charts. There is a moderate correlation between practices on physical classroom layout and students disruptive behaviour (r =.305, p .000<.05, ? = .305, p =.000<0.05, t = 4.914). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours. The findings of this study shall be used by school administrators and the government.
The relationship between parental involvement in education and children's academic/emotion profiles: A person-centered approach
Children and Youth Services Review, 2019
Abstract The present study used a person-centered approach to identify academic/emotion profiles ... more Abstract The present study used a person-centered approach to identify academic/emotion profiles and examined whether different dimensions of parental involvement are associated with these profiles. Data were collected on 2323 children and their parents. Three student academic/emotion profiles were identified: High Achiever and Positive Emotion profile, Low Achiever and Moderate Emotion profile, and Average Achiever and Negative emotion profile. We found that mother monitoring, mother-child communication, mother-child activity and father-child activity can lead to more favorable child profiles, whereas mother learning assistance, mother-school contact, and father-school contact can result in a higher chance of children transitioning to risky profiles.
Transformational leadership, focusing on vision, innovation, and empowerment, is gaining prominen... more Transformational leadership, focusing on vision, innovation, and empowerment, is gaining prominence in African higher education
systems. As the continent navigates the challenges and opportunities of the 21st century, such as rapid technological advances, globalisation, and socio-economic inequalities, there is growing recognition that higher education institutions (HEIs) must play a pivotal role in preparing future leaders. Anchored on Kouze and Posner’s (2012) transformational leadership model, this paper explores the significance of transformational leadership in African higher education, examining how it can drive institutional change, enhance academic outcomes, and empower future generations. Through a review of existing literature, qualitative interviews with university leaders, and evidence-based case studies, the paper highlights critical principles of transformational leadership, its impact on African universities, and policy recommendations for its implementation. Although African higher education faces challenges such as resource constraints, political instability and government interference, brain drain and equity, transformative leaders can mitigate these challenges by expanding digital learning and technological advancement, decolonising, and contextualising the curriculum, as well as facilitating global collaborations and partnerships. African governments must ensure that universities have the autonomy to implement innovative leadership strategies without undue political interference.
Journal of Education and Learning (JEL)
This study sought to find out the predictive capacity independent variables on the retention of p... more This study sought to find out the predictive capacity independent variables on the retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used in getting a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed information as follows: provision of appropriate instructional and physical resources significantly influences the retention of pupils with disabilities by 19.2 per cent and 42.1 per cent, respectively. The study findings indicated that there was evidence of a positive and statistically significant relationship between the provision of appropriate physical resources and the retention of disabled pupils (r = 0.828** p < 0.05). Similarly, there exists a positive and statistically significant relationship between the provision of appropri...
Journal of Education Management & Leadership (JEML)
This study sought to establish the influence of the provision of appropriate human resource skill... more This study sought to establish the influence of the provision of appropriate human resource skills on the retention of disabled pupils in mainstreamed primary schools in Bomet County, Kenya. This research was embedded in Systems Theory by Bertalanffy. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used to obtain a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed that the provision of appropriate human resource skills significantly influenced the retention of pupils with disabilities by 25.3 per cent. The findings showed that there was strong evidence of a statistically and positive significant relationship between appropriate human resource skills and retention of pupils with disabilities (r = 0.866**; p < 0.05). It was concluded that the majority of teachers lacked professional skills in teaching special needs education...
Lecturers' job satisfaction is considered an all-round unit of an institution's human res... more Lecturers' job satisfaction is considered an all-round unit of an institution's human resource strategies. The category of University (public or private) in which the lecturers belong may have an effect on their levels of job satisfaction. This paper analyses the relationship between category of university and lecturers' job satisfaction in Universities in Kenya. A mixed methods design was adopted for the study which targeted academic staff of chartered public and private universities in the Rift Valley Region of Kenya. The sampling method employed was census, and a total of eight chartered universities (six public and two private) participated in the study. The participating universities were labelled 1, 2, 3, 4, 5, 6, 7 and 8, in order to conceal their identities. Descriptive statistics, the one-way analysis of variance (ANOVA) and the independent-samples t-test was employed in the study. The study found out that chartered public universities' staff were more satis...
International Journal of Innovative Research and Development, 2019
Job satisfaction among public secondary school teachers plays a key role in how they perform thei... more Job satisfaction among public secondary school teachers plays a key role in how they perform their functions. The study sought to determine the influence of work environment on job satisfaction among public secondary school teachers. The study was guided by Herzberg's Two-Factor Theory. The study adopted a descriptive survey research design and carried out in Nakuru West Sub County, Nakuru County, Kenya. The study targeted 326 teachers from 9 public secondary school teachers in Nakuru West Sub County. A sample size of 150 respondents obtained using stratified random sampling was used for the study. Data for the study collected using structured questionnaires. The validity and reliability of data collection instruments was ascertained through content validity and internal consistency respectively. The findings revealed that work environment (β = 0.505; p ≤ 0.05) significantly influence satisfaction among public secondary school teachers in Nakuru West Sub County, Kenya. Based on the results of the study, it can be concluded that work environment significantly influenced satisfaction among public secondary school teachers in Nakuru West Sub County, Kenya. The positive and moderate relationship between the work environment and job satisfaction observed implied that improving the work environment in the schools would lead to improvements in teachers' job satisfaction. Therefore, the study recommends with respect to policy that the Ministry of Education should make minimum policies on the level of school infrastructure required for public secondary schools and also make provisions for upgrading existing school infrastructure
Influence of Economic Factors on Female Students’ Career Choice in Technical and Vocational Education Training (TVET) Science Programmes in Technical Training Institutes in Siaya County, Kenya
DOI: 10.21276/sb.2018.4.10.3 Abstract: This study sought to establish the influence of economic f... more DOI: 10.21276/sb.2018.4.10.3 Abstract: This study sought to establish the influence of economic factors on female students’ career choice in TVET science programmes in Siaya County, Kenya. The study was based on social Cognitive Theory. It adopted descriptive survey design. It is based on the conceptual framework whereby choice of careers in TVET by female students is assumed to depend on economic factors. Testretest method was used to test reliability of the instruments. The research instruments were questionnaires. The sample size was 316 female students sampled using census method. Census, proportionate and simple random sampling techniques was used to sample respondents in different strata and TTIs. Tools in the Statistical Package for Social Sciences (SPSS) version 22 was used to analyze data. Frequencies, percentages and means were computed. Inferential statistics such as regression coefficients, T-statistics, F-statistics, correlation of coefficients shall were derived. Chart...
Effect of Gender and Age Disposition on Job Satisfaction in Universities in Rift Valley Region Kenya
The success of any company lies in the job satisfaction of its employees. Job satisfaction in uni... more The success of any company lies in the job satisfaction of its employees. Job satisfaction in universities is believed to have varying effects on workers in different dimensions. Age and gender are among other factors that job satisfaction would be rated on. This paper therefore brings this to light by analysing the gender and age aspects and how the disposition of each would affect job satisfaction of Management, Deans and lecturers in Universities. The study focused on chartered Universities in the Rift Valley Region (RVR) of Kenya. A mixed methods design, convergent parallel mixed methods in particular, which involved both quantitative and qualitative research methods, was adopted for the study. The study targeted the management, Deans and lecturers in the chartered public and private universities in the Rift Valley Region of Kenya. The management and deans were purposively sampled while lecturers were randomly selected. The sample size therefore constituted 8 members of the mana...
European Journal of Education Studies, 2019
Are poor results in Kenyan public schools a result of lack of parental support and poor learning ... more Are poor results in Kenyan public schools a result of lack of parental support and poor learning environment at home? What impact would parental involvement in their children's schoolwork have on their academic performance? These are the key questions that this paper seeks to address. Focusing on public primary schools in Ainabkoi Sub County, Kenya, the authors sought to determine the influence of home environment through parental involvement on the academic performance of their children. The study was guided by Joyce Epstein’s framework of six types of parental involvement and adopted ex-post facto research design. The target population comprised 2404 Class 8 pupils and 61 class teachers in public primary schools in Ainabkoi Sub County. Stratified and simple random sampling methods were used to select 331 class eight pupils who participated in the study. Census approach was employed in which all the class teachers were involved in the study. Questionnaire and interview schedule...
DOI: 10.21276/sb.2018.4.10.5 Abstract: This study sought to address the problem of poor performan... more DOI: 10.21276/sb.2018.4.10.5 Abstract: This study sought to address the problem of poor performance of teachers’ instructional roles as reflected in national KCSE exams. The study objective was to establish Relationship between Provision of evaluation Resources and teachers’ performance of instructional roles in secondary schools in Nandi East Sub-County, Kenya. The study adopted correlational research design. Data collection tool was teachers’ questionnaire. Reliability of the instrument was tested using test re-test method. It was validated by experts. The target population was secondary school teachers while the accessible population was the 192 teachers teaching in the 30 secondary schools in Nandi East Sub-County. The study used proportionate sampling to categorize respondents into female and male teachers, boarding and day schools. Proportionate sampling was used to apportion respondents from various schools. Simple random sampling technique was used to sample the actual respo...
Journal of Advances in Education and Philosophy, 2019
This research sought to find out the influence of appropriate instructional resources on retentio... more This research sought to find out the influence of appropriate instructional resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The challenge that this study sought to address was low retention of Pupils with Disabilities (PWDs) in mainstreamed schools. This study was embedded in Systems Theory by Von Bertalanffy [1]. It adopted survey research design. The target population was 840 teachers. Yamane formula was applied to get a sample size of 278 teachers. Multi-stage sampling procedure was applied. The findings of the study revealed that appropriate instructional resources significantly influenced the retention of PWDs by = 42.1% (p<0.05). The study also reports a positive and statistically significant relationship between appropriate instructional and retention of pupils with disabilities (r = 0.842; p<0.05). The study concludes that appropriate instructional resources positively and significantly influence the retention of pupils with disabilities. Therefore, when appropriate instructional resources are provided, retention of pupils with disabilities increase and conversely, in the absence of these resources, retention of pupils with disabilities will be challenging. The study recommended that appropriate instructional resources such as textbooks, supplementary curriculum support materials, learning devices or aiders including braille kits, printouts, pointers, embossers friendly to pupils with disabilities be supplied to improve their retention in mainstreamed primary schools.
IRA International Journal of Education and Multidisciplinary Studies, 2019
Poor performance in Kenya Certificate of Primary Education Examinations has often been attributed... more Poor performance in Kenya Certificate of Primary Education Examinations has often been attributed to a lack of parental participation in children’s academics. The claim that parents are not supportive of their children, especially at home, therefore holds water as researchers have established that parent involvement with their children's homework could have an influence on their academic performance. This paper draws our attention to a study conducted to investigate the influence of parental involvement in school work on pupils’ academic performance in public primary schools in Ainabkoi Sub County, Kenya. Joyce Epstein’s framework of six types of parent involvement guided the study adopting the ex-post facto research design. Targeting 2404 Class 8 pupils and 61 class teachers in Ainabkoi Sub County, the authors drew a sample of 331 class eight pupils through stratified simple random sampling while census approach was employed to involve all the class teachers in the selected sch...
Universal Journal of Educational Research, 2019
This paper is an outcome of a study that was conducted to find out the extent to which communicat... more This paper is an outcome of a study that was conducted to find out the extent to which communication between parents and teachers influence pupils' academic performance in public primary schools in Ainabkoi Sub County, Kenya. Communication as portrayed in this paper can take the form of conferences/ meeting, telephoning writing notes, and face to face dialogue between parents and teachers. Founded on the theory of six types of parental involvement by Joyce Epstein's, the study adopted ex-post facto research design. A target population of 2404 Class 8 pupils and 61 class teachers was considered from which 331 class eight pupils were selected using stratified simple random sampling technique. Census approach was employed for the class teachers. Questionnaire and interview schedule were used to collect data. Quantitative data was then analyzed using descriptive and inferential statistics in form of percentages, means and chi-square while qualitative data was analyzed using thematic framework. There was a positive and significant relationship between parent-teacher communication (X 2 =10.087; p=0.039) and academic performance. Parent-teacher communication is therefore a positive predictor of pupils' academic performance in primary schools. Such communication should be enhanced to make better the academic performance of pupils in the final examinations.
IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 2017
Institutions of higher learning, universities in particular recognise staffing as a vital part of... more Institutions of higher learning, universities in particular recognise staffing as a vital part of the management process to ensure the success of universities and the education sector as a whole. The education sector is responsible for developing a sustainable pool of highly trained, skilled and competent human resource capital, and universities are charged with the provision of relevant quality education and ought to foster national cohesion and integration. In fulfilling this mandate however, it is important to have job satisfaction guarantees through correct placements for academics which will ensure committed and stable workforce. It is the aim of this paper to find out the influence that designation and experience of academics’ has on their job satisfaction. The study targeted chartered public and private universities in the Rift Valley Region (RVR), Kenya. The study population consisted of university management, deans and lecturers from the selected universities. The study emp...
This study sought to determine the relationship between selected institutional context factors an... more This study sought to determine the relationship between selected institutional context factors and female students' choice of career in science TVET in Technical Training Institutes in Siaya County, Kenya. The study was guided by Social Cognitive Theory as posited by Bandura (1986) and Holland's Theory of Occupational Choice (1959, revised 2017). The study adopted a descriptive survey design. Reliability was tested using a test-retest method. Cronbach alpha method was also used to test internal reliability. The research instruments were questionnaires for lecturers, female and male students. Piloting was done in the village polytechnics a sample size of 316 female students sampled using census method. Also, 291 male students from a total target population of 1136 determined using Krejcie and Morgan Sample Size Determination (1970) formular. Proportionate sampling technique was used to sample respondents in different strata and TTIs. Tools in the Statistical Package for Soc...
Relationship between Classroom Management Practice and Students' Disruptive Behaviour in Mixed Secondary Schools in Kisauni Sub-county, Mombasa County, Kenya.
Editon Consortium Journal of Educational Management and Leadership, 2023
This study sought to assess and recommend ways of solving the problem of students’ disruptive beh... more This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The objective of this study was to find out the relationship between classroom control practices by prefects and student disruptive behaviour in the classroom mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-county. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling procedure was employed in order to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95 per cent significance level. Data were presented in diagrams, charts and tables. There is a moderate positive correlation between prefects' classroom control practices and students' disruptive behaviour (r =.269, p .000<.05). Prefects' classroom control practices are an important predictor of the students' disruptive behaviour (? = .269, p =.000<0.05, t = 4.286). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours.
Relationship between Physical Classroom Layout and Students’ Disruptive Behaviour in Mixed Secondary Schools in Kisauni Sub-county, Mombasa County, Kenya.
Editon Consortium Journal of Curriculum and Educational Studies, 2023
This study sought to assess and recommend ways of solving the problem of students’ disruptive beh... more This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-County, Mombasa County, Kenya. The objective of this study was to determine the relationship between classroom layout practices and student disruptive behaviour in the classroom mixed secondary schools in Kisauni sub-County, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-County. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling technique was used to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95% significance level. Data was presented in tables, diagrams and charts. There is a moderate correlation between practices on physical classroom layout and students disruptive behaviour (r =.305, p .000<.05, ? = .305, p =.000<0.05, t = 4.914). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours. The findings of this study shall be used by school administrators and the government.
Finding out the Predictive Capacity Independent Variables on Retention of Disabled Pupils in Mainstreamed Primary Schools in Bomet County, Kenya.
Journal of Education and Learning, 2022
This study sought to find out the predictive capacity independent variables on the retention of p... more This study sought to find out the predictive capacity independent variables on the retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used in getting a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed information as follows: provision of appropriate instructional and physical resources significantly influences the retention of pupils with disabilities by 19.2 per cent and 42.1 per cent, respectively. The study findings indicated that there was evidence of a positive and statistically significant relationship between the provision of appropriate physical resources and the retention of disabled pupils (r = 0.828** p < 0.05). Similarly, there exists a positive and statistically significant relationship between the provision of appropriate instructional resources and the retention of pupils with disabilities (r = 0.842**; p < 0.05). Moreover, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate recreational resources and the retention of pupils with disabilities (r = 0.846**; p < 0.05). Finally, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate human resource skills and the retention of disabled pupils (r = 0.866**; p < 0.05). The study recommended that in-service training should be conducted for all regular teachers to enhance knowledge, skills and attitude toward special needs education.
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Papers by Prof. Henry Kiptiony KIPLANGAT, PhD.
systems. As the continent navigates the challenges and opportunities of the 21st century, such as rapid technological advances, globalisation, and socio-economic inequalities, there is growing recognition that higher education institutions (HEIs) must play a pivotal role in preparing future leaders. Anchored on Kouze and Posner’s (2012) transformational leadership model, this paper explores the significance of transformational leadership in African higher education, examining how it can drive institutional change, enhance academic outcomes, and empower future generations. Through a review of existing literature, qualitative interviews with university leaders, and evidence-based case studies, the paper highlights critical principles of transformational leadership, its impact on African universities, and policy recommendations for its implementation. Although African higher education faces challenges such as resource constraints, political instability and government interference, brain drain and equity, transformative leaders can mitigate these challenges by expanding digital learning and technological advancement, decolonising, and contextualising the curriculum, as well as facilitating global collaborations and partnerships. African governments must ensure that universities have the autonomy to implement innovative leadership strategies without undue political interference.
systems. As the continent navigates the challenges and opportunities of the 21st century, such as rapid technological advances, globalisation, and socio-economic inequalities, there is growing recognition that higher education institutions (HEIs) must play a pivotal role in preparing future leaders. Anchored on Kouze and Posner’s (2012) transformational leadership model, this paper explores the significance of transformational leadership in African higher education, examining how it can drive institutional change, enhance academic outcomes, and empower future generations. Through a review of existing literature, qualitative interviews with university leaders, and evidence-based case studies, the paper highlights critical principles of transformational leadership, its impact on African universities, and policy recommendations for its implementation. Although African higher education faces challenges such as resource constraints, political instability and government interference, brain drain and equity, transformative leaders can mitigate these challenges by expanding digital learning and technological advancement, decolonising, and contextualising the curriculum, as well as facilitating global collaborations and partnerships. African governments must ensure that universities have the autonomy to implement innovative leadership strategies without undue political interference.