Building Top Performing Schools
by Dr. Kennedy Oirere Onchiri
Building Top Performing Schools is a detailed and persuasive study asserting that top schools should not be judged solely by academic excellence but through a broader lens, also by their successes in rewarding teachers who have excelled, providing supportive infrastructure, encouraging games and sports, building learner-friendly schools, enhancing cultural development and environment preservation, and involving students in science and technology.
With the commercialization of examination results and teachers being rewarded for narrowly defined academic excellence, many teachers are using dubious means to raise test scores and are disregarding areas like drama, music, games and sports, leadership and management, student welfare, and science and technology. This challenging work seeks to stimulate positive change within primary and secondary educational institutions by encouraging the development of leadership and sustainable motivation. In Building Top Performing Schools, Dr. Onchiri presents a persuasive and timely argument for definitive improvements throughout the educational system.
About the Author:
Dr. Kennedy Oirere Onchiri has over twenty years of experience as an educator in history in Kenya. He is a key resource person in his subject and has travelled far and wide advising pupils in various schools to work hard and develop their intellectual acumen. He holds a diploma in education management, a bachelors degree in education, a masters degree in education administration and management, and a doctorate of education in curriculum supervision and management.
The author has a wealth of experience as a classroom teacher and as head of the Department of Humanities in several schools. Dr. Onchiri is currently principal at AIC Kapsitwet Secondary School in Trans-Nzoia County and is still teaching and preparing candidates in history and government for Kenya Certificate of Secondary Education. He is also an associate faculty member of Mount Kenya University in the department of Curriculum and Instruction and Social Sciences, University of Nairobi in the Department of Education and Business Management, and University of Eldoret and University of Laikipia.
(2015, Paperback, 224 pages)