Featured research (3)
The Kenya mental health taskforce 2020 urged the government to declare mental illness a national emergency of epidemic proportion and establish a mental health commission that would advise coordinate and continuously monitor the status of mental health and report on the annual national happiness index (UNICEF, 2020). The purpose of this study is to examine The role of inclusive communication coping skills in improving the mental health learners living with disabilities in the era of covid-19 in selected special schools in Kenya, especially those with difficulties in the domains of hearing, seeing and cognitive functioning. This category is disadvantaged in access to inclusive communication strategies, critical to mental health during Covid-19 era. The study objective is to identify and adapt inclusive communication coping skills in improving the mental health learners living with disabilities. The study was anchored on the biosocial theory of borderline personality disorder that emphasizes on emotions in treatment (Linehan, 1993). The study adopted a dialectical philosophy, a critical postmodern alternative, where researchers strive to continually balance and synthesize acceptance and change-oriented pandemic-focused dialectic behaviour therapy in managing mental health of learners. The study target population consisted of learners with visual impairments, hearing impairments and mental disorders in Western Kenya Region. Experimental and observational methods were used to collect data. The findings indicate that a communication lapse arose in schools due to Covid-19 containment measures that encouraged social distancing. This study has contributed significantly to the knowledge base in mental health and shall inform practitioners and students in special schools on use of dialectic behavior therapy. Keywords: inclusive communication, mental health, dialectic behavior therapy, coping skills, pandemic
Aims: Education is the foundation and pillar of life. The study assessed the influence of Kenya Education Management Institute (KEMI’s) capacity building programme on head teachers' competencies in teacher supervision in public primary schools in Uasin Gishu County, Kenya. Study Design: The study adopted a descriptive survey research design. Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region between January and March 2018. Methodology: It targeted six Sub-County Education Officers and 471 head teachers in public primary schools in the County. Simple random sampling was used to select 30% (141) of the public primary schools proportionately from each of the six sub-counties in the County. All the head teachers of the public primary schools selected participated in the study. Data was also collected from all the six Sub-County Directors of Education of Moiben, Wareng, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Data analysis using descriptive statistics was computed with frequencies, percentages, means, medians and standard deviations. The findings were then presented using, tables, charts and graphs. Results: Out of the 132 Head teachers, the research results indicated that there was a strong positive correlation between KEMI’s capacity building programme and head teachers’ competencies in teacher supervision, r (132) = 0.555, P = .05. KEMI should use the information from this study to organize teacher training programmes to improve their schools and put in place strategies to help enhance management practices in schools and ultimately the student academic achievement. The findings of the study may be importance to Kenya Education Management Institute (KEMI) in tailoring their training needs of head teachers to enhance professional development and leadership in schools. Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building program had enhanced head teachers’ competence in monitoring teacher’s performance in class and outside class, and helped them in cultivating good relationship with the teachers and building motivating climate to enhance teamwork among teachers. Further, the findings also indicates that KEMI capacity building program had helped them in appraising teacher’s performance objectively and helped them in providing teacher’s opportunity for professional growth, proper delegation of duties and it had enhanced the recommendation of teachers for upward mobility.
- Department of Technlogy Education
About Kisilu Kitainge
- Kisilu Kitainge currently works at the Department of Technology Education, University of Eldoret. Their most recent publication is 'Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools'.