ABSTRACT
There exists a close relationship between availability of resources and effective teaching in pre-primary schools. Children who are exposed to sufficient resources within a school climate develop positive self-concept, achieve higher in reading, writing and mathematics participate in play to develop their muscles. The purpose of the study was to assess the influence of school governance on adequacy of resources in pre-primary schools in Embu County, Kenya. The study explored the influence of involvement of parents in decision making process, accountability of school management to parents and the strategies put in place to enhance the adequacy of resources in pre-primary schools in the county. The study was guided by Systems Theory of Management. The researcher used survey design in the study. The dependent variable was adequacy of resources in pre-primary schools. The independent variables were involvement of parents in decision making process, accountability of school management to parents and strategies put in place to enhance the adequacy of resources in pre-primary schools. The study was done in pre-primary schools in Embu County. The target population was pre-primary school teachers, head teachers, and parents. Purposive and simple random sampling methods were used to select sample for the study. Questionnaires and interview schedules were used to collect data for the study. Before the actual data collection, research instruments were piloted in two schools to ensure they were valid and reliable using content validity and test re-test methods. Qualitative and quantitative methods were used to analyse data and results presented using tables. Results from data analysis revealed that resources available in pre-primary schools were inadequate. It was also clear that parental involvement in decision making and accountability to parents influenced the adequacy of resources in pre-primary schools. It was also clear form the results that many strategies were being used to enhance the adequacy of resources in pre-primary schools. To enhance the adequacy of resources in the schools it was recommended that parents and other stakeholders should be involved in the provision of resources.
CHAPTER ONE
INTRODUCTION AND CONTEXT OF THE STUDY
Introduction
This section of the study describes the background to the study, statement of the problem, purpose of the study, objectives of the study, research questions, and significance of the study, theoretical and conceptual frameworks, and assumptions of the study, limitation and delimitations as well as operational definitions of terms.
Background to the Study
Availability of adequate resources in schools influences children’s achievements and development. School resources include physical, human, financial and socio- emotional resources. Steele, Vignoles & Jenkins, (2007) assert that adequate resources in preschools provides positive school climate for children to benefit academically, behaviourally and aid in the acquisition of values and skills. Furthermore, parental involvement in preschool education may lead to high reading levels, increased achievement in mathematics and lower dropout rates. It was therefore, important to explore further about this area of study.
Anderson and Minke (2007) point out that parental involvement in children’s learning and development directly leads to higher academic, social and behavioural achievements. Spady (1973) demonstrates that the interaction between physical, human, financial and socio-emotional and cultural resources
within a preschool create a positive school climate to support learners’ education and development. When children are denied quality environmental stimuli they are more often likely to lag behind in academic, behavioural and socio-emotional tasks in school and out of school (Raffin, 2012). Following this trend, it was interesting to explore the influence of School management on adequacy of resources in enhancing children’s learning and development.
In the global context, the influence of School management on adequacy of resources is evident. In UK, the department for education spends approximately 5% of its annual Gross Domestic Product (GDP) on primary, secondary and post- secondary education (Steele, Vignoles & Jenkins, 2007). Interestingly, other countries such as Republic of Ireland, Finland, and Australia also allocate a lot of money in education department, and surprisingly they collectively produce top performing students in international pupil assessment tests. This imply that allocating enough financial resources supported by strong accountability systems leads to better pupils’ performance because resources will be acquired in plenty.
Raffin (2012) observes that in Canadian primary schools and secondary schools, learners who were exposed to adequate resources were more motivated and scored highly in mathematics, reading test, writing and creative subjects. This was contrary to the observations in North American schools where there are no organizational and structural systems in manipulation of resources, utilization, pupil composition, budget allocation per pupil and lack of teacher professional development and remuneration programs. Unfortunately, this disorganization of
the School management has been the bedrock for poor students learning achievement and aspects of development.
Research conducted in Cameroon, Niger, South Africa and Malawi indicates that human support forms a great component to determine the achievement of children’s academic and development domains (Lloyd & Blanc, 1996). This follows study findings that majority of Sub-Saharan African countries are poor, hence there is likelihood of poor resources managers in schools (Khatete, 2014). This state exposes children to low learning opportunities compared to developed nations (Chiu, & Khoo, 2005). Further, there is increasing debt in most African countries which limits hiring of teachers, construction of classrooms and play facilities thus may deprive leaners from physical, social, emotional and academic development.
The key education policy documents in Kenya have attempted to highlight and champion for the need of adequate resources in schools countrywide. The Basic Education Act of 2013, as provided in the Kenya constitution provides clear principles about a rationale for schools to employ and frequently induct teachers, construct standard and adequate physical facilities within schools, get enough funds from the government and stakeholders and hire guidance and counsellors team, all to promote positive school climate for learning and development in children (Government of Kenya, 2013). Kenya Early Childhood Development and Education Policy framework of 2006 and the Kenya Institute of Curriculum Development (KICD) have collectively emphasized the need to professional
development of teachers alongside acquisition of adequate resources. Unfortunately, the structures of preschool management have created gaps on adequacy on provision of resources, limiting children’s attainment in education and development, hence the need for the study.
In Kenya, there is limited studies on adequacy of resources in pre-primary schools. Ng’asike (2014) found that when teachers use play children benefit a lot in education and development in Nairobi City County. Mweru (2013) suggests that teachers’ attitudes impact on children’s choice and use of play equipment and materials in Nairobi City County. On another hand, Khatete (2014) found that teachers are important resource centres for Kenyan schools to become effective. The above studies focused on provision, teacher attitude and safety of resource materials in children’s education and development. There was therefore limited research to show the influence of school management on adequacy of resources in pre-primary schools in Embu County, hence the need for this study.
Statement of the Problem
Availability of adequate resources within a preschool throughout its operation is an indicator of efficient school management. Children who are exposed to sufficient resources within a school climate develop positive self-concept, achieve higher in reading, writing and mathematics participate in play to develop their muscles. Globally, there are inadequate documented studies done on equal distribution and management of school resources.
