| dc.description.abstract | This research investigated the effect of teacher value on the provision of value-based education in Muslim
private secondary schools in Mombasa County. The theoretical framework incorporated Fethullah Gulen’s
Theory of Education. Employing a descriptive survey design, the study aimed to gather data depicting the
current status of variables or conditions within the context under investigation. The population of the study
consisted of 366 respondents (97 Board members, 17 Principals, and 252 Teachers) from all 17 private
Muslim-based secondary schools in Mombasa County. The study used a stratified random sampling technique
to select 30 percent of the Board members and teachers (107 respondents) and census sampling to select 17
Principals. A total of 124 respondents were included in the study, comprising 29 Board members, 78 teachers,
and 17 principals. Data from teachers and principals were collected using questionnaires, while board
members were interviewed using a structured guide. The validity of the research instruments was ensured
through expert scrutiny in the field, with adjustments made based on their feedback. Reliability was
established by pre-testing 10 teachers from private Muslim secondary schools in Kwale County. Both
quantitative and qualitative data analysis techniques were utilized. Quantitative data were analyzed using the
Statistical Package for Social Sciences (SPSS) version 27. Qualitative data were analyzed thematically by
reviewing recorded data. The study revealed a positive and significant relationship between teachers’ values,
the provision of value-based education in Muslim private secondary schools in Mombasa County. The study
suggests that it would be beneficial for the management of Muslim schools to implement ongoing professional
development initiatives. These programs would aim to equip teachers with the requisite skills and knowledge
to harmonize their values with the cultural and religious norms of the community they serve . | en_US |
