Browsing by Author "Wepukhulu, Rispah N."

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    Ethical leadership: A theoretical analysis of kenyan ethical climate
    (2017-12) Wepukhulu, Rispah N.; Namasaka, Purity N.
    Kenya has in the recent past found itself up the ranks of corruption. This is based on the 2016 Global Economic Crime survey by Price Waterhouse Coopers, comparing economic crimes in a sample of 115 countries in which Kenya achieved a rank of three as the most corrupt country in world after France and South Africa. Is this a course of celebration that we soon have to fight just a bit more to attain the ‘medal’ of corruption? It’s a likely scenario given the web of corruption that has entangled all facets of the Kenyan society from crucial arms of government to local administrative units in villages to private sectors leaders and is slowly being manifested in the new generations. It has become our way of doing things, it’s our Kenyan culture. Even with the endless efforts from anti-corruption agencies and regulatory laws to stifle corruption, it’s a culture we just can’t get over. Why? The prevailing Kenyan ethical environment provides the basis of a theoretical analysis of ethical leadership bringing forth the aspect of complexity in the nature of ethical leadership. The paper further highlights that it’s beyond the bad apple analogy and corruption is more of a systemic problem applicable to the bad barrel analogy. Nonetheless, the paper acknowledges that in a society where trust and integrity remains a mirage, ethical leadership is at the core of cultural transformation. The possible recommendation to the Kenyan society as a whole and specifically to the Kenyan anti-corruption agencies are provided as possible solutions to tackling the vicious web of corruption in Kenya.
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    Influence of the free primary education policy on pupils arithmetic competence, in public primary schools: a case study of Kimilili Sub-County, Kenya
    (KIBU, 2018-06-12) Barasa, Oroni Nicolas; Wepukhulu, Rispah N.
    This study set to explore influence of the free primary education on pupil’s Arithmetic competence in public primary schools in Kimilili-Bungoma Sub–County. The specific objectives of the study were to investigate how the teacher –pupil ratios affect pupils ,Arithmetic competence ,to determine the role of textbooks ratio on learner arithmetic competence and to find out how physical facilities affect the leaner in understanding mathematics .The study was guided by education production ,a school is considered as affirm that is to process people into desirable and productive graduates .Educational output was indicated by learners ‘Arithmetic competence in mathematics which was explained by educational input made of, teachers –pupils ratio, textbook ratio and physical facilities .The study adopted a descriptive survey research design .This is because this design is suitable for the study of behavior,attitudes,values and characteristics and will help present response put forward by pupils and teachers of mathematics.The target population comprised of standard six pupils and 24 teachers of mathematics of the 8 selected public primary schools in Kimilili-Bungoma sub-county. Stratified random sampling was used to select .The sample while random sampling was to select the 200 respondents from standard six. Data collection instruments were the questionnaire ,computation task and document analysis .Data analysis revealed that with the highinflux of pupils due to free primary education(FPE),there was a higher teacher –pupil ratio inadequency,mathematics pupils ‘textbooks and inadequate physical facilities (classrooms, chairs and desks).These inadequancy,had resulted into ineffective teaching of mathematics ,marking and a follow-up of pupil in the public primary schools, lowering the mastery of the pupils computation skills in mathematics. In the light of these findings was recommended that the government increases its funds so that more textbooks are purchased, employs more teachers and in partnership with the community constructs more classrooms in primary schools. Also teachers should be in serviced regularly, inspected frequently, usea variety of teaching method, specialize in the teaching of mathematics and be role models and on the other hand, the pupils should do a lot of practice inmathematics.