Browsing by Author "Omega, Kennedy Amadi"

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An investigation of teacher modeling’s effect on pedagogical competence in public secondary school in Kenya
(World Journal of Advanced Research and Reviews, 2024-10-01) Omega, Kennedy Amadi; Manasi Echaune; Kirwa, Tecla Cecilia
Teaching strategies of the 21st century worldwide are ever-changing and need constant upgrading through teacher mentorship practices (TMP) that enhance their pedagogical competence. The purpose of the study was to examine the effect of teacher modeling on pedagogical competence in public secondary schools in Kenya. The study adopted mixed methods research design, grounded in pragmatism research paradigm. The target population was 105,234 teachers including Principals from 8,933 public secondary schools in 47 counties in Kenya. Using the Krejcie and Morgan table (1970) a sample size of 384 was determined with a slight oversampling of 56 to 440 respondents. Teachers in national schools were preferred. Simple random sampling was used to get 36 counties from which 2 national schools were purposively sampled bringing the total number to 72 national schools. Principals from these schools were included in the study. Through purposive sampling 184 teacher mentors who were heads of departments were included in the study while 184 novice/teacher mentees were identified through simple random sampling. The data was collected using Focused Group discussion (FGD) and questionnaires. Qualitative data was analyzed using themes while quantitative data was analyzed using descriptive statistics namely frequencies, mean and standard deviations as well as inferential statistics namely Pearson correlation, ANOVA and simple linear regression analysis. The findings revealed that, teacher modeling has statistically significant effect on pedagogical competence in public secondary schools in Kenya (t= 9.328 (B=0.000) p<.0001). The study concludes that teacher modeling emerges as a multifaceted approach to professional development (PD), offering novice/mentee teachers a blueprint for pedagogical excellence across various dimensions. It recommends that for the purpose of teacher mentorship in public secondary, schools administrators should make teacher modeling a priority to foster their pedagogical competencies.
The Effect of Teacher Coaching on Pedagogical Competence in Public Secondary Schools in Kenya
(Asian Journal of Education and Social Studies, 2024-10-01) Omega, Kennedy Amadi; Echaune, Manasi; Kirwa, Tecla Cecilia
Aims: To determine the effect of teacher coaching on pedagogical competence in public secondary schools in Kenya. Study Design: The study used mixed methods research design, grounded in pragmatism philosophical approach. Place and Duration of Study: The study was carried out in Public Secondary Schools in Kenya from December 2023 to December 2024. Methodology: Target population was 105,234 teachers from 8,933 public secondary schools in 47 counties in Kenya. A sample size of 440 respondents comprising 72 Principals, 184 teacher mentors and 184 novice/teacher mentees. Data were collected using focused group discussion (FGD) and online questionnaires and analyzed qualitatively in themes as well as quantitatively using frequencies, means, standard deviations, Pearson correlation, ANOVA and simple linear regression analysis. Results: The findings revealed that teacher coaching has statistically significant effect on pedagogical competence in public secondary schools in Kenya, (t= 7.325, B=0.000) p = .0001). Conclusion: The results suggest that teacher coaching has a significant effect on pedagogical competence. An increase of 1 unit in effects of Teacher coaching leads to an increase in pedagogical competence by 0.095 units. Further it was found most teachers had a good understanding of teacher coaching and had participated in teacher coaching practices which influenced their strong pedagogical competence. It was also found that some schools had adequate teacher coaching programmes in place