MST-Department of Educational Management Policy & Curriculum Studies

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Implication of Public Policy Implementation Process on Service Delivery in The County Government of Kilifi, Kenya
(2022-11-21) Safari, Damaris Redson
Policy implementation is paramount as far as service delivery is concerned. Proper policy implementation ensures improved service delivery within any sector, be it private or public. In addition, the implementation process determines the extent to which the policy enhances service delivery. Thus, the main objective of this study was to establish the implications of public policy implementation on service delivery in the county government of Kilifi, Kenya. Two theories guided the study; they include the theory of citizen involvement and the goal-setting theory. This study used a correlational research design. The target population was all county departments, which included water, environment, and natural resources; trade, tourism, and cooperative development; culture, gender, youth sports, and social services; finance and economic planning; health services department; lands and physical planning; and the department of Agriculture within Kilifi County headquarters. The respondents were workers from these departments, members of the county assembly, and members of the general public, totaling 156. Also, there were four key informants. This made a total of 160 respondents. The researcher embraced the Taro Yamane recipe (1967) to work out the sample size, which was 112 respondents. The information assortment instruments utilized were the survey and key witness interview (KII). The poll contained both close-finished and genuine inquiries. The review utilized content legitimacy to find out the legitimacy of the instrument utilizing well-qualified assessment and the contribution of the manager. A pilot test was directed to find out the skill and dependability of the instrument where a Cronbach's alpha was determined at an edge of 0.7. This study employed descriptive and inferential statistics for quantitative data analysis. Besides, regression and correlation analysis were finished on the information gathered to lay out the connection between factors. The outcomes uncovered the presence of a powerless however huge positive connection between's partner commitment and administration conveyance (r =.513, pvalue =.002). A moderate but significant positive relationship existed between public participation and service delivery (r =.565, pvalue =.006). A strong, significant, and positive association between the implementation framework and service delivery (r =.637, pvalue =.000) and lastly, a weak but significant positive relationship between the policy evaluation plan and service delivery (r =.475, pvalue =.005) in the county Thus, the results revealed that stakeholder engagement, public participation, implementation framework, and policy evaluation plan positively and significantly enhance service delivery. The survey recommends the development of a better public policy implementation process, which is a significant predictor of county performance and hence better service delivery. The study did not, however, consider the moderating and mediating influences. So, studies can be done that look at the effect of moderation and the effect of mediation on the relationship.
Miraa Growing Practices Influence on Kenya Certificate of Secondary Education Examination Performance among Boys in Day Secondary Schools in Meru County
(International Academic Journal of Social Sciences and Education (IAJSSE), 2025-07) Ntonga, Edna Gakii; Kaugi, Ephantus
Miraa which is considered both as a recreational and as a medicinal herb with addiction tendencies among its users is a major cash crop in Meru County. As a herb or substance, people including school going children take and many times get addicted. Miraa growing an economic activity, which requires labour for picking, packing, distribution and selling. Young people including school going children and students often get involved in these activities. This is likely to affect their school performance. The objectives of this study were: First, to determine if picking, packing, and selling of miraa affects learner’s motivation and attitude towards learning amongst boys in day secondary schools: Secondly, to determine if picking, packing, and selling of miraa affects quantity and quality of instruction amongst boys in day secondary schools, and finally, to determine if picking, packing, and selling of miraa affects discipline of boys in day secondary school in Meru County. This study was guided by Walberg's educational productivity theory. A descriptive survey research design was used to conduct the study. The target population was day secondary schools, principals, teachers and students from Igembe Central, Igembe South, and Igembe North sub-counties of Meru County. The study employed a stratified sampling and purposive sampling techniques to sample the study respondents. A sample of 360 respondents was obtained which consisted of 30 principals, 30 teachers and 300 students. A questionnaire for students and another questionnaire for the teachers were used in this study. Data from school principals was collected using an interview guide. Descriptive statistics was utilised to analyse quantitative data through use of SPSS version 24 while thematic analysis was used for qualitative data. The quantitative data was presented in form of percentages and frequencies while qualitative data was presented in a narrative form. The study found that: the students utilised tuition time in miraa growing activities during school days make money: many students spent significant time on miraa-related tasks to earn money which reduced their chances of revising for the examinations; bad discipline influences students class attendance and may also make them unruly affecting their performance in KCSE. There are learners who are adversely affected by miraa in the school and thus lose interest in schooling affecting their performance. The study concluded that the involvement of students in miraa growing negatively influenced their performance in KCSE as it gives them less time to participate in learning. The study recommends involvement of relevant stakeholders in the county to ensure adherence to policy on education access and completion.
Correlates of Women’s Participation in Higher Educational Leadership in Mogadishu, Somalia
(Kenyatta University, 2025-06) Moktar, Shamsa Absikarim
The involvement of women in leadership roles, particularly in higher education, remains a global concern. Progress reports on the achievement of the sustainable Development Goals, especially SDG 5, highlight insufficient progress toward gender equality by 2030, with women still underrepresented in decision-making positions. This study examined the factors influencing women's participation in higher educational leadership within Mogadishu, Somalia. Anchored on social feminist theory, the study employed a correlational research design to explore the following research objectives: to assess the relationship between social-cultural factors and women's involvement in higher educational leadership, to determine the relationship between mentorship and women's involvement in higher educational leadership, to examine the relationship between networking and women's involvement in higher educational leadership, to establish the relational role between institutional practices and women's involvement in higher educational leadership in universities within Mogadishu. The target population included 146 deans, HoDs, directors, and faculty members. A census approach was used to sample all the participants. Although the final number of participants was 97 due to security challenges, this sample was still considered sufficient for drawing meaningful conclusions within the scope of the accessible universities.Data collection involved questionnaires for faculty members and interviews with deans. Piloting of the research instruments was conducted in 2 Universities within Mogadishu. The participants that took part in the pilot exercise were excluded from the final study. Content validity was established through expert judgment by the supervisors. The internal reliability of the instruments was established through test retest methods after which the Cronbach Alpha was computed. Cronbach's alpha values ranged from 0.766 to 0.879, confirming reliability. Pearson correlational analysis were used. Findings indicate that sociocultural factors (r = -0.631, p < 0.05) and institutional practices (r = -0.670, p < 0.05) negatively impact women’s participation. Meanwhile, mentorship (r = 0.643, p < 0.05) and networking (r = 0.669, p < 0.05) significantly enhance it. Thematic analysis highlights gender based discrimination, male dominance, and lack of female role models as barriers. Some respondents believe men outperform women due to experience, while others argue leadership depends on skill, not gender. Though some universities have equal opportunity policies, male-dominated hiring committees and societal norms hinder women's career advancement. The study concludes that sociocultural barriers and institutional practices significantly hinder women’s participation, while mentorship and networking opportunities enhance it. It recommends that university management discourage gender stereotyping, implement mentorship programs, promote women’s leadership through training, and address institutional biases. Future research should explore women’s leadership in other sectors beyond higher education.
Principals’ Leadership Skills and Their Influence on Students’ Academic Performance in Public Secondary Schools in Kakamega County, Kenya
(Kenyatta University, 2025-06) Odinga, Titus Masika
In a school setting, the technical, interpersonal, and conceptual abilities of principals are critical leadership qualities required for academic success. Research indicates that the majority of public secondary schools have consistently documented poor academic achievement from their students. Thus, the purpose of this study was to determine how leadership skills of principals affect the academic achievement of students in public secondary schools in Kakamega County. The study was guided by the following objectives: to determine the influence of principals’ technical skills on students' academic performance in public secondary schools in Kakamega County; to determine the influence of human relations skills of principals on students' academic performance in public secondary schools in Kakamega County; and to determine how conceptual skills of school principals affect students' academic performance in public secondary schools in Kakamega County. This research applied Katz's talent theory of leadership. The study also made use of a correlation research design. A total of 3,350 teachers, 1104 head of departments, 276 deputy principals, and 276 principals of secondary schools in Kakamega County made up the target population of 5006 subjects. The study sampled 152 respondents, which comprised of 8 principals, 8 deputy principals, 34 HODs and 102 teachers. Stratified simple random sampling and purposive sampling techniques were applied to the 152 sampled participants. Questionnaires were used to collect data from teachers, deputy principals and heads of departments and an interview guide provided for the principals. The instruments were tested for content validity through expert judgment from educational experts and reliability through Cronbach alpha. A reliability index above 0.70 was acceptable for this study. Regression analysis was one of the inferential statistics used to ascertain the influence of the independent factors on the dependent variables. The study discovered that the academic performance of public secondary schools in Kakamega was positively and significantly influenced by the technical, conceptual, and interpersonal skills of the principals. The study found that academic performance in Kakamega's public secondary schools was highly influenced by the technical, conceptual, and interpersonal skills of the principals. The study concluded that availing sufficient resources to the teachers enhances the teachers’ productivity and thus enhancing the students’ performance. In addition, in enhancing the school performance, principal assists teachers in selecting/developing instructional materials. The study concluded that school performance is improved by making sure teachers comprehend the school's vision and mission, which is the principal's role. The principal should however provide guidance to the teachers on ways to achieve the school’s vision and mission. Principals should create capacity-building initiatives that give educators the chance to learn new teaching methods, hone their craft, and ultimately boost their motivation. According to the research, principals may make sure that staff members receive the right resources when they need them. The study suggests that a policy be made that will make it mandatory for any one being posted to a principal position to possess the right human relation skills. The policy should guide the teachers service commission to assessing the principals’ human relations skills during interviews.
Principals’ Instructional Leadership and Its Relationship with Students' State Examinations Performance at Public Secondary Schools in Bururi Province, Burundi
(Kenyatta University, 2025-06) Nzambimana, Onesime
In Bururi province, Burundi, student poor performance in state examinations has turned to be an ongoing concern, raising doubts on the accuracy of principals’ instructional leadership in public secondary schools. 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 was to determine the relationship between principals' instructional leadership and students’ performance in state examinations at public secondary schools in Bururi province, Burundi. The specific objectives were to : determine the relationship between principals’ leadership in teacher professional development and students’ performance in the state examination; establish the relationship between principals’ provision of instructional resources and students’ performance in the state examination; examine the relationship between principals’ leadership in lesson observation and the students’ performance in the state examination; and investigate the relationship between principals’ leadership in monitoring students’ learning and students’ performance in the state examination in secondary schools in Bururi Province. The transformational leadership theory served as the foundation for the present study. The research design for this study was the correlational research design. The target population was 11 public secondary schools in Bururi province and the study involved all the 11 principals, 319 teachers and the 6 provincial directors of education. The researcher used purposive sampling technique to select 11 boarding schools, all the 11 principals and the 6 provincial directors of education in the study, while the simple random sampling were adopted to identify 95 teachers who participated in the study. Principals and teachers' questionnaires, as well as interview guides for directors of education in Bururi province were utilized for collecting data. A pilot study was conducted in one of the schools since all schools fall in 888 the same category. Expert evaluation was used to guarantee the validity of the study tools, and Cronbach’s Alpha was used to establish reliability, with every variable reporting coefficient over 0.7. For quantitative data, Pearson Moment Correlation Coefficient was used to identify correlations between the independent and dependent variables in this study. Qualitative data from the interview was analysed thematically to complement the quantitative data. The findings indicated that coordination of teacher professional development had a positive and significant relationship with student performance in the state examination; principals’ provision of instructional resources had a positive and significant relationship with student performance in the state examination ; principals’ leadership in lesson observation had a positive and significant relationship with student performance in the state examination ; and principals’ leadership in monitoring students learning had a positive and significant relationship with student performance in the state examination. In light of the study's results, the study recommended that the principals should strengthen activities related to instructional leadership in coordination of teacher professional development; provision of adequate and relevant instructional resources; in lesson observation; and in monitoring students learning.
Performance Appraisal and Its Influence on the Job Performance of Physics Teachers in Public Secondary Schools in Makueni County, Kenya
(Kenyatta University, 2025-02) Kamuya, Richard Matheka
In this technological era where a country is in dire need of technologically competent workforce in science, technology and engineering, acquisition of Physics knowledge is essential. In Kenya, Physics is offered as an elective subject and it’s an essential subject in the fulfillment of vision 2030. However, recent researches show that it has been performed poorly at Kenya Certificate of Secondary Examination level. This low performance has been coupled with low enrolment in secondary schools in Kenya. For quality teaching, many countries have adopted performance appraisal which is an integral component of the overall performance management in an organization. Since the year 2016, all teachers employed by the Teachers Service Commission have undergone appraisal guided by a monitoring tool known as the Teacher Professional Appraisal and Development. The effectiveness of the tool in Makueni County has not been established. The purpose of this study was to investigate performance appraisal and its influence on the performance of Physics teachers in Makueni County, Kenya. The objectives of the study are; to determine the influence of appraisal of professional knowledge and practice, teacher professional development, comprehensive learning environment and teacher conduct and professionalism on the job performance of Physics teachers. The study was anchored on Grote (2003) performance appraisal model and used descriptive research design. The target population was 52 secondary schools, 52 principals and 154 Physics teachers translating to a total target population of 206. Stratified sampling and simple random techniques were used to sample 16 schools and 46 Physics teachers from the population of 52 and 154 respectively. All principals and Physics teachers in the sampled schools participated in the study. A pilot study was conducted in two schools for the purpose of addressing validity and reliability of the instruments before the actual study was done. Content validity was determined by seeking the judgement of professional experts in the area of educational research, evaluation and assessment. Data was collected by use of questionnaires, interview and observation schedules. Quantitative data collected was analyzed by use of descriptive and inferential statistics generated from SPSS version 25 and presented by tables, graphs and percentages while qualitative data was analyzed by use of themes and presented in narrations. The study established that the four variables: professional knowledge and practice, teacher professional development, comprehensive learning environment and teacher conduct and professionalism had a positive significant influence on the job performance of Physics teachers. The linear regression models showed that the adjusted R2-0.74 of the job performance of Physics teachers is influenced by the independent variables. The study concluded that TPAD had greatly succeeded in improving the job performance of Physics teachers although there were gaps faced by the Physics teachers. The study recommends that Information and Communication Technology infrastructure be revamped in schools for creativity and innovation in classroom instruction. TSC should through the principals organize time to time Teacher Professional Development courses on teachers and intensify monitoring of Physics teachers as an impetus for quality teaching.
Teachers’ instructional preparedness and its effect on the implementation of competency-based curriculum in public primary schools in Taita Taveta County, Kenya
(Kenyatta University, 2025-05) Muthoka, Jacinta Mwende
School-Based Factors and their Influence on the Implementation of Physical Education in Public Secondary Schools in Mwingi West, Kitui County, Kenya
(Kenyatta University, 2025-04) Athanas, Mary Ndulu
The Kenyan school curriculum requires students to take Physical Education (PE) as a mandatory subject. The population of individuals with diabetes in Kenya has continued to rise, according to Diabetic Management and Information Centre statistics. This is as result of a large growing population without the basic knowledge of the importance of physical exercises and fitness and declined engagement in recreational sports. The study intended to investigate school-based factors that influence the effective implementation of the PE curriculum in public secondary schools in Mwingi West sub-county, Kitui County, Kenya. Specifically, the study looked into how the following factors influenced the implementation of the PE curriculum: time allocated for PE lessons, physical facilities and equipment, adequacy of PE teachers, and school head supervision. The study was guided by the theory of implementation by Gross. A descriptive survey research design was applied in collecting both qualitative and quantitative data. The study targeted 40 public secondary schools in Mwingi sub-county. The principals, all teachers, and students in the 8 secondary schools were the study's target population. A stratified sampling and simple random sampling technique was applied to select a sample of 384 respondents comprising 8 principals, 8 PE teachers, and 368 students. Data was collected using questionnaires and interview schedules from heads of the institutions, PE teachers, and students. An observation checklist was used to collect data on PE physical facilities and equipment available in the schools involved in the study. Piloting was conducted in one public school, which was excluded from the study. The study's validity was intensified by expert opinion. The reliability of the instruments was assessed by conducting a pre-test of the questionnaires in the field. The collected data was analysed through percentages, measures of central tendencies, and discussions and presented through tables, bars, line graphs, and pie charts. The findings from the study revealed that the time allocated for PE lessons was not adequately utilized, and this derailed the implementation of PE in most of the schools. Moreover, it was established that physical and material resources were not adequately available in most of the schools, thus affecting the implementation of PE. The results further revealed that most of the schools lacked trained teachers in PE; thus, the implementation of physical education was curtailed as there lacked teachers specifically dedicated for PE lessons. Most of the schools lacked adequate support and supervision from the school management as the school principals were not effectively committed towards supporting PE. It was, therefore, concluded that implementation of physical education in most of the secondary schools was ineffective and this was mainly due to the key school-based factors. It is therefore recommended that the school management, as well as the government through the ministry of education, should uphold physical education among learners by ensuring effective utilization of PE lessons, providing trained teachers on PE, as well as financing the schools to acquire physical and material resources of PE lessons.
Principals’ Motivation Strategies and Teachers’ Work Performance in Public Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2025-03) Ndirangu, Loise Wanjiku
Teachers in public secondary schools in Githunguri Sub-County face low levels of motivation, which negatively impacts their performance and the quality of education they deliver to students. Motivation, a key strategy in human resource management, plays a crucial role in enhancing employee productivity and effectiveness. In the context of schools, principals can leverage motivational strategies to improve teachers' performance and overall job satisfaction. Therefore, this study aimed to examine how principals’ motivation methods affect teacher performance in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya. The study also aims to find ways to enhance teachers' productivity through motivation. The study objectives were; to explore the effect of the financial incentives on the teachers’ work performance; to assess how recognition of exceptional performance affects teachers’ performance of their work; to determine the extent to which delegation of responsibilities to teachers influences their work performance; and to investigate how the provision of prompt feedback to teachers influences their work performance. This research is based on Herzberg’s Two-Factor Theory of Motivation. It adopted a descriptive research design and collected data from 180 participants, including teachers and principals chosen through stratified and simple random sampling techniques. The primary tool for data collection was a questionnaire, which gathered quantitative information. The data was analyzed using descriptive and correlational statistics with the help of the Statistical Package for Social Sciences (SPSS) Version 25. Utilizing descriptive statistics, the data was examined using means, standard deviations, frequencies, and percentages. Also, Pearson’s Product Moment Correlation Model and a linear regression model were used to examine the relationships between the independent and dependent variables. The results were presented using tables and graphs, while qualitative data from focus groups were analyzed thematically. Ethical considerations were maintained to ensure the findings' credibility. The findings showed that financial rewards, recognition of teachers, delegation of tasks, and timely feedback from principals positively affect teachers' job performance. The significance of these factors is highlighted by p-values of 0.023, 0.046, 0.037, and 0.032, all of which are below 0.05, indicating a significant relationship. The study concludes that financial incentives, recognition, delegation of duties, and prompt feedback all positively influence teachers' performance, as these relationships are statistically significant. It is recommended that principals implement financial rewards as a motivation strategy. Offering bonuses based on performance can effectively encourage teachers to excel. It is essential to ensure that these incentives are fair, transparent, and linked to measurable outcomes to prevent feelings of inequity among teachers. Moreover, principals should recognize teachers’ efforts and accomplishments through methods such as verbal praise, awards, or acknowledgment during staff meetings.
School Based Factors Affecting Kenya Certificate of Secondary Education Performance of History and Government in Day Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2025-07) Kinyanjui , Josphine Waithira
Despite several attempts by education stakeholders, history and government performance in day secondary schools has been terrible. Numerous factors, including school-based traits, the institutional setting, and student attitude, affect academic success. The purpose of this study was to determine which school-based factors influence students' KCSE performance in government and history in a few sub-counties in Nakuru County. The precise goals of the study were to determine how history and government performance were affected by teacher-related factors, school infrastructure and teaching/learning resources, student factors, and principal leadership. The Systems Theory of Yutchman and Seashores (1967) served as the foundation for the investigation. A descriptive survey design technique was used for the investigation. Principals and department heads of day secondary schools in the Gilgil, Naivasha, and Nakuru Town East Sub counties of Nakuru County, Kenya, were the target population. There are 80-day secondary schools spread among the three sub counties. Consequently, the study concentrated on 160 heads of humanities departments and 80 principals. A stratified random sampling procedure was then used to select 48 teachers and 24 principals. To get the primary data, a questionnaire was used to gather information. With the supervisor's assistance in creating the research tool and making sure it was connected to the study materials, content validity was conducted. Cronbach's Coefficient alpha, which evaluated the instrument's consistency each time it was used to gather responses, was used to ascertain the instrument's dependability. Quantitative analysis was done on the field data. The quantitative data was evaluated using descriptive statistics, and computations were performed using SPPS software version 24. The descriptive statistics function in Sasthi was used to calculate the mean and standard deviation, and graphs and frequency tables were used to illustrate the results. The report claims that teachers attend seminars and workshops to advance their professional development. The survey also discovered that HODs had access to beneficial in service training to help them manage the difficulties they encounter. The study found that historical performance is influenced by personnel. The study found that a student's performance in history and government classes is influenced by the friendliness of the student instructor. According to the study's findings, HODs have access to beneficial in-service training to assist them in overcoming obstacles, while instructors attend seminars and workshops to advance their professional abilities. The study suggests that in order to raise student achievement in history and government, MOEST should provide public secondary schools in Nakuru County with an adequate quantity of textbooks, teacher reference books, radios, televisions, laptops, and projectors.
Career Guidance in Secondary Schools and Its Influence on Students’ Awareness of Technical and Vocational
(Kenyatta University, 2024-11) Arara, Jane Aluoch
Despite the Government of Kenya putting in great efforts to promote Technical and Vocational Education and Training (TVET), its uptake is still low. The purpose of this study was to determine career guidance in secondary schools and its influence on students’ awareness of technical and vocational education in kiambu county, kenyaThe study was guided by the following objectives namely; establish how career guidance information sources, programmes and activities influences students’ awareness of TVET in secondary schools in Kiambu county, assess extent to which the student participation in career guidance influences their awareness of TVET in Kiambu county, determine how the capacity of career guidance teachers influences the students’ awareness of TVET in Kiambu county, and explore the challenges that may affect implementation of career guidance on students’ awareness of TVET in Kiambu county. A descriptive survey design was used to collect quantitative and qualitative data. The target population in the study was 3393 form three (F3) and form four (F4) students, career guidance teachers and head teachers in 37 public and 2 private secondary schools in Gatundu South Sub County. Slovin’s formula was used to determine the sample size. A stratified sampling was used on a sample size of 358 students, with 12 schools in each stratum. Purposive sampling was used to select 48 career guidance teachers, 4 from each of the 12 sampled schools. Semi structured questionnaires for students and career guidance teachers as well as interview schedule for school head teachers were used to collect primary data. Quantitative data was analysed using Statistical Package for Social Sciences Version 20. Tabulation of the analysis was described in form of frequency, mode, mean, variance and standard deviation. This was presented in tables and charts; while qualitative findings have been presented in narratives, discussions and inferences. Recommendations have been made on the strategies of strengthening career guidance on TVET. The study outcomes are envisioned to be beneficial in creating awareness on TVET. The conclusions of the study were that; that the students have access to information on TVET through career counselling, visiting TVET institutions and through school clubs and societies; students participate regularly in career guidance through career education and through projects like career wheel and this influences their awareness of TVET; teachers in charge of career guidance programmes were available and have the capacity to offer career guidance in schools; that the main challenges were mainly the mismatch between policy and what is being practiced, insufficient time allocation to empower students on TVET, very few career guidance teachers (in many cases none) with knowledge of the current TVET courses being offered in the training institutions and the Ministry of Education should put in place a career guidance policy which will address the career guidance needs of the head teachers, career guidance teachers and students. The study recommended that The Ministry of Education through relevant authorities should help facilitate schools with internet services in order to improve the access to information on careers by both the teachers and students, allocate resources required. Also, there is need to empower all teachers in order for them to have better competencies and skills in career guidance. Since student participation was limited by time allocation on career guidance, schools should purpose to increase the time allocated for TVET career guidance. Lastly, policy makers should formulate policies that clearly place TVET career guiding and counselling on the school calendar so as to harmonise dissemination of information regarding TVET in Kiambu County.
Principals’ Management Practices and Their Influence on Students’ Academic Performance in Public Secondary Schools in Turkana County, Kenya
(Kenyatta University, 2025-03) Ekal, Christine Samal
Examinations results have been used to determine a student's aptitude as well as to choose them for further education and career opportunities. Across the course, Turkana County has been experiencing disparities on the examinations result of Kenya Certificate of Secondary School examinations and has remained poor over the last five years as shown by the following mean scores 2016 (3.8531), 2017 (3.5488), 2018 (3.2222), 2019 (2.9078), and 2020 (3.0121). This provides proof that the KCSE scores have been fluctuating in a declining trend. For the past five years, Turkana County's academic performance has been appalling, which begs numerous questions, especially in regard to principals’ management practices and how they influence students’ academic achievement. Principals’ management practices always have devastating effects on students’ academic performance when they are not properly practiced. This study, therefore, endeavors to establish the influence of selected principals’ management practices on students’ academic performance in Turkana County. The research objectives were; to establish the influence of principals’ communication practices, principals’ decision-making practices, principals’ problem-solving practices and principals’ motivation practices on students’ academic performance in Turkana Central SubCounty. Systems theory served as the foundation for this research. Descriptive survey research design was used in this study. The target population of the research comprised of 16 principals, 200 teachers, and 784 students. A total of 300 respondents were chosen using random for sampling. Principals were chosen using census sampling, teachers through simple random selection, and students through stratified random sampling. Questionnaires with structured and unstructured items were used to gather data. Ten percent of participant questionnaires were examined in order to verify their validity for its intended purpose. In particular, 22 students, 6 teachers, and 2 principals took part in the pilot study. The researcher also requested the supervisor to validate the instruments' accuracy. The study adopted a method of rational equivalence by Kuder-Richardson Reliability. The data was grouped, entered, coded, cleaned, stored, and analyzed with the aid of SPSS v. 26 software. Descriptive statistics in the form of percentages, frequencies, and means were utilized to assess the quantitative information from the structured questions. Narratives and direct quotes were utilized to examine thematically the qualitative data from unstructured questions. Frequency bar graphs, tables and charts were utilized to display the analyzed data. The findings revealed that effective communication by principals, characterized by clear articulation of academic goals, expectations, and feedback, positively correlates with students’ academic performance. Schools with decentralized decision-making structures that empower teachers and distribute leadership responsibilities tend to adapt more effectively to changing educational needs, positively impacting student academic performance. A motivated teaching staff improves instructional quality and student engagement, resulting in improved academic achievement across all subjects. The study concludes that effective communication between principals, teachers, students, and parents is foundational to fostering a supportive and engaged school community. Principals who employ evidencebased solutions and involve stakeholders in decision-making demonstrate a more proactive approach to addressing academic challenges. Effective problem-solving strategies foster innovation, resilience, and continuous improvement, which are essential for enhancing academic performance. The study recommends that principals should adopt evidence-based decision-making processes, considering input from teachers and students. Encouraging participatory decision-making enhances commitment and ownership among stakeholders. Principals should also cultivate a transparent decision-making culture, ensuring fairness and accountability in resource allocation and educational policies. Further, principals should xii inspire and empower teachers by recognizing achievements and providing professional development opportunities.
Utilization of Teaching-Learning Resources Influence on Mathematics Perfomance in Kenya Certificate Of Secondary Education in Public Secondary Schools in Kandara Sub County, Muranga County, Kenya
(Kenyatta University, 2025-05) Muchena, Patricia Kamathi
Despite mathematics playing a crucial role, students' performance in the subject has remained appalling. National exams have shown this to be the case. In many regions of the country, achievements in mathematics have generally been low. The purpose of the study was to establish the influence of utilization of teaching learning resources on mathematics performance in KCSE in public secondary schools in Kandara Sub County, Muranga County, Kenya. The specific objectives were to ascertain the impact of human resources on mathematics performance, the influence of digital resources on mathematics performance, the influence of material resources on mathematics performance, and the influence of library resources. For this study, a correlational research design was used. For data collection purposes, 55 secondary schools within Kandara Sub County served as the target population comprising 55 principals alongside 425 mathematic teachers. Stratified sampling technique was utilized in the study for selecting the schools. In order to select head teachers in chosen schools, the purposive technique was employed. Meanwhile, mathematic teachers were sampled through simple random sampling method with the sample size being 230 respondents. Instruments of data collection included a questionnaire and an interview schedule administered by the researcher during in-depth interviews with head teachers. The computer software used for the quantitative data analysis was the Statistical Package for Social Sciences (SPSS statistics version 25). After processing the quantitative data with SPSS's descriptive statistics tool, the mean and standard deviation were shown using tables, frequencies, and percentages. The inferential statistic employed in this study was a correlational analysis. The interviews' qualitative data was examined using thematic analysis. According to the survey, libraries offer students priceless resources that improve their research and schoolwork. According to the study, each learner had access to enough desktop computers, which enhanced their learning. The study discovered a strikingly strong correlation between academic achievement and material resources. The study concluded that regular performance evaluations, appropriate teacher placement in schools, and the recruitment process all positively impacted kids' academic achievement. The study recommended that there was need for the formulation of a policy that mandates all the secondary schools to have library infrastructure and equipped with reading materials and internet availability.
Principals’ Management Practices Influence on Implementation of Safety Policy in Public Secondary Schools in Makueni County, Kenya
(Kenyatta University, 2025-04) Ndetei, Nicholas Ndambuki
School principals play a crucial role in the management of schools in Kenya. They have a responsibility to implement school safety policy in collaboration with other stakeholders. Despite the efforts that have been made, school safety is still an issue of concern in most secondary schools in Makueni County. There have been allegations that a significant number of secondary schools have not effectively implemented MOE school safety policy. For instance, cases of occurrence of school fires, student unrests and bullying among secondary schools in this County between the year 2019 and 2022 were on the rise. Arson attacks and unrests have led to destruction of school property, injuries and in sometimes death of students. Such challenges disrupt learning process and can cause psychological trauma to the learners, teachers and parents. The aim of this research was to examine the impact of principal management styles on the implementation of school safety regulations in public secondary schools located in Makueni County. The objective of the study was to: find out how principals’ financial management practices influence implementation of school safety policy, establish the influence of creating awareness in school on safety on the implementation of school safety policy, determine the influence of involvement of stakeholders on the implementation of school safety policy, and establish the challenges that principals face in the implementation of school safety policy in public secondary schools in Makueni County. The study was based on Hopkins’ (1977) basic needs approach to planning theory, and used descriptive survey design. The target population of the study was 51 public secondary schools in Makueni County with 510 teachers, 51 principals and 1 Quality Assurance and Standards Officer (QASO). The study used purposive sampling technique to sample 15 schools and 15 principals. 166 teachers in total were chosen through a straightforward random sampling process from 15 different schools. SPSS Version 28 was used to analyze the study's data. For the piloting, two schools that had characteristics in common with the sampled schools were chosen. Expert judgment was employed to assess the validity of the research tools. To evaluate the reliability of the instruments, Cronbach Alpha was used. Tables and graphs displaying descriptive statistics, including means and percentages, were utilized to analyze quantitative data. The qualitative data were examined using thematic analysis. The implementation of school safety rules and principals' financial management techniques were shown to be significantly and favorably connected (r =.58, p <.05.). The implementation of school safety and raising awareness were significantly and favorably correlated (r =.82, p <.05. There was a significant and positive correlation between involvement of stakeholders on school safety, and implementation of school safety, r = .69, p<.05. The study's findings suggest that principals' financial management practices, their involvement in raising safety awareness, and their involvement in involving stakeholders in safety matters in public secondary schools in Makueni County all have an impact on how well school safety policies are implemented. These findings could be used to provide guidance to the Ministry of Education on how to improve school safety in secondary schools in Kenya. Specifically, the Ministry of Education should come up with strategies for making sure that staff and students are well-informed about safety issues. The ministry can incorporate this in teachers’ training and make it part of teachers’ continuous development. Despite the limited resources within schools to effectively support school safety programs as revealed by the study, teachers and principals should innovatively device ways of addressing safety matters in schools.
Adherence to School Safety and Its Relationship to Students’ Performance in Machakos County, Kenya
(Kenyatta University, 2025-02) Wambua, Mwongeli Mercy
Safety in schools is a crucial component of the wellbeing and success of learners in all educational institutions. Learners who do not perceive their school to be safe may not concentrate well in studies for good performance. The aim of the research was to examine the effect of school safety on the achievement of high school learners in Machakos County, Kenya. Specifically, this research sought to: establish the safety status of public secondary schools within Machakos County, examine how safety in schools impinges on the learning process in high schools in Machakos County, establish whether secondary school students’ perception of safety in school correlates with their academic achievement, and find out the measures being taken to improve safety in the schools. This research study employed a descriptive survey research design. 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 20 schools for the study, with 10 schools comprising those that consistently perform well in KCSE while 10 schools were drawn from those that consistently perform poorly. The sample size was computed using a sample size determination formula, arriving at 400 students (0.5%), 40 teachers (1.4%) and 20 principals (6.0%), leading to 460 participants. Data was obtained using students’ questionnaires, teachers’ questionnaires, and principals’ interview schedules. To ensure reliability of the instrument, test-retest method was utilised, and the questionnaires was deemed reliable with an index of 0.781. Data was analysed per research objective, by use of statistical analysis as well as descriptive approach. Qualitative data was analysed 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. 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 utilised to improve school safety for the wellbeing of students in schools.
Principals’ Instructional Leadership and Its Relationship with Performance among Teachers of English Language in Public Secondary Schools in Kieni-East Sub County, Nyeri
(Kenyatta University, 2025-06) Kemunto, Rose
In order to enhance form three English proficiency in public secondary schools, the purpose of this study was to investigate how principals support the growth of their instructional leadership. By making large investments in instructional monitoring in secondary schools, the Kenyan government is attempting to solve the issue of students losing interest in learning English. The present study employed a descriptive survey as its research design. Additionally, it collected data using both qualitative and quantitative methods. The study's population consisted of public secondary school principals and teachers. The study's goals were to: determine the role of principals in describing the missions, vision, and goals of schools in the context of teaching English; determine the role of principals in curriculum and instruction management for teaching English; and determine the role of principals in enhancing staff development to enhance English language instruction in public secondary schools. Additionally, the study evaluated the principal's role in working with external stakeholders to enhance English language instruction in public secondary schools. Stratified, purposive, and simple random approaches were used to choose the sample schools and respondents in each sampled school. A questionnaire aimed at the principal and teachers of the school was one of the additional data collection techniques used. The study's target audience consisted of 26 secondary school principals and 60 English language instructors. 52 teachers and a sample of 26 principals were interviewed for the study. The internal consistency score from the Cronbach's Alpha test-retest was used to assess the surveys' reliability, and the researcher approached validity by asking experts and supervisors for their thoughts on the instrument's content. Once gathered, the data was coded, cleaned, and input into the computer using the Statistical Package for Social Sciences (SPSS-version 25). Both descriptive and inferential statistics were used in the data analysis. Frequencies, mean, and standard deviation were examples of descriptive statistics, and regression and correlation analyses were examples of inferential statistics. On the other hand, common themes pertaining to various research elements were used to analyze the qualitative data. The results of the investigation were displayed using tables and figures. The results were then interpreted in light of the study's goals, and conclusions drawn. After that, the researcher offered advice based on the data to help policymakers determine the best strategies to boost English proficiency. The study confirmed that principals play a great deal in improving English language performance by communicating schools' missions, visions and goals openly, managing instruction and curriculum effectively, developing staff and liaising with outside constituents. In conclusion, the outcome emphasized that instructional leadership of principals prevails over modeling teaching of English and student achievement. The study recommended that principals need to be assisted by continuous professional learning and support systems to advance their teaching leadership capacities, thus improving English language performance in government secondary schools.
Income generating activities and their contribution to financial performance of public secondary schools in Nyamira County, Kenya
(Kenyatta University, 2025-05) Nyang’au, Elias Bwoma
The purpose of this study was to investigate income generating activities and their contribution to financial performance of public secondary school in Nyamira County. Budgetary constraints have made it difficult for public secondary schools in Nyamira County to provide quality education and maintain crucial infrastructure. The expansion of educational institutions' needs has made conventional funding mechanisms including government grants and school fees insufficient. This study was guided by the following objectives: To identify the types of income-generating activities engaged in by public secondary schools in Nyamira County. To investigate the relationship between the management of income-generating activities and financial performance of public secondary schools in Nyamira County. To assess the relationship between allocation of proceeds from income-generating activities and the financial performance of public secondary schools in Nyamira County. To investigate the challenges faced by managers of public secondary schools in management of income generating activities in public secondary schools in Nyamira County. This research was anchored on the Resource Dependence Theory by Pfeiffer and Salancik (1978) as part of the theoretical framework. The study adopted descriptive research design with a target population for the study was 5 County Education Officers, 147 principals, 1076 teachers and 37,070 students in Nyamira County. Purposive and simple random sampling was used to select the sample size who were a total of 368 respondents. Data collection techniques utilized included interview schedules and questionnaires. Data collected was edited, coded and analyzed using Statistical Package for Social Science (SPSS) version 23. Research findings indicate that livestock keeping is the most popular activity among principals, teachers, and students respectively. Crop farming is also significant, especially among students and to a lesser extent among principals and teachers. Further, research findings reveal that principals believe the success of incomegenerating activities in public secondary schools is influenced by several key aspects such as management capacity and adequate capital investment. A few of the respondents indicated inadequate capital as the primary challenge affecting income generating activities. The study recommends that schools should seek potential partners and sponsors to finance IGAs and conduct regular training of teachers and principals in charge of IGAs
Kenya education management institute training and its Influence on principals’ financial management Competencies in public secondary schools in Kisumu County, Kenya
(Kenyatta University, 2025-04) Apollo, Alice Achieng
In building the capacity of Kenya principals, the Kenya Education Management Institute (KEMI) Training is important. Even after KEMI introduced its education management diploma programme to school managers in 2011, numerous instances of fiscal malpractices continue to be documented in a number of schools in Kisumu County, Kenya. This study purposes to establish KEMI. Training and its influence on principals’ financial management competency in Public Secondary Schools Kisumu County, Kenya. The research objectives were: to establish KEMI’s training in budgetary planning and its influence on principals’ financial management competencies in public secondary schools Kisumu County, Kenya, to establish KEMI’s training in supervisory management and its influence on principals’ financial management competencies in public secondary schools Kisumu county, Kenya, to assess KEMI’s training in income management and its influence on principals’ financial management competencies in public secondary schools Kisumu county, Kenya and to find out KEMI’s training in expenditure management and its influence on principals’ financial management competencies in Public Secondary Schools Kisumu County, Kenya. This study was grounded on the theory of Total Quality Management. The study used correlational research design. The research targeted 224 Public secondary schools which have a total of 224 principals, 224 bursars. Krecjie and Morgan formulae was used to a sample size of 56 principals of which 46 have attended KEMI training while10 had not gone for the KEMI training, 56 bursars and 11 ministry officials, a total of 123respondents. A semi-structured questionnaire was administered to both the principals who had undergone KEMI training, and the bursars, while interviews was conducted to 10 principals who had not gone for KEMI training and 11 Ministry officials. Inferential and descriptive statistics was employed in analysing quantitative data. The results showed that KEMI’s training in budgetary management had a positive and significant effect on principals’ financial management competencies (β=0.305, p=0.000). The results showed that KEMI’s training in supervisory management had a positive and significant effect on principals’ financial management competencies (β=0.182, p=0.027). Additionally, income management had a positive and significant effect on principals’ financial management competencies (β=0.234, p=0.011) and expenditure management had a positive and significant effect on principals’ financial management competencies (β=0.320, p=0.000). The study established that there was a substantial influence of KEMI’s training in budget planning on principals’ financial management competencies in Public Secondary Schools in Kisumu County, the study also concluded that there was a significant influence of KEMI’s training supervisory management on principals’ financial management competencies in Public Secondary Schools in Kisumu County, Kenya, the study also concluded that there was a significant influence of KEMI’s training income management on principals’ financial management competencies in Public Secondary Schools in Kisumu County, Kenya. In the study concluded that there was a significant influence of KEMI’s training expenditure management on principals’ financial management competencies in Public Secondary Schools in Kisumu County, Kenya. The results show there is a positive relation between KEMI training and principal’s financial competences, there could be other factors like lack of integrity. The ministry of education should, ensure that there is regular monitoring of school’s financial records and involve forensic accounting, TSC to increase salaries principals and teachers’ salaries to avoid issues of malpractices and the KEMI program proceed without any interruption
Family structures and parenting influence on academic performance of pupils in public primary schools in Ng'ombeni-Waa Zone, kwale county, kenya
(Kenyatta University, 2025-06) Agripina N.T Oluoch
Family structures have changed tremendously over the last 50 years, several variations on the intact nuclear family which was regarded highly by the society as being the ideal family in which to bring up children, have been created. For instance, today we have the single parent family, the extended family, childless family, step families and grandparent families. Some of these families are as a result of the rising cases of divorce and separation, yet the family is the most important social structure that provides social and economic security to its members especially children. The purpose of this study was to determine the influence of family structures on the academic performance of pupils in public primary schools in Ng'ombeni Waa Zone in Kwale County. The objectives were; to examine the influence of broken family structure on academic performance of pupils in public primary schools, to establish the influence of nuclear family structures on academic performance of pupils in public primary schools in and to find out the nature of parental involvement in the academic performance of pupils in public primary schools in Ng’ombeni Zone. The study employed a descriptive survey design that utilized both quantitative and qualitative research approaches. The sample population included 300 pupils, 32 teachers, 32 head teachers, and 1 Quality Assurance and Standards Officer from Ng’ombeni Waa Zone, in Kwale County. Structured questionnaires and interview schedules were among the data collection tools used in the study. The reliability of the instruments was determined using the Pearson Correlation Coefficient. The data was analyzed using descriptive statistics such as frequency distribution tables, pie charts, and bar graphs. Qualitative data were analyzed using themes and sub-themes identified throughout the study. The findings revealed that students from singleparent families or those facing family upheavals such as divorce or separation have worse academic attainment. The study suggests that students from broken family structures have more obstacles in their academic achievement than those from intact homes. Broken homes causes emotional and psychological stress in children, affecting their attention, behaviour, and general academic ability. The report suggests that the Ministry of Education create extensive counselling services within schools to give emotional and psychological assistance to students from broken households. These programs may assist to reduce the detrimental effects on academic achievement by providing a stable and supportive setting.
Effect of cultural practices on enrolment and retention of students in public day secondary schools in Kwale County, Kenya
(Kenyatta University, 2025-05) King`Ondu, Lillian Wanza
This research intended to examine the effect of cultural practices on enrolment and retention of learners in public day secondary institutions in Kwale County, specifically Kinango Sub County. The Government of Kenya aimed at a 100% transition of learners to secondary level of education from 2017 to date. This would see to improved enrolment and retention in secondary institutions. Kinango public day secondary schools in Kwale County experience low enrolment and retention rates of learners. This research concentrated on the cultural practices` that affect enrolment and retention where the objectives included: (i) to examine the effect of initiation on learners` on enrolment and retention in day secondary schools in the study area. (ii) To find out early marriage effect on enrolment and retention of learners in the area of study. (iii) To establish polygamous family setting influence on enrolment and retention. (iv)To determine the effect of livestock farming on enrolment and retention of students in the study area. Early marriage, Initiation, traditional economic activity (livestock farming), and polygamous family setting were the central traditional practices. They were therefore perceived to affect enrolment and retention trends via Albert Banduras Social Cognitive Human Functioning Theory. Through intervening measures, this research conceptualized these practices as independent variables to show improved enrolment and retention. The research did a qualitative and quantitative analysis of the cultural practices effect on enrolment and retention of students in Kinango Sub-County. Qualitative analysis was via content analysis on the data collected to provide insights on patterns in cultural practices. Quantitive analysis was through descriptive statistics achieved via quantifying the measurable enrolment and retention data in percentages and frequencies. The research employed a descriptive survey using interviews on principals and PAs and questionnaires on teachers and students to collect enrolment and retention data. The researcher gathered data on cultural practices from randomly selected schools and participants. Data sampling was achieved by frequencies and percentages analytical statistics. Tables, charts, and graphs were utilized to illustrate the data. The location of the study was Kinango Sub County in Kwale County. The research discussed the suitability of this topic. It covered a population of 21-day public schools, 261 teachers, 21 principals, 21 PA chairpersons and 5,057 students.10% of significant population and 20% of the small population provided the sample size.Therefore,4 principals,4 PAs,26 teachers and 506 students were the sample size which totalled up to 540 respondents. Proper ethical practices like confidentiality and seeking necessary approval from KU graduate school were adhered to. A research permit was granted by NACOSTI upon request. MOE Kinago Sub County also provided permission for the researcher to carry out the investigation within the locality. The study found out that initiation and early marriage affected enrolment and retention due to the challenging family responsibilities installed upon the affected learners and change of behaviour that discouraged participation in education. Polygamous family setting and economic activity limited the income generated in families making them unable to cater for their children`s needs both at home and more so in school. The researcher concluded that the four cultural practices affected enrolment and retention. This study recommended actions that should be implemented to enhance enrolment and retention of the students in Kinango Sub County.

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