Selected Institutional Factors and its Influence on Implementation of Tuition Fre Secondary Education in Public Secondary Schools in Wareng Sub-County, Kenya

Abstract

The Government of Kenya declared Tuition Free Secondary Education (TFSE) in all public secondary schools in the country in order to cope with the high number of pupils completing standard eight. This led to a large number of students enrolling for secondary education. Despite the government input, reports from many parts of the country revealed that shortage of teacher staffing and head teachers with good administrative skills among other challenges made it difficult to achieve the objectives of TFSE that is increased level of student enrolment, progression from one class to next and completion. The purpose of this study was to investigate teachers’ perceptions on the influence of teacher staffing and head teachers’ administrative skills on implementation of TFSE in public secondary schools in Wareng Sub-County, Kenya. The study used descriptive survey research design. The target population was 34 head teachers and 452 teachers. A sample of 195 respondents was drawn consisting of 14 head teachers and 181 teachers. Stratified proportionate random sampling technique was used to select head teachers while random sampling was used to select teachers from the schools whose head teachers were selected. Data collected were analyzed using descriptive statistics including frequencies and percentages. Statistical Package for Social Sciences (SPSS) was used to process the data collected. Results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. The study established inadequate staff thus hiring of Board of Management (BOM) teachers. The study therefore recommends that the government should employ more teachers to cater for increasing student population and provide opportunities for continuous professional development for teachers and head teachers to enhance the quality of school management