Teachers’ perception on determinants of girls’ access to primary education in selected schools in Tana River district, Kenya

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College of Education, Open & Distance Learning
The work embodied in this thesis was carried out in Tana River District, Kenya with objectives to determine teachers’ perception on determinants 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 was 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. The government should increase the human resource and finally the school administrators to ensure the security of children especially girls in schools.
A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda in Partial Fulfillment of the Requirements for the award of a Degree of Master of Educational Administration and Management of Kampala International University
Girls’ access to primary education, Primary Education, Tana River district, Kenya