Prefects’ Preparedness in Public Secondary Schools: A Case of Baringo North Sub-County, Baringo County, Kenya
- September 22, 2020
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue IX, September 2020 | ISSN 2454–6186
Chelimo Kiprotich, Wilson Kiptala and John Kipruto
Moi University, Kenya
Abstract: The purpose of the study was to investigate the level of preparedness of prefects in secondary schools in Baringo North Sub-county. The objectives of the study were: to establish the mode of selection used by various schools to select their prefects and to determine the level of preparedness of secondary school prefects to assume the duties given to them by the school administration. The study was guided by Henry Mintzberg’s theory on organizational structures and systems. The ontology was pragmatism and the epistemology was realism. The research method was mixed method. The research design was ex post-facto, random sampling and stratified techniques were applied. Data was generated using questionnaires and interview schedule. A total of 324 participants, 114 females and 210 males, eight deputy head teachers from the secondary schools responded to the Questionnaire and interview schedule. The data collected was analyzed using descriptive statistics, frequencies and percentages. The findings established that prefects are not adequately prepared though they are expected to act as agents in the management of secondary schools. It therefore provides solutions to the failure of prefects to effectively perform their duties through adequate preparation hence ease management by guess work. It recommended that the prefect system be replaced with a council and the latter be phased out with time in public secondary schools among other recommendations.
Key words: prefect preparedness, performance of duties, public secondary schools, prefectoral system and Baringo County
I. INTRODUCTION
The “prefectoral system” of student government in all secondary schools has roots in colonial Kenya and the period shortly after independence (Shilavika, 2006). Moreover, prefectship is a common phenomenon in most of the secondary schools in Kenya today. Furthermore, according to Otieno (2001) and Biketi (2008) most schools in Kenya have prefect bodies. Consequently, the existence of prefect bodies in schools is as a result of the realization that students are key stakeholders in educational organizations and therefore, need proper and adequate representation in the institution management (Republic of Kenya (ROK), 2001). In addition, according to Biketi (2008),this gives a good opportunity for student participation in school management at lower levels.
