PHD- Department of Educational Management Policy & Curriculum Studies.
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Item Influence of Institutional Resource Utilization on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya(kenyatta university, 2023) Peter, Agnetta Mwikali; Norbert Ogeta; Hellen Kiende GuantaiSchool resource utilisation is important in the functioning of learning institutions as it enhances better achievement of school goals. There is evidence of poor performance in public secondary schools in Makueni County and hence the reason to have conceptualized this study. The purpose of this study was to examine institutional resource utilization and its influence on academic performance in secondary schools in Makueni County. The objectives of this study were to: establish the level of utilization of textbooks and its influence on students’ academic performance; determine the level of utilization of school infrastructure and its influence on students’ academic performance; establish the level of utilization of teacher resources and its influence on academic performance and lastly to determine the level of utilisation of instructional materials and its influence on academic performance in county secondary schools in Makueni County. The study adopted mixed methods research design, specifically convergent parallel research design and was supported by Education Production Function Theory. Research instruments were questionnaires, document analysis and interview schedule. Validity was achieved through expert judgment and reliability by test-retest technique. The target population was 60 county secondary schools, 60 principals and 1004 teachers. Simple random and stratified sampling techniques were used to select the schools while systematic and purposive sampling was used to sample teachers, HoDs and principals. The selected sample was 30 county schools, 30 principals and 286 teachers inclusive of HoDs. Total number of respondents was 316. Descriptive and inferential statistics (means, percentages and multiple regression) and thematic analysis worked out the level of utilization of textbooks, school infrastructure, teachers and instructional resources on students’ academic performance. The findings showed that utilisation of textbooks had a mean of 4.06, high correlation coefficient of 0.664. Multiple regression showed that textbooks strongly influenced learners’ academic performance. Utilisation of school infrastructure, teacher resources and instructional materials showed moderate means of 3.86, 3.68 and 3.71 respectively. The multiple regression revealed moderate influence existed between their utilisation and students’ academic performance. Qualitative data revealed different themes meant that effective utilization of textbooks, utilisation of school infrastructure, teacher resources and instructional materials positively influenced students’ academic performance in county secondary schools in Makueni County. Major conclusion was that there was needed to ensure effective utilisation of institutional resources in order to improve academic performance. Major recommendation included that the Ministry (MoE) to conduct seminars to teachers on utilisation of institutional resources. This study would provide important information useful to education policy makers in formulating additional policies leading to effective utilisation of resources in secondary schools.Item Utilization of Support Services and Its Relationship with Retention among Open and Distance Learners in Selected Public Universities in Kenya(Kenyatta University, 2023-11) Wanderi, Mary Nyakiringa; Samuel N. Waweru; Florence M. ItegiWhile there is a general agreement worldwide that support services have a noteworthy effect on learners‘ retention, little is known about Kenya particularly in the area of Open and Distance Learning(ODL) support utilization. The study aimed at assessing student‘s utilization of support services and its relationship with learners‘ retention in the open and distance learning programs in selected public universities in Kenya. The study was guided by the following objectives: to determine the scope of utilization of instructional support services, examine the extent of utilization of library support services, investigate level of utilization of mentoring services and to determine the level of utilization of administrative support services and their relationship with learners‘ retention in Open and Distance Learning programs. One of the significances of the study is learner motivation on improving learner support utilization & thus improve retention. The theory that anchored the study was the Transactional Distance Theory. The total target population was 1676 and included: Open and Distance Learners (1510) lecturers (158), Deans (2), ICT Directors (2), chief librarians (2), mentors (2). Krejcie and Morgan table was used in sampling. The students and lecturer participants were selected randomly while the deans, librarians, mentors and ICT directors were sampled purposively. Quantitative data was collected using semi-structured questionnaires for students and lecturers while interviews were conducted on deans, librarians, mentors and ICT director for qualitative data. Content validity was tested by a panel of experts in ODL. For reliability Cronbach‘s Alpha correlation coefficient was calculated for each variable and the overall was 0.800. above the acceptable rule of thumb value of 0.7. Quantitative data was analyzed using descriptive and inferential statistic. For descriptive statistic, frequencies, percentages, means and standard deviation was computed for each variable and results presented in frequency tables, pie charts and bar graph. The findings were; closed regional study centers bar learners from utilizing resources, and all faculties require online training. Learner borrowing of library materials and utilization of internet was commendable. Regular learner guiding and counselling lead to appropriate career choices and follow-up for counselling progress is missing. Admission criteria and qualification is well adhered to and there is need to increase face to face sessions for clarification of learner issues. On retention, missing marks issues need to be eradicated. For inferential statistic, Pearson moment correlation coefficient was used to analyze relationship between utilization of learner support services and retention while regression analysis investigated how well the independent variables predicted the student‘s retention. The study established that all variables significantly affect retention as R2 values- utilization of instructional support (R2 =0.468, P=0.00), library support (R2 =0.405, P=0.00), mentoring support (R2= 0.565, P=0.00) and administrative support services (R2 = 0.711, P=0.00). Administrative support had the strongest relationship with learner retention while library support services had the weakest relationship. All the null hypotheses(H0) were rejected for alternative hypotheses (H1). Based on the findings, the study recommended: regional centers may be revived for easier learner access and utilization of resources, increase online training programs to upsurge their input in online learning, enhance face to face sessions for clarification of academic issues and promote blended learning which is a preferred choice to many, ODL administrators may organize regular retreats and formal student events.Item E-learning utilization for instruction in selected universities in Kenya(Kenyatta University, 2023-11) Shisakha, Mmbaka Bonface; Felicita Njuguna; Norbert OgetaIncreased demand for higher education has driven institutions to seek for more innovative, convenient, and reliable methods of instruction and supervision. The study investigated e-Learning utilization in instruction and supervision in selected universities in Kenya. Study objectives were; to find out extent to which institutional resource capacities influenced e-Learning utilization; to establish faculty level of readiness for e-Learning use; to determine student level of readiness to enroll for e-Learning; and find out strategies employed by universities to improve e-Learning use. Mixed methods research design that involved qualitative and quantitative research approaches in collecting and analyzing data. Six universities constituted the sample; three private and three public universities in Kenya. The six universities were selected based on location, web ranking and online activities. Sample population consisted of 12 Heads of Department, 6 Directors of Open and e-Learning platforms, 90 faculty members and 335 students. Data was obtained using a structured questionnaire for faculties and students and a detailed interview schedule for six Directors of Open and e-Learning platforms and Heads of Departments. A pilot study was carried out at University of Nairobi and Mount Kenya University not among the sample. The split-half technique was used to assess reliability (r) of the instruments using Product Moment Correlation and Spearman Brown Prophecy Formula for the whole sample. A coefficient of 0.75 and above was considered sufficient. Construct validity of research instruments was done through expert help from experienced faculty and supervisors. Analysis of data collected was done using descriptive statistics like frequency counts and percentages. Data collection procedures involved seeking permission from the Graduate School of Kenyatta University. A research permit was obtained from the National Council for Science Technology and Innovation. Data obtained was presented using frequency tables. The Statistical Package for Social Sciences version 22 tool was used to code, present and analyze data. The study found out that universities have moderate capacities to implement e-Learning use in instruction and supervision. Effective implementation of e-Learning is hindered by limited internet bandwidths and high cost of internet. The study further found out that poor internet connection, inadequate computers, slower internet connectivity as well as unreliable networks hindered full use of e-Learning. The faculty and students prefer blended mode of instruction and supervision. Students‟ access and use of e-Learning is limited by internet bandwidths, high cost of bundles and distance from the university routers. Most universities can sustain e-Learning if faculty and students are adequately trained on effective use e-Learning technologies and provided with subsidized internet bundles. Universities should invest more in e-Learning infrastructure, capacity building and prioritize e-Learning programs in their budgetary allocations in order to improve e-Learning use. The national government in collaboration with MOE and other stakeholders must develop a clear e-Learning policy. Study findings, conclusions and recommendation were drawn to help initiate more cost effective and efficient e-Learning strategies for e-Learning use.Item Head Teachers’ Management Practices and their Influence on Participation of Female Pupils with Special Needs in Primary Schools, Mandera County, Kenya(Kenyatta University, 2022) Dube, Aftin K.; Joseph G. Mungai; Peter N. MuchanjeABSTRACT Although the Kenyan government is dedicated to providing education to all school-aged children, education has received minimal attention in terms of enrolment and retention of pupils with special needs, resulting in poor participation. As a result, it is critical for school leaders to develop tools, techniques and management practices that will help all teachers and pupils succeed. Little information exists on the influence of management practices on participation of the female pupils with special needs in primary school education. This knowledge/information gap has necessitated the carrying out of this study. The study objectives include: to determine the influence of head teachers’ monitoring of performance on participation of female pupils with special needs in primary school in Mandera County; to find out the influence of head teachers’ instructional supervision practices on participation of female pupils with special needs in primary school in Mandera County; to establish the influence of the head teachers’ leadership practices on the participation of female pupils with special needs in primary schools in Mandera County and to establish whether head teachers’ communication practice influence participation of female pupils with special needs in primary schools in Mandera County. The study used convergent parallel mixed research approach, with a total population of 2025 respondents, comprising 68 head teachers and 990 pupils with special needs, 423 parents and 544 teachers from primary schools in Mandera County. The sample size for the study comprised 334 respondents including 11 head teachers, 90 class teachers; 70 female pupils with special needs, 93 boys and 70 parents Questionnaires and Focused Group Discussions were used to collect quantitative and qualitative data which were subsequently analyzed using descriptive statistics and thematic analysis. Multiple regression analysis was used to test the hypotheses. Data was presented in tables, frequencies, mean and standard deviation. The study established that head teachers monitoring performance activities including teachers’ involvement, pupils’ involvement, and parents’ involvement significantly influence participation of female pupils with special needs in public primary schools in Mandera County. The study also found that head teachers’ instructional supervision practices, namely; monitoring pupils’ progress and supervision of pupils significantly influence the participation of female pupils with special needs in public primary schools in Mandera County. Further, the study established that democratic leadership style had a statistically significant influence on participation of female pupils with special needs in public primary schools in Mandera County, Kenya. Similarly, the study revealed that all the head teachers’ communication practices, namely; oral presentation, listening, written communication and digital information skills made statistically significant influence on participation of female pupils with special needs in public primary schools in Mandera County. The study concluded that head teachers’ management practices significantly influence participation of female pupils with special needs in public primary schools. The study recommended that head teachers should embrace the inclusion of all stakeholders including parents, class teachers as well as school management in monitoring participation of female pupils with special needs in primary schools. Second, Ministry of Education should introduce systematic monitoring and supervision of female pupils with special needs in public primary schools.Item Household Educational Costs and their Effects on Students’ Participation on Public Boarding Secondary Schools on Uasin Gishu County, Kenya(Kenyatta University, 2023-07) Jeptanui, Naumy; Norbert Ogeta; John NderituInvestment in education at all tiers involves incurring educational costs which are mainly met by the government and households. Kenyan Government has invested massively in education in order to enhance access and participation. Further, some policies guide the provision of education. However, even with these efforts, students enroll for secondary education at form one in large numbers and then the numbers decline as they progress to form four. This means that some of them fail to complete the four-year course. This research designed to establish whether or not household educational costs affect students participation in public boarding schools in Uasin Gishu County, Kenya. The study's objectives were to: establish the effect of direct educational costs on the transition rate of students, determine the effect of direct educational costs on the retention rate of students, assess the effect of hidden educational costs on the transition rate of students and examine the effect of hidden educational costs on the retention rate of students all in Uasin Gishu County. The Education Production Function model served as the theoretical foundation for this study. This study used a Convergent Mixed Methods Approach. 34 school heads with 3,917 parents made up the target audience. All the 34 purposively selected principals and 362 parents obtained with the help of Yamane's Simplified formulae were included in the sample. Data was congregated through interview schedules, questionnaires, and content analysis of archival materials. Thematic analysis aided to decipher the qualitative data as inferential and descriptive statistics worked for the quantitative data. These were the results of the study; In public boarding secondary institutions, the rate of student transition was significantly correlated with direct educational costs. Their effect accounts for 81.8% of the variance. The cost of Repairs, Maintenance and Improvement accounts for the highest variance (34.7%) while the cost of school meals accounts for 0.1%. Direct costs of education were important predictors of student retention in public boarding secondary schools. They account for 94.1% of the variance. Costs of accommodation, meals, activity fees, cost of repairs, maintenance and improvement and parents association fund all contributed to the variance. However, the cost of repairs, maintenance and improvement contributed the highest proportion of the variance (90 %) as the cost of activity fee contributed (0.01%). Hidden costs of education are important predictors of student transition rates in public boarding schools. They account for 36.5% of the variance. The cost of uniforms contributes the highest proportion (10.0%) while the cost of motivation fee had the lowest effect (0.1%). Hidden costs of education were significant predictors of student retention rate. They all account for 39.3% of the variance with the highest contribution from the school uniforms (7.6 %) as the Board of Management teachers' salaries and motivation fees both registered a negligible proportion of less than 2% of the variance. This research shows that both the direct and hidden educational expenditures affect students’ participation in public boarding schools. The study recommends the government to review and further increase capitation per student to make up for boarding expenses, diversify the sources of funding in a bid to cushion the students and exclusively fund school projects and programs to alleviate guardians/parents from the cost distress and enhance students' participation rate in public boarding secondary schools.Item Teachers’ Use of Technology and its Correlation to Students’ Achievement on National Mathematics Examinations in Secondary Schools in Makueni County, Kenya(Kenyatta University, 2023) Nzoka, Francis Katumo; Ephantus Kaugi; Elizabeth KatamThe Technological, Pedagogical, and Content Knowledge (TPACK) paradigm improves teaching and learning by combining three components: content, pedagogy, and technology, as well as their connection. The study was inspired by a disturbing pattern of poor performance in Mathematics in national examinations among public secondary schools in Makueni County. The study's objectives were to determine the relationship between teachers' content knowledge in ICT use and students' achievement in Mathematics, establish the relationship between teachers' pedagogical knowledge in ICT use and students' accomplishment in Mathematics, assess the relationship between teachers' technological knowledge in ICT use and students' accomplishment in Mathematics, and discover the relationship between teachers' perceptions of ICT use and students' accomplishment in Mathematics. Based on the theoretical framework of Technological Pedagogical Content Knowledge (TPACK), the study used an explanatory mixed methods sequential design. There were 251 principals, 407 Math instructors, and 14,752 form three students in the target group, for a total of 15,410 responders. There were 25 principals, 42 teachers, and 375 students in the study. The study split the schools into three strata: extra-county, county, and sub-county, and then selected pupils from each stratum using simple random sampling. Finally, the population size of each group was used to sample the number of students in each stratum. Interviews, questionnaires, and focus group discussions were used to collect data. The study instruments' validity was improved by expert assessment and piloting. Cronbach's alpha was used to determine the trustworthiness of the devices. To examine quantitative data, the Statistical Package for Social Sciences (SPSS) version 23 was utilized, along with descriptive and inferential statistics. To categorize and analyze qualitative data, thematic analysis was performed. The analyzed data was presented using Pearson correlation tables, histograms, narrations, and verbatim quotes. The findings revealed that for every unit increase in teachers' content knowledge of ICT use, there was an 8.7% decrease in Math achievement, and for every unit increase in teachers' pedagogical knowledge of ICT use, there was a 10.0% decrease in Math accomplishment, and a very high increase of 81.0% in Math achievement for every unit increase in instructors’ technological proficiency. According to the study, every unit rise in teachers' opinions of ICT use in teaching Mathematics resulted in a 14.4% fall in attainment. Except for technological knowledge, none of the content knowledge, pedagogical knowledge, or teacher opinions of ICT use were statistically significant at the .05 level. The study concluded that the usage of ICT in Mathematics instruction showed a direct relationship with student achievement. According to the study, government and schools should promote teachers' ICT training and use a variety of technologies that allow students to become active participants in a Mathematics session to increase students' achievement in the subject.Item Teachers’ Capacity Building and Its Influence on Their Effectiveness in Public Secondary Schools in Embu and Tharaka Nithi Counties, Kenya(Kenyatta University, 2023) Munyi, Monica Werimba; Peter Nyaga Muchanje; Janerose Mutegi KibaaraEducation plays a significant role in the economic growth and development of a nation. Hence it is vital for any government to give education a priority. Although the Kenya government has invested heavily in teacher capacity building, their effectiveness is wanting as evidenced by poor students’ performance in national examinations. The specific objectives of the study were to: establish the influence of instructional delivery on the effectiveness of teachers in public secondary schools in Embu and Tharaka-Nithi Counties; determine the influence of student assessment on the effectiveness of teachers; find out the influence of learning environment on the effectiveness of teachers; and establish the influence of teachers’ personal qualities on the effectiveness of teachers in public secondary schools in Embu and Tharaka-Nithi Counties. The study was based on Teacher Effectiveness Model. The research employed a descriptive survey design. The target population was all the 337 principals and 3,884 teachers in the 337 public secondary schools in Embu and Tharaka-Nithi counties. Stratified random sampling and purposive sampling methods were used to select 400 teachers 40 principals, and 8 QASOs, giving a total of 448 respondents. Questionnaires and interview schedule were used as tools for data collection. A pilot study was conducted in 4 schools in the two counties. Data collected from the field were both quantitative and qualitative in nature. Quantitative data were analyzed using Analysis of Variance and the chi-square test, while qualitative data were analyzed using content analysis and reported thematically in line with the research objectives. The study established that majority of the teachers had attended various capacity building courses, and most of these courses were organized by the ministry of education. Teachers had benefited from attendance of capacity building courses by gaining skills and qualities related to instructional delivery, student assessment, maintenance of a supportive learning environment, and teacher personal qualities. Capacity building had a significant influence on the effectiveness of teachers in instructional delivery, student assessment, and maintenance of a positive learning environment. Teachers who had not attended any capacity building courses obtained higher mean scores on teachers’ personal qualities than those who had undergone capacity building, suggesting that most teacher personal qualities were developed before joining the teaching profession. The study recommends that the government through the Ministry of Education, and schools should place more emphasis on teacher capacity building as a means for improving their teaching effectiveness.Item Elected School Based Inputs and Processes Influence on Performance in Kenya Certificate of Secondary Education in Nyeri and Nyandarua Counties(Kenyatta University, 2023) Njenga, Gatama Samwel; Mary A. Otieno; Samuel N. WaweruThe study purposed to provide empirical data on the status of some selected school inputs and processes as well as account for their specific influence on academic performance in Kenya Certificate of Secondary Education examination performance in public secondary schools in Nyeri and Nyandarua counties. The concern was the large numbers of students with very low grades and the wide performance disparities between schools even of the same category. The objectives of the study were to: i) determine the influence of adequacy and utilization of school physical resources on academic performance in public secondary schools in Nyeri and Nyandarua counties; ii) establish the influence of students’ cognitive entry behavior on academic performance in public secondary schools in Nyeri and Nyandarua counties; iii) establish the influence of teacher qualifications on academic performance in public secondary schools in Nyeri and Nyandarua counties and iv) determine the influence of instructional leadership on academic performance in public secondary schools in Nyeri and Nyandarua counties. The study adopted ex-post facto research design and systems theory using the Context-Inputs -Process-Outputs model to establish the determinants of learning outcomes. The target population for the study was 386 principals ,2316 Heads of Departments and 4160 teachers in 386 schools as well as 2 County Directors of education and 2 County Quality Assurance and Standards Officers. The sample sizes were derived from Kothari formula and constituted 192 principals, 330 Heads of department and 352 teachers in 192 schools as well as 2 County Directors of education and 2 County Quality Assurance and Standards Officers. Main sampling method used were stratified random, Simple random and purposive sampling. Data collection was done by use of Questionnaires and Interview schedules. Qualitative data was analyzed using thematic analysis and mainly presented using narratives while quantitative data was analyzed using descriptive and inferential statistics and was mainly presented using tables and figures. Due to data non-normality and the fact that much of the data was ordinal from Likert scale items, Kruskal-Wallis H- test and Mann-Whitney U-test (non-parametric equivalents of F-test and t-test respectively) were used for testing hypothesis at alpha (α) value of 0.05. Key findings were that there was inadequacy or scarcity of critical physical resources in most schools especially libraries, school halls, computer labs and computers. Most resources were not optimally utilized in most schools yet resource utilization invariably provided higher effect sizes than resource adequacy. Student cognitive entry behavior H (4, N=172) =49.64, P ˂ .001 and instructional leadership H (2, N=172) =28.55, P ˂ .001 were the strongest variables that explained performance variation with largest effective sizes of r2=0.29 and r2=0.167 respectively. Major conclusion is that while schools’ inputs like adequacy of physical resources and teachers need urgent fixing, school processes like optimal resource utilization and instructional leadership equally need to be streamlined and intensified for enhanced performance. Major recommendation is that all schools need to be fairly equipped with critical inputs where adequacy is pegged on population of students enrolled and to focus on key processes so that learning quality is standard in all schools.Item Determinants of apparel Fashion Consumption Decision Making among University Students in Nairobi City County, Kenya(Kenyatta University, 2022) Kimemia Millicent Wamuyu, Kimemia Millicent; Dinah Tumuti; Bosibori OigoApparel fashion is an important dimension of a person’s lifestyle. Researchers have investigated various consumer factors that influence apparel fashion consumption and, marketers and designers are interested in the variables influencing the apparel fashion consumption. This study investigated determinants of apparel fashion consumption decision making among university students in Nairobi City County, Kenya. The objectives were to; establish the socio-demographic characteristics of apparel fashion consumers; establish the physiological factors influencing apparel fashion consumption decision making; determine the relationship between socio-cultural factors and apparel fashion consumption decision making; examine the relationship between psychological factors and apparel fashion consumption decision making, assess the impact of internet and media on apparel fashion consumption decision making, investigate whether universities students are guided by the Engel-Kollat-Blackwell model and develop a model explaining apparel fashion consumption decision making process. Employing a descriptive cross-sectional research design, this study employed both qualitative and quantitative techniques to collect, analyze and present data. Purposive sampling was used to select seven universities in Nairobi. Proportionate sampling was applied to spread the sample size of 534 respondents across sampled universities. A structured questionnaire containing both open-ended and closed-ended items was used in data collection. Means, frequencies and percentages were determined and data presented in tables and charts. Chi-square test was used to test the hypotheses. Apparel fashion consumption decision making was found to be influenced by age, gender and marital status with gender having the highest influence. Physiological factors, socio-cultural factors, psychological factors and internet & media had no significant relationship with apparel fashion consumption decision making. A seven-stage model was followed by the university students in the apparel fashion consumption decision making process skipping some stages of Engel-Kollat-Blackwell model. Stages followed by students included need conceptualization, expectation of what to buy, knowledge of latest apparel fashion trends, search for product information, evaluation of information making a purchase and evaluate between possible alternatives. Post purchase evaluation was not done by the students. The study concluded that Engel-Kollat-Blackwell model was not followed by the university students in their apparel fashion consumption decision making. The study recommended that; apparel fashion designers should come up with age and gender appropriate apparel fashion to tap into these vital cohorts that have a significant importance on apparel fashion consumption. There should be an established center in every university to offer counsel and direction on best clothes depending on these physiological factors and apparel fashion consumption model given by the researcher. The government may come up with policies to regulate the apparel fashion industry to ensure that what is made is in line with national values through the national clothe policy. A study should be carried out to establish factors influencing consumption of non-apparel apparel fashion which contributes immensely on apparel fashion industry in KenyaItem School Quality Variables and Learning Output in Science and Mathematics in Public Secondary Schools in Siaya County, Kenya(Kenyatta University, 2022) Akinyi, Lucy Eunice; Thaddaeus Ogola Rugar; John Aluko OrodhoA school environment which is well equipped with standard requirements is likely to bring better learning output. The policy guidelines on learning requirements are provided by the Ministry of Education to all education institutions. The government has continued to increase expenditure to education. However, low learning outputs have continued to be realised every time secondary education summative evaluation results are released. The purpose of this study was to determine the influence of school quality variables on students learning output in science and mathematics in public secondary schools in Siaya County, Kenya. The objectives of the study were: to establish the influence of per student expenditure on learning output in science and mathematics in public secondary schools in Siaya County, Kenya; to determine the influence of class size on learning output in science and mathematics in public secondary schools in Siaya County, Kenya; to determine the influence of quality of teaching on learning output in science and mathematics in public secondary schools in Siaya County, Kenya; and to establish the influence of learning resources on learning output in science and mathematics in public secondary schools in Siaya county, Kenya. The study was underpinned on the Education Production Function Model by Hanushek (2008). The study employed a mixed methods design by use of convergent parallel approach. The target population was 6175 which comprised: 247 principals, 988 teachers and 4940 students from the 247 public secondary schools. A sample size of 376 respondents was used from 15 sampled schools. The Kenya Certificate of Secondary Education examinations results were used to measure the students‟ learning output in the schools. Questionnaires, interview guides and document analysis guides were used to collect data on quality school variables and learning output. A pilot study was conducted on 1% of the respondent to reveal any defect in the content of research tools and design. The instruments were tested for content validity using supervisors‟ and content experts‟ inputs. Pearson correlation coefficient reliability tests was done for students‟, teachers‟ and principals‟ questionnaires. Reliability of the interview guide and document analysis guide was ensured by checking credibility and authenticity of content yielded. The quantitative data was analysed using descriptive statistics to give means, range and standard deviations and inferential statistics through regression analysis. Quantitative data was presented in tables and graphical format, while the qualitative data was analysed thematically and presented in quoted texts. The study found positive linear relationship between the school quality variables and learning output. Teacher-student contact hours and per student expenditure were found to have the highest influence on learner scores at R2 of .726 and .616 respectively. In conclusion, schools which had appropriate resource inputs to meet learning requirements also had better learning output. Though nearly all the schools fall short of the policy standard requirements with the predictor variables, the more the resources, the better the learning output in science and mathematics in the schools. Increased frequency in the use of learning resources improves concept internalization and learning output. The study recommends that the education institutions and other stakeholders should diversify their revenue sources to supplement the inadequate funds from the Government so as to enable acquisition of the required learning resources. The Government should also increase grants to cater for more school expenditure so as to address school quality variable issues and enable attainment of better learning output.Item Teachers’ Attitude Towards Work and its Effects on their Professional Performance in Public Secondary Schools in Nairobi and Murang’a Counties, Kenya(Kenyatta University, 2022) Kamau, Kara Lwanga; George A. Onyango; Norbert OgetaA modern curriculum, excellent infrastructure, adequate human and material resources and a healthy school organization climate are not helpful, if teachers do not have the right work attitude. Teachers’ professional performance is determined by factors like remuneration, work conditions, government policies among others. However, work attitude has been shown to have profound effect on teachers’ work performance leading to improved learners’ performance or dissatisfactory outcomes. The study was guided by these objectives: To determine extent of public secondary school teachers’ attitude towards work; To determine effect of age, gender, teaching experience, school location, area of specialization and school category on teachers’ attitude towards work; To establish effect of teachers’ attitude towards work on teachers’ preparation of professional documents and records; To determine effect of teachers’ attitude towards work on teachers’ performance in teaching-learning activities; To establish effect of teachers’ attitude towards work on teachers’ performance in ensuring learner protection, safety and discipline and to establish effect of teachers’ attitude towards work on teachers’ performance in co-curricular activities. The Study used Mixed Methods research approach and Embedded Design while study locations were Nairobi and Murang’a Counties. Target population was 5690 people comprising of 5305 teachers and 385 principals. Sample had 376 teachers in 37 schools and were selected through stratified random and proportional sampling. Research instruments used were a Teachers’ Work Attitude Questionnaire and an Interview Schedule on Teachers’ Work Attitude for Principals. Data analysis was guided by the objectives. Qualitative data was analyzed thematically and complemented quantitative data. Both quantitative and qualitative data were reported in a complementary manner. The study found more than half of public secondary school teachers have a moderate attitude towards work and teachers with unfavourable attitude towards work were more than teachers with favourable attitude towards work. The study found teachers’ age, gender, teaching experience, school location, school category and area of specialization had no significant effect on teachers’ attitude towards work. The study found teachers’ attitude towards work affects positively teachers’ performance in the following areas in a significant way: preparation of professional documents and records; teaching-learning activities; maintenance of learners’ discipline and participation in co-curricular activities. The study recommends: School managers should appreciate the efforts of the teachers, open communication channels and assist teachers in solving their problems at the work place. All public secondary schools should invest more in teachers by encouraging and informing them the importance of professional documents. Teachers should embrace lesson observation at the school level. Teachers should take responsibility for poor performance in their subjects. Teachers should ensure the safety and protection of their learners at all times and look for alternative ways of disciplining the students and involve the parents, community and other stakeholders in disciplining learners. Teachers should participate willingly in co-curricular activities as they complement academic performance.Item Teacher Management Practices By County Government and its Influence on Implementation of Early Childhood Education Curriculum in Homa Bay County, Kenya(Kenyatta University, 2022) Obuya, Edward Otieno; Hellen Kiende Guantai; Ephantus KaugiSignificant progress has been realized since the devolution of the management of Early Childhood Development Education including teacher management to the County Governments by the Constitution of Kenya 2010. However, there still exists some teacher management challenges which have continued to undermine the effective implementation of Early Childhood Development Education in the country. The purpose of this study was to establish how teacher management by the county government influences implementation of Early Childhood Education Curriculum in Homa Bay County. The objectives were: to assess the influence of teacher recruitment on implementation of pre-school curriculum, to investigate the influence of teacher remuneration on the implementation of pre-school curriculum, to establish the influence of continued teacher professional development on the implementation of pre-school curriculum and to determine the influence of teacher working conditions on the implementation of pre-school curriculum in Homa Bay county. This research was built on the framework of Herzberg’s theory of Motivation. Explanatory sequential design, a mixed method approach was employed. The target population for the study was 2245 respondents comprising 1319 teachers, 876 lead teachers and 54 education officials. Stratified sampling method was used to select the schools according to the following strata: Urban ECDE centres and Rural ECDE centres. A sample size of 599 comprising 313 teachers, 236 lead teachers and 54 county education officials were involved. Questionnaires were used to collect quantitative data while interview guides were used to collect qualitative data. A pilot study was conducted in four schools to ascertain the validity and reliability of the instruments. Reliability of the research instrument was tested using Cronbach’s alpha coefficient with an overall reliability score of 0.814. Validity was ascertained by experts from Kenyatta University, department of educational management, policy and curriculum studies. Qualitative data were analyzed thematically while quantitative data were analyzed using Statistical Package for Social Science (SPSS) version 24.00. Descriptive statistics included frequencies counts, percentages, means, standard deviations and variance whereas inferential statistics involved regression analysis. The formulated hypotheses were tested at 5% significance level. Results revealed significant influence of recruitment on curriculum implementation (R2 =.111, F= 28.823; p<0.05), the same as teacher working conditions (variance (R2 = .010, F= 2.435; p<0.05). Further analysis revealed that lead teachers working conditions significantly predicted implementation of pre-school curriculum (β1= .105, t=1.560; p<0.05). The findings indicated that recruitment polices are not being followed, remunerations are very low, teacher professional development training had positively influenced the implementation of the pre-school curriculum. The findings also indicated that the county government had not furnished adequate resources to preschools to enhance the teachers’ working situations, consequently compromising the implementation of pre-school curriculum. The study concluded that teacher recruitment, teacher remuneration, teacher continuous professional development and teacher working conditions positively influence curriculum implementation. The study therefore recommends that the County government of Homa Bay should undertake to work out better terms of service for pre-school teachers, enhance Teacher Professional Development (TPD) programmes and quality assurance services for ECDE centres to improve on the curriculum implementation in ECDE centres in the County. It further recommends establishment of public-private partnership to finance pre-school education in the county.Item Relationship between Principals’ Leadership Styles and Teacher Motivation: Case of Public Secondary Schools in Nyamira and Siaya Counties, Kenya.(Kenyatta University, 2022) Zachariah, Rabago; Onyango George Adino; Grace Bunyivery school leadership is expected to offer a conducive atmosphere for work, provide supervision, coordination, and planning, engage teachers in all elements of the school, provide instructions, and provide possibilities for advancement. Because of the pivotal part they play, the leadership styles of principals have become one of the most significant factors to take into consideration in order to accomplish all of these goals. The principals of schools should come up with innovative plans that will inspire their staff members to do their work in the most efficient way possible and also persuade their followers. This might be the solution to the question of how to motivate teachers in public secondary school systems and how to improve their work performance. The purpose of this research was to evaluate the link between the leadership styles of principals and the levels of motivation that their teachers had in the counties of Nyamira and Siaya. The objectives of this research were to investigate the relationship between directive, supportive, participative, and achievement-oriented leadership styles of principals and teacher motivation in public secondary schools located in the counties of Nyamira and Siaya in the country of Kenya. The correlation study design ended up being chosen. 371 principals, 3,166 teachers, and 2 TSC county directors were selected to participate in the research as the target group. The classification of schools into sub-county strata was accomplished by the use of stratified sampling. The sample size for each stratum was 10.21% of the total number of respondents. Both the schools and the respondents who took part in the research were chosen using a method known as simple random sampling. The Path Goal theory, which acknowledges that the activities of a leader (principal) have direct influence on the conduct of their subordinates (teachers), was used in the research . The Leadership Questionnaire for Principals, the Motivation Questionnaire for Teachers, and the interview Schedules for TSC County Directors were used in order to obtain the necessary data. The piloting of the instruments was carried out in six different public secondary schools that were chosen at random. The Cronbach's Alpha formula was used in order to determine whether or not the instrument posed a risk. The questionnaires filled out by administrators and teachers had an average of α =.70, which was over the minimum required for satisfactory consistency. The researcher did a thorough analysis of the instrument to establish its validity. The legitimacy of the content was established by soliciting the advice and opinions of subject matter experts in Educational Management. SPSS was used to do an analysis on the data that was obtained. Thematic analysis was used for qualitative data, while descriptive and inferential statistics were used for quantitative data in the analysis process. The results of the analysis were presented in the form of tables, together with the frequencies and percentages. According to the findings, there is a positive correlation established between all of the factors. The coefficients allow us to draw the conclusion that supportive leadership styles are the most effective at boosting excellent motivation, and that these styles are also the most widespread in the counties of Nyamira and Siaya. According to the findings of the research, supportive leadership styles had the most positive correlation, with 71.8% of respondents indicating that they found it to be the most impactful, while participative leadership recorded the lowest percentage, despite the fact that it was significant. It was determined as a result of these findings that the majority of teachers working in public secondary schools had a preference for leadership styles that are a combination of supportive and achievement-oriented. Because of this, the research suggests that principals should adopt the necessary leadership style in their schools in order to boost the motivation of their teachers. The Teachers' Service Commission (TSC) and the Ministry of Education (MOE) should collaborate to develop training programs for principals that focus on successful leadership styles that might potentially lead to increased levels of teacher motivation. The report makes a number of recommendations for policy changes and action plans that are related to the motivation of teachers.Item Leadership Styles of Female and Male Public Secondary School Principals and their Relationship to Students Academic Performance in Selected Counties in Kenya(Kenyatta University, 2022) Njogu, Irene Nyambura; George A. Onyango; Grace W. BunyiAcademic performance of schools is important to education stakeholders in Kenya. In the past, announcement of results of national examinations created negative or positive reactions. Parents and stakeholders complain about poor school performance and attribute it to principal’s leadership. Research has established that certain leadership styles influence instructional effectiveness, organizational climate and job satisfaction of teachers, therefore stimulating good school performance. Some studies showed that female and male are similar while others showed they are different. There was no consensus on use of leadership styles thus, the study objectives was firstly to establish the leadership styles of female and male principals, and consequently; examine the relationship between use of directive, supportive, participative, achievement oriented leadership styles and students’ performance. The study had six null hypotheses. The study used correlation study design. The correlation was between two variables, leadership styles and performance categorised by gender of the principals. The study was conducted in Nyandarua, Nairobi and Garissa counties. The population targeted 214 schools, 214 principals and 3198 teachers. The sampled population was 10% of respondents. Stratified and purposive sampling was used to arrive at the sample. Stratified sampling was conducted to separate schools headed by either male or female principals and purposive sampling conducted to get principals who had been in the current school for 4 years and above. Thus, 24 principals, 24 HODs and 48 teachers were sampled. The sample was small because firstly, it was only principals who had been in the current school, for at least four years who participated in the study. Secondly, HODs and teachers were only drawn from schools where principals were sampled. Data was collected through questionnaires with a Likert scale measuring leadership styles. Quantitative data collected on differences in principal’s utilization of leadership styles was analysed using descriptive statistics and t test. ANOVA was used to compare group means of student performance when principals used leadership styles. The relationship between principals’ use of leadership styles and school performance was analysed using regression and presented in tables. The findings of this study showed a significant difference in use of leadership styles between female and male public school principals. The study also found that principals from the different counties preferred different styles of leadership. In addition, there was a relationship between directive, supportive, participative, and achievement-oriented leadership style and performance. When combined, all the four leadership styles (directive, supportive, participative, and achievement-oriented) had a positive relationship with student performance. However, the relationship was not significant. The study recommended that school leaders change their leadership styles to cater the gender differences identified in the study to improve students’ performance.In addition the study recommended that factors that hinder effectiveness of leadership styles be investigated in future research.Item Institutional and Individual Determinants of Secondary Schools Management of Safety and Security in Mandera County, Kenya(Kenyatta University, 2022) Ibrahim, Adan Hussein; Peter Nyaga Muchanje; Hellen Kiende GuantaiThe issue of insecurity and safety of educational institutions has aroused scholarly interest globally, regionally and in Kenya recently. This study was aimed at establishing both institutional and individual determinants of secondary schools management of safety and security in public secondary schools in Mandera County. The study addressed the following objectives: establish the relationship between principals’ leadership styles and management of safety and security in public secondary schools, establish the relationship between the level of BOM general competency and management of safety and security in public secondary schools, determine the relationship between school security policies and management of safety and security in public secondary school and determine the extent to which school infrastructure relates to safety and security management in public secondary schools in Mandera County. Correlational study design was used as the frame work that anchored the study. The survey targeted a population of 424 teachers, 46 principals, 460 BOM members and 13,387 students in Mandera County which makes a total population of 14,317. The study used stratified simple random sampling to proportionately select respondents involved in the study. The sample size was 201 teachers, 40 principals, 210 BOM members and 373 students and thus narrowing the sample size to 824 respondents. Questionnaires for teachers, semi- structured interview guides for principals and BOM members and focus groups discussions for students were adopted as instruments of collecting data. Two schools located in the area of study and that have similar features with the final sample were used to pre-test the instruments. Content validity was determined using expert judgment. Instrument reliability was established using Cronbach alpha technique. Thematic analysis was used to analyze qualitative data while quantitative data was analyzed using frequencies, means and regression analysis. Results from this research show that for every additional unit in secondary school principals’ leadership styles, there was 29.7% increase in management of security; every additional unit in board of management competency, there was 15.5% decrease in management of security and every additional unit in adherence to security policies, there was 44.7% increase in security management; and every additional unit in the development of infrastructure in the schools, there was 56.1% increase in security management in high schools in Mandera County. In conclusion, schools in Mandera should endeavour to implement Ministry of Education guidelines on security and safety measures. The major significance of the research is that it may assist secondary school principals in examining issues of school security and subsequently guide the principals on how to apply leadership styles that best help in the management of security in public secondary schools and come up with suitable mitigation measures. The study recommended that school leadership need to adopt the correct management strategies and involve the community within which the school is situated in matters of student security and safety.Item Tutors’ Curriculum Orientations as Predictors of Instructional Approaches in Primary Teachers’ Training Colleges in Selected Counties In Kenya(Kenyatta University, 2021) Mutisya, Jacinta Katumbe; Wilfrida Itolondo; Samson KariukiTutors’ curriculum orientation is important in determining the choice of instructional approaches used in teaching and learning process.The government has put in place several strategies to enhance the use of appropriate instructional approaches. However, there has been persistent use of teacher centered instructional approaches in primary teacher training colleges which limits the achievement of teacher education curriculum objectives.This warrants an investigation as to whether tutors are oriented towards teaching of subject mastery, process of teaching and learning and /or imparting social knowledge, skills, values and attitudes. The purpose of this study was to investigate and relate tutors’ curriculum orientation on the choice of instructional approaches used in primary teachers training colleges in selected counties in Kenya. The study objectives were to: establish the influence of tutors’ academic rationalism on the choice of instructional approaches used in primary teachers training colleges in selected counties in Kenya; determine the influence of tutors’ technological orientation on choice of instructional approaches used in primary teachers training colleges in selected counties in Kenya and to establish the influence of tutors’ social reconstruction on the choice of instructional approaches used in primary teachers training colleges in selected counties in Kenya. The study used curriculum Meta orientation theory. Literature was reviewed based on the study objectives and established the need to fill the gap on tutors’ curriculum orientation on the choice of instructional approaches. A convergent parallel mixed methods approach was adopted. The sample size used for the study was 199 tutors and 35 HODs sampled using purposive sampling technique. Data was collected using questionnaire, interview, observation and curriculum criticism. Content validity and reliability for quantitative data were established through computation of content validity index and Alpha coefficient respectively. Validity and reliability of qualitative data were established through respondent data triangulation, longevity of observation and repeated observation. Both descriptive and inferential statistics were used to analyze quantitative data. Thematic analysis was used for the qualitative data. The study found that academic rationalism (p=0.000) and technological orientation (p=0.000) has statistical significant influence on choice of instructional approaches. Results showed that social reconstruction (p=0.271) has no statistical significant influence on choice of instructional approaches.There was a strong positive correlation (r=0.627) between curriculum orientation and choice of instructional approaches. The result showed that 39.3% of choice of instructional approaches can be attributed to curriculum orientation. The relationship between curriculum orientation and choice of instructional approaches is significant {F (3, 145) =37.571, P=0.002}.Technological orientation (β =0.957) had the largest beta coefficient implying that it is the most influencing of the three independent variables. The study concluded that tutors’ curriculum orientations were vital in determing appropriate choice of instructional approaches for realization of teacher education curriculum objectives.The study therefore recommended for reforms on the teaching and learning environment, capacity building of educators, regular review of curriculum content and stakeholder involvement so as to enhance the use appropriate instructional approachesItem Modelling Predictors of Variations in Public Day Secondary Schools Students’ Learning Outcomes, Tharaka Nithi County, Kenya(Kenyatta University, 2021) Nkonge, Gatwiri Winniejoy; Mukirae Njihia; John K. NderituIn an effort to facilitate realization of sustainable development goal 4 and therefore enhance equity and access to basic education in Kenya, the government has adopted various strategies. They include full support of public day secondary education tuition and non-tuition cost aspects such as school feeding programme in Arid and Semi-Arid Lands to aid equity in attainment of secondary education. Equity in attainment of quality secondary education is evidenced by non-relation of the differences in students’ household, parental and school characteristics on variations in learning outcomes. Thus, equitable secondary education variations in learning outcomes are only related to students’ differences in conduct characteristics. Public Day Secondary School students’ learning outcomes in Tharaka Nithi County, have the highest Kenya Certificate of Secondary Education examination performance variation compared to other Kenyan Counties. Thus, study objectives: To model the relationship between student’s household characteristics and variations in examination scores; To model the relationship between student’s parental/guardian characteristics and variations in examination scores; To model the relationship between student’s conduct characteristics and variations in examination scores and To model the relationship between the availability and adequacy of Public Day Secondary School resources and variations in examination scores in Tharaka Nithi County Kenya. Framed upon Education Production Function model and Rawls’ theory of justice, the study adopted Convergent parallel mixed method research design. The study targeted all the year 2020 form 3 students in Public Day Secondary Schools Tharaka Nithi County. The study used stratified random sampling technique to select 738 form 3 students (368 male and 370 female) and purposive sampling to select 15 (12 male and 3 female) principals. Quantitative data was collected using student and parent’s questionnaires, and document analysis tool, and analysed using descriptive and inferential statistics. In addition, qualitative data was collected using principal and students’ interview schedule and analysed thematically. Descriptive statistics comprised of frequency distribution, percentages, measures of central tendency and variability. Inferential statistics including Pearson’s correlation coefficient and multiple regression analysis were used in hypothesis testing. Results indicated a statistically significant positive relationship, r = 0.662 at p < .01 between student’s household characteristics and variations in student’s examination scores. Student’s family resources resulted to students’ household characteristics contribution to students’ variations in examination scores. There is a statistically significant positive relationship of r = 0.635 at p < .01 between student’s parental/guardian characteristics and variations in student’s examination scores. Differences in student’s parental/guardian support resulted to students’ variations in examination scores. On the other hand, there were statistically significant negative relationship, r = -0.214 at p < .01 between student’s conduct characteristics and variations in student’s examination scores. The results also indicated a moderately strong statistically significant positive relationship, r = 0.674 at p < .01, between school resource characteristics and variations in student’s examination scores. The equation for predicting variations in examination scores after controlling for all the predictor variables was found to have following parameters (β0=-6.173, β1=-0.006, β2=0.035, β3=-0.438, β4=0.341, β5=0.063 and β6=0.328. The study recommended that Public Day Secondary Schools financing policy to focus on equity rather than per capita.Item Strategic Plan Implementation and its Effect on Internal Efficiency in Public Secondary Schools in Kisumu and Uasin Gishu Counties, Kenya(Kenyatta University, 2021) Nyangia, Onyango Ezekiel; John Aluko Orodho; Nderitu John K.In an education system whose environment is dynamic, turbulent and unique, strategic plan implementation is instrumental in ensuring internal efficiency. Despite Kenyan Government heavy investment and several initiatives in secondary education, internal efficiency remains elusive in post primary government schools. The study purpose being establishing effect strategic plan implementation has on internal efficiency in government post primary schools within Kisumu and Uasin Gishu counties. The research objectives were: establishing effect of stakeholders’ knowledge of vision and mission declarations on internal efficiency, determining the effect of achieved key performance indicators in curriculum and instruction on internal efficiency and to find out the effect of key performance indicators in physical infrastructure on internal efficiency in government owned post primary schools within the study locale. General Systems Theory by Ludwig Von Bertalanffy guided the investigation which utilized a convergent parallel mixed-methods design. This investigation targeted a population of 2226 consisting of 371 principals, 1484 teachers and 371 PA chairpersons. With the help of Slovin’s formula, 57 public secondary schools were selected using stratified sampling technique hence 57 principals, 57 PA Chairpersons were purposively sampled; and 228 teachers, simple randomly sampled yielding a sample size of 342 (15.4% of target population) for quantitative strand. Out of the 57 sampled public secondary schools, 9 schools were further purposively sampled to yield 9 principals, 9 PA chairpersons and 36 teachers (54 respondents) for qualitative strand. Interview schedule, document analysis observation schedule and Questionnaires being research instruments employed. Quantitative strand utilized questionnaires, for principals; teachers and PA chairpersons, which were piloted to determine validity and reliability. Semi-structured interviews for principals, PA chairpersons and teachers; together with the document analysis and researcher’s observation schedule being useful in collecting qualitative data. The two types of data were collected in different strands but in one phase to validate the findings by comparing findings from the two strands as expected of the research design employed in this study. The two strands of data collected were analyzed separately. The analysis of quantitative data was done through the assistance of SPSS using descriptive as well as inferential statistics. Thematic analysis was applied on qualitative data and reported in narrative form. The analyzed results of quantitative and qualitative data were then mixed during overall interpretation and discussed side by side for comparison according to objectives. It was established that all stakeholders had knowledge of the school vision and mission statements, however, principals were more aware than the rest. The overall awareness of all stakeholders was moderate and had more effect on grade promotion rate than on retention rate at R2 = .529 hence moderate effect on internal efficiency. It was further established that achieved KPIs in curriculum and instruction was moderate and had more effect on grade promotion rate than on retention rate at R2 = .440 hence moderate effect on internal efficiency. Finally, it was established that there was improved status of physical infrastructure in terms of completed and ongoing activities; and the level of achieved KPIs in physical infrastructure was great and had greater effect on grade promotion rate than on retention rate at R2 = .993. Overally, multiple regression analysis also revealed that the independent variables had greater effect on grade promotion rate than on retention rate at R2= .993 hence greater effect on internal efficiency in public secondary schools in the study locale. It was concluded that strategic plan implementation has positive high effect on internal efficiency in public secondary schools. Hence need for consistent sensitization of stakeholders on school vision and mission statements; increased resources from both government and stakeholders for implementation. Schools should also use their plans as a resource mobilization tool.Item Relationship between Teachers’ Adversity Quotient and Students’ Academic Performance in Public Secondary Schools in Kiambu and Nairobi Counties, Kenya(Kenyatta University, 2021) Mwivanda, Marycasta; Jotham Olembo; Mary OtienoStudies in business and profit-making organisations indicate that Adversity Quotient has a positive influence on employee work performance. Few studies have been conducted to examine the role of Adversity Quotient in the field of education. The aim of this study was to determine teachers’ response to adversity and the influence that response has on students’ academic performance in Kenya Certificate of Secondary Education (KCSE). The objective of the study was to establish relationships between teachers’ adversity quotient, its dimensions and students’ academic performance. A correlation design was applied. Independent variables in this study were teachers Adversity Quotient and its dimensions while the dependent variable was students’ academic performance in KCSE, for each particular teacher in the subjects they teach. The locale of the study was Kiambu and Nairobi counties, in Kenya. The target population of this study was all secondary school teachers in the two aforementioned counties, with a total of 4470 teachers. The sample size was drawn through stratified random sampling for schools and systematic random sampling to select 447 teachers. The tools for data collection were adversity response profile questionnaire for teachers and KCSE results registered by the same teachers, in the subjects that they teach, for two years – 2015 and 2016. Data analysis was done quantitatively using both descriptive and inferential statistics. Descriptive statistics of frequencies mean and percentages were used. Inferential statistics of Pearson Product Moment Correlation Coefficient were used to test for relationships and regression analysis to test for the most significant dimension of Adversity Quotient. The results revealed that all the four dimensions of Adversity Quotient had positive and significant influence on students’ academic performance: control (r=.483, P<0.01), ownership (r=.392, P<0.01), reach (r=.407, P<0.01) and endurance (r=.341, P<0.01). The overall teacher’s AQ was also significant to students’ academic performance (r=.530, P<0.01). Three groups emerged from the teachers overall Adversity Quotient: climbers, campers and quitters. To establish the most significant dimension, two-way regression analyses revealed that in the absence of experience and qualification, the dimensions of control, ownership and endurance were most significant in students’ academic performance but in the presence of experience and qualification the dimensions of control, endurance and reach were more significant. The conclusion was that teachers’ Adversity Quotient was significant, influencing students’ academic performance positively. This study recommended that there was need to incorporate AQ in teacher training programmes, recruitment and teacher career development programmes in order to improve students’ academic performance and enhance teacher efficiency in schools. Recommendations for further study include: comparing AQ of newly recruited teachers with seasoned teachers, correlating teachers AQ with their students’ AQ, comparing teacher AQ with the principal’s adversity, studying teachers AQ in relation to other teacher characteristics.Item Effect of Teachers Service Commission Motivational Strategies on Retention of Science Teachers in Public Secondary Schools in Kisumu County, Kenya(Kenyatta University, 2021) Obungu, Edwin Otieno; Florence Itegi; Felicita NjugunaLow retention of science teachers has become a major problem in the education sector all over the world. Though it is evident that retention of science teachers is dependent on motivational strategies, their retention is still a challenge to countries worldwide. The study investigated effect of Teachers Service Commission motivational strategies on retention of science teachers in public secondary schools in Kisumu County, Kenya. Four objectives guided the study, namely; to investigate the turnover trends among science teachers in public secondary schools in Kisumu County, Kenya; to establish the effect of working conditions on retention of science teachers in public secondary schools in Kisumu County, Kenya; to determine the effect of career advancement on retention of science teachers in public secondary schools in Kisumu County, Kenya and to establish the effect of compensation on retention of science teachers in public secondary schools in Kisumu County, Kenya. Herzberg’s Two Factor Theory and Embedded mixed method design were adopted for the study. Target population included 905 respondents which comprised 221 principals and 684 science teachers from 221 public secondary schools in Kisumu County. Stratified, simple random and purposive sampling techniques were employed to sample 277 respondents who included 68 principals and 209 science teachers from 68 public secondary schools. Science teachers questionnaires, principals interview schedule and document analysis guide were used to collect data. Pilot study was conducted in 7 public secondary schools in Kisumu County. Validity of the data collection instruments was determined through expert judgment whereas reliability was ascertained through internal consistency method using Cronbach’s Alpha coefficient formula which yielded 0.848. Statistical Package for Social Sciences version 22.0 facilitated analysis of quantitative data. Quantitative data was analyzed using descriptive and inferential statistics while thematic approach was used to analyze qualitative data. Quantitative findings were presented in tables, figures and charts whereas qualitative data were presented in narratives and verbatim form according to themes. The study revealed that turnover was high among science teachers who held bachelor’s degrees in job group “L” having a combination of Physics and Chemistry. The study established that working conditions significantly affected retention of science teachers and this included factors such as employee representation, health and safety and working load. Further, the study established that career advancement significantly affected retention and this comprised factors such as promotion and career path. Finally, the study found that compensation significantly affected retention and this included factors such as equitable pay and fringe benefits. The study recommends automatic promotion of science teachers from job group “L” to “M” by TSC, principals should make a deliberate effort to provide protective clothes, warning signs and laboratory equipment to protect users from harmful emissions and that TSC should introduce risk allowance to science teachers.