Headteacher factors influencing participation of Orphans and Vulnerable Children in public primary schools in Ndhiwa Sub County, Kenya

Abstract

The purpose the study was to investigate head teacher factors influencing participation of orphans and vulnerable children in public primary schools in Ndhiwa Sub County. It sought to establish how head teachers organization of guidance and counseling program for teachers, head teachers competence in instructional resource mobilization, head teachers sensitization of teachers on OVC and head teachers networking with stakeholders on OVC issues affect their participation. The study was anchored on Abraham Maslow’s advanced theory of human needs and motivation (1943). The study was a descriptive survey research design where the target population consisted of 40 public primary schools and head teachers, 74 teachers and 140 OVC within Ndhiwa Sub County. Simple random sampling method was used to pick the schools, head teachers, teachers and OVC. The study used questionnaires and focus group discussion as research instruments for data collection. Descriptive statistics was used to analyse the quantitative data obtained. The statistics used frequency counts and percentages. Qualitative data was analysed by assigning open-ended response to specific response categories each of which was assigned a specific value. Further, the qualitative data was analysed by organizing them into similar themes and tallying the numbers of similar responses. The study established that organization of guidance and counseling programs by head teachers has an influence on the participation of OVC in school as it affects their attendance; make them cope well in school; and build their confidence. Head teachers’ competence in instructional resource mobilization affects OVC participation in education as mobilization of stakeholders and NGOs support OVC readiness in learning. Sensitizing teachers on OVC by head teachers influenced OVC participation in education as it creates a conducive environment which is learner friendly. Head teachers’ networking with stakeholders influence OVC participation in education. Sustainability of stakeholder and NGO programmes lead to enrolment and attendance of OVC in school. From the research several recommendations are made; The Ministry of Education should enhance the participation of OVC in school especially the boy child to achieve gender parity in education. The head teachers should pay more emphasis on creating conducive environment for the OVCs to feel accommodated and encouraged to participate in the teaching/ learning process. Head teachers should ensure that programmes that improve participation of OVC in education are sustained. Suggestions for further studies have also been given which include; Socio-economic factors that influence the participation of orphans and vulnerable children in public primary schools. A replica of the study should be carried out in other areas to establish further the factors influencing OVC participation in education.