Journal of Education Management and Leadership

An investigation on the extent of utilisation of Social Networking Sites in crisis management of public secondary schools in Nairobi County, Westlands Sub-County

2024-12-19T19:36:33+00:00

This research study investigated the role of Social Networking Sites (SNS) in communication during crises in public secondary educational institutions within Westlands Sub County – Nairobi County. There has been increased usage of communication tools such as the Social Networking Sites (SNS). SNS are virtual communities where users create profiles to interact with people on shared interests. Every organisation encounter crises at some point, and public schools are no exception. SNS has been used to either propagate or crisis. The research was done using a mixed method, incorporating qualitative and quantitative data. Data was collected from principals, teachers, parents, union and MOE officials within the Nairobi County, Westlands Sub-County using questionnaires and interviews. Data was presented descriptively through percentages, figures and tables. The results showed (78%) of the respondents identified SNS as communication platforms used in crisis management in schools. The results depicted high usage of platforms such as WhatsApp and Facebook. In addition, (71%) of parents preferred venting their grievances on SNSs before addressing them with the school. However, they were reluctant to communicate with the administration on the same platforms. About (15%) of administrators used the SNS platforms for communication during a crisis. The study findings will be useful to managers of public schools and other stakeholder of education in Kenya.

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships- A critical review

2024-12-19T19:41:11+00:00

This review aimed to evaluate the potential of good psychology interventions to develop a healthy school community by encouraging positive interactions between teachers and students, as well as among staff members. The review synthesises findings from several studies, exploring the influence of positive psychology interventions on communication, collaboration, trust, and overall school climate. The review indicates that there are gaps in the current body of data and that further longitudinal studies and studies examining the long-term effects of positive psychology therapies are needed. The evaluation also emphasises how crucial it is to take into account school-specific contextual factors that could affect how well interventions are implemented. In conclusion, this critical review underscores the potential of positive psychology interventions as a valuable tool for promoting positive relationships within schools. These interventions can improve academic achievement and student well-being, staff satisfaction, and the general school climate by fostering a more cooperative and positive school environment. Subsequent investigations are necessary to enhance these treatments and maximise their use in various educational environments. Ultimately, creating vibrant school communities where staff and kids may thrive can be greatly aided by incorporating positive psychology into educational procedures.

Identifying and examining the intervention efforts currently in place to address the education of girls at the secondary school level

2024-12-19T19:43:53+00:00

This study sought to establish the intervention efforts currently in place to address girls' education. Despite concerted international efforts to eliminate gender disparity in education, the gender gap is still widening, and discrimination continues to permeate the educational systems in some African countries. The tool for data collection was a set of questionnaires made particularly for the students in and out of school. A key approach used by the study was Focus Group Discussion (FGD) supplemented by in- depth interviews. The study also made use of direct observations guided by an observation guide or checklist. Furthermore, descriptive and inferential statistics were used to analyse the data. On efforts being made, 29 per cent of the respondents had gotten bursary allocation, while 32 per cent had not gotten any assistance at all. However, principals responded that they offered employment to the very needy parents at school and deducted part of the fees from their salaries in an effort to retain the girls in school. The following recommendations were made. There was a need to inculcate awareness among stakeholders, namely the community and the parents /guardians, teachers, and girls, as well as the importance of girls’ education and ways of ensuring retention of girls at school until completion of school. This study identified that making sure that girls get an education involves tackling social issues such as child labour, unwanted pregnancies, forms of discrimination, early marriage and other problems that keep girls away from school.