RP-Department of Educational Management Policy & Curriculum Studies

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Effect of Teacher Support on Students' Discipline in Public Secondary School in Tharaka-Nithi County
(EdinBurg Peer-Reviewed Journals and Books Publishers, 2025-12) Wachira, Isaac Kiiru; Muchanje, Peter Nyaga; Ndiritu, John
Student indiscipline remains a persistent challenge in many public secondary schools in Tharaka-Nithi County, undermining academic progress, disrupting learning environments, and increasing the financial burden associated with repairing damaged school property. While multiple factors contribute to student behaviour, teacher support has increasingly been recognized as a critical determinant of learners’ discipline and overall school adjustment. This study examined the effect of teacher support on students’ discipline in public secondary schools in Tharaka-Nithi County. Guided by Invitational Theory, which emphasizes the role of supportive interpersonal relationships in shaping positive student outcomes, the study adopted a convergent parallel mixed-methods design. The target population comprised students, teachers, and principals from public secondary schools in the county, from which a sample was selected using stratified, systematic, and purposive sampling techniques. Data were collected using questionnaires for students and teachers and interview schedules for principals. The reliability coefficients for student and teacher questionnaires were 0.831 and 0.731, respectively, indicating high internal consistency. Quantitative data were analyzed using descriptive statistics and simple linear regression, while qualitative data were analyzed thematically. The findings revealed that teacher support had a statistically significant effect on students’ discipline, indicating that learners who perceive their teachers as caring, approachable, fair, and academically supportive are more likely to exhibit positive behaviour and comply with school rules. The study concludes that strengthened teacher–student relationships play a vital role in fostering disciplined learning environments. It recommends that schools invest in teacher mentorship programmes, continuous professional development on positive discipline strategies, and policies that promote supportive and empathetic teacher– student interactions to enhance discipline in public secondary schools
Why Utilization of Infrastructural Resources is Key in Teaching and Achievement of Learning Outcomes in Biology: The Kenyan Experience
(International Journal of Research in Education Humanities and Commerce, 2025-06) Osugo, Roseline Moraa; Kaugi, Ephantus M.; Magoma, Charles M.
This article examines the extent to which both teachers and learners utilize infrastructural resources to support the development of scientific understanding in Biology, particularly through visualization of abstract concepts, hypothesis generation, critical analysis, and reflective critic aimed at deepening comprehension. Further, the article assesses the extent to which utilization of infrastructural resources in Biology teaching and learning influences the achievement of learning outcomes in public secondary schools in Nairobi County, Kenya. Adopting a mixed-methods approach within an explanatory sequential design, the research commenced with a quantitative survey followed by in-depth qualitative inquiry in selected secondary schools, informed by the survey results. The study was conducted in Nairobi City County, encompassing 114 public secondary schools. Data collection tools included structured questionnaires, in-depth interview schedules, focus group discussion (FGD) guides, and classroom observation protocols. Participants comprised Biology teachers, students and subject matter experts from the Kenya Institute of Curriculum Development (KICD), the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), and Biology education lecturers from Kenyatta University. The findings reveal that the use of infrastructural resources in Biology was limited and primarily facilitated the development of lower-order cognitive abilities, basic scientific process skills, and a generally negative attitude towards the subject. Thus, there is need to expand and diversify the use of infrastructural resources so as to enhance the quality and depth of Biology education
Pedagogical Content Knowledge andStudents’ Academic Achievement in Kiswahili: A case of Public Secondary Schools in Murang’a and Kiambu Counties
(EdinBurgPeer Reviewed Journals and BooksPublishers, 2025-02) Munyaka Lucy Wanjiru; Bunyi, Grace; Itolondo, Wilfrida
Purpose:Teachers have a vital effect on students’ academic attainment because they are responsible for implementing the school curriculum. The steady decline in educational performance of secondary school students has caused a lot of attention among backers in the education sector in Kenya. This study sought to investigate the influence of Teachers’ Pedagogical Content Knowledge (PCK) on students’ academic achievement in Kiswahili at KCSE examinations in Kiambu and Muranga counties.Methods:A descriptive research design of survey type was used. The target population was 29,134 comprising 512 principals, 1,172 teachers, and 27,450 students across 512 secondary schools in Murang’a and Kiambu counties. Descriptive statistics such as frequencies, percentages, and standard deviation was used to analyze the data.Results:The study established that teachers Pedagogical Content Knowledge positively influenced student academic achievement in Kiswahili at KCSE, (M = 4.0, SD = 1.1. Implication:The findings emphasize the complexity of teachers’ factors affecting students’ academic achievement. Conclusively every practicing teacher should enroll in a teacher performance development program initiated by TSC to enhance and update teacher pedagogical content knowledge in teaching for an impressive students’ academic achievement
Reconstructing Indigenous Knowledge in Contemporary Curriculum a Qualitative Study in Rural Kenya
(GRAS, 2026-01) Otieno, Amina; Mwangi, James
This qualitative study explores the integration of indigenous knowledge systems into contemporary educational curricula in rural Kenya. Drawing on semi-structured interviews with 24 participants including educators, community elders, and curriculum developers, the research examines how traditional knowledge can be meaningfully reconstructed within modern pedagogical frameworks. The findings reveal three critical dimensions: the tension between Western epistemologies and indigenous ways of knowing, the role of community stakeholders in curriculum development, and the challenges of documenting oral traditions within formal education structures. Data analysis identified significant barriers including inadequate teacher training, limited instructional materials, and institutional resistance to epistemological plurality. However, the study also uncovered innovative practices where educators successfully bridged indigenous and contemporary knowledge systems. The research contributes to ongoing debates about decolonizing education in postcolonial contexts and offers practical recommendations for culturally responsive curriculum design.
Management of Resources and Its Influence on Development among Children in Public Early Childhood Education Centers in Nakuru County, Kenya
(International Journal of Innovative Research & Development, 2025-02) Cheptoo, Cynthia; Itegi, Florence
Countries around the world have realized the significance of early years, and this is why much effort has been directed toward early childhood education. The Sustainable Development Goal 4.2.2 envisages that by 2030, all boys and girls should have access to quality, relevant and equitable early childhood education. Child development and early learning aim to provide a foundation throughwhich later learning and lifelong process is established. However, most studies have revealed that most public preschools still face the challenge of inadequate resources. This research, therefore, aimed at assessing the management of resources and their influence on development among children in public early childhood centers of Kuresoi South, Nakuru County. The study sampled 17 schools through simple random sampling, a sample size of 17 headteachers through simple random sampling, and 34 teachers through purposive sampling. Questionnaires and observation checklists were used for data collection. Quantitative data was analyzed using descriptive statistics such as the frequencies and percentages and output presented in the form of tables and figures. Qualitative data was analyzed via content analysis and presented thematically in the form of narratives. The findings revealed the need for adequate management of physical facilities, instructional resources, play materials and teacher management for effective child development. The findings prompted recommendations on the need for constant supervision of the existing physical facilities, the importance of secured funding for ECDE schools to enable the purchase of instructional and play resources and the need to have a clear policy on teacher recruitment.
Impact of principals’ instructional leadership on teacher professional development. A case of public secondary schools in Mombasa County Kenya.
(The European Business Institute of Luxembourg (EBU), 2024) Otieno, George A.; Onyango, George
This study sought to establish the impact of principals’ instructional leadership on teacher professional development in Mombasa County in Kenya. The specific objectives of this project were to investigate the impact of principals’ instructional leadership on teacher pedagogical skills, teacher knowledge of assessment and reporting, teacher self-efficacy and teacher support on inclusive education practices. The components of Weber's (1996) instructional leadership model was used to guide this study. The study employed explanatory sequential research design to establish the influence of the independent variable on the dependent variables. The target population of this study was the 1,103 principals and teachers teaching in the county. A sample of 305 respondents were picked out of which 216 responded back. These were 14 principals and 202 teachers. Data was collected through a questionnaire for the teachers and interview sessions with the principals. Descriptive statistics and inferential analysis was conducted on the data. Quantitative data was analysed descriptively using means and standard deviations, while qualitative data were thematically analysed and presented verbatim. The study found out that effective instructional leadership positively impacted teacher professional development. Policymakers, academia, school administrators, and teachers should collaborate to support this system as this will ultimately improve student learning outcomes.
Influence Of Socioeconomic Determinants On Boys’ Completion Rate In Public Secondary Schools In Machakos County, Kenya
(Journal of African Interdisciplinary Studies (JAIS), 2024-07) Mumo, Dickson Kioko; Kinyanjui, Gladys
Students' completion rates are a big concern because, according to the Ministry of Education, they are still below 100% in day secondary schools. The purpose of the study was to determine the socioeconomic variables that affect boys' completion rates in public secondary schools in Machakos County, Kenya. The objectives were to assess the influence of household size on boys’ completion rate in public secondary schools in Machakos County, Kenya, to determine the influence of parent’s level of education on boys’ completion rate in public secondary schools in Machakos County, Kenya, to evaluate the influence of parental income on boys’ completion rate in public secondary schools in Machakos County, Kenya and to find out the influence of discipline on boys’ completion rate in public secondary schools in Machakos County, Kenya. The Human Capital Theory served as the study's guiding theoretical framework. The research was conducted using a correlation research design. The 3080 boys (Form 3 and 4) in Masinga Sub County, 27 public day secondary schools, 27 of their principals, and 108 lecturers made up the study's target population. The sample included 341 respondents. The schools in Masinga Sub County were selected by stratified random sampling. The principals, teachers, and students were chosen using the stratified sampling technique. Questionnaires were utilized as research instruments in addition to an interview guide. Two schools (10% of the sample size) in Masinga sub county schools that were not a part of the primary study were the sites of piloting. The study used face validity such that all the instruments will be scrutinized based on study objectives, hypotheses, conceptual framework and study variables. To determine the instrument's reliability, the researcher employed the Test-Retest approach. For quantitative data, descriptive statistics such as Frequencies, percentages, means, and standard deviation were utilized for quantitative data, while correlational analysis was used for inferential statistics. Tables and figures were used to present quantitative data. Thematic analysis was used to examine the qualitative data from the open-ended questions and interviews, and the results were presented narratively. The study discovered that factors influencing boy child completion rates include household size, parent income, parent education level, and parent discipline. According to the study's findings, boy dropout rates from public day secondary schools in Machakos County, Kenya, are influenced by factors such as family size, parental income, and educational attainment. In light of parent income and lack thereof, the government may decide to do away with the subsidies it has given and prohibit any additional fees assessed to pupils enrolled in public day schools. This would ensure that even students of parents with inadequate income are in school throughout without any restrictions
School Based Factors Affecting KCSE Performance of History and Government in Day Secondary Schools, Nakuru County, Kenya
(Centre for Democracy, Research and Development (CEDRED), 2025-01) Kinyanjui, Josphine Waithira; Kaugi, Ephantus
The purpose of this study was to identify the school-based factors which affect students' KCSE performance in history and government in selected schools in sub counties within Nakuru County of Kenya. The contention of the study was that despite various interventions from education stakeholders, the performance of History and Government in day secondary schools has been dismal. There are various factors that influence academic performance including school-based factors, institutional environment, student’s attitude among others. The study's specific objectives were to ascertain the effects of teacher-related factors, school infrastructure and teaching/learning resources, student factors and the principal leadership on history and government performance. The study was based on Yutchman and Seashores' (1967) Systems Theory. The research was conducted using a descriptive survey design approach. The target population was principals and departmental heads in day secondary schools in Gilgil, Naivasha, and Nakuru Town East Sub counties of Nakuru CountyKenya. In the three sub counties, there are 80-day secondary schools. As a result, the study focused on 80 principals and 160 heads of humanities departments. Then, using a stratified random sampling technique, 24 principals and 48 teachers were chosen. To get the primary data, a questionnaire was used to collect data. With the supervisor's assistance, content validity was established for the research instrument and its relationship to the study material was ensured. Using Cronbach's Coefficient alpha, which evaluated the instrument's consistency each time it was used to gather responses, the reliability of the tool was ascertained. Data from the field was quantitatively evaluated. Descriptive statistics were used to evaluate the quantitative data, and SPPS version 24 was used to calculate the results. The mean and standard deviation were computed using the SPSS descriptive statistics tool. To display the data, graphs and frequency tables were used. According to the study, teachers go to workshops and seminars to develop their professional skills. The survey also discovered that HODs had access to beneficial in-service training to support them in overcoming obstacles. The study discovered that personnel had an impact on historical performance. According to the study, a student's performance in government and history is influenced by their affinity with their teacher. The study concluded that while HODs have possibilities for beneficial in-service to help them address the issues they face, teachers attend seminars and workshops to develop their skills in their line of work. The effectiveness of a student's academic performance is greatly influenced by their teaching resources. In order to boost student performance in history and government in Nakuru County, the study suggested that the MOEST provide public secondary schools with the necessary textbooks, teacher reference books, radios, televisions, computers, and projectors. In order to improve teaching and students' performance in history and government in Nakuru County, head teachers should encourage teachers to be creative and use resources that are readily available locally to create appropriate teaching aids and charts on pertinent topics.
Forms of Students' Indiscipline and their Influence on Academic Performance among Public Boarding Secondary School Students in Makueni County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2025-05) Omwaka, Josphine; Gabriel, Madanji
Indiscipline among learners has been and continues to be a major concern among education stakeholders across all levels of learning in Kenya and globally. Several education scholars have occasionally associated indiscipline cases among learners with poor academic performance. However, relevant scientific literature is hardly available on indiscipline and its influence on academic performance among learners in public boarding secondary schools, especially with reference to Makueni County. Therefore, this study statistically assessed different forms of students’ indiscipline behaviors and their influence on academic performance in public boarding secondary schools in Makueni County, Kenya. The study is significant as its findings will help education stakeholders to understand how different forms of indiscipline behaviors among high school students affect their academic performance. Therefore, policy makers will be in informed position to form comprehensive programmes to curb indiscipline for improving academic performance in the county. The study targeted a population of 73,836 education stakeholders in Makueni County including 293 deputy principals, 293 guidance and counseling teachers and 73,250 students. Multistage and simple random sampling techniques was used to select 498 respondents, which included 29 Deputy Principals, 29 teachers in charge of Guidance and Counselling, and 435 students from 29 public boarding secondary schools in Makueni County. Data was collected through Questionnaires. The study applied different quantitative techniques in the analysis of data through which insightful findings were established. Noise making was established as the most common form of indiscipline behavior among the secondary school students while indiscipline behaviors among students were established to have negative and statistically significant influence (r = - 0.388; p value = 0.010) on their academic performance. The study concludes by recommending the need for cultivation of self-discipline among the students as means of safeguarding their academic performance.
Audio-Visual Media Use and Its Effect on the Performance of Learners in Physical Geography in Secondary Schools in Kiambu County, Kenya
(International Journal of Economics, Commerce and Management, United Kingdom, 2025-03) Njeru, Tecla Wanja; Ondigi, Samson Rossana; Oludhe, David Owuor
Audio-Visual Media application in Physical Geography instruction in secondary schools has the possibility of enhancing understanding of concepts among the learners. Students generally find many concepts in Physical Geography abstract and therefore difficult to learn, leading to poor performance in Geography. This study sought to investigate whether, the use of Audio-Visual Media in Physical Geography instruction would have a positive effect on the learner’s performance in Kiambu County, Kenya. The objective of this study was to assess the effect of using videos in the teaching and learning of glaciation in Physical Geography on the learner’s performance. The study was anchored on the sensory stimulation theory of Dugan Laird (1985). It adopted a pretest-posttest type of quasi-experimental design. The study target population comprised secondary schools, the principals, Geography teachers and Geography students in Kiambu-County. Purposive and simple random sampling techniques were used to select the schools and allocate the experimental and control groups. Two public mixed day secondary International Journal of Economics, Commerce and Management, United Kingdom Licensed under Creative Common Page 151 schools were selected in this study. The study sample consisted of 71 students, 7 teachers and two principals. Data collection was done through achievement tests (pre-test and post-test), classroom observation schedule and teachers’ questionnaires. Quantitative data was analysed with the assistance of SPSS computer software to generate the dependent and independent ttest. The statistical significance was tested at α = 0.05 and presented using frequency Tables. The qualitative data was analysed using thematic analysis and presented in written narratives. The study found that there was a significant difference in performance between the experiment and the control group with the students in the experiment group having higher scores in their performance compared to the students in the control group after the post-test. The study concluded that the use of videos in the teaching and learning of Glaciation topic in Physical Geography had a great positive effect on students’ performance, therefore, AV Media is effective in Physical Geography Instruction. Based on the findings, the study recommended that, the government provide funding for the acquisition of AV Media in secondary schools and that policy makers and curriculum designers formulate policies geared towards production of appropriate AV Media for Geography instruction.
Parental Involvement in the Implementation of Competency-Based Curriculum
(rsis international, 2024-09) Amagove, Brenda; Limboro, Charity; Itolondo, Wilfrida
Numerous studies have been conducted on competency-based curriculum (CBC), but fewer have focused on parental involvement in its implementation. This study aimed to assess the roles of parents in CBC implementation, identifying barriers to effective involvement and proposing strategies for improvement. The research was guided by the following objectives: to examine parental provision of learning resources to children; to determine parental involvement in monitoring and guiding children to complete homework; and to ascertain whether parents provided a conducive atmosphere for learning to occur among children in primary schools in Kakamega county. A descriptive research design was employed in this study. The target population included 50 primary schools, 245 class teachers, 3190 grade six learners, and 245 parents in Kakamega County, Kenya. The sample size was 447, consisting of 8 primary schools, 49 class teachers, 341 grade six learners, and 49 parents. Respondents were sampled through simple random and stratified sampling procedures. The researcher created Likert scale questionnaires and interview schedules which were used for data collection. A pilot study was conducted in two schools. Content validity was used to determine the instruments' validity, while reliability was determined using Pearson product-moment correlation. Data were analyzed both qualitatively and quantitatively according to the research objectives. Quantitative analysis used descriptive statistics (frequencies and mean) to analyze data. The qualitative data, on the other hand, were examined thematically as per the study's objectives. The study's findings revealed that parental involvement in the CBC implementation in Kakamega County was significantly influenced by various factors. It was found that while some parents provided adequate learning resources and created conducive learning environments, others faced barriers such as limited financial resources and lack of awareness regarding their roles. Additionally, the study showed that parental guidance and monitoring of homework completion was consistent, with parents actively engaging in children’s studies. The conclusion drawn from the study indicated that for effective CBC implementation, there needed to be increased parental awareness and involvement, particularly in monitoring and providing learning resources. The study recommended the development of targeted sensitization programs to educate parents about their critical roles, the establishment of community support systems to address financial barriers, and regular workshops to equip parents with skills necessary for supporting their children's education. These strategies were deemed essential to enhance parental engagement and ensure the successful implementation of the CBC in primary schools.
Adherence to School Safety and Its Relationship to Students’ Performance in Machakos County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2024-09) Wambua, Mwongeli Mercy; Njogu, Irene N.
The aim of this study was to examine the relationship between school safety and the academic performance of secondary school students in Machakos County, Kenya. The objectives of the study were to: establish the status of school safety in public secondary schools in Machakos County, examine how safety in schools impinges on the learning process, and establish whether secondary school students’ perception of safety in school correlates with their academic performance. The study used a mixed methods research approach. The targeted respondents were all the 84,800 students, 2,954 teachers, and 332 principals in the 332 public high schools in the County. The research utilized stratified random sampling method to select 400 students, 40 teachers and 20 principals, leading to 460 participants. Data was obtained using students’ questionnaires, teachers’ questionnaires, and principals’ interview schedules. Quantitative data was analyzed using correlation analysis, frequencies, percentages, mean and standard deviations. Qualitative data was analyzed thematically using content analysis. The study found that, while the respondents generally perceive certain aspects of school safety positively, there are notable areas of concern that warrant further attention and intervention to enhance overall safety and well-being in secondary schools, including inadequate toilet facilities, overcrowded dining halls, and the absence of comprehensive education on drug and alcohol abuse. Results indicated a moderate positive correlation between students' perception of school safety and their academic performance (r = 0.136, p < 0.05). Recommendations include enhancing safety protocols, increasing stakeholder involvement, and investing in technology to enhance school safety. The study findings could be useful to policymakers, principals and tutors by identifying measures that may be utilized to improve school safety for the wellbeing of students in schools
Influence of Principals’ Financial Incentives and Exceptional Performance Recognition on Teachers’ Work Performance in Public Secondary Schools in Kenya
(International Academic Journal of Social Sciences and Education, 2024-10) Ndirangu, Loise Wanjiku; Mungai, Joseph G.
There is low motivation among the teachers in public secondary schools in Githunguri SubCounty. This has directly impacted their work performance especially in the quality of service delivery to learners. Motivation is a human resource management strategy that can be utilized to improve the work performance of employees. In the education sector, school principal is utilized this strategy to increase teachers' output. Consequently, the goal of this research was to explore how principals’ motivation strategies influence the work performance of teachers in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya with a bid to suggesting how the teachers’ productivity at their work stations can be improved through motivation. The specific objectives of the study were to establish the effect of the financial incentives on the teachers’ work performance and to assess how recognition of exceptional performance affect teachers’ performance of their work. The study was anchored the Herzberg’s Two-Factor Theory of Motivation. The study employed a descriptive research design and targets to gather information from a sample of 180 participants who were teachers and principals using stratified and simple random sampling methods. The primary research tool was the questionnaire, which was used to gather quantitative data. The Statistical Package for Social Sciences, Version 25, was utilized to evaluate the data into descriptive and correlational statistics. Descriptive statistics were analyzed into measures of central tendencies such as percentages, frequencies, means and measures of dispersion such as standard deviations. The study also employed Pearson’s Product Moment Correlation Model and a linear regression model to test the direction, strength and predict the association among the dependent and the independent variable of the study. The findings of the analysis were presented in form of tables, and graphs while qualitative data gathered from focused group discussions were shown using thematic analysis and holistic description. The study ensured that ethical considerations were upheld so that the findings were credible. The findings revealed that financial rewards, and teachers' recognition have an impact on teachers' job performance. The significance of these factors is indicated by the p-values of 0.023 and 0.046, are less than 0.05, implying a statistically significant relationship. The study concludes that financial rewards, and teachers' recognition positively influence teachers' job performance, as the observed relationships are statistically significant. The study recommends that principals to consider the implementation of financial incentives as a motivational strategy. By offering financial rewards such as bonuses based on performance, principals can effectively motivate teachers to excel in their roles. However, it's crucial to ensure that these incentives are transparent, fair, and tied to measurable outcomes to avoid any potential feelings of inequity or demotivation among teachers. The principals should prioritize the recognition of teachers' efforts and achievements. This can be achieved through various means such as verbal praise, awards, or acknowledgment in staff meetings.
School Principals’ Conceptual Skills and Students’ Academic Performance in Public Secondary Schools in Kakamega County
(Journal of Education, 2024-11) Odinga, Titus Masika; Kibaara, Janerose; Nyaga, Peter
Purpose:The purpose of the study was toestablish how school principals’ conceptual skills influencestudents’ academic performance in public secondary schools in Kakamega County.Methods:The study made use of a correlation research design. A total of 3,350 teachers, 276 deputy principals, 1104 headsof departments, and 276 principals of secondary schools in Kakamega County make up the target population of 5006 subjects. The study sampled 152 respondents, which comprised 8 principals, 8 deputy principals, 34 HODs,and 102 teachers. Stratified simple random sampling and purposive sampling techniques wereapplied to sample participants who were 152. Questionnaires were used to collect data from teachers, deputy principals,and headsof departments,and an interview guide for the principals. Inferential statistics which included regression analysis was used to determine how the independent factors affect the dependent variable. Results:The study found that principals’ conceptual skills had a positive and significant effect onacademic performance in public secondary schools in Kakamega County.Conclusion:Ensuring teachers understand the vision and mission of the school which is the responsibility of the school principal enhances the school performance. The principal should however provide guidance to the teachers on ways to achieve the school’s vision and mission.Policymakers who make school-related policies should formulate a policy that will guide the TSC when posting principals to only postthose who are competent in conceptual skills.
Vocational Instructors Preparedness for Provision of Competency-Based Training in Kenya and Apprenticeship Training in Saskatchewan, Canada
(Journal of the Kenya National Commission for UNESCO, 2024) Kipkoech, Gilbert; Nyerere, Jackline; Muthima, Purity; Muthima, Purity; Okoko, Janet
Competency-Based Training (CBT) in Kenya and apprenticeship training in Canada provide trainees with job-ready skills, but emphasis on theory over practice hinders its effectiveness. To fittingly frame the problem, the study asked, what is the level of instructors' know-how in providing CBT in Kenya, and how does their preparation compare to journeypersons in Saskatchewan, Canada? The research involved 33 public Vocational Training Centres (VTCs) in Nakuru City County, Kenya and 23 branch institutions of Saskatchewan Polytechnic, Canada. Concurrent embedded design was utilised. The sample comprised 10 principals, 92 VTC instructors, 261 trainees, 10 industry managers and 4 programme heads drawn from a total population of 377 using stratified, purposive and simple random sampling methods. Questionnaires, interview schedules and observation checklist were used to collect data. Findings showed that Kenyan instructors are deficient in industrial training and professional development. In contrast, findings from Saskatchewan, Canada reveal greater emphasis on active and hands-on involvement, such as apprentice indentureship and mentorship under certified journeypersons. The study concluded that instructors' preparedness had major influence on the provision of competency-based skills to trainees. The study recommends an increase in funding to facilitate industrial training and refresher courses for instructors to improve quality of CBT in Kenya.
Principals’ Instructional Leadership in Teacher Professional Development and its Relationship with Students' State Examinations Performancein Bururi Province Schools,Burundi
(Journal of Education, 2024-12) Nzambimana, Onésime; Itegi, Florence M.; Okech, Daniel Otieno
Purpose: Studentswho sit for the state examinationsin Bururi Province have recently posted unsatisfactory performance. This poor performance could potentially have a severe impact on the educational system and the subsequent transfer from secondary schools to higher education if it is not addressed. The goal of the current research wastoexplore the principals’ leadership in teacher professional developmentand itsrelationship with student’s performance in the state examinationsin secondary schools in Bururi Province. Methods: The transformational leadership theoryservedas the foundation for the present study. The research design for this study wasthe correlational research design. The target population was public secondary schools in Bururi province and the study involvedprincipals, teachers,and the provincial directors of education. The researcher used apurposive sampling technique to select11 boarding schools, all the principals,and the 6 provincial directors of education in the study while simple random sampling wasadopted to identify teachers who participatedin the study. Principals’andteachers'questionnaires, as well as interview guides for directors of education in Bururi province,wereutilized for collecting data. For quantitative data, Pearson Moment Correlation Coefficient wasused to identify correlations between the independent and dependent variables in this study. Qualitative data from the interview wasanalysed thematically. Results:The findings indicated that coordination of teacher professional developmenthad a positive and significant relationship with student performance in the state examination.Conclusion:The study recommends that principals should strengthen activities related to instructional leadership in coordination withteacher professional development.
Communication Mechanisms and Job Productivity among Public Secondary School Teachers in Machakos County, Kenya
(Journal of Education, 2025-02) Muthengi, Kimanzi Bernard; Otieno, Daniel; Njuguna, Felicita
Purpose:The fundamental part of any school is staff communication and staff performance in teaching. When principals practice effective communication with their staff and recognize what each teacher contributes, productivity can be realized. This study aimed to determinethe role of communication mechanisms in job productivityamong secondary school teachers in Machakos County.Methodology:The research used a correlation research design.The target population wasthe 5869 teachers and 396 principals in the 396 public secondary schools in Machakos County. The researcher used a simple random sampling method to identify 97teachers who formed the study sample. Data wascollected using questionnaires. Quantitative data was analysed using descriptive statisticsand Pearson Correlation Coefficient, while qualitative data was analysed through narrative analysis. Results:The study findings indicated that communication mechanisms influenced job productivity. Further, correlation analysis indicated there was a significant positive relationship between communication mechanisms and job productivity (rho = 0.606, p-value < 0.05), among public secondary school teachers in Machakos County.Implication: Training incommunication process hasensured job productivity. Effective communication ensured job productivity in their schools.Lateralcommunication hasimproved the teachers’ job productivity.The study recommends that principals shouldshift towards a more inclusive and participatory communication model thatempowers teachers to voice their opinions, share feedback, and contribute to decision-making processes.
Teachers’ Information And Communication Technologies Competency Preparedness On Teaching And Learning In Public Secondary Schools Kakamega County, Kenyan
(Journal of Popular Education in Africa, 2025) Walala,Faridah K.; Kariuki,Damaris; Kirimi,Francis
The purpose of the study was to investigate teachers’ perspective toward ICT in teaching. Research used connectivism theory that asserts technology has changed in the 21st century through formation of networks. The contention of the study is that the Kenyan government has made efforts to equip schools with technology tools like computers and to train teachers on how to utilize them in teaching, nevertheless teachers face great challenges in using ICT to facilitate learning. ICT proficiency of the educators’ impacts interests and enhances learning environments where students actively engage in creation of knowledge in teaching. The study determined teachers’ perspective toward ICT in teaching. Research used connectivism theory that asserts technology has changed in the 21st century through formation of networks. Descriptive survey research design was used to gather qualitative and quantitative data where principals and teachers in Mumias East sub-county formed target population of 537 comprising of 375 public secondary teachers, 135 HODs, 27 principals. Stratified sampling was utilized to select five schools i.e.one day; two boarding, mixed and single sex schools as units of sampling in urban and rural settings. Simple random sampling was used to draw 20% of total population yielding to a sample size of 105 respondents; 5 principals were purposively sampled, 25 HODs, 75 teachers were randomly sampled .Questionnaires for teachers and HODs’, interview schedule for principals, an observation checklist on school infrastructure were used. Results showed ICT competence professional development has essential part of successful computer usage. Teachers were not skilled and knowledge was limited. Technological infrastructure accessibility was limited; not all technology devices were available making it impossible to incorporate ICT. Observation checklist showed low ICT resource supply in teaching. Schools had technical support and few had subscribed to online teaching materials, few schools had ICT policy. Beliefs and attitudes had a positive outlook on technology. Research concluded that teachers were slightly skilled on software usage in presentation; most schools lacked ICT policy; teachers had not subscribed to online teaching materials; low investment in ICT infrastructure due to high costs of hardware, software and related accessories, ICT improves focus on the subject matter in teaching .The study recommends teachers to undergo refresher courses in ICT. Curriculum developers and teachers should take part in planning, training and appropriation of ICT resources in schools.
The Extent to whichTeacher Motivation Influences Academic Performance of Students in Public Primary Schools in Mombasa County, Kenya
(Journal of Education, 2025-08) Dindia, Abubakar; Mbirithi, Mange Daniel
This study investigated the extent to which teacher motivation influences academic performance in public primary schools in Mombasa County, Kenya. The specific objectives included assessing the relationship between teacher motivation and student academic performance, examining how motivation impacts teachers’ professional development, and evaluating classroom practices influenced by motivation. The study was guided by Vroom’s Expectancy Theory and adopted an embedded mixed-methods research design. A conceptual framework was utilized, positioning teacher motivation as the independent variable influencing educational outcomes. The study targeted 10 head teachers and 109 teachers, selected using Gay and Diehl’s (1992) and Cronbach’s formulas. Data were collected through semi-structured questionnaires and interviews, and instrument reliability was confirmed via the split-half method with a reliability coefficient of 0.75 or above. A pilot study was conducted in Kilifi County. Data were analyzed using SPSS version24 and presented in tables and graphs. Results revealed that motivation factors such as fair remuneration, professional development opportunities, and incentive structures significantly impact teacher performance and student outcomes. Motivation initiatives including goal-setting, recognition, and regular salary reviews were found to enhance teacher commitment and academic achievement. The study recommends robust motivation policies to promote student success and provides empirical evidence for education stakeholders and policymakers.
Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya
(MDPI, 2025-06-05) Daltry, Rebecca; Hinks, Jessica; Sun, Chen; Major, Louis; Otieno, Mary; Otieno, Kevin
Although growing evidence suggests that digital personalised learning (DPL) has the potential to enhance learning outcomes, there is little research about the effective implementation and integration of DPL into the classroom. The aim of this study is to investigate the pedagogical implications of integrating a DPL tool into Kenyan earlygrade classrooms to bridge the gap between theory and practice. This paper reports on systematic, design-based research conducted over three years, featuring five phases, each testing iterations to specific aspects of DPL implementation. The findings demonstrate that the pedagogic dimensions of classroom-integrated DPL are pivotal to its effective uptake and implementation. A key research contribution is the identification of a distinct gap between theoretical and practical conceptualisations of DPL, with teachers focused primarily oncurriculumalignmentandclassroommanagement. Theanalysisalsoidentified Academic Editors: Nicola Pitchford, Aida Layachi and Eleanor Dommett Received: 1 March 2025 Revised: 5 May 2025 Accepted: 25 May 2025 Published: 4 June 2025 Citation: Daltry, R., Hinks, J., Sun, C., Major, L., Otieno, M., & Otieno, K. (2025). Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya. Education Sciences, 15(6), 698. https:// doi.org/10.3390/educsci15060698 Copyright: © 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/ licenses/by/4.0/). teachers’ central role in the process of personalisation, nuancing existing DPL frameworks by exploring interactions between the digital and classroom environments, as well as highlighting important considerations around access and equality. Recommendations include the co-design of DPL with teachers, drawing on their pedagogical perspectives to enhance integrative approaches.

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