PHYSICAL WORKPLACE ON ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN TURKANA COUNTY, KENYA
Abstract
Every Employee is entitled to a comfortable, safe and supportive environment that stimulates productivity and boosts performance. On the contrary, the former 8-4-4 system of learning in Kenya has been replaced by the new Competency Based Curriculum (CBC), this is where the ECD changes to two levels namely pre-primary one and Two (PP1 and PP2) and Subjects referred to as Learning areas while topics/sub topics are replaced by Stands/Sub Strands and Class three changed to Grade three respectively in the new Education system. The main aim of the CBC is to transform classroom discourse from a predominantly teacher-centred to a learner-centred one in order to promote learners’ participation and engagement with the learning process that later stimulate Creativity and Innovativeness of the Learner. However, the Government and educational actors need to realize that there are numerous factors that contribute to better and effective learning and better results in our public primary schools. The study sought to address the effect of physical workplace on academic performance in public primary schools in Loima Sub-County. Descriptive research design was adopted and stratified; purposive and random sampling techniques were used. Target population consisted of one (1) County Education officer in Loima, one (1) Sub-County Administrator of Loima Sub County, the four (4) wards administrators in Loima Sub County, 115 of Turkana County Government staffs in Loima sub County and 26 Primary school head teachers in Loima Sub County. Primary data was collected via use of the questionnaires. Pilot study was conducted in Kanamkemer Ward in Turkana Central Sub County. Collected data was analyzed using Statistical package for social sciences (SPSS, version, 22). Results showed that there was a statistically significant positive relationship between physical workplace and academic performance. Physical workplace accounted for 72.1% (R2 = 0.721) variations in the academic performance. It was concluded that physical workplace accounted for 72.1% (R2 = 0.721. The following were the recommendations of the study: school management and the Ministry of Education should provide an attractive and supportive working environment to enhance learning. This finding will be intended to be used by County Humana Resource Department in all sub-counties, in the county and finally, the National Human Resource Department in the Ministry of Education.
Key Words: Diversification Expansion Strategies, Performance of SACCOs, SACCOs and Turkana County
CITATION: Lopurucho, E. E., Mamuli, C. L., & Olang’o, J. A. (2019). Physical workplace on academic performance in public primary schools in Turkana County, Kenya. The Strategic Journal of Business & Change Management, 6 (4), 1201– 1209
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DOI: http://dx.doi.org/10.61426/sjbcm.v6i4.1460
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