Students’ Perception on the role of head teacher in implementation of girls’ re-admission Policy

Table of Contents

1. Introduction

1.1 Study background

1.2 Students’ perception of head teacher’s roles

2. Methodology

3. Results and Discussion

4. Conclusions

5. Recommendations

Research Objectives & Key Themes

The primary objective of this research is to investigate student perceptions regarding the head teacher's role in implementing the girls' re-admission policy in the Eldoret West District of Kenya. The study seeks to determine if administrative, counseling, and support roles are being effectively discharged to help pregnant girls continue their education, while identifying potential barriers and the influence of teacher background on policy execution.

• Implementation of the girls' re-admission policy in Kenyan secondary schools.
• Evaluation of administrative, counseling, and support roles performed by head teachers.
• Impact of head teachers' educational level and teaching experience on policy implementation.
• Challenges hindering the re-entry of teenage mothers into the school system.
• Disparities between government policy guidelines and actual school-level practices.

Excerpt from the Book

Summary of Chapters

1. Introduction: This chapter provides the policy context for girls' re-admission in Kenya and explores existing academic literature regarding students' perceptions of school leadership and instructional environments.

2. Methodology: This section details the descriptive survey research design, the sampling strategies for students and school staff, and the quantitative and qualitative tools used for data collection.

3. Results and Discussion: The chapter presents the empirical findings, demonstrating that head teachers struggle to meet policy expectations in administrative, counseling, and support duties, while noting the correlation between teaching experience and improved performance.

4. Conclusions: The findings are synthesized to highlight that current policy implementation remains at the discretion of individual head teachers, necessitating a standardized review by the Ministry of Education.

5. Recommendations: The study proposes concrete actions for the Ministry of Education, including policy review, mandatory further training for head teachers, and the establishment of dedicated support programs for student mothers.

Keywords

Educational policy, re-admission policy, teenage mothers, head teacher, school administration, student perception, Kenya, girls' education, student retention, counseling, social integration, academic achievement, gender disparity, secondary school, policy implementation.

Frequently Asked Questions

What is the primary focus of this research paper?

The research examines the effectiveness of the Kenyan government's girls' re-admission policy by analyzing how secondary school head teachers implement it and how students perceive these efforts.

What are the main thematic areas covered?

The paper covers the administrative, counseling, and support roles of head teachers, the impact of teenage pregnancy on school attendance, and the role of organizational leadership in student retention.

What is the core research question?

The core question is how students perceive the role of the head teacher in the implementation of the girls' re-admission policy and whether this implementation aligns with Ministry of Education guidelines.

Which scientific methodology was utilized?

The authors employed a descriptive survey research design, utilizing self-administered questionnaires and interview schedules with various stakeholders in the Eldoret West District.

What does the main body of the work address?

It provides an in-depth analysis of survey data, comparing the observed practices of head teachers against the expected policy standards, and statistically testing the influence of educational background and experience on leadership performance.

Which keywords best characterize this study?

Key terms include: Educational policy, re-admission policy, teenage mothers, school administration, student perception, and teacher leadership.

Did the study find that the re-admission policy is being implemented successfully?

No, the findings indicate that head teachers have not implemented the policy to the expected standard, often failing to provide the necessary counseling or financial support for returning students.

How does teacher experience influence the implementation of this policy?

The study found a positive correlation: head teachers with more teaching experience and higher educational levels demonstrated better proficiency in discharging administrative and counseling roles.