Teachers’ perception on determinants of girls’ access to primary education in selected schools in Tana River District, Kenya
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Date
2011-06
Authors
Journal Title
Journal ISSN
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Publisher
Kampala International University, School of Education, Open and Distance and E-learning
Abstract
The work embodied in this thesis was carried out in Tana River District,
Kenya with objectives to determine teachers’ perception on
~ieterminants of girls’ access to primary education in selected schools,
and such include the profile of respondents and the difference in
teachers’ perceptions in respect to gender, qualification, experience
and age, and the level of teachers’ perceptions in terms of socio
economic, cultural and school based factors. A review of related
literature was conducted. A questionnaire was employed as a research
instrument to investigate the major variables, The collected data was
analyzed using frequency counts and percentage distribution on
characteristics of the respondents and mean to determine the level of
teachers’ perceptions on the major variables, T-test was used to
determine the difference in teachers’ perceptions in terms of the profile
of respondents. Tana River District has five educational zones and out
this (Gable Central) with eighteen public primary schools and 144
teachers was selected for the study and no sampling was done.
According to the findings, the access of girls’ to primary education are
influenced by socio-economic, cultural and school based factors which
further determine the parents and society’s commitments to investing
and supporting girls education. The study concluded that there is need
to have more female teachers’ in all schools for girls’ to emulate. The
government and parents should address the independent variables that
affect girls’ access to primary education, since they have significant
effects on their participation. The study recommended that all learning
resources in schools be increased and improvement on physical
facilities such as toilets and furniture.
Description
A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda In Partial Fulfillment of the Requirements for the Degree of Master of Educational Administration and Management
Keywords
Teachers’ perception, Girls, Primary education, Kenya