Influence of Teachers’ Insight Towards Implementing Grade Repetition Policy In Gucha South Sub-County
Keywords:
Keywords: Teacher Insights, Grade Repetition Policy, Social Promotion, Academic SuccessAbstract
Grade repetition remains a significant barrier to the timely completion of the educational cycle. Despite government efforts aimed at enhancing student access and ensuring a 100% transition in accordance with educational policies, the issue persists, particularly in Gucha Sub-County, where instances of grade repetition are prevalent. This research investigates the factors affecting the implementation of the grade repetition policy in secondary schools across Kenya, with a specific focus on how teachers' perspectives influence the policy's application. Employing a descriptive survey design, this study is informed by the Social Promotion Theory, which posits that allowing students to advance is crucial for long-term educational outcomes. The research population consisted of 45 secondary schools, their principals and deputy principals, 540 students, and five educational officers. A simple random sampling method was applied to select participants, culminating in a sample of 17 secondary schools, 17 principals, 17 deputy principals, and 209 students, of whom 167 responded. To ensure the reliability and effectiveness of the data collection instruments, a pilot test was conducted, which demonstrated strong internal consistency. Data from educational officers were gathered through interviews, while questionnaires were administered to school administrators and students. The analysis utilized the Statistical Package for Social Sciences (SPSS), presenting quantitative data in tables and documenting qualitative insights from administrators regarding grade repetition. The findings revealed that economic status did not influence the decision to repeat a grade, and the adverse effects of repetition significantly outweighed any benefits. Ultimately, the study concluded that the government's implementation of the grade repetition policy was inadequate. Recognizing that education encompasses more than academic achievement alone, the research recommends a thorough execution of the grade repetition policy. Adhering to the recommendations provided in this study may enable stakeholders to effectively navigate the grade repetition policy, contributing to the achievement of Vision 2030 and beyond.
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