Dissertation•
Factors influencing the implementation of safety standards in secondary schools in Limuru District, Kiambu County, Kenya
01 Jan 2012-
About: The article was published on 2012-01-01 and is currently open access. It has received 6 citations till now. The article focuses on the topics: Safety standards.
Citations
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Dissertation•
01 Jan 2016
6 citations
Cites background from "Factors influencing the implementat..."
...Studies by Nyakundi, Migiro, and Mburu(2012) found out that safety standards and guidelines have not fully been implemented in schools in Kenya due to inadequate financial resources ,insufficient training for teachers and students on safety standards and lack of the principals personal initiative to adhere to safety standards. Similar studies have never been carried out in Yatta Sub County and therefore this arouses the need to carry out the research in Yatta Sub County. Wanyama (2011) and Ng’ang’a (2013) in their studies stated that the training of teachers on safety standards was paramount as teachers are the...
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...Ngang’a (2013) concur with Mburu (2012) that awareness of principals on safety standards cannot be over emphasized because they are the persons charged with overseeing the implementation of the safety standards manual. Lack of awareness among teachers and inability to sensitize students could be a failure on the part of the principal to disseminate information on safety issues in the school. Kirimi (2014) found out that schools should be on the fore front of ensuring that both teaching and non-teaching staff receive proper training and are exposed to practical drills to enhance preparedness. The scholar further states that principals are the immediate evaluators and monitors of whether the school safety standards and guidelines are being implemented and adhered to by all. Muigai (2011) further stated that the institution of the principal in the...
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...Ngang’a (2013) concur with Mburu (2012) that awareness of principals on safety standards cannot be over emphasized because they are the persons charged with overseeing the implementation of the safety standards manual. Lack of awareness among teachers and inability to sensitize students could be a failure on the part of the principal to disseminate information on safety issues in the school. Kirimi (2014) found out that schools should be on the fore front of ensuring that both teaching and non-teaching staff receive proper training and are exposed to practical drills to enhance preparedness....
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...Wanyama (2011), Mburu (2012) and Ng’ang’a (2013) established that staff training was very crucial in the adherence to safety standards and guidelines and recommended training of both teaching and non-teaching staff so as to make it easier for sensitizing the students on the safety standards....
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...Studies by Nyakundi, Migiro, and Mburu(2012) found out that safety standards and guidelines have not fully been implemented in schools in Kenya due to inadequate financial resources ,insufficient training for teachers and students on safety standards and lack of the principals personal initiative to adhere to safety standards....
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Dissertation•
01 Jan 2015
5 citations
Cites background from "Factors influencing the implementat..."
...Scrutiny of the various voteheads of the ministerial budgetary allocation reveals that there are no funds allocated for purchase of safety equipment except for the payment of the school watchman (Mburu, 2012)....
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...Financial priorities go to programmes that enhance academic performance rather than students’ welfare (Simatwa & Omollo, as cited by Mburu, 2012)....
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...Research on school safety has been conducted in Kiambu County in other divisions like Githunguri (Kimathi, 2011), Kikuyu (Wainaina, 2012) and Limuru (Mburu, 2012)....
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...In Kiambu County, such studies have been conducted in other divisions like Githunguri (Kimathi, 2011), Kikuyu (Wainaina, 2012) and Limuru (Mburu, 2012)....
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...Examples of such studies include the ones conducted in Kisii (Nyakundi, 2012), Githunguri (Nderitu, 2009) and Kimathi (2011), Kikuyu (Wainaina, 2012), Kisumu (Simatwa& Omollo, as cited by Mburu, 2012) and Limuru (Mburu, 2012)....
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Dissertation•
01 Jan 2014
TL;DR: This document summarizes current capabilities, research and operational priorities, and plans for further studies that were established at the 2015 USGS workshop on quantitative hazard assessments of earthquake-triggered landsliding and liquefaction in the western hemisphere.
Abstract: ................................................................................................................. xii
4 citations
Cites result from "Factors influencing the implementat..."
...These findings concur with Mburu (2012) who found out that in public schools in Limuru District schools had safety committees who were active and the school administration were involved in school safety....
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TL;DR: In this paper, the authors investigated the implementation of safety standards and guidelines on the student abuse protection in public boarding secondary schools in Kitui County, Kenya and found that sexual abuse and corporal punishment existed in schools and the students were not protected when travelling between the schools and homes.
Abstract: There is a contemporary anxiety caused by issues of disasters in secondary schools in Kenya which necessitates need to look at the schools’ security systems. The aim of this research was to look into the implementation of safety standards and guidelines on the student abuse protection in public boarding secondary schools in Kitui County. The objectives were to establish the magnitude to which sexual abuse protection had been implemented on sexual protection and to establish the magnitude to which corporal punishment protection had been implemented on student abuse protection. The importance of security in school administration was the rationale for this research as the scarcity of researches in this area was the significance. The investigation was led by the securitization and disaster managing theories. The mixed methodology approach was adopted and the design being concurrent triangulation. Targeted populace was 16,875 which included; 1,940 teachers and 14,903 students, 16 education officers and 16 senior police officers. The sample was 650 participants. From 20 stratified sampled schools, 240 teachers and 400 students were used. From the education and security officers, 5 participants were used in each category. Stratified sampling was used to get 5 schools from each of the 8 constituencies; then random sampling was used to get 20 schools. Principals and deputies were purposively sampled. The researcher used random sampling for teachers and leaners and purposive for education and security officers. Likert scale surveys were utilized in the case of teachers and learners. Interview schedules were used for education and security officers and an observation checklist was used too. The data collection tools were tested in 2 boarding institutions which were not included in the last study sample. The specialists examined data collection tools for validity and test retest technique was done for reliability with coefficient of .902. For credibility, simultaneous triangulation was employed. Numerical facts were evaluated in expressive data using tables, frequencies and percentages. Chi-square was employed to find out the degree to which the variables related with one another. Non numerical facts were explained through narrative form. The study established that sexual abuse and corporal punishment existed in schools and the students were not protected when travelling between the schools and homes. It was recommended that the government put in place measures for sexual abuse protection. Further research was recommended in security in higher institutions of learning. Article visualizations:
2 citations
Cites background from "Factors influencing the implementat..."
...In Kenya, according to Mburu (2012) the safety of learners and teachers had on many occasions been compromised by the occurrences of incidents which put their safety at risk and situations of jeopardy....
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TL;DR: In this paper , the authors established the contribution of principals to disaster management preparedness on school grounds in public secondary schools in Kakamega County, and concluded that principals contribution enhanced disaster management in secondary schools.
Abstract: Safety of students in schools is a matter of concern globally. In Kenya, students have lost their lives in the past four years due to arson, accidents, and food poisoning in spite of existence of Safety Standards Manual for schools. In Kakamega County there have been 65 deaths, 205 cases of food poisoning, 112 gang rape, 103 floods, 107 landslides, 50 fires, 102 lightening, 15 cyclones and 10 accidents in school buses for the years 2012 2016. This study therefore was to establish the contribution of principals to school disaster management preparedness on school grounds in public secondary schools in Kakamega County. The objective of this study was to establish the contribution of principals to disaster management preparedness on school grounds in public secondary schools in Kakamega County. The conceptual framework showing interrelationships between contribution of principals and disaster management preparedness was used to guide the study. Study population was 419 principals and 1 County Quality Assurance and Standards Officer. The sample size of 200 principals and 1 CQASO was used in the study. The study established that there was a positive relationship between contribution of principals to school disaster management preparedness. The findings of the study revealed that secondary schools in Kakamega County are faced with a variety of disasters with varying magnitude as signified by coefficients 0.713, 0.663, 0.771, 0.727 and 0.721 respectively at a significant level of 0.05. The study concluded that principals contribution enhanced disaster management preparedness in secondary schools in Kakamega County. The study recommended that principals should make an effort in ensuring the school ground is secure based on the title deed, school registration, secured gates, day and night security, clean rooms, chairs desks and well maintained ground. The findings of this study are useful to stakeholders in education as they inform on the need to ensure safety policy manual is put in place to ensure safety objectives are achieved.
References
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Book•
01 Jan 1991
TL;DR: In this article, the authors reviewed the literature and conduct ethical studies in social research and the politics of social research in the context of qualitative and quantitative data collection and analysis, and concluded that the need for qualitative and quantitative data is critical for social science research.
Abstract: IN THIS SECTION: 1.) BRIEF 2.) COMPREHENSIVE BRIEF TABLE OF CONTENTS Part I Foundations Chapter 1 Why Do Research? Chapter 2 What Are the Major Types of Social Research? Chapter 3 Theory and Research Chapter 4 The Meanings of Methodology Chapter 5 How to Review the Literature and Conduct Ethical Studies Part II Planning and Preparation Chapter 6 Strategies of Research Design Chapter 7 Qualitative and Quantitative Measurement Chapter 8 Qualitative and Quantitative Sampling Part III Quantitative Data Collection and Analysis Chapter 9 Experimental Research Chapter 10 Survey Research Chapter 11 Nonreactive Research and Secondary Analysis Chapter 12 Analysis of Quantitative Data Part IV Qualitative Data Collection and Analysis Chapter 13 Field Research and Focus Group Research Chapter 14 Historical-Comparative Research Chapter 15 Analysis of Qualitative Data Part V Communicating with Others Chapter 16 Writing the Research Report and the Politics of Social Research COMPREHENSIVE TABLE OF CONTENTS Part I Foundations Chapter 1 Why Do Research? Alternatives to Social Science Research What Research Involves: A Scientific Approach Varieties of Social Research Steps in the Research Process Why Learn How to Conduct Social Research Chapter 2 What Are the Major Types of Social Research? Use and Audience of Research Purpose of Research Within or Across Case Single or Multiple Points in Time Data Collection Techniques Chapter 3 Theory and Research What Is Theory? Social Theory versus Ideology The Parts of Theory Chapter 4 The Meanings of Methodology Philosophical Foundations The Three Approaches Positivist Social Science Interpretative Social Science Critical Social Science Feminist and Postmodern Research Chapter 5 How to Review the Literature and Conduct Ethical Studies The Literature Review Ethics in Social Research Part II Planning and Preparation Chapter 6 Strategies of Research Design Triangulation Qualitative and Quantitative Orientations Toward Research Qualitative Design Issues Quantitative Design Issues Chapter 7 Qualitative and Quantitative Measurement The Need for Measurement Quanitative and Qualtitative Measurement The Measurement Process Reliability and Validity A Guide to Quantitative Measurement Scales and Indexes Chapter 8 Qualitative and Quantitative Sampling Reasons for Sampling Sampling Strategies Part III Quantitative Data Collection and Analysis Chapter 9 Experimental Research Appropriate Technique A Short History of the Experiment Random Assignment Experimental Design Logic Internal and External Validity Practical Considerations Results of Experimental Research: Making Comparisons A Word on Ethics Chapter 10 Survey Research A History of Survey Research The Logic of Survey Research Construction of the Questionnaire Types of Surveys: Advantages and Disadvantages Survey Interviewing The Ethical Survey Chapter 11 Nonreactive Research and Secondary Analysis Nonreactive Measurement Content Analysis Existing Statistics/Documents and Secondary Analysis Secondary Analysis of Survey Data Issues of Inference and Theory Testing Ethical Concerns Chapter 12 Analysis of Quantitative Data Dealing with Data Results with One Variable Results with Two Variables More than Two Variables Inferential Statistics Part IV Qualitative Data Collection and Analysis Chapter 13 Field Research and Focus Group Research Understanding Field Research The Field Research Interview Data Quality Ethical Dilemmas of Field Research Focus Group Research Chapter 14 Historical-Comparative Research A Short History of Historical-Comparative Research Research Questions Appropriate for Historical-Comparative Research The Logic of Historical-Comparative Research Steps in Conducting a Historical-Comparative Research Project Data and Evidence in Historical Context Comparative Research Equivalence in Historical-Comparative Research Ethics Chapter 15 Analysis of Qualitative Data Comparison of Methods of Data Analysis Coding and Concept Formation Analytic Strategies for Qualitative Data Other Techniques Part V Communicating with Others Chapter 16 Writing the Research Report and the Politics of Social Research The Research Report The Politics of Social Research Objectivity and Value Freedom Appendix: Table of Randomly Selected Five Digit Numbers Bibliography Name Index Subject Index
18,682 citations
TL;DR: In this paper, the authors describe how office discipline referrals might be used as an information source to provide an indicator of the status of school-wide discipline and to improve the precision with which schools manage, monitor, and modify their universal interventions for all students and their targeted interventions for students who exhibit the most severe problem behaviors.
Abstract: Confronted by increasing incidents of violent behavior in schools, educators are being asked to make schools safer. Schools, however, receive little guidance or assistance in their attempts to establish and sustain proactive discipline systems. One area of need lies in directions for use of existing discipline information to improve school-wide behavior support. In this article, we describe how office discipline referrals might be used as an information source to provide an indicator of the status of school-wide discipline and to improve the precision with which schools manage, monitor, and modify their universal interventions for all students and their targeted interventions for students who exhibit the most severe problem behaviors.
456 citations
Book•
01 Jan 2004
TL;DR: In this article, the authors discuss the changing role and nature of the head role and the changing appeal and reality of the role of the leader in a school and the challenges faced by the leader.
Abstract: Introduction PART ONE: THE CHANGING ROLE AND NATURE OF HEADSHIP A Changing Discourse From Management to Leadership Stages of Headship Who Becomes a Head and How Long Do They Stay? The Changing Appeal and Reality of Headship Outstanding Leaders School Leadership in Action - A Case Study Accountability and Ethically Responsible School Leadership Images of Leadership PART TWO: DISTRIBUTED LEADERSHIP FOR SCHOOL IMPROVEMENT Leadership Teams and SMTs - Three Research Projects The Heart of the School? Middle Leaders Governing Bodies and Leadership Governing Bodies and School Improvement Effective Schools and Improvement Strategies Developing Leaders and Leadership Capacity
203 citations
TL;DR: This article argued that leadership practice is a distributed entity that is mediated through human interaction, and suggested that leadership activity at the level of the school, rather than at the individual level, is the appropriate unit of analysis in studying leadership practice.
Abstract: This paper takes a distributed perspective on leadership practice in schools. Drawing upon empirical evidence from two contemporary studies of successful school leadership and the international research base concerning distributed leadership, the paper argues that leadership practice is a distributed entity that is mediated through human interaction. It suggests that leadership activity at the level of the school, rather than the level of the individual, is the appropriate unit of analysis in studying leadership practice. The paper argues that the distributed perspective offers a new and important conceptual lens through which leadership practice in school can be understood and analyzed. It concludes that further research is required to investigate the interface between distributed leadership and school improvement to ensure that this particular perspective on school leadership is not misleading. (Contains 40 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document.
153 citations
Book•
17 Mar 2015
TL;DR: Epstein et al. as discussed by the authors discuss the importance of community involvement in schools and the obstacles to community involvement and propose promising practices for building successful community relationships in high-functioning schools.
Abstract: Foreword by Joyce L. Epstein Preface Acknowledgments About the Author 1. Community Involvement: Why and What? Rationales for Community Involvement in Schools Community Involvement in Schools: Form and Fashion Obstacles to Community Partnerships Summary 2. A Closer Look at Common Community Partnerships Business Partnerships University Partnerships Service Learning Partnerships School-Linked Service Integration Faith-Based Partnerships Summary 3. Components of Successful Community Partnerships High-Functioning Schools Student-Centered Learning Environments Effective Partnership Teams Principal Leadership External Support Summary 4. Building Capacity for Successful Community Partnerships: A Vignette The School The Goal The Team The Project The Community Partners The Results Lessons Learned Summary 5. Bringing the Community In: An Elementary School Story Background Community Partners Commitment to Students' Learning Principal Leadership Action Team for Partnerships Welcoming School Climate Two-Way Communication Summary 6. Creating Closer Community Ties: A High School Study Background Principal Leadership A Student Focus Community Partners and Activities Summary 7. Promising Practices for Community Partnerships Activity 1: Goal--Improve Reading (2004) Activity 2: Goal--Improve Math Skills (2003) Activity 3: Goal--Increase Students' Awareness of Career Opportunities (2001) Activity 4: Goal--Improve Ninth-Grade Performance on State Proficiency Exam (2002) Activity 5: Goal--Improve Student Writing and Technology Skills (2002) Activity 6: Goal--Improve Student Reading (2002) Activity 7: Goal--Improve School Landscaping (2002) Activity 8: Goal--Provide Community Service (2002) Activity 9: Goal--Improve Student Oral and Written Communication (2004) Activity 10: Goal--Improve Facilities for Students With Disabilities (2004) Activity 11: Goal--Improve Student Science Skills (2000) Activity 12: Goal--Provide Afterschool Activities for Middle School Students (2000) Summary 8. Preparing Educational Leaders for Community Partnerships: A Workshop Agenda Building Community Partnerships Agenda Summary 9. Concluding Thoughts Resource A: Sample Activities Activity 1: Locating Community Partners Activity 2: Improving the Partnership Process Activity 3: Improving Community Partnership Quality Activity 4: Garnering Principal Support for Partnerships Resource B: Sample Letters Sample Letter 1: Partnership Communication Sample Letter 2: Partnership Activity Follow-Up Endnotes References Index
125 citations