Journal of Education and Practice www.iiste.

org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.29, 2016

Applied sciences on “Safety at work” concluded that personal safety, a safe environment and safe behaviour
were important components that employers need to ensure their availability within their organizations.
According to this research, enforcing safety by adjusting the environment people have to work in and detecting
risks at work so that workers can avoid dangerous situations is key (Ynze Houten (ed)., 2012). Hints from
statistics in the UK that are compiled every year reveal that the education sector as a whole produces a
significant number of four to five deaths over the last six years and more than 3000 injuries. This means that a
teacher or a classroom assistant could be at risk (HSE, 2001/2004).
Part two of the Canadian Labour Code stipulates the duties of both the employer and employee. These
duties have a goal of preventing occupational related injuries and disease. Employees have a responsibility to
take all reasonable and necessary precautions to ensure their health and safety, and that of anyone else who may
be affected by their work or activities. They are required to use all materials, equipment, devices and clothing
that are provided by the employer (Canadian Labour Code, 2015).

1.2 Role of Administration in Health and Safety Legislation

Early research by psychologists and sociologists examined individual dispositions and social causes utilizing
disciplinary frameworks in developing concepts and theoretical insights into Occupational Health and Safety
(Dawson & Zanko, 2011). The findings were enhanced by the results of workplace surveys by industrial
relations specialists that drew attention to the importance of legislation and innovative non-regulatory as well as
regulatory strategies (Nichols et al., 2007).
The concern for health and safety has been there in history. Early researchers were concerned about
theoretical insights into employee health and safety. Surveys which were done later focused on the importance of
legislation. In technical questions pertaining to workplace health and safety, there is the social element. That is,
for example, the power relations in production: who tells whom to do what and how fast. After all, a machine
does not go faster by itself; someone designed the machinery, organized the work, and designed the job (Sass,
1986). This implies that ‘health and safety is not simply a technical issue such as supplying hard hats and
goggles or ensuring adequate ventilation, because it raises the question of economic costs and power relations’
This is true of all institutions including schools.
A review conducted by the Health and Safety Commission (HSC) under health and safety regulation in
1994 revealed that people were confused about the differences between; Guidance, Approved Codes of Practices
and Regulations. The commission went ahead to provide a way out of this confusion. The results included what
health and safety law requires. The Health and Safety at Work Act of 1974, sets out the duties which employers
have towards employees and members of the public, and also the duties of employers to themselves and to each
other. Legislation applies to employers and employees. The legislation at the national level is supposed to be
made part of domestic law by employers (HSE, 2003/2008).
In India, for an employer to meet the legal requirements, he or she must provide labour welfare facilities
(Logasakthi & Rajagopal, 2013). The two stated that labour health, safety and welfare activities are necessary for
improving employee working conditions, economic and living standards. They were very quick to point out that
in the olden days, employers suppressed the worker by paying less salary and extracting more work in an
unsatisfactory working environment. With the birth of the “Regulation and Employment Act” of 1948,
employers were required to provide satisfactory working environment.
The Safety, Health, and Welfare at Work Act of 2005 repealed and replaced the Safety, Health and
Welfare at work Act of 1989. The purpose of the former was to make further provision for the safety, health and
welfare of persons at work. The act clarifies and enhances the responsibilities of employers, the self-employed,
employees and other parties in relation to safety and health at work. It also provides a range of enforcement
measures that may be applied, and specifies penalties that may be applied for breach of occupational safety and
health laws (Safety, Health, and Welfare at Work Act of 2005, accessed, 2015).
Many states have passed the ‘right to know’ legislation that guarantees individual workers the right to
know of hazardous substances in the workplace, and requires employers to inform employees of the same
(Anthony et al., 2007). There are state and federal laws to protect the welfare of the worker. The major one is the
Occupational and Safety Health Act (OSHA), which became effective in 1971, whose purpose is “to assure” as
far as possible, every working woman and man in the nation safe and healthy working conditions, and to
preserve our human resources.” To accomplish this, there are provisions for safety and health standards, research,
information, and education and training in occupational safety and health (De Reamer, 1980).
OSHA is comprehensive, covering such things as record keeping, inspection, compliance, and
enforcement of safety standards. It lists over 5000 safety and health standards, ranging from density of particle in
the air to the height at which a fire extinguisher is to be mounted (Muchinsky, 1990). On the same note, in the
1960s, white collar trade unions pressed for health and safety legislation to be extended to cover employees in
laboratories, education, hospitals and local government (Bratton & Gold, 1999).
If the research findings by Reilly et al. (1995) that show the benefits of union safety committees can be

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.29, 2016

reproduced, the existing health and safety legislation in France and Germany, which obliges companies above a
certain size to have joint Consultative Health and Safety committees, may become the norm or “maximalist”
model. The Health and safety commission stated; Accidents and ill-health are never inevitable; they often come
from failures in control and organization (Bratton & Gold, 1999). There are current trends working to oppose
safety and health legislation (Bratton & Gold, 1999). This is emphasized by Bain (1997), who persuasively
argues that, in Europe and the USA, powerful business lobbies and governments have mounted an offensive
against health and safety legislation. The source of the current campaign for “deregulation” of health and safety
safeguards is market driven and can be located in growing competitive pressures (Bain, 1997).
Managers can exert a greater influence on health and safety. They are in immediate control and it is up
to them to keep a constant watch for unsafe conditions or practices, and to take immediate action. They can
achieve by establishing safety committees consisting of health and safety representatives who offer advice on
health and safety policies and procedures.

1.3 Role of Management in Maintenance of Safety Equipment

A study on employee welfare facilities adopted at Bosch limited, and involving 100 employees observed that
65% of the respondents indicated that they were provided with safety equipment at work in the organization,
35% of them reported that the organization did not provide safety equipment. The researcher concluded that, due
to the higher percentage of those who reported that the company provided safety equipment at work, the
company then provided safety equipment to its employees during work.
The fatalistic notion that accidents cannot happen to us or that they will occur because of “bad luck”
regardless of our efforts to prevent them is contrary to the facts. The role of luck (including such things as
unavoidable equipment malfunction), as a cause of accidents, has been the subject of considerable study.
Estimates of the percentage of accidents due to such causes, and therefore unpreventable, vary between 10 and
20 percent (Siegel, 1962). On the same argument, (Armstrong, 2006) stresses that health and safety inspections
are designed to examine a specific area of the organization—to locate and define any faults in the system,
equipment, plant or machine. The concern of these writers reveals the importance of maintaining health and
safety equipment.
The health and safety function is directly related to the elements of the HRM cycle-selection, appraisal,
rewards and training. Maintenance of a healthy and safe workplace can be facilitated in the selection process by
selecting applicants with personality traits that decrease the likelihood of accidents. Safe work behaviour can be
encouraged by a reward system that ties bonus payments to the safety record of a work group or section (Bratton
& Gold, 1999).
In Beer’s model of HRM, it is acknowledged that work systems cannot only affect commitment,
competence, cost effectiveness and congruence-the four Cs’ – but also have long-term consequences for
individual’s wellbeing, there is evidence to indicate that work systems design may have effects on physical
health, mental health, and longevity of life itself (Beer et al., 1984), and continuous attention to health and safety
is important because ill-health and injuries caused by the systems of work or working conditions cause suffering
and loss to individuals and their dependants (Armstrong , 2006).
Managers and supervisors must serve as role models for the safety programs. They should ask for
employee suggestions for improving workplace safety, and implement the suggestions in a timely fashion (Reber
et al., 1990). It is the managers’ responsibility to perform the job exactly as outlined by the safety programmes.
Workers will want to know “what’s in it for me”. While the Company is sure to benefit from increased safety
through such programmes, workers may not see a personal advantage to abiding by the new safety plan.
Therefore, including incentives for workers could often reverses this trend and increases compliance.

2. Materials and Methods

Methodology involves the description of the methods applied in carrying out the study (Kombo and Tromp). It
answers the question “what”, “why” and “where” (Kothari 2004).
The focus for this paper was on public secondary schools in Mbooni West district of Mbooni Sub-
County which has about 50 public secondary schools. Though 10% of the population is recommended (Mugenda,
1999), the author selected 20% of these public secondary schools which was about 10 public secondary schools.
For each 10 schools, the Deputy Principal was selected to make a total of 10, and 4 teaching staffs to make a
total of 40. The study used both simple random sampling and purposive sampling. Random sampling, on the one
hand, is a method which provides equal chance to every member of the population to be included in the study
(Kasomo, 2006). The author randomly selected 10 public secondary schools, which is 20% of the 50 public
secondary schools. The 10 public secondary schools were selected randomly. Purposive sampling on the other
hand, means that the sample may not be representative of the population (Kombo and Tromp, 2008, p. 83).
Purposive sampling was used to select participants from the administration. The total sample size therefore
constituted 40 teachers, 10 administrators to make a total of 50. The study used questionnaire guide and

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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.29, 2016

observation protocol to collect data. The study used descriptive statistics. The data collected was analyzed using
descriptive statistics and presented in charts and tables.

3. Findings
The demographic data consisted of gender, age, designation, academic qualification, length of service, and
departmental representation. This is shown in the consequent table.
Table 1: Gender of the Respondents
Gender Frequency Percent Cumulative Percent
Male 25 51.0 51.0
Female 24 49.0 100.0
Total 49 100.0
The male teachers and deputy principals almost equated to the female representing a 51% and 49% respectively.
Table 2: Respondents’ Age
Age Frequency Percent Cumulative Percent
20-30 26 53.1 53.1
30-40 7 14.3 67.3
40-Above 16 32.7 100.0
Total 49 100.0
N=49
Majority of the respondents were in the Age bracket of 20-30 years, which accounts for 53.1% of the total.
Those between 30-40 years were the fewest, represented by 14.3%, while those above 40 years of age
represented 32.7% of the total.
Table 3: Designation of the Respondents
Designation Frequency Percent Cumulative Percent
Deputy Principal 11 22.4 22.4
HOD 12 24.5 46.9
Assistant- Teacher 26 53.1 100.0
Total 49 100.0
N=49
Most of the respondents were assistant teachers represented by 26 (53.1%).HODs were 12(24.5%) while 11
(22.4%) of the respondents, were deputy principals. It is therefore evident that assistant teachers represented the
highest number of the respondents who provided information on health and safety within the selected secondary
schools.
Table 4 Academic Qualifications of the Respondents
Qualification Frequency Percent Cumulative Percent
Master's degree or ongoing 2 4.1 4.1
Degree 38 77.6 81.6
Diploma 7 14.3 95.9
Do not know 2 4.1 100.0
Total 49 100.0
N=49
It is evident that majority of the teachers were degree holders (77.6%) followed by those with diploma’s (14.3%)
while those with masters degree or ongoing represent (4.1%) of the total. From this data, we can deduce that
majority of the respondents are above the minimal academic requirement (Diploma level) in teaching. It is
therefore expected that they have better knowledge on health and safety in their workplace, and are able to
provide reliable information.
Table 5: Length of Service of the Respondents
Length Frequency Percent Cumulative Percent
Less than 5 years 24 49.0 49.0
5-10 7 14.3 63.3
11-15 5 10.2 73.5
16-20 5 10.2 83.7
21-Above 8 16.3 100.0
Total 49 100.0
N=49
Majority (25) of the teachers and deputy principals were more than 5 years old in the teaching profession. Quite
a number 24(49.0%) of the respondents had served in the teaching profession for less than 5 years. This implies
that both those who were young in the service were represented as well as those who showed a longer length of