EDA/B/01-53881/2016 1

MY ACADEMIC PORTFOLIO

REG. NO: EDA/B/01-53881/2016

LECTURER’S NAME: PROF. JOHN. O. SHIUNDU

EDA/B/01-53881/2016 2

MY PORTFOLIO

NAME: NABWIRE NELVINE FAUSTINE

REGISTRATION NO: EDA/B/01-53881/2016

DEPARTMENT: CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

COURSE TITLE: INTRODUCTION TO TEACHING AND SCHOOL OPERATION

COURSE CODE: CIT 299

FIELD SCHOOL: CHAVAKALI BOYS HIGH SCHOOL

ACADEMIC YEAR: 2017/2018

GROUP NAME: EXCELLENT

Table 1: THE EXCELLENT MEMBERS

NAME REG. NO CONTACTS

MICHAEL WEKESA EDA/B/01-54735/2016
SOITA N. LYDIA EDA/B/01-54217/2016
AFANDI VELMA EDA/ 1195/2015
DIANA OLUSAKHA EDA/B/01-53738/2016
BRENDA ALUKWE EDA/B/01-54467/2016
TELESIA KYANZAU EDA/B/01-00720/2016
MAUREEN CHEBET EDA/B/01-00864/2016
DIANA ANANGWE EDA/B/01-53839/2016
CAROL MALUKI EDA/B/01-00723/2016
FAITH KIMANZI EDA/B/01-00714/2016
ALEX OKELLO EDA/ 1679/2015
PENNY R. WAMBUA EDA/B/01-00944/2016
DRUSLINE MAKOKHA EDA/B/01-53905/2016
NAOMI MAGOMA EDA/B/01-54273/2016
EILEEN ATANDI EDA/B/01-00898/2016
 EDA/B/01-53881/2016 3

DIDO M. BORU EDA/B/01-00761/2016

BRENDA EDA/B/01-00917/2016
KIPTENGETICH
ANTHONY SITATI EDA/B/01-54246/2016

Copyright © 2018

All rights reserved. No part of this publication may be reproduced or redistributed in any form or

by any means or stored in a database or retrieval system without a prior written permission by

Nabwire Nelvine Faustine, EDA/B/01-53881/2016

Declaration

I hereby declare that the following in partial fulfilment for the award of the degree for bachelor

of education has never been submitted to the CIT department Masinde Muliro University of any

award. It is therefore my original undertaking and my original work.

Signature _____________________

Nabwire Nelvine Faustine

EDA/B/01-53881/2016

Date 03rd September 2018

Dedication

I dedicate this work to the CIT department for their efforts in nurturing an all-round teacher and

my parents for their support, morally and financially.

Acknowledgement
 EDA/B/01-53881/2016 4

We are grateful to acknowledge the school principal of Chavakali Boys High Mr. John Kuira

Waritere for allowing us to conduct this research in the school and for organizing and

coordinating with the respective constituents which were of interest to us.

It is also relevant to acknowledge the CIT department and our colleagues with whom we worked

together during the preparation of this work.

Special thanks go to the group members for their dedication hard work, commitment and

support.

ACRONYMS AND ABBREVIATIONS

CIT- curriculum and instructional technology

PTA- parents and teachers’ association

BOM- board of management

HOD- head of department

G&C- guidance and counselling

CDF- constituency development funds

TSC- teachers service commission

TOD- teacher on duty

LAB- laboratory

MMUST- Masinde Muliro University of science and technology

 EDA/B/01-53881/2016 5

Abstract

This study investigated the factors affecting the teaching and learning in Chavakali boy’s high

school. The study was guided by the following objectives: to establish school-related factors

affecting the teaching and learning, students and the school management team. Data were

collected using questionnaires and an interview schedule. The collected data were analysed using

percentages and frequencies. The study findings indicated that there are a number of factors

affecting teaching and learning in the school. These included: teacher-school and learner-related

factors. It was realized that learner centred methodologies embraced the use of teaching aids

were more desired. The teachers’ and learners’ negative attitudes towards also affected learning

of the subject.

The study recommended that the teachers should embrace more use of hands-on activities in the

teaching and learning of Biology and agriculture and stakeholders should provide teaching and

learning resources. It is therefore expected that the findings of this study can be utilized by the

policy makers and teachers in order to improve performance of learners in Agriculture.

Understanding the school and its various aspects remains one of our fundamental concerns. The

school is a broad institution which aims at promoting the acquisition of desirable knowledge,

skills, attitudes and values that are acceptable in society. The school is a system made up of

various parts that have to integrate in unison in order to achieve its objectives.
 EDA/B/01-53881/2016 6

Table of Contents
Abstract............................................................................................................................................6

1.0. CURICULUM VITAE..........................................................................................................9

1.1. Introduction.........................................................................................................................10

1.2. CRITICAL ASPECT ARISING FROM THE MODEL SCHOOL....................................10

1.3. SCHOOL FEES..............................................................................................................10

1.4. TIME...............................................................................................................................11

1.5. SPORTING AND GAMES FACILITIES.......................................................................11

2.0. FIELD SCHOOL PROJECT..............................................................................................12

2.1. AIMS OF THE FIELD SCHOOL PROJECT....................................................................12

2.2. CHAVAKALI BOYS HIGH SCHOOL STRUCTURE......................................................13

2.3. CHAVAKALI BOYS HIGH SCHOOL INFRASTRUCTURE..........................................13

2.4. SCHOOL CULTURE.........................................................................................................13

2.5. HISTORY OF CHAVAKALI BOYS HIGH SCHOOL......................................................13

Chavakali Boys High School Fraternity....................................................................................14

FACILITIES AND RESOURCES.............................................................................................15

TUITION FACILITIES.............................................................................................................15

CHALLENGES.........................................................................................................................15

Solutions....................................................................................................................................16

Administration Block.................................................................................................................16
 EDA/B/01-53881/2016 7

Laboratory..................................................................................................................................16

Kitchen.......................................................................................................................................16

Library.......................................................................................................................................16

2.6. GOVERNANCE.................................................................................................................17

Provincial Director of Education (P. D. E.)...............................................................................17

Roles of the P. D. E................................................................................................................17

Role of a Kenyan District Officer..............................................................................................18

Other duties............................................................................................................................18

The Daily School Routine.........................................................................................................20

Board of Governors...................................................................................................................21

PTA........................................................................................................................................21

STUDENTS’ LEADERSHIP........................................................................................................42

HEAD BOY..................................................................................................................................42

HEAD GIRL.................................................................................................................................42

CLASS PREFECTS...................................................................................................................43

CHALLENGES THAT THE GROUP FACED DURING THE STUDY......................................47

 EDA/B/01-53881/2016 8

1.0. CURICULUM VITAE

PERSONAL INFORMATION

Name: NABWIRE NELVINE FAUSTINE

DATE OF BIRTH: 1ST DECEMBER 1996
ID NO: 34425820
SEX: FEMALE
ADDRESS: P.O. BOX 62000, BUSIA.
NATIONALITY: KENYAN
MARITAL STATUS: SINGLE
LANGUAGES: ENGLISH, KISWAHILI, LUHYA
MOBILE: +254726881968
ACADEMIC QUALIFICATIONS
PERIOD INSTITUTION QUALIFICATION
2016 to 2020: Masinde Muliro University Bachelor of Education
2012-2015: Nangina Girls High School Kenya Certificate of Secondary Education,
2001-2011: Spring Board Academy Kenya Certificate of Primary Education

Work experience
January to August 2016: Teacher: ST. MATHIAS BOYS SEC. SCHOOL
I served as a teacher in 2016. My responsibilities included teaching English and Literature.
Skills
 Teaching and leadership skills
 Interpersonal and intercultural skills
 Report writing skills
 Excellent communication (up and down) and presentation skills
Hobbies
 Reading weekly financial magazine, writing journals, technical writing, and dissertation
writing.
Referees
Mr. Moses Gichuki
 EDA/B/01-53881/2016 9

ST MATHIAS SEC. SCHOOL

Busia
Email: pksnr@gmail.com

Mr. Dominic Otina,

Clerk,
P.O. Box 43844-00100
Busia.
Phone: +254719303885

1.1. Introduction

This publication was requested by Masinde Muliro University of Science and Technology

(MMUST) CIT department as a mandatory for all second year students in the faculty of

education. It is normally conducted during the second semester of every academic year under a

course CIT 299. Its aim is to subject students to the structure, culture and general school

operations.

1.2. CRITICAL ASPECT ARISING FROM THE MODEL SCHOOL

Despite the fact that Chavakali Boys High School is a good model school, it has various factors

which affect the normal operations and learning in the school which are school fees, time, and

sporting and games facilities.

1.3. SCHOOL FEES

Payment of school fees affects academic performance of students. Those who are unstable in fees

payment are sent home frequently. This interferes with their studies since learning continues in

their absence. This also makes it difficult for teachers to effectively measure whether their

objectives are attained after an instructional period. Delay in fees payment also affects the
EDA/B/01-53881/2016 10

purchase of resources of great significance to learning process. This has a negative impact in

daily operations of the school since at most of the time teachers and learners’ morals are

withdrawn by inconveniences created by poor steps in fee settling. The parents should be

encouraged to apply for CDF projects and come up with any income generation projects to help

in funding the school in form of payment. The school should also raise more economic activities

to act as income generating projects and properly budget for the available funds to cut off

inconveniences created by lack of funds at school.

1.4. TIME

Time was not well managed and observed. At first the school lacked the daily attendance book

indicating arrival and departure time of teachers. Most of the teachers came to school late and

left earlier before the time recommended at the national level. The students on the other hand

needed to be pushed harder for them to read and revise on their own. They consume much of

their time making a lot of noise and unnecessary movements especially preps time. The school

administration should lay their own strict rules governing time management to be emulated by

teachers, learners and any other educational stakeholders. This can help the school at least open

another page in academic performance.

1.5. SPORTING AND GAMES FACILITIES

Chavakali Boys High school takes part in many games and the main challenge is the motivation

of the students in various games and inadequate facilities. The school should work hard in

conjunction with the community to ensure they acquire sporting facilities. This can enable

students develop different abilities and exercised their talents.

 EDA/B/01-53881/2016 11

2.0. FIELD SCHOOL PROJECT

This was a report carried out by a second-year education student at Masinde Muliro University

of science and technology. The research was carried out on 24 th January 2018 in Chavakali Boys

High school, located in Vihiga County along Kakamega-Kisumu road. The student visited the

school to gain epistemology on matters regarding the curriculum implementation in school. The

student therefore set aside half a day activity where she had an interactive session with the head

teacher deputy head teacher, board of governors, students, non – teaching staff among others.

The information gathered from the responses formed a very concrete background for my report.

2.1. AIMS OF THE FIELD SCHOOL PROJECT

 Aimed at determining the role and activities of both the teaching and non-teaching staff in the
school and their contributions in the school operations.
 The research was to establish the role of the deputy principal on curriculum issues both
formal and informal, students’ discipline and welfare.
 Finding out the roles of the heads of departments and how they deal with the issues of the
curriculum and coordinate the academic activities including curriculum planning and
evaluation.
 Aimed at finding out the roles of the principal on the general school operations especially the
instruments of the school administration and management resources and facilities including
the school community relationship. To establish the roles of the B.O.G and P.T.A members
regarding the policies and their role in management of the school.
 To find out the various issues revolving around the students, academic and their welfare.
EDA/B/01-53881/2016 12

2.2. CHAVAKALI BOYS HIGH SCHOOL STRUCTURE

2.3. CHAVAKALI BOYS HIGH SCHOOL INFRASTRUCTURE

2.4. SCHOOL CULTURE

2.5. HISTORY OF CHAVAKALI BOYS HIGH SCHOOL

Chavakali High School is a brain child of Chavakali Friends Mission which was established in

1910 by Yohana Amgune. This came as a result of spread of Quaker expansion which had started

in Kaimosi in 1920. This mission station moved from another mission station in Vihiga.

Chakavali Mission was made up of devoted Quakers who shared the same belief and lived as

sisters and brothers and established as Friends Church which changed into monthly meeting in

1921. They started “A” school of their children in 1919. The teacher was Yohana Amgune. The

“A” school grew into “B” school in 1928 whose teachers were Reuben Kagai, Japeth Chunguli

and Erasto Gidali. This was in line with the same established in Vihiga, Musingu, Lugulu,

Lirhanda, Malava and Kaimosi by Quakers. “C” Schools were at the same time established in

Kaimosi, Maseno and Kima. In 1950; Chavakali School grew and became intermediate school.

Mr. Matayo Simidi was appointed the first principal. It was taken over later by Andrew Mukulu

as the principal.

The following is the order of principals since that time to the present moment.

1. Mr. Matayo Simidi

2. Andrew Mukulu
EDA/B/01-53881/2016 13

Chavakali Boys High School Fraternity

a) The students’ body as at 24/01/2018

Form 1 113

Form two 90

Form three 98

Form four 93

Total 394

The large number of students has made it necessary for the school to work on the project of
building more classrooms. The students of this school are generally disciplined; however, there
are few cases of indiscipline.

b) Teachers

Chavakali Boys High School has a total of FILL teachers as follows.

TSC teachers FILL

BOM teachers FILL

It is important to note that these teachers operate as a team and therefore specialization is
practiced within the subjects taught. No individual teacher owns a subject but rather the subjects
are owned by the departments.

c) Staff

For the school to run effectively its staff must be stable. They ensure smooth and effective
running of the school Programs. In this school there are two categories of staff; the teaching and
the non-teaching staff or support staff. The staff in this school is as tabled.

Post Teachers Casuals Cooks Matron Grounds Security Drivers

men
Number 32 8 2 1 3 2 1
EDA/B/01-53881/2016 14

FACILITIES AND RESOURCES

The following table shows facilities and resources available in the school.

FACILITY NUMBER No. REQUIRED

ADMINSTRATION 1 1
OFFICE

CLASS ROOMS 12 2

KITCHEN 1 -

TEACHERS HOUSES 2 -

LAND (acres) 6.5 2

LABORATORIES 2 1

SCHOOL BUS 1 -

MULTIPURPOSE HALL 1 -

LIBRARY 1 -

TUITION FACILITIES

The school has twelve classrooms

CHALLENGES

 Windowpanes broken accidentally by students

 Students' books rained on during rainy seasons especially those sitting next to windows
where windowpanes have broken.
EDA/B/01-53881/2016 15

 No emergence doors inn case of a disaster.

Solutions

 Broken windowpanes are being repaired.

Administration Block

The school has one administration block constructed separately from classes and near the gate

for easy access by visitors. The administration block consists of the staffroom, the principal’s

office, senior master, deputy principal, bursar under one roof. The Director of Studies’ office is

on a separate block together with the form 1 stream.

Laboratory

The school has 4 laboratories. The laboratory serves the three science subjects; Chemistry,

Biology, Physics, Computer. The school has 5 lab technician who keeps the lab in order.

Kitchen

The school has one kitchen which serves the staff and students body with meals. The kitchen is

relatively big but with several challenges:

Challenges facing the kitchen

 Congested dining hall which makes students serve in bits (i.e. form one and form two

first followed by form three form four which consumes much time)

 Delay in fees payment which significantly affects the supply of firewood and foodstuffs
which possess great challenge

Library

The school has one library which was an extension of one of the classrooms. In spite of the fact

the school has one library the vast number of students cannot be accommodated.
EDA/B/01-53881/2016 16

Challenges facing the library

 The library is very small hence only few students can read inside

 Being small the library has fewer research materials as compared to the number of
students

2.6. GOVERNANCE

Provincial Director of Education (P. D. E.)

The following is the structure of the office from the Ministry of Education to the P. D. E. The

functions relayed under this office apply to all schools in Kenya

Minister of
Education
Quality Assurance and standards

Asst Basic Education

Minister
Secondary Education
Permanent
Secretary
(CEO) Adult Education

Director ofPolicy and Planning

Education Provincial Director of Education

District Education Officer

Field
Service
Area Education Officer

Roles of the P. D. E

1 Coordination of and overseeing all educational issues in the province

2 Training stakeholders: - subject based workshops, seminars

EDA/B/01-53881/2016 17

3 Improvement of educative standards

4 Works hand in hand with D. E. Os’

5 Education of stakeholders- B.O. Gs’ on management issues

6 Serves as an agent of TSC for posting and allocation of teacher placement

7 Schools and college registration

8 Promotion of access to Education and encourage transition of students to avoid

repetition

9 Nomination of B. O. Gs’

10 Monitor Education policies such as F. P. E and U. P. E

11 Aid in student and teacher management

12 Serve clients with Educational issues

13 Management of workplace policy- Most Vulnerable Children (MVCs), Orphaned

and Vulnerable Children (OVCs) in the selected schools. Provision of food in
which case each child is allocated 2000/= per term

14 Work hand in hand with NGOs

15 Teachers affected and infected with HIV and AIDS have their associations
managed

16 Guidance and counselling services

Role of a Kenyan District Officer

The general duty of a D.E.O is to control the whole district with regard to education, manage,

guide, hear and redress the teacher’s complaints of the teacher, other staff and general public. All

the duties by teachers, other staff are compiled with under the name of DEO

Other duties

o Inspection; Conducts inspections on school selection and facilities. He also inspects

officers and other facilities of Education within the district and also the various offices of
educative supervisors like the inspectors of schools and the Mandal Educational Officers.
EDA/B/01-53881/2016 18

o Visits; The D.E.O also conducts visits on educational institutions within the district. S/he
then submits the visit reports to the director of school Education within a week

o Preparation and submission of accurate number statements, budget estimates, revised

estimates and surrenders it in time

o Responsible for the constitution of common Boards

o Every D. E. O must tour for 20 days in the month with 10 night halts

o Timely implementation and monitoring of plan schemes sanctioned by the government

o Implementation of all plan schemes and review of plan and non-plan expenditure

o Review the academic performance of teachers and fixing targets of achievement for
schools and inspecting offices

o Attends principal’s conference on zonal basis once in a year

THE ORGANIZATION STRUCTURE OF THE SCHOOL

CHAVAKALI BOYS HIGH SCHOOL

SCHOOL

BOARD OF DIRECTORS

PRINCIPAL

DEPUTY PRINCIPAL
BURSAR

SENIOR MASTER ACCOUNTS CLERK

DIRECTOR OF STUDIES
Matron LIBRARIAN

CATERESS N
STORE KEEPER
SENIOR HEADS DEPARTMENT

HEAD COOK FARM HAND

HEAD OF SUBJECTS
WORKSHOP
KITCHEN HAND LAB TECHNICIAN
CLASS HOUSE CLUB PATRON TECHNICIAN
HEADMAN
TEACHER
TEACHER
EDA/B/01-53881/2016 19

.
LAB TECHNICIAN

GROUNDS MEN
Teachers

Counsellors
CLERICAL OFFICERS

PREFECTS

ENQUIRIES STAFF

The Daily School Routine

Monday to Friday

time Event

7:15-7:30AM DEVOTION/PREPS/COMMUNITY WORK

7:30 - 7:55 AM PARADE (MONDAYS AND FRIDAYS)

CLASS MEETINGS (TUESDAYS)

GUIDINCE & COUNSELLING (WENESDAYS)

TUTOR-TUTEE (THURSDAYS)

7:55 - 8:00 AM ROLL CALL

8:00 - 8:40AM 1ST LESSON

8:40 - 9:20AM 2ND LESSON

9:20 - 10:00AM 3RD LESSON

10:00 - 10:20AM LONG BREAK

10:20- 11:00AM 4TH LESSON

EDA/B/01-53881/2016 20

11:00 - 11:40AM 5TH LESSON

11:40 - 11:45AM SHORT BREAK

11:45 - 12:25 PM 6TH LESSON

12:25 - 1:05PM 7TH LESSON

1:05 -1:30 PM LUNCH

1:30 - 1:55PM MATH PRACTICE/STORY BOOK READING

1:55 - 2:00PM ROLL CALL

2:00 - 2:40PM 8TH LESSON

2:40 -3:20PM 9TH LESSON

3:20-3:30PM EVENING DEVOTION

3:30-4:45PM CLUBS (MNDAYS)

GAMES (TUESDAYS & THURSDAYS)

CLEANING (WEDNESDAYS)

SOCIETIES (FRIDAYS)

NOTE: This Daily Routine should be Strictly followed, unless otherwise advised by the
Principal, or the Deputy Principal.

Board of Governors

Chavakali Boys High School has the B. O. G. that controls the financial operations of the school.

The principal is the secretary but is often helped by the deputy principal.

The BOG is also in charge of implementation of school projects, employment of teachers. It is

also in charge of teachers’ discipline as well as student’s discipline in cases of expulsion.

EDA/B/01-53881/2016 21

PTA

It is composed of the chairperson, class representatives, secretary, treasurer and the principal.

This is a body that brings together teachers and parents with an aim of looking into affairs of

students and ways of improving academic performance.

The body helps in soliciting funds to improve infrastructure. It also participates in checking the

student’s discipline. It is also helpful in acquainting parents a school aims, methods and

aspirations. PTA also organizes harambee meetings for the purpose of raising funds for

construction of school buildings and facilitating co-curricular activities.

Through self-help efforts, the body also provides physical facilities to the school. Importantly,

the body also opens channels for a two-way communication.

The role of the PTA:

 It is an executive board which links with the teachers and students

 Encourage parents to take part in development of the school

 Solve problems between parents and the School

 Is concerned and ensures that development takes place.

 Talk about the performance of the school and react positively for instance by motivating
the students and promising to do something like motivation.

 Banking and accounting for all moneys raised in the school

Projects in St. Paul’s Emulakha Secondary School

 Extension of the Library

EDA/B/01-53881/2016 22

 Computer laboratory

 Payment of the School Bus

How to become PTA member?

 One must be able to read and write

 Should be a parent of at least one student in the school

THE PRINCIPAL
EDA/B/01-53881/2016 23

The Principal St. Paul’s Emulakha Secondary School is Mr. Charles Lung’atso. His office
functions as the nerve center of the school where major decisions affecting the operation of the
school are being made and communicated to other departments.

The most confidential files and school records are kept in this office. The principal has a role to
play in the motivating the learners, the teacher and the parent in order to cultivate a lively school
spirit and excellence in performance.

To be a principle, various factors are put into consideration.

They include:

 Grade: To be a principle one has to have passed through K-J-L-M.

 Commitment level: Being a principal is involving a lot and so there’s need for a person who is
committed to His/her duties.

 Performance: Record from the subjects the person teaches should show excellent results in
order to be confident that s/he can take the school to higher academic heights.

 Further training: It requires one to train and acquire skills and knowledge in different
management related fields. This is facilitated by such programs as in-service training,
workshop/seminars among others.

Most importantly there should be consistency in ones work so as to keep the school performance
at the peak.

Duties of the Principal

 He liaises with the head offices such as the ministry of education Teachers service

commission P.T.A, B.O.G.

EDA/B/01-53881/2016 24

 At times the principal may be required to give a confidential report about the staff
members or general operation of the school to those offices. He also works with the
teachers training institutions during event s such as teaching practice, field school
research etc.

 He is also the secretary to the Parent Teacher Association P.T.A. and B.O.G

 Responsibility to parents: The school committee serves as the voice of the parents of any
school. Its members speak on behalf of the parents the principal should therefore respect
their opinion, listen to their suggestions and seek their advice and support. Progress
depends on support of the head teachers given from parents.

 Role of the principal in relation to general operation of the school

 He coordinates day to day running of the institution through delegation of duty to other
teachers i.e. disciplinary cases delegate to the deputy head teacher.

 He acts as the nerve center/axis of the school. The school running programs originate
from this office.

 He coordinates matters between the teaching staff, the school and the ministry of
Education. The teacher’s welfare and any other school problem needs to be channeled to
the Ministry of Education thus the principal is there to bridge the gap.

 He monitors the syllabus coverage by making sure that the scheme of work, lesson plans
and record of work are properly made and followed by all teachers in their respective
subjects.

 He acts as secretary to both the B.O.G and P.T.A.

 He acts as a link between the school and K.N.E.C. He is responsible for registering
students for their Kenya Certificate of Secondary Education (K.C.S.E)

 He acts as the agent of the Teachers Service Commission (T.S.C). He represents the
teachers who are in his institution. The problems of teachers which need to be pardoned
by the T.S.C are communicated through him.
EDA/B/01-53881/2016 25

 He creates the image of the school and protects the school name, its motto, mission and
vision.

 He is the voice of K.N.U.T in the school i.e. Ifs the teacher misbehaves or have unethical
behavior, it is the duty of the principal to communicate this to KNUT concerning this
matter.

 He acts as the agent of the Teachers Service Commission (T.S.C). He represents the
teachers who are in his institution. The problems of teachers which need to be pardoned
by the T.S.C are communicated through him.

 He creates the image of the school and protects the school name, its motto, mission and
vision.

 He is the voice of K.N.U.T in the school i.e. Ifs the teacher misbehaves or have unethical
behavior, it is the duty of the principal to communicate this to KNUT concerning this
matter.

Challenges
 Since the introduction of free education, the parents have abandoned their duties and left
them to the government. This makes it impossible to run the school as it is dependent on
the government. They also don’t understand when there is delay in disbursement of
funds. They start accusing the principal of mishandling or embezzling school funds.

 The parents are not embracing the students to work hard. They are not making follow up
on part of the student performance. They have left the students to the teachers. Low
performance due to limited access to the available resources i.e. books student ratio is too
low. Library space is limited, laboratory equipment in adequate contributing to low
performance in sciences

 Most of the time money is delayed during disbursement. This delay may cause
indiscipline cases because the students may not understand why some services are not
being provided in school.
EDA/B/01-53881/2016 26

 Since the start of the free primary education, the student population has increased
drastically. Therefore, creating pressure on the available social amenities and learning
facilities. The pressure also arises from the MPs, D.E.O who bring in students who may
not have obtained the right marks for admission. During the form one selection the school
capacity is not taken in consideration thereby the population keeps on increasing thus
creating pressure on facilities.

 Considering the size of the student population and the available teachers, the student’s
individual needs are not met. However, to curb this problem of staffing, the former
students whom performed well are used in teaching i.e. backup teachers. Also some
teachers are employed by the board to assist.

 As population increase water has become e a problem as it is not enough for all students.
This has made the school to close down some water points.

Important Documents of the school

 Class register

 Log book

 Personal files for teacher’s bog, P.T.A, minutes, project proposals etc.

 School administration register

 Fee registration book

 Ledgers

 Stores ledger

 Cash books

 Mark books

 Record of work
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 Visitors’ book

 Teaching records, lesson plans, scheme of work etc.

THE DEPUTY PRINCIPAL

This docket is in charge of the discipline in the school and is monitored by the deputy principal.

He also performs other duties delegated to him by the principal. He also prepares the school

routine and manages the routine.

Roles of the deputy principal

 Is in charge of the school timetable, maintaining staff registers and checking the marking
of class register.

 In charge school workers; organizing and planning their duties

 Ordering, issuing, accounting, and controlling all stores

 Maintaining records of the proceedings of the staff meetings

 Help the head teacher maintain good discipline in the school

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 Delegates responsibilities, prepare staff minutes

 Appoints prefects’ patrons

 Supervises heads of departments

 In charge of the admission of students in the school

 Preparation of living certificates

 Deals with transfer of students

 Preparation of calendar of events in consultation with the Director of Studies

 Helps in preparation of curriculum and supervises teaching of the curriculum

How to enhance discipline of teachers?

 Leading by example
 Holds regular staff meetings to correct themselves
 Encourages student teacher’s relationship
 Encourage apology when a teacher was absent
 Some discipline cases are directed to the class teachers.

1. THE SENIOR TEACHER

This office is headed by Mrs. Beatrice Makana

The Role

 Presenting teacher’s issues to the head teacher.

 Coordinates school administration to ensure that teachers have the right accommodation
facilities.

 Works with the MOD to ensure that student attend preps in the morning
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 Has permission to send students home if proven guilty of indiscipline cases

 Also deals with admission of students in the school (this is however done in a panel so he
discusses with other teachers).

 After the discussion, he ensures that students get their admission letters in time.

 He also has the capacity to issue certificates

 On behalf of the principal and his deputy, the senior master patrols the school

 Keeps all the records of the form four students

 Prepare a term duty roster for teachers like the one Mr. Ameyo gave us in the following
page.

DIRECTOR OF STUDIES (DOS)

The department has two members; Mr. Ingubu Fednant who is in charge of Exams.

Roles

 Ensure that the timetable and school calendars are ready in order to run the school
efficiently.

 Ensure that the curriculum is implemented

 Implementation of other activities a part from the curriculum

 Provide guidance on career matters

 Ensure that students attend preps

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General trend in performance

From the best to the last, departments perform as follows:

1 Industrial Arts

2 Languages

3 Humanities

4 Sciences

5 Mathematics

DEPARTMENTAL REPORTS

A. Industrial Arts

Headed by Mrs. Petronilla Siringi, this department is divided into three sub departments. The

subjects taught here are Art and Design (A/D), Building and Construction (BC) and Business

Studies (BS). The department is divided due to the fact that the subjects are a bit diversified and

so there is need to ease the running of the office.

The HOD welcomed as warmly and was willing to share exhaustively on our project. To the

question of coordination in the department, he said that he meets with the other heads of

departments to fix dates of meeting in order to avoid clashing in the school timetable. For

convenience, and since the technical subjects (known in the school as industrial) are quite
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involving in terms of practical work, he said that each teacher in the department just teaches one

subject.

Why ’Industrial Arts?’

Responding to this question, Mr. He said that these subjects are professional, “a step towards the

industrial market.” The skills acquired are easily applicable to the job area and one can be able to

earn and support their families economically after the secondary school level.

Performance

The HOD said proudly that the subjects in its docket are an examination booster. In the recent

examination, French, Building and Construction, art and design took the lead with Business

studies taking the fifth position overall.

High performance in these subjects attracts mass enrolment and this means that certain criterion

has to be followed to select the student who should take a given subject. Business studies for

instance take the largest percentage of the students in the school. Out of the 136 current forms

four students 111 take this subject.

Due to its relevance to the contemporary society, the subject has been made compulsory for

form 1 and forms 2 students. Moreover, this subject is chosen by many because of its cost

effectiveness. One does not need tools for practical’s save for the recommended text books.

The school and teaching practice

Mrs. Petronilla Siringi pointed out that the school does not only support but also recommends

teaching practice for prospective teachers. This is because the participants are young and they
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help in reducing the age gap between the teacher and the students. This is significant because

learners tend to be more open and receptive to their age mates thus encouraging learning.

B. Humanities

The department is composed of 3 main subjects:

1. Geography

2. History

3. Religion (C.R.E)

Performance

There was a drop in performance because student’s leadership is not governed well and lack of

enough teaching resources such as books.

CRE and History as subjects

The main things taught in History are political social and economic. In social life interaction with

one another is given priority. In CRE, religious matters are dealt with deeply as one moves from

one stage to the other.

C. Kiswahili and other Languages

The department comprises of two languages i.e. Kiswahili and French

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It has 6 teachers of Kiswahili and one of French. The teachers work together in cooperation

to ensure that the school excels in these languages.

Roles of the Department

To ensure that the performance of the school in languages is at its peak

Ensure that students master their language and have the best understanding of the same
through practice i.e. Kiswahili is used on Thursday and Friday while French is used at
will.

Link the school to the community through organization of field trips for instance
IsimuJamii to ensure that students know how language is used

The following table shows allocation of classes to teachers per week

F1 F2 F3 F4

5 5 6 6

Evaluation in the department

 Random C. A. Ts’ and tests every week to learners

 Three exams i.e. Entry C.A.T at the beginning of the term

 Mid C.A.T; Mid Term

 End Term Exam; End of Term

D. English Department
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This is headed by Mrs. Siringi with 7 members 4 of whom are ladies. This involves four teachers

under TSC and three on BOG.

Role of the HOD

 Lesson allocation: - The department has 28 lessons in a week whereby 6 are for form I
and II each four language and two literature lessons. Form III and IV have each 8 lessons
in a week which involve each of the literature and language taking four lessons.
Averagely, each teacher has 22 lessons per week.

 Ensure that teachers attend lessons

 Uniting members in the department by encouraging team work.

 Text book coordination: The department uses among other books, Excel In English as
course book. Form one and two teachers are issued with books on term basis while those
for Form 3 and Form 4 are issued with books yearly

 Guaranteeing leave of teachers

 Orientation of new teachers

 Acquiring and maintenance of new resources

 Supervise the Library

 Budgeting on behalf of the department

Methods of Teaching

 Lecture method

 Question and Answer

 Use of audio visuals

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Performance

The following is a breakdown of mean scores in the K.C.S.E results since 1997

Year Mean Score

1997 4.250

1998 4.619

1999 4.231

2000 5.200

2001 5.082

2002 5.205

2003 4.817

2004 5.215

2005 6.084

2006 5.606

2007 5.210

2008 5.354

2009 5.565

2010 6.173

2011 6.522

2012 5.743

2013 5.759

2014 6.0342

2015 5.9755

2016 4.2897
EDA/B/01-53881/2016 36

20 20 20 20 20 20 20
mean 10 11 12 13 14 15 16

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

MEAN SCORE 6.1 6.5 5.7 5.7 6.. 5.9 4.2

7 2 4 6 03 7 8

Roles of the librarian

 Receive all the books for the entire school

 Issue of books for use by the students

 In charge of sanitation in the Library

Sections of the Library

a) Short Loan: - Involves reference material and is limited for use while in the Library

b) Long Loan:-If in any case a student returns the book late, he is denied borrowing books
for 14 days

Challenges
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 No power to force a student to pay for the lost books

 No power to speak out when teachers hold meetings in the Library

 Books get lost when students are left to read

 Congestion in the Library especially during the exams

 Workload is heavy as she is alone

Qualifications for one to be a librarian

 Certificate in the field

E. Mathematics Department

This department prepares students for mathematical oriented areas.

The aim of the department is to enable students go through the course and come out with full

understanding of the subject.

Roles of the department

 Coordinate teaching and learning

 Motivation of well performing students

 Remedial lessons for the underperformers

Methods of Instruction
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 Socratic method

 Lecture method i.e. in areas like matrices

 Practical method e.g. by use of models

 Use of tests

 Group work

Challenges faced by the department.

i. Students have a negative attitude towards mathematics.

ii. It being a day school, most students are affected by absentees hence it being hard to
maintain a steady performance pace.
iii. Lack of enough manpower.
iv. Lack of enough textbooks. The student textbook ratio is 2:1.
v. Insufficient teaching aids.
vi. The administration does not meet their requisition.

Measures put in place to boost the performance of the subject

i. There is continuous mathematics evaluation.

ii. There are successive mathematics inter-class contests.
iii. Assignments are given and checked regularly.
iv. There are mathematics clubs, that is senior and junior mathematics club.
v. There are mathematics discussion groups in which students are given questions every
day.

F. Biological Department

It involves two subjects namely Biology and Agriculture.

Aims of the department

 Produce proper understanding knowledgeable students who can practically use their
knowledge in their entire life.

 Timely syllabus coverage

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 High performance in the exams

Duties of the HOD

 Check the schemes of work of other teachers

 Check the teacher’s attendance to class

G. Physical Science

The subjects in this department are Physics and Chemistry. The department is headed Ingubu
Fednant.

Motto: To bring up all round students to solve the problems of the environment. The
department has 10 teachers involved in its activities its offices are found in the chemistry
laboratory.

Findings this department has two laboratories i.e. Chemistry laboratory and physics laboratory.
Most of its equipment’s are bought off the shelf or by tendering. There are laboratory sessions to
each class and a time-table to be followed to ensure efficiency. It also has two laboratory
technicians. Students’ performance is ensured through the following practices:

 Simplifying practical for them.

 Teaching theory part before teaching them practical part.

 Doing many number of practical.

 Evaluating data collection done by students and close monitoring of attendance of

laboratory sessions

H. Games & Sports

Headed by Mr. Mchujo Josphat.

St. Paul’s Emulakha school management fraternity has worked on both co-curriculum and in
curriculum to enhance the welfare of the students. This is due to the diversities of the students’
EDA/B/01-53881/2016 40

abilities in various fields. Some students have talents in various sporting activities. Such students
are availed freedom of choice to excel in their own areas of interest.

There are several games that the school provides such as football, volleyball, handball, netball,
table tennis, badminton, rugby and basketball.

The school is located on a fairly topographically a flat terrain. There enough playing pitches for
all the mentioned games. The school has purchased enough playing kits and sport kits for all the
students who might be interested in participating in such games.

The school has long term history in producing the best drama actors and actresses. Drama and
music participants are granted by the school. The students who are talented in producing the best
melodies and fantastic dancing techniques are all granted to have their usual practices and
trainings within the school compound.

The societies are; Young Christian Society and Christian union.

 ideas and get new ideas for themselves.

 With the occupation of students when are not in class through games, clubs and societies,
it reduces indiscipline cases amongst them because it keeps them occupied.
 Clubs widen the scope of thinking of the students and encourage innovation and
invention.

Duties of the H.O.D Games

 He ensures all games activities are operational- the pitch, the courts are in good shape to
be used.
 At games times on the daily routine, the students are all participating in the games.
 He allocates games to teachers as their coaches – those who show interests in the game
 He makes requisition on behalf of the department- to buy equipment and games facilities.
 The H.O.D also attends meetings on the school and outside the school- he represents the
department in the school administration.

The strategies they put in place to ensure students participation;

 Some students’ do not see the willingness to participate in games and co-curriculum
because they think it would not help them. The department, they have put some strategies
to ensure their participation, these strategies are;
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 Students have to buy a P.E kit during their admission at the school
 The school routine has compulsory games time for clubs and societies.

The strategies they put to identify students’ talents

 Some students hide their talents and avoid participation in the school teams to represent
the school, due to that the school has come with some strategies they put in place. Some
of the strategies are;
 They have put into their calendar sports days every term (second Saturday every term)
this helps in discovering the students’ talents.
 The department keeps records of performance used especially when selecting the
athletics team.

Challenges faced by the department

 Some of the teachers allocated to particular games may not be willing to be in charge the
game because of some reason – may be due to personal differences between the teachers.
 Mostly the department is faced by financial constraints that purchasing sport equipment
and facilities is difficult or buying sporting materials enough for the student’s population
is hard.
 Sometimes the principal is reluctant in supporting the activities of his department and
concentrate more in the academic departments.
 Despite the measures put in place, some students still do not participate in the sporting
activities.

 Due to the growing population in the school, the sport complex in the school is not
sufficient for the growing number of students

I. Guidance and counseling

Headed by Mr. Eric Bulinda.

Guidance and counseling department deals problems that affect the school in general, that is, the
problems that are faced by, teachers, non-teaching staff and the community. It is made up of eight
members and the class teacher of the affected student. The department has a head, organizing
secretary and other members., including the deputy principal.

Objectives

The main objective of this department is to help the students to understand why they are in
school.
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Factors considered before counseling a student

 Gender
 Nature of the case
 The student background
 Consent of the counselee
 Situation and environment before counseling
 Ways of getting information from the client
 Spiritual aspect
 Academic performance

Challenges facing the department

 Heavy workload with limited time.

 The school routine sometimes does not favor the activities of the department
 There is no conducive room for counseling i.e. individual counseling
 Lack of qualified counselors
 Poor attitude towards counseling as many teachers feels it is a waste of time
 Inadequate funds
 Lack of awareness

Ways of coping up with the above challenges

1. Personnel attending seminars and conferences for further awareness in the field.
2. Sensitization of learners and teaching staff
3. Invitation of quest speakers
4. Peer counseling among learners

Increased

Role of GAC in the school

 Advise students on what to do, and what they should not do. A student who persists in
doing an offence is expelled

 Helps to maintain a good relationship between students and the community at large i.e.
Giving sound advice in case of misunderstanding between a teacher and a student or the
student and the parent in which case the student is affected psychologically.

 Assist the learners to improve on their academics by advising them to avoid activities that
deter their performance such as theft and abuse of drugs.
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 Offer reading materials and moral support

STUDENTS’ LEADERSHIP

The administration is also assisted by the prefect body in the smooth running of the school.
Student leadership is headed by;

 Head Boy
 Head Girl

Others includes; the class prefects from form one to form four.

HEAD BOY

Roles of the Head Boy

 Ensure that other prefects are working

 Ensures that the school is clean and organizes fellow students during manual work and
other cleanliness activities in the school.
 Advises fellow students on different matters and also provides any necessary assistance.

Challenges facing the Head boy

 Unable to deal with some indiscipline students and thus is often threatened.
 Other students don’t work by his expectations

HEAD GIRL

 Offers advice to her fellow girl students and provide any necessary assistance to them.
 Organizing fellow students during school cleaning.

Challenges facing the Head boy

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 Unable to deal with some indiscipline students and thus is often threatened.
 Other students don’t work by his expectations.
 Hatred from fellow students.

CLASS PREFECTS

They are in charge of individual classes from form one to form four. They also assist the
administration in the smooth running of the school. Their roles may include;

 Make sure the timetable is strictly observed by teachers and that a teacher does not miss
his/her lesson.
 Arrangement of the classroom.
 Organizes class claiming by making duty roaster for those students to perfume cleaning.
 Ensuring silence in class.
 Collecting of assignments, homework and class work.

Challenges

 Cheeky students make noise despite reporting them to the class teacher.
 Harassment by teachers especially when students fail to do the assignment.
 Some students avoid class cleaning.

K. The Store

The table below shows the items found in the store

Item Description or types

Food stuff Maize, Beans, Sugar, Rice, Cooking Fat e.tc
Equipment Machinery, Hoc, Space
Stationery Hard cover books Files Pens e.tc
SI Consumables Keeps record of food stuffs
SR Expendables Keeps record of non-food items such as farm tools
Roles and duties of the store keeper
 Ensure that the food stuffs is in good condition
 Issue daily food stuff and stationery for use
 Keeps all records of operation
 Ensure safety of the items
EDA/B/01-53881/2016 45

The Bursar
The bursar in this school.
Roles of the bursar’s office
 Making sure that it receives funds on behalf of the school and makes payments to the
suppliers. More so, the clerk advises the principal on financial matters.
 The department is in charge of coordinating the non-teaching staff and other
departments.
 Ensures that any requirements of the school are met in time
 No result slip is issued to a form lever without completion of school fees

The Kitchen
For years since the school begun, the kitchen has been headed by the school cateress. However,
from July 2010, the school enjoys services of the school Matron,
The kitchen staff comprises of 4 cooks, 3 kitchen hands. Facilities include energy saving Jikos,
boilers, gas cookers and a freezer. Below is a table showing the menu for the students

Day 10.30-11.00 a.m. 12.45-1.30 p.m.

Monday Githeri, tea

Tuesday Ugali, Sukuma

Black Tea

Wednesday Githeri, tea

Thursday Ugali, Sukuma

Friday Githeri, tea

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Saturday Rice, Beans

Security
Any visitor is required to register as they enter and state the reason for coming. During the day
there is one guard while 4 are needed at night.
The school has a well-constructed fence which has only one main gate. This ensures that no any
unauthorized outsider in the school compound. It also has sufficient watchmen who are trained
on some matters of security. Concerning the community, the school liaises with the community
Roles he plays including;

o Keeping the records of the visitors immediately they arrive in the school.
o Allow in and exit of students at the right time.
o Ensuring that the outsiders do not enter into the school compound without permission.
o Ensure that the compound is very silent to provide a conducive environment for learning.
o Ensures that the compound is clean.
o Alerting the school concerning the emerging issues in the school.
o Checking of the student bags upon before entry and exit from the school.

Challenges

 Delayed payment of his salary.

 Heavy work load.
 Disturbance from the outsiders.
 Managing the large school compound has not been easy.
 Language barrier between him and some of the visitors who are literate.
 He is sometimes undermined by visitors and other members of the school.
 Insufficient facilities to use in his service.
 Since he is the man, it has become difficult to inspect female individuals in the school
and female visitors.

PERSONAL DIARY
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PERSONAL SCHOOL DIARY

DAY/ DATE TIME ACTIVITY
8.00 am. Arrival at school
8.00-8.30 am. Introduction and School deputy principal for
briefing
Then proceeded to the school mass
8.30-9.00 am. We interviewed the School Principal
9.00-9.30 am. We interviewed the Deputy Principal
9.30-10.00 am. We interviewed the DOS
10.00-10.20 am. Tea break
10.20-11.00 am. We interviewed Various Head of
Departments. I.e. Humanities, language,
mathematics, Science and Technical. (in a
group of two per department)
11.00-11.30 am. We interviewed catering Head
11.30-12.00 pm. Interviewed Finance Department
12.30-1.00 pm. Some school workers
1.00-2.00 pm. Lunch Break
2.00-2.30 pm. Interviewed teaching staff
2.30-3.00 pm. Interviewed Librarian who is also a teacher.
3.00-3.30 pm. Laboratory Technician
3.30-4.00 pm. We interviewed the school prefects
4.00-4.10 pm. Vote of thanks
4.10 pm. We left the school (conclusion of the field
study)

CHALLENGES THAT THE GROUP FACED DURING THE STUDY

 Some of the members were lacking fare.

 Absence of some teachers in the school hence not able to collect full information.
 Limited time for carrying out the research yet there was a lot to be done.
 Difficulty in identifying various offices in the school because they are under the same
building and not all are labeled.
 Poor time management especially among members of the group.
 There were no facilities such as chairs hence we were forced to stand while conducting
the research.
EDA/B/01-53881/2016 48

 Lack of co-operation from some of the teachers who were not willing to respond to our
questions sometimes.