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IMPACT OF EDITORIAL POLICIES ON NEWS COVERAGE FOR SOCIAL TRANSFORMATION: A CASE OF KENYA’S NATION MEDIA GROUP
(TUC, 2024-03-20) GITAU ANNIE
The social transformation of media houses' consumers, and eventually of their
nations, is important. They encourage and direct national discourse on these topics
from the grassroots of homes in the community to the offices of those in power by
shedding light on challenges impacting society. But for this to happen, journalists
should ideally operate in an environment free of pointless restrictions. Journalists
regrettably have to deal with a constantly contracting field of operation because of,
among other constraints, editorial regulations. This study's goal was to investigate
how editorial guidelines affected media outlets' portrayal of Kenya's socioeconomic
development. with reference to the NMG which has two major departments: print and
broadcasting. Print focuses on all published newspapers, while broadcasting
incorporates television, radio and social media. The study focused largely on the print
area. The specific objectives of the study were to: examine the effects of editorial
policies on demand for comprehensive research on the coverage of news in the print
and social media channels in Kenya; investigate the effects of editorial policies on
choice of words on the coverage of news in print and social media channels in Kenya
and; determine the extent to which policies on requirement for geographical
responsive news affects the coverage of news in print and social media channels in
Kenya. The study adopted the Gatekeeping Theory, Priming Theory, Agenda Setting
Theory and Political Economy Theory. A mixed methods approach combining both
quantitative and qualitative research was employed for this study. The population was
110 participants and the sample size was 66 comprising journalists 36, editors 15 and
15 sub-editors purposively selected. Both questionnaires and interviews were utilized
to gather data, and the outcomes were visualized using tables and figures. To examine
relationships among variables and predict media house news coverage based on
independent factors, statistical analyses such as Pearson correlation and multiple
regression were employed. Content analysis was applied to the interview data and
document analysis on NMG's editorial guidelines. The results revealed that the
NMG's Editorial Policy Guidelines reflect a commitment to journalistic integrity,
independence, social responsibility, and continuous improvement. The study also
noted that journalists operate within set editorial norms in media organizations,
influencing their ability to acquire, develop, and circulate news. Consequently, some
news stories may be omitted, diminishing media's potential to support societal change.
Given the interplay between editorial policies and social media's impact, a re evaluation of gatekeeping and editorial guidelines is imperative. Additionally, the
study highlighted the influence of editorial policies on societal change in Kenya, as
media shapes social capital and individual perceptions. While media heightens public
awareness, the study indicated variations in the NMG's coverage of news across print
and social media platforms, thereby impacting their role in social transformation.
Recommendations include refining editorial policies to encompass news with
transformative potential. Moreover, print media should clarify and expand word
choice guidelines to eliminate ambiguity and foster social change. On geographical
reach, the print media should give pre-eminence to societal issues irrespective of the
location. They should emphasize on covering issues of societal importance which
could go on to contribute to social transformation
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The Role of Information Searching Proficiency in Shaping E-Resource Utilization among Graduate Students in Christian Universities
(International Journal of Professional Practice (IJPP), 2023-12-15) Kinoti, Dennis Mwaki; Paul, Maku Gichohi; Winfred Gatimu
The global shift to virtual libraries and widespread e-learning in tertiary institutions has notably increased electronic resource adoption in university libraries and information centers. To optimize e-resources use, the proficiency to effectively search for information remains a crucial factor in facilitating the research, learning, and scholarly accomplishments of graduate students. However, empirical investigations indicate that e-resources continue to experience suboptimal utilization. This study examined how the proficiency to search for information impacted the utilization of e-resources by graduate students in Christian universities in Nairobi County. The descriptive survey research design was used. The target population comprised 843 graduate students and 8 librarians. A 20% sample was taken for graduate students, resulting in 168 graduate students being selected using a stratified and systematic technique. All librarians were purposively picked for this study. Data was collected through the administration of questionnaires and interviews. Qualitative data underwent thematic analysis and thematic presentation. The quantitative data, which was presented using tables, was analyzed using measures such as mean, frequencies, standard deviation, percentages, linear regression, and Pearson correlation. The findings indicated that graduate students demonstrated a high level of familiarity with search databases. Additionally, they exhibited considerable expertise in formulating search strategies and proficiently applying various search techniques. Furthermore, the findings revealed a positive association between searching for information and the utilization of e-resources. The results of the regression analysis confirmed that the proficiency to search for information significantly predicts 81.9% of the variation in the utilization of e-resources. The study concluded that the proficiency to search for information significantly shapes e-resource utilization among graduate students in Christian Universities. The study recommends prioritizing information retrieval training, enhancing the acquisition of e-resources, involving librarians in pedagogy, incorporating and evaluating Information Literacy (IL) courses into the curriculum, and facilitating academic and professional development.
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Citation and Referencing as a Catalyst for Optimizing E-Resource Utilization
(International Journal of Professional Practice (IJPP), 2023-07-13) Kinoti, Dennis Mwaki; Paul, Maku Gichohi; Winfred, Gatimu
Sophisticated systems and technologies have led to the proliferation of e-resources and their adoption alongside print media in higher learning institutions, particularly with the rise of e-learning. To ensure effective utilization of e-resources, citation and referencing competences remain integral in graduate students’ research, learning and scholastic achievement. Nonetheless, studies done reveal that e-resources remain underutilized. This study aimed at investigating the role of citation and referencing competences in enhancing e-resource utilization among graduate students in Christian Universities in Nairobi County. Descriptive survey research design was used to gather comprehensive data. Stratified and systematic sampling was employed to select graduate students, and purposive sampling to select librarians. The target population was 843 graduate students and 8 library staff. A 20% sample was selected, resulting to 168 graduate students and 8 librarians. Questionnaires collected data from graduate students and the librarians were interviewed. Thematic analysis was done for qualitative data, which was presented thematically and using verbatim. Quantitative data analysis was conducted using SPSS, employing descriptive and inferential statistical techniques. The results were presented in tables and figures. The findings revealed that graduate students showed a strong preference for and effectively utilized a variety of e-resources. Additionally, they demonstrated a satisfactory understanding and application of citation, referencing styles, and reference management software/tools. The Pearson correlation analysis indicated a strong positive linear association. Consequently, the study concluded that citing and referencing significantly affected graduate students’ use of e-resources. Based on these findings, the study recommends mandatory training in citing and referencing for graduate students in Christian universities in Nairobi County. It emphasizes the need to market e-resources, analyze usage statistics, and reassess the library budget. Additionally, attention should be given to mastering referencing, improving citation ability, and utilizing reference management tools/software in a bid to optimizing e-resource use and overall academic success.
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PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA
(Tangaza University College, 2023-10-10) CHIIRA RAHAB
The study investigated principals’ instructional leadership role and lesson study program
implementation in public secondary schools in Kajiado County. It was guided by the following
objectives: To investigate principals’ instructional supervision role and implementation of lesson
study program in public secondary schools in Kajiado County; to investigate principals’
promotion of collaborative practices and implementation of lesson study program in public
secondary schools in Kajiado County; to investigate principals’ coordination of staff professional
development and implementation of lesson study program in public secondary schools in
Kajiado County and to investigate principals’ resource allocation and the implementation of
lesson study program in public secondary schools in Kajiado County. The study was anchored on
Carrier’s instructional leadership model, Vygotsky’s Social Cultural Development Theory and
the Hallinger & Murphy Model of Instructional Leadership. Mixed methods research approach
was used with convergent parallel mixed methods design. The study target population consisted
of 95 public secondary schools, 95 principals and 651 mathematics and science teachers from
Kajiado County with a sample size of 29 principals and 248 mathematics and science teachers.
This was achieved using probability and non-probability sampling techniques which included
purposeful, proportionate and simple random sampling. Collection of data was done using
interview guide for principals and a questionnaire for teachers. A pilot study was conducted in
two schools which had characteristics similar to those of schools that were involved in the study.
The research instruments were validated by experts with knowledge on instructional leadership
from Tangaza University College and the Catholic University of Eastern Africa. Analysis of
quantitative data was done using descriptive statistics which included frequency distributions and
percentages and was generated by use of Statistical Package for Social Sciences (SPSS) version
25. Data was presented in form of bar graphs, pie charts and frequency tables. Qualitative data
was analysed using thematic approach and was presented using narratives and direct quotes. The
findings revealed that secondary school principals carried out supervision throughout the process
of lesson study by attending lesson study meetings and observing lessons as well as giving
feedback; supported collaborations such as team work, peer lesson observation and networking
and linkages; supported teachers to attend professional development and in allocated resources
such as time, human resource and funds for lesson study implementation. However, the study
revealed challenges that face lesson study implementation such as lack of time, funds, materials
and uncooperative teachers. The study concluded that for effective implementation of lesson
study, principals’ instructional leadership is required
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INFLUENCE OF PRINCIPALS’ TEACHER MANAGEMENT STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENTS IN PUBLIC SECONDARY SCHOOLS IN KILIFI SOUTH SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) KILWAKE NEKESA EVERLYNE
Effective management of teachers in a school system plays a vital role in facilitating students’
academic achievements as they prepare for life opportunities. This study investigated the influence
of the principals’ teacher management strategies on the students’ academic achievement in public
secondary schools in Kilifi South Sub-County, Kenya. The specific objectives were, to evaluate
whether the provision of incentives to teachers by principals influences students’ academic
achievements, to find out the extent to which principal’s promotion of teamwork among teachers
influences students’ academic achievements, to determine whether principals’ support to teachers
professional development influences students’ academic achievements and fourthly, to establish
whether principals’ way of monitoring the teachers’ syllabus coverage influences students’
academic achievements in public secondary schools in Kilifi South Sub-County. The study was
guided by Total Quality Management theory which was supplemented by the Reinforcement
theory. The study employed the convergent parallel mixed method. The target population for the
study was composed of ten public secondary schools, form three and four students. One Quality
Assurance and Standards Officer, and one Teacher Service Commission Sub County Director in
Kilifi South Sub-County. Purposive sampling was used to select ten principals and one Quality
Assurance Officer. Stratified Sampling Method was used to select 90 out of 115 teachers,
Proportionate sampling was employed to select 306 out of 1300 students. Reliability of the
instruments was tested using the test-retest technique where the scores for teachers were 0.817
while the scores students were 0. 774. Quantitative data was analyzed using the Statistical Package
for Social Science Software Version 23. Descriptive statistics such as frequencies and percentages
were used to present quantitative data. Qualitative data was arranged into themes and reported in
the form of narratives and direct quotations. The study findings showed that teachers are given
paid leave, over time bonuses, and gifts as incentives to improve their performance, however they
are not given opportunities for professional development as an incentive. The study also revealed
that principals do not really support teamwork and also do not allow teachers to participate in
decisions making. The study found out that the principals do not encourage teachers’ professional
development, they do not allow them to attend seminars, workshops and refresher courses. On the
fourth objective, the study established that most teachers had a negative attitude towards principals
monitoring teachers on syllabuses coverage. The study recommended the need to improve
education policies, and that a similar study should be carried out in other sub-counties in Kenya.