MST-Department of Educational Management Policy & Curriculum Studies
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Item Students’ Indiscipline and Its Influence on Academic Performance in Kenya Certificate of Secondary Education Examination in Public Boarding Secondary Schools in Makueni County, Kenya(Kenyatta University, 2025-07) Omwaka, JosphineIndiscipline among learners has been and continues to be a major concern among education stakeholders across all levels of learning in Kenya and globally. Studies have shown a strong correlation between students’ discipline levels and their performance in national examinations among other aspects of their living. However, relevant scientific literature is hardly available on indiscipline and its influence on academic performance among learners in public boarding secondary schools, especially within Makueni County. Therefore, this study sought to statistically assess students’ indiscipline and its influence on their academic performance in public boarding secondary schools in Makueni County, Kenya. It was guided by the following objectives: to establish the forms of indiscipline among boarding secondary school students in Makueni County, to determine the influence of indiscipline on students’ academic performance in KCSE in public secondary schools, to find out the trends in KCSE performance in the past six years, and to assess the strategies employed by school administrators in the management of indiscipline among students in public secondary schools in Makueni County. The study is significant as its findings will help education stakeholders to understand the influence of indiscipline on academic performance and form a comprehensive programme to curb indiscipline in order to improve 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 were collected through Questionnaires. Piloting was done in three public boarding schools that were not included in the final study. Subject experts such as the supervisor and lecturers from the department of educational management, policy and curriculum studies were consulted to ascertain validity of the data collection instruments through objective review of the same while test-retest approach was used to ascertain the reliability. The study applied frequencies, mean, percentages and correlational analyses in the exploration of data for each of the four objectives in which insightful findings were established. Indiscipline among students were established to have negative and statistically significant influence (r = - 0.388; p value = 0.010) on their academic performance. Additionally, noise making was established as the most common form of indiscipline behavior among the secondary school students and a number of strategies are being employed by the schools to manage indiscipline behavior among their students. The study concludes by recommending that all education stakeholders in Makueni County should jointly and individually help the students in cultivating self discipline. Such efforts will not only improve the students’ academic performance but also shape them into more responsible citizens.Item School Administrative Strategies Influencing Transition to Secondary Schools in Public Primary Schools, Machakos County, Kenya(Kenyatta University, 2025-11) Onacha, CatherineThe transition from primary to secondary school is one of the most crucial periods for any student. During this time, the student must deal with the initial stages of their secondary education, and also sociologically and psychologically adjust to the challenges of adolescence. Unfortunately, many public primary school students suffer from the poor transition system leading to unfulfilled academic potential, high dropout rates, and poor adjustment. This study focused on the school administration's primary public transition system to secondary schools in Machakos County, Kenya. Specifically, the school administration focused on the transition rates from primary to secondary school in Machakos County from the perspective of parents, peer school mentorship programmes, school practices of the adult to student disciplinary model, school practices on tracing and controlling dropouts, and exit. This study made use of the New Public Governance theory. The study followed a descriptive survey research design. The study was carried out in Machakos County. The study targeted Machakos County's 707 public primary schools. The target population included 707 head teachers and 10908 teachers from Machakos County. A sample size of 376 respondents was used. A pilot was done to evaluate the clarity of questions and the accuracy of the tools. Subject matter experts' verdicts were used to establish content validity. Cronbach's alpha (α) was utilized to assess the reliability of the study instrument. The study's quantitative and qualitative data were collected and analyzed with SPSS Version 27. Descriptive statistics, such as frequencies, percentages, averages, and standard deviation, can be used to easily comprehend and present quantitative data in the form of tables or graphs. The study found that the responsibility of enhancing discipline and transition is carried out by a trained guidance and counselling teacher and that peer counseling improves the rapport among learners leading to better discipline and a smoother transition and that tracing of dropouts and supporting them through mentorship programs was critical for effectively addressing challenges in student transition (mean=3.971). The study finds that when parents attend school meetings, communicate via digital platforms, and visit the school, it positively impacts student success. As a result, the study proposes that schools focus on the organization of frequent meetings. This frequency of meetings would help sustain communication between educators and parents, thus allowing parents to be apprised of their children’s academic performance, behaviour, and related challenges.Item Teacher Motivation and Its Influence on Academic Performance in Public Primary Schools in Mombasa County, Kenya(Kenyatta University, 2025-12) Dindia, Abubakar HassanThe study looked at how academic achievement in public primary schools in Mombasa County, Kenya, was impacted by teacher motivation. Its goals included determining relationships between teacher motivation and academic results as well as evaluating the impact of teacher motivation on professional development, classroom practices, and student performance. Grounded in Vroom’s Expectancy Theory, and a conceptual framework on teacher motivation and its influence on academic performance in public primary schools in Mombasa County, Kenya. The study employed an embedded mixed-methods approach that utilized both quantitative and qualitative approaches. The target population comprised of 102 head teachers and 2040 teachers, from which a sample population of 10 head teachers and 109 teachers, selected using Gay and Diehl’s (1992) and Cronbach’s formulas. Data collection involved use of questionnaires for teachers and interviews with head teachers. A pilot study was done in Kilifi County to refine the research tools. Validity of the research instruments was determined using expert help from lecturers and supervisors. Determination of reliability was done using the split-half technique and the Product Moment Correlation Formula, with a reliability coefficient of 0.75 or higher deemed acceptable. Data analysis was done with aid of SPSS version 24, with outcomes exhibited in frequency tables and graphs. The findings show that teacher motivation, including salary increases, professional development, and additional incentives, enhances teacher performance and student academic outcomes. Structured motivation programs like goal-setting and recognition, improve work performance and retention. The study recommends policies focusing on regular salary reviews and professional development to boost teacher commitment and student success. This research contributes to the literature on educational effectiveness, providing insights for policymakers, educational institutions, and stakeholders on strategies to improve student academic performance through enhanced teacher motivation.Item Digital Learning Materials in Teaching and Their Influence on Learners’ Performance in Biology: A Case of Kalawa Secondary School, Kitui County, Kenya(Kenyatta University, 2025-09) Kavoso, Emmanuel MumoUse of technology has influenced education sector by enabling teachers to allow repetition and variation in presentation of complex content in class easily. Other than motivation, use of Digital learning materials ensures high content retention. Kalawa Secondary (KS) had been recording consistent low performance in Biology between year 2014 and 2022. The school benefited from equipped computer laboratory through Economic Stimulus Package (ESP) by the government. Science teachers were taken through in-service training for ICT skills. This study investigated use of digital learning materials in teaching and its influence on learners’ performance in Kalawa Secondary. The study objectives were: (a) to identify available digital learning resources for the use in teaching Biology; (b) to explore challenges facing teachers of Biology during integration of technology; and (c) to establish influence of digital learning materials integration on learners’ performance. The research used descriptive research design. Qualitative and quantitative data was collected using checklists, Biology teacher questionnaires, Principal interview schedule and Lesson observation sheets research instruments. The study was grounded on Vygotsky social constructivist learning theory. A target population of eight (8) teachers of Biology and 750 students taking Biology was used. Purposive sampling was done to pick six (6) teachers of Biology, four (4) Form II Biology classes and the principal. Piloting was done with two (2) teachers of Biology at neighboring school of equal status. Statistical package for social sciences (SPSS) was used in data analysis based on study objectives. The study revealed that the school had insufficient Biology ICT resources. In addition, 75% of teachers of Biology used technology in at least a single lesson per week while 25% never did. The study revealed a strong positive relationship between use of digital learning materials and students’ performance in Biology (r=0.652). The findings will benefit curriculum developers at the Kenya Institute of Curriculum Development (KICD), ICT and QAS departments in MOE to evaluate the significance of technology use in secondary schools.Item Teachers’ Administration of Formative Assessment Tests and Its Influence on Students’ Biology Performance in Secondary Schools in Siaya County, Kenya(Kenyatta University, 2025-11) Were, Margaret AwuorImproving the value of the current system of education depends on the evaluation methods used in class, which play both summative and formative roles. For several years now, students have continued to perform poorly in biology in Siaya County and across most secondary schools across the country. Therefore, this research aimed at investigating how teachers’ administration of formative assessment tests influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative assessment tests administered by teachers influence the performance of learners in biology in Siaya County; to find out how frequency of teachers’ administration of formative assessment tests influence the performance of learners in biology in Siaya County; and to establish how learning through assignments influence the performance of learners in biology in Siaya County. Ivan Pavlov's (1929–1936) Classical Conditioning Model guided the study. Questionnaires and in-person interviews were utilized to gather data. The study's research design was descriptive in nature. The study targeted 159 secondary schools in Siaya. The respondents, including principals, teachers, and deputy principals, were selected at random to provide their primary data. The collected data were analyzed using descriptive statistics in the form of frequencies, percentages, means and standard deviations. Content analysis was used to analyze the qualitative data. The estimations between the dependent and independent variables were based on the results of both frequency and tabulation distribution charts. The instruments' validity and reliability were also established. With the intention of finding instrument errors during the research, a pilot study was carried out to determine the instrument's appropriateness for the study before actual data collection began. Ethical, logistical, legal, and HR concerns were also considered and upheld in this study. All participants were asked to provide their appropriate consent before they could take part in the study. The findings revealed that all three components of formative assessment, feedback (r = 0.635, p < 0.01), frequency (r = 0.652, p < 0.01), and assignments (r = 0.622, p < 0.01), had strong positive and significant correlations with learners’ academic performance. The regression model indicated that feedback (β = 0.326, p < 0.001), frequency (β = 0.235, p = 0.005), and assignments (β = 0.284, p < 0.001) significantly predicted students’ performance, jointly explaining 53.7% (R² = 0.537) of the variation in academic outcomes. The study concludes that prompt and constructive feedback enables students to understand their learning progress and address weaknesses, frequent formative assessments help teachers adapt instruction to learners’ needs, and learning through assignments promotes reflection, responsibility, and better academic results. Recommendations include that school administrators and policymakers strengthen teachers’ capacity to provide timely, goal-oriented feedback; promote regular formative assessments; and design meaningful assignments aligned with clear learning objectives. Continuous professional development, in-service training, and curriculum alignment toward formative assessment practices are also recommended to enhance students’ performance in Biology and other subjectsItem Teacher’s Influence on Students’ Choice of Science Subjects in Selected Public Day Secondary Schools in Murang’a County, Kenya(Kenyatta University, 2025-10) Gatuiku, Zipporah WahuThe teacher factor is critical in influencing students to choose the Science disciplines. Despite teachers constantly encouraging the students to choose Science disciplines, students choosing these subjects are few in secondary schools. The study examined how teacher’s factors influence students in choice of Science subjects in Murang’a County, Kenya. It was guided by four objectives, namely, to determine the: influence of teacher motivation on students’ choice of Science subjects; influence of teacher pedagogy on students’ choice of Science subjects; influence of teacher test evaluation feedback on students’ choice of Science subjects; and influence of teacher mentorship about Science on students’ choice of Science subjects in Murang’a County, Kenya. The study was premised on reinforcement theory of motivation. Descriptive research design was used for the study. The target population was 3400 comprising of 34 Science Head of Departments, 136 Science teachers and 3230 students in Murang’a County. Simple random sampling was used to choose 27 schools as a unit of sampling. From the selected schools, random sampling was employed to draw 65 teachers and 119 students. One HOD was selected through purposive sampling in each of the 27 selected schools. This yielded to a sample size of 211 respondents in the study. Questionnaires for students and science teachers, and interview guide for Science HODs were used as instruments to collect data. Piloting was conducted to determine the comprehensiveness of the instruments. Validity of the instruments was determined through expert judgment. Reliability of instruments was done using split-half technique. Quantitative data was analyzed using descriptive statistics such frequency and percentage with the help of Statistical Package for Social Sciences (SPSS). The data was then presented in bar graphs, pie chart and tables. Qualitative data was put into similar themes and presented through narration and verbatim quotations. The research revealed that teacher interactions, praises and rewards encouraged students to pursue science subjects. Hence, they choose the science subjects which was supported by 64.3% of the teachers. Utilization of theory and practical lessons was found to motivate the learners to select the science subject and this was supported by 57.1 % of the teachers. Test evaluation feedback was found to influence learner’s choice of science subjects and this was supported by 66.4% of the students. Test results helped the students to know their strengths and weaknesses which greatly influenced student’s choice of science subject. Teacher mentorship to students was found to influence student’s choice of science subject. The study concluded that, recognition of students’ efforts through rewards, use of theory and practical enabled students to have a better understanding of subject content, frequent administration of tests was found to improve students’ knowledge and confidence in the subject. Teacher mentorship in terms of involving students in career talks, Kenya Science and Engineering Fair and even science mentorship programs all made students to have an interest towards choosing the science subject. The study recommended that the schools should organize regular science talks for the students, the KICD should ensure that the Competency Based Education (CBE) curriculum is well versed on pedagogical content delivery and the school stakeholders should encourage learners to participate in Kenya Science and Engineering Fair to enlighten them. This study may be significant to science teachers in guiding students when selecting science subjects.Item Miraa growing practices influence on kenya certificate of secondary education examination performance among boys in day secondary schools in meru county(Kenyatta University, 2026-12) Ntongai, EdnaMiraa 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 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 was used in this study. Data from school principals was collected using an interview guide. Descriptive statistics were utilized to analyze 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 utilized 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. Miraa traders should be discouraged from involving school-going-age children/persons in miraa growing activities so as not to compromise schooling of boys in day secondary school students. Further, the ministry of education and other stakeholders should organise meetings and community conversations to discuss ways to combat the influence of miraa growing on students’ performance in KCSE in the countyItem Public Vocational Training Centres’ Preparedness for Provision of Competency Based Education and Training in Nakuru County, Kenya, Compared with Canada’s Experience(Kenyatta University, 2025-12) Kipkoech, GilbertCompetency Based Education and Training (CBET) has gained worldwide recognition as a panacea to improve relevance and quality of vocational training. However, inadequate instructors with pedagogical competencies, access to custom made teaching and learning facilities and limited institution-industry participation are impeding its realisation. As a result, vocational graduates are exiting the system devoid of significant skills required, in addition to the knowledge they already have. Their fixed mindset and resisting the necessary cycle of learning, unlearning, and relearning directly fuels critical skilled labour shortages and drives up attrition rates within the industry and service sectors. This scenario increases the cost to employers. It was against this gap that the study established whether trainees were acquiring competency based skills needed to power the human economy. The study purposed to establish instructors’ and VTCs’ level of preparedness for provision of competency based skills in public VTCs, in Nakuru County, Kenya and Saskatchewan Polytechnic, Canada. The objectives of the study were to establish the level of instructors’ competencies, assess the extent of availability of teaching and learning facilities, and establish the extent to which VTCs partner with industries for provision of CBET, in public VTCs, in Nakuru County, Kenya, compared with Canada’s experience. The study was anchored on curriculum implementation theory. Mixed methods research design was employed. Stratified random sampling method was exploited to obtain proportionate samples of 10 VTCs from different sub counties in Nakuru County. Purposive sampling technique was used to select 10 principals. Simple random sampling method was used to select 92 instructors and 261 trainees. Snowball sampling method was used to select 20 industry managers. Additional data was collected during 2 consultative meetings and 2 interviews with programme heads at Saskatchewan Polytechnic, Canada. Questionnaires, observation checklist and interview guides were used to collect data. Quantitative data was analysed using means, percentages, standard deviations and multivariate regression analysis. Qualitative data were reported as direct quotations to underpin quantitative data. Quantitative data were presented using bar graphs and tables. Findings in Kenya revealed that instructors lack industrial training and professional development. Instructors rely more on theoretical training as opposed to practical skills. Availability of standard workshops and internet connectivity was also identified as a challenge. Industry managers are thus forced to reorient graduates with practical skills before entrusting them with complex technical tasks. The local capacity of instructors to handle practical sessions was also reported as a challenge affecting the effective implementation of CBET. VTC-industry linkage is weak, yet it forms a major component in the successful implementation of CBET. Findings from Saskatchewan, Canada, show more engaged and practical activities, including indenturing and supervision of apprentices by certified journeypersons and close working relationships between polytechnics and industries for up-to-date, demand driven skilling. The study recommends that the Kenyan government should increase funding to facilitate industrial training and refresher courses for instructors and attachment of trainees. Integrate ICT into CBET. Industrial experts and employers should be empowered and mobilised to deliberately work with VTCs to offer on-the job training to trainees, which is practised in Canada. Exchange programmes between VTCs and prospective industries and service sectors should also be explored.Item Principals’ Instructional Leadership Practices and their Influence on Students’ Academic Achievement in Public Secondary Schools in Nakuru County, Kenya(Kenyatta University, 2025-09) Nanjala, FridahInstructional leadership is associated with practices that the school principal does to enhance students’ academic achievement. This research sought to find out whether instructional leadership practices influenced learners’ academic achievement in the KCSE in public secondary schools in Nakuru County. The purpose of this study was to determine the influence of principals’ instructional leadership practices on students’ academic achievement in the KCSE in public secondary schools in Nakuru County. The objectives of this study were; to determine the influence of goal-setting skills of the principal on the KCSE performance of students in public secondary schools in Nakuru county, to determine the influence of principals’ instructional supervisory practices on students’ achievement in KCSE in Nakuru county, to establish the influence of principals’ promotion of staff professional development on learners’ achievement in KCSE in public secondary schools in Nakuru county and to determine the influence of principals’ fostering of conducive learning environment on the learners’ academic achievement in KCSE in public secondary schools in Nakuru county. The study was guided by Carrier’s (2014) instructional leadership model, which demonstrated an experimental illustration of how the staff and the leader’s crossing point resulted in the institution’s desired achievement. The study employed an exploratory sequential research design, utilizing both quantitative and qualitative approaches. The study was conducted in Nakuru County. The target population included 285 teachers and 33 principals of public secondary schools in Nakuru County. Therefore, the total sample size for the quantitative phase was 30 principals and 166 teachers, totaling up to 196 respondents. The study employed the use of purposive sampling to select schools and principals. A simple random sampling technique was also used to select teachers in the selected schools. The study used questionnaires for both teachers and interview schedules for the principals. Content validity was established by seeking expert judgment from specialists in the Department of Educational Management, Policy, and Curriculum Studies. The reliability was tested using Cronbach’s alpha to determine whether the questions in the questionnaire reliably measured what was intended. Qualitative data was analyzed thematically and presented in the form of narrations. Quantitative data was analyzed using SPSS and presented using frequency distribution tables and bar graphs. A multiple linear regression test was used to establish the influence of principals’ instructional leadership practices on KCSE achievement. The major finding from the study was that the principals did carry out school programs with the main aim of attaining the set goals. The study recommended school principals to prepare capacity-building programs for teachers like seminars & workshops to equip them with relevant skills, attitude, and knowledge. Additionally, the Ministry of Education and TSC should design and implement structured programs for identifying professional development needs among teachers.Item Parental Involvement in the Implementation of the Competency-Based Curriculum in Upper Primary Schools in Kakamega County, Kenya(Kenyatta University, 2025-12) Amagove, BrendaSuccessful implementation of the Competency-Based Curriculum (CBC) in Kenyan upper primary schools has encountered several challenges, primarily due to insufficient parental involvement. This is particularly evident in Kakamega County, where many parents lack a clear understanding of the CBC framework, limiting their capacity to support their children’s academic and social development. This lack of involvement hinders the full realization of the CBC’s objectives. The study explored the extent and nature of parental involvement in CBC implementation in upper primary schools, specifically focusing on: (1) assessing the extent to which parents provide learning resources to children, (2) determining parental involvement in monitoring and guiding children to complete homework, and (3) evaluating whether parents provide a conducive learning environment at home. Guided by Epstein’s parental involvement model, a descriptive research design was employed. The target population included 50 primary schools, 245 class teachers, 3,190 grade six learners, and 245 parents each representing a stream. A sample of 447 respondents was selected through simple random and stratified sampling, consisting of 8 schools, 49 teachers, 341 pupils, and 49 parents. Data was collected using structured questionnaires and interview schedules. A pilot study was conducted in two schools. Content validity was ensured through expert reviews by educational management and curriculum specialists from the university. The reliability of the instruments was established through a test-retest method yielding Pearson correlation coefficients of 0.85 and 0.88 for pupil and parent questionnaires, demonstrating strong reliability. Both qualitative and quantitative data was collected according to the research objectives, Quantitative analysis used descriptive statistics (frequencies and mean) to analyze data. The qualitative data, on the other hand, was examined thematically as per the study's objectives. Findings revealed that many parents provided essential learning materials such as books and stationery, though involvement in home tutoring was less common. Parental monitoring and guidance of homework were generally consistent, with variation due to factors such as limited time and lack of curriculum knowledge. Most parents made efforts to create conducive learning environments at home, including dedicated study areas, although challenges such as financial constraints and limited space were common. These findings suggest that socioeconomic and awareness-related barriers influence parental involvement in CBC implementation. The conclusion drawn from the study indicated that for effective CBC implementation, there need to be increased parental awareness and involvement, particularly in monitoring and providing learning resources. The study recommends that the Ministry of Education and Kakamega County education officials implement targeted sensitization programs to increase parental awareness and understanding of their roles in CBC. Schools should provide workshops to equip parents with skills for effective homework supervision and fostering conducive learning environments. Additionally, community and government support is needed to assist families facing economic challenges in providing adequate learning resources. This study offers practical insights for educators, policymakers, and parents to strengthen parental engagement, thereby supporting effective CBC implementation and improving educational outcomes in upper primary schools in Kenya.Item Financial control measures effect on management of educational costs in public secondary schools in murang’a county kenya(Kenyatta University, 2025-11) Kirungu, Lucy WaihigaThis study looked at how financial control measures affect the management of educational costs in public secondary schools in Murang’a County, Kenya. In focusing on accountability and efficient use of funds, it explored areas such as budgeting, income management, expenditure oversight, procurement, inventory handling, and auditing practices. The was study was guided by the following objectives; To assess the effect of expenditure controls, to determine the effect of income controls, to examine the effect of stores and inventory management practices, to analyze the effect of internal and external audit processes on the management of educational costs in public secondary schools in Kandara Sub-County. Consequently, the study was underpinned on the prudential theory introduced in 1980 by the American economist Arthur B. Laffer. The study used a mixed-methods approach, combining surveys and interviews to capture contextual insights, and numerical data. Study participants included bursars, principals, heads of departments, and the sub-county education officer. The analysis of the collected data involved descriptive statistics, Pearson correlation, ANOVA, and multiple linear regression. The study results showed that most schools prepared their budgets ahead of time and generally adhered to them, though some cases of overspending were observed. Income management practices were relatively strong, while inventory and auditing procedures were present but incoherently enforced. Staff with higher financial competence improved accountability, although uneven implementation of policies limited overall effectiveness. Moreover, correlation analysis indicated a positive relationship between financial control measures and the management of educational costs, with income controls showing the strongest effect (r = 0.78, p < .01). The regression model was statistically significant (F = 162.03, p < .001) and explained 89.7% of the variation in cost management. On comparison, among the factors studied, income control and inventory management emerged as the most influential predictors. Overall, the study concluded that robust financial control systems are key to managing educational expenses effectively. It recommended improving audit transparency, consistently enforcing policies, and investing in staff training to ensure sustainable financial governance in schools.Item Teachers’ motivational strategies as correlates to students’academic performance among public secondary schools in homa bay county, kenya(Kenyatta University, 2025-08) Owino, john opanaActive learning and the teacher contribute to meaningful learning. Active participation requires motivation, which is fundamental, especially for learners who view the learning process as a challenging and time-consuming activity. Concerns about the effectiveness of current teacher motivation strategies were issues that were raised considering that teachers were a crucial factor in shaping student performance. This could be achieved through the implementation of motivational strategies to enhance students’ performance. This study aimed to establish teacher motivational strategies as correlates to students’ academic performance in public secondary schools. The study was guided by the following objectives: to assess the correlation between goal setting and academic performance in public secondary schools in Homa Bay County, Kenya; to establish the relationship between clear performance standards and students’ academic performance in Homa Bay County; to evaluate the correlation between timely feedback and students’ academic performance in Homa Bay County; and to assess the correlation between a conducive learning environment and students’ academic performance in Homa Bay County. This study adopted Maslow’s theories of motivation. A correlation research design was used. The study was conducted in public secondary schools in Homa Bay County, Kenya. The research targeted 32 public secondary schools in Homa Bay County, totalling 736 target participants. The study sampled 10 schools and thus a total sample size of 115 that included 32 heads of departments, 19 teachers, and 64 students. Stratified sampling was used to select schools based on the following strata: public boarding secondary schools and mixed day secondary schools. Simple random sampling was used to select heads of departments, teachers, and students. The instruments for data collection included questionnaires for teachers and students, and an interview schedule for heads of departments. Content validity was determined by expert opinion. Reliability was ascertained through the Cronbach’s alpha technique. Piloting was done in institutions not included in the final study. Qualitative data was analyzed thematically and presented in thematic summaries and quotes, while quantitative data was analyzed using Spearman rank correlation, frequencies, percentages, means, and was presented in tables and graphs. The study rejected the null hypothesis and accepted the alternative that clearly defined and consistently communicated performance standards significantly enhanced students' academic performance. Specifically, 68% of students agreed or strongly agreed that performance standards for their subjects were effectively communicated, while 59% agreed that well-defined performance standards positively impacted their academic outcomes. Teachers reinforced this perception, with 88% agreeing that adherence to performance standards improved student success. The study found that goal-setting positively impacts students' academic performance and motivation. Although only 15% of students frequently set academic goals, 43% believe goal-setting boosts their motivation. Additionally, 47% of teachers observed a strong positive effect of goal-setting on student outcomes, with 59% linking goal-setting to improved grades. It was recommended that educational policies mandate the establishment of clear and well-communicated performance standards across schools to ensure students are aware of the academic expectations and work toward meeting them. Additionally, policies should promote the integration of goal-setting practices and timely, constructive feedback mechanisms and provide both physical and emotional conducive learning environment to enhance student motivation and academic performance.Item Management of resources and its influence on Development among learners in public early childhood Education centers in Nakuru County, Kenya(Kenyatta University, 2025-08) Cheptoo, CynthiaCountries around the world have realized the significance of early years and is why much efforts have been directed to the 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. However, most studies have revealed that public preschools still manifest a challenge of proper management and utilization of resources. This research study aimed at assessing the management of resources and its influence on development among learners in public early childhood centers of Kuresoi South, Nakuru County. The research was guided by the following objectives: To establish the management of physical facilities and its influence on development among learners in public ECDE centers; To establish the management of instructional materials and its influence on development among learners in public ECDE centers; To determine the management of play equipment and its influence on development among learners in public ECDE centers; To establish the management of teachers and its influence on development among learners in public ECDE centers. The study was guided by the Team Interaction Process theory of 1964.The study utilized the concurrent mixed method research design. The target population for the study was 170 public centers, 170 head teachers and 340 teachers. The study sampled 17 schools through simple random sampling and a sample size of 17 head teachers through simple random sampling and 34 teachers through purposive sampling. Questionnaires and observation checklists were used for data collection. Validity of the tools was assessed through face and content validity while reliability tested through internal consistency using the Cronbach’s alpha. Piloting was conducted in two schools. Quantitative data was analyzed using descriptive statistics such as the frequencies and percentages and output presented in form of tables and figures. Qualitative data was analyzed via content analysis and presented thematically in form of narratives. The findings on management of physical facilities showed that age appropriate, safe and adequate classroom and sanitation facilities supported cognitive, social and emotional wellbeing of a child. The findings on instructional resources illustrated that provision of enough curriculum materials supported intellectual development of a child. The findings on provision of play materials showed that investing in play equipment greatly influenced development of social and gross motor skills. The findings on teacher management indicated that proper remuneration and good working conditions led to job satisfaction among teachers. The research study recommended the need for constant supervision of the existing physical facilities, the importance of secured funding for ECDE schools to enable purchase of instructional and play resources and the need to have a clear policy on teacher recruitment and remuneration.Item Implication of Public Policy Implementation Process on Service Delivery in The County Government of Kilifi, Kenya(2022-11-21) Safari, Damaris RedsonPolicy 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.Item 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, EphantusMiraa 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.Item Correlates of Women’s Participation in Higher Educational Leadership in Mogadishu, Somalia(Kenyatta University, 2025-06) Moktar, Shamsa AbsikarimThe 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.Item Principals’ Leadership Skills and Their Influence on Students’ Academic Performance in Public Secondary Schools in Kakamega County, Kenya(Kenyatta University, 2025-06) Odinga, Titus MasikaIn 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.Item Principals’ Instructional Leadership and Its Relationship with Students' State Examinations Performance at Public Secondary Schools in Bururi Province, Burundi(Kenyatta University, 2025-06) Nzambimana, OnesimeIn 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.Item 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 MathekaIn 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.Item 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