The Educator: A Journal of the School of Education, Moi University
The Educator is an international open access peer reviewed online and print Journal housed in School of Education, Moi University – Kenya. It publishes high quality and original research and concept papers on a wide range of thematic areas that include curriculum and instruction; educational management, policy and reforms; educational psychology; educational foundations; comparative education; technology education; early childhood education; special needs education; educational guidance and counselling; competency-based education; contemporary and cross cutting themes in education. E-Mail: educator@mu.ac.ke Contacts: +254 721267611; +254 722447431
Implementation of Safety Guidelines in Public Secondary Schools: Key Role of Strategic Interventions in Nandi County, Kenya
The attainment of safety standards in secondary schools is dependent on how various stakeholders are sensitized, trained and empowered on safety protocols, measures and actions. The sensitization is not a onetime event but an activity that is regularly undertaken, reviewed and updated. This paper examined the how the level of safety awareness that influences the implementation of safety standards and guidelines in public secondary schools. The study adopted a Convergent Parallel mixed method Design. The study was anchored on pragmatic research paradigm and comprehensive school safety framework. The target population was Quality Assurance and Standards Officers (QASOs) from the six Sub-Counties in Nandi, 30 principals and 2844 teachers. Sampling of QASOs was done through purposive sampling procedure, principals and teachers was done through stratified simple random sampling technique. Data collection was done using questionnaires, interview schedules and observation checklists. Qualitative data was analyzed using thematic analysis, the results revealed that there were variations in the implementation of safety standards and guidelines in public secondary schools in Nandi County. Quantitative data was analyzed through use of descriptive statistics, specifically frequencies and percentages. Inferential statistics was performed involving Pearson Correlation and Multiple Linear Regression at p < 0.05 confidence level. The results revealed that there was a statistically significant relationship between safety awareness strategies and the implementation of safety standards and guidelines at p=0.011. It was concluded that the higher the level of safety awareness the higher the implementation of safety standards and guidelines in public secondary schools in Nandi County. The paper recommends that management of public secondary schools should ensure that members of staff (academic and non-academic) and students receive proper safety sensitization, education, training and protocols to enable them be prepared to handle and manage disaster incidents that may occur in their schools.
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Novice Teachers’ Experiences of Constructing Classroom Management Skills during Teaching Practice Programme in Kenya
Novice teachers, those with less than 3 years of experience, mostly enter the classroom with strong content knowledge but limited classroom management experience. This study explored how participation in teaching practice programmes (TPPs) contributes to building novice teachers’ classroom management skills in Kenya. Guided by Marzano’s Classroom Management Theory and Kolb’s Experiential Learning Theory, a phenomenological research design was adopted within an interpretivist paradigm. Fifteen novice teachers from 13 public junior secondary schools in Kisumu Central Sub-County, were purposively selected. Data were collected through semi-structured individual interviews and focus group discussions, and were analyzed thematically. The findings revealed that during TPPs, novice teachers gradually constructed key classroom management competencies through real classroom experiences. They learned to enforce rules and handle student behaviour, including confronting misbehaviour and establishing their authority; organise instruction, work with resource-constrained classes; foster teacher-student relationships while maintaining professional boundaries; and reflect on their practice to shape their emerging teacher identity. Growth in skills was evident, for example, some novices developed effective non-confrontational discipline strategies and adaptive lesson planning, yet significant challenges persisted, such as coping with overcrowded classes, time management difficulties, and feelings of inadequacy. The study recommends strengthening TPP design through structured mentorship, guided reflection sessions, and better alignment between university preparation and classroom realities. These measures would enable novice teachers to gain confidence and effective management strategies, ultimately creating more orderly and engaging learning environments.
Strategic Drivers of Income Generation Projects in Public Universities: Implications for Budget Deficit Financing in Tanzania
Income-Generation Projects (IGPs) have emerged as strategic mechanisms for public universities to enhance financial sustainability and reduce dependence on government subventions and donor funding. These projects aim to bridge budget deficits while promoting institutional missions such as teaching, research, and community service. This study examined the influence of IGP effectiveness on budget-deficit financing in Tanzanian public universities. An explanatory quantitative research design was employed, involving 303 respondents selected through simple random sampling. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation, and hierarchical multiple linear regression (HMLR). Results from the HMLR analysis showed that after controlling for university age and university size, the inclusion of IGP effectiveness in the second model produced an insignificant change in the explained variance (ΔR² = 0.002, p = 0.956). This indicated that the effectiveness of IGPs did not significantly predict budget-deficit financing among public universities in Tanzania. The findings suggest that while IGP effectiveness contributes positively to university revenues, it is insufficient alone to reduce financial deficits without strong governance, leadership, and institutional support systems. The study concluded that achieving sustainable income generation requires a holistic approach integrating governance, leadership, stakeholder participation, and robust financial management frameworks. It recommends strengthening partnerships with private sector organizations and international donors, establishing centralized IGP management units, incorporating stakeholder feedback, and adopting innovative financing models such as crowdfunding and impact investing. Implementing performance monitoring systems with clear Key Performance Indicators (KPIs) will further enhance efficiency, accountability, and financial outcomes in Tanzania’s higher education sector.
Relation-Oriented Leadership Behaviour in Management of Curriculum Changes in Lower Secondary Schools in Uganda
Leadership behavior plays a central role in managing curriculum change by providing vision, fostering communication, and empowering teachers to implement reform effectively. The approach and conduct of school leaders greatly influence institutional performance and culture, especially during educational transitions. This study examined how headteachers’ relation-oriented leadership behaviors affect curriculum change management in Ugandan lower secondary schools. It focused on the extent of these behaviors, their influence on curriculum management processes, and their overall impact on reform outcomes. Guided by the Path-Goal Leadership Theory, the study adopted a mixed-methods design integrating quantitative and qualitative approaches. Data were collected from 23 secondary schools, involving 247 participants, including headteachers, deputy headteachers, directors of studies, teachers, and officials from the National Curriculum Development Centre and the Ministry of Education and Sports (MoES). Purposive, stratified, and random sampling techniques were applied. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed to provide contextual depth. Findings revealed that relation-oriented leadership behaviours significantly influenced curriculum change management, accounting for 22.9% of the variance (R² = .229, p < .05). Headteachers who emphasized collaboration, open communication, and participatory decision-making improved teacher motivation, adaptability, and the overall effectiveness of curriculum implementation. Participants highlighted the importance of trust-building, collegial support, and continuous professional development as key enablers of successful reform. The study concludes that relation-oriented leadership is a strategic necessity for effective curriculum management. It recommends that the MoES institutionalize leadership development programs emphasizing communication, collaboration, and relational competence. Headteachers should integrate relational practices such as peer mentoring, reflective team sessions, and inclusive decision-making into their school culture. These practices can enhance teacher engagement, foster ownership of reform initiatives, and promote the long-term sustainability of curriculum management in Uganda’s secondary education system.
Enhancing Inclusive Education for Preschool Pupils with Autism Spectrum Disorder through Local Communication Strategies
Autism spectrum disorder (ASD) is increasingly recognized in early childhood settings, yet many nursery schools, especially in low-resource regions like Musanze District, Rwanda, struggle to provide effective inclusive education due to limited teacher training, lack of communication strategies, and low participation in sensory integration activities. This study sought to investigate the strategies of inclusive education for nursery school pupils with autism spectrum disorder in Musanze District, Rwanda. The study was guided by the following objectives: to examine the prevalence of ASD among nursery school pupils in Musanze District on their learning outcomes, to assess the participation levels of ASD nursery school pupils in sensory integration activities on their learning outcomes, and to evaluate the effective communication strategies used by teachers with the ASD pupils on their learning outcomes in Musanze District. Guided by the Social Constructivism and Inclusive Education Framework, the study embraced a mixed research design, involving a total population of 229, from which a sample of 146 was selected. This sample targeted 10 school administrators, 30 preschool teachers, and 106 pupils with ASD, chosen using Yamane’s formula along with stratified random and purposive sampling techniques. Data collection instruments were a structured questionnaire, an interview guide, and document reviews. Qualitative data were analyzed through thematic analysis to find important themes, while quantitative data were examined using percentages, frequencies, means, standard deviation, and regression analysis. Findings showed that inclusive education strategies positively affected learning outcomes for nursery pupils with ASD. The prevalence of ASD accounted for 25% of the variance in learning outcomes, revealing a moderate and statistically significant relationship (R² = .25, p = .05). The negative effect size (β= -0.5) indicated that higher levels of ASD prevalence were associated with reduced learning outcomes. Participation in sensory integration activities explained 36% of the variance in learning outcomes, demonstrating a moderate and statistically significant relationship (R² = .36, p = .05). The positive effect size (β= .6) suggested that greater engagement in sensory activities contributed to improved learning outcomes for pupils with ASD. Furthermore, effective communication strategies accounted for 42% of the variance in learning outcomes, reflecting a strong and statistically significant relationship (R² = .42, p = .05). The positive effect size (β= .65) highlighted that the use of effective communication strategies significantly enhanced learning outcomes. The study recommended that policies should focus on improving support for inclusive education strategies that meet the needs of pupils with ASD. Schools should encourage participation in sensory integration activities, as these have a positive effect on learning. Training for teachers in effective communication strategies is also important to help them connect better with ASD pupils. Future research should look into the long-term effects of these inclusive practices and explore more specific strategies to enhance learning outcomes for children with ASD, ensuring all their diverse needs are addressed in schools.
Effect of Intrinsic Motivation Strategies on Teachers’ Job Satisfaction in Secondary Schools in Kashari North County, Mbarara District, Uganda
Globally, teachers form the backbone of any country’s education system and their job satisfaction directly affects the quality of education provided. The study aimed at exploring the effect of motivation strategies on teachers’ job satisfaction in secondary schools in Kashari North County, Mbarara District, Uganda. The study’s objective was to examine the relationship between intrinsic motivation strategies and teachers’ job satisfaction. The Herzberg’s two factor theory guided the study. Ten secondary schools were involved from which 150 teachers were selected using stratified, proportionate and simple random sampling. A positivism paradigm was adopted using a cross-sectional research design. Data was obtained using structured questionnaires. Data analysis was conducted using multiple linear regression, The study findings showed there was a statistically significant relationship between intrinsic motivation strategies and teacher’ job satisfaction F (2, 141) = 27.209, P<0.05 with professional agency having a positive effect B=0.475, β=0.498, t=6.265, p<0.05). The study concluded that Intrinsic motivation strategies involving professional agency have a significant positive effect on teacher job satisfaction and those that involve personal fulfilment had no significant effect on teacher job satisfaction. The study recommended that Schools should prioritize teachers’ workplace autonomy and professional career development as well as School administrators adopting sustainable non-monetary rewards to teachers
Relationship between Teachers’ Academic Qualifications and Students’ Achievement in Agriculture in Junior Secondary Schools, Yola-North, Adamawa State, Nigeria
Junior Secondary education in Nigeria is an important tier in the hierarchy of education system in the country. It is the halfway between primary and senior secondary schools which last for three academic years. The purpose of this study was to find the relationship between teachers’ academic qualifications and students’ academic achievement in Agriculture in junior secondary schools in Yola North, Adamawa state, Nigeria. The study was guided by human capital theory developed by Theodore Schultz and Gary Becker. The study adopted a quantitative research approach positioned in the post-positivism worldview and employed a cross-sectional descriptive survey research design. The study sample was 437, comprising of 80 teachers and 357 students of junior secondary schools. Closed ended Questionnaires were used to collect data from the teachers and the students, whereas document analysis was used to review documents on academic scores of the students in the Basic Education Certificates Examination from 2018-2022. Data analysis was carried out using both descriptive and inferential statistics. Mean and Spearman rank order were used for the analysis. Content, construct, and face validity of the instruments were tested and reliability was measured using Cronbach’s alpha. The findings revealed that there was no significant relationship between teachers’ academic qualifications and students’ achievement in Agriculture (r=0.07, p =.05). Therefore, it was concluded that, increase in teachers’ qualifications beyond certain level has no strong correlation with students’ academic achievement in Agriculture. It was recommended that the government should give priority to teachers with NCE qualification during recruitment, organize teachers’ professional development programs, establish a comprehensive monitoring and evaluation system, review teaching practices, course content, and assessment strategies, implementation of performance-based-incentives for teachers. The findings of this study are hoped to benefit employers of labour, the Ministry of Education, teachers, students, and parents who constitute the major stakeholders in education.
Exploring the Influence of Social Networking on Emotional Well-Being among Generation Z Students in Kisii County
Social media has enabled people to communicate freely with anyone around the world. Today, social media generally impacts people’s daily lives and Gen Z students in particular. The study was undertaken in tertiary institutions in Kisii County, Kenya with the purpose of establishing the implication of social networking on the emotional well-being of Gen Z students. The study’s main objective was to; establish the influence of social networking on the emotional well-being of Gen Z students in tertiary institutions in Kisii County, Kenya. The study adopted Pragmatic paradigm and employed a convergent parallel mixed methods approach that was guided by both Uses and Gratifications and Social Network theories. Data was generated from a sample of 396 Gen Z students that was derived by use of the formula for calculating samples by Yamane from the targeted student population of 36,820. It also included 5 deans of students from five out of 10 tertiary institutions. The participants were selected through probability sampling that entailed stratified multistage and simple random for the students. For the deans of students, purposive sampling design was employed. A pilot study was conducted to ensure reliability of the instruments. The reliability was estimated using Cronbach’s Coefficient Alpha which was above .74 from 5 items. Additionally, quantitative data was analyzed by descriptive statistics. The descriptive statistic method was employed for getting the frequency, mean and percentage. The findings of the study showed that Gen Z students were actively involved in social networking with different motives for engagement. They also access different types of content through various platforms some which may be emotionally useful and some harmful to their well-being. It also recommends the incorporation of emotional wellness and digital counseling into student support systems and establishment of peer mentorship initiatives to strengthen real-life emotional bonds.
Influence of Parental Role Construction on the Implementation of the Competency-Based Curriculum in Public Primary Schools in Nakuru County, Kenya
The implementation of the Competency-Based Curriculum (CBC) remains a key priority in Kenya’s ongoing educational reforms, aimed at fostering practical skills, values, and competencies among learners. Its successful rollout, however, largely depends on the active stakeholder engagement, most notably, parents. This study examined the influence of parental role construction on the implementation of the Competency-Based Curriculum (CBC) in public primary schools in Nakuru County, Kenya. Guided by Hoover-Dempsey and Sandler’s Theoretical Model of the Parental Involvement Process, the research explored how parents’ beliefs about their educational roles relate to CBC implementation. Using a mixed methods approach and a convergent research design, data was collected from 248 parents, 13 teachers, and 10 PTA representatives through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics and linear regression, while qualitative data underwent thematic analysis. Findings showed a moderate positive correlation (R2= .548, p < 0.05) between parental role construction and CBC implementation, with role construction explaining 30.1% of the variance in implementation success. Qualitative findings revealed that, while parents agreed on their responsibilities, such as attending meetings, communicating with teachers, and supporting home learning, their involvement in school events and volunteering activities varied. The study concludes that parents’ perceptions of, and adherence to, their educational roles significantly affect CBC implementation. It is recommended that stakeholders develop targeted awareness programmes to clarify parental roles, build capacity through training and resources, and facilitate sustained communication between schools and families to support effective curriculum implementation.
The Use of Translanguaging as a Strategy for Teaching English as a Second Language in Sub-County Secondary Schools in Bungoma County, Kenya
Language teaching in multilingual contexts has increasingly emphasized strategies that leverage learners’ linguistic repertoires to enhance comprehension and participation. This study sought to investigate teachers’ use of Translanguaging (TL) as a strategy for teaching English as a second language (L2). The study was undertaken in sub-county Secondary Schools in Bungoma County in Kenya and was guided by Ofelia Garcia’s theory of Translanguaging. In this research, the mixed methods convergence research design, which combined qualitative and quantitative techniques, was used. The study population was teachers of the English language and their students. This population comprised 16 purposively selected teachers of English from 16 purposively selected schools and 96 students from 8 purposively sampled schools. Individual student participants in the study were then selected by simple random sampling. Questionnaires for both teachers and the students were used in data collection. Descriptive and inferential statistics were used to analyse the quantitative and qualitative data collected in the research. The findings from the quantitative data obtained revealed that over 75% of the teachers of English were using Translanguaging as a teaching strategy. Students indicated that their teachers of the English language used other languages at 73.95% as 87.5% felt that Translanguaging enhances Second Language achievement. Findings from qualitative data indicated that teachers use TL to emphasise and explain concepts; explain vocabularies and terminologies; and elaborate to those who do not understand English. The study concluded that the teachers of the English language subject use TL as a teaching strategy contrary to policy. This study therefore recommends that the Ministry of Education in Kenya should consider revising the policy on the Medium of Instruction in sub-county secondary schools as a paradigm shift in the teaching of language to include Translanguaging for enhanced learner achievement in English as a second language in these schools.
This paper explores the exciting possibilities offered by gender-atypical Kiswahili storybooks to dismantle barriers during playtime for children. It examines how these storybooks, featuring characters that challenge traditional gender norms, can inspire a new generation of children to explore a broader scope of play opportunities in their playgrounds, thereby enhancing creativity and assisting self-discovery. The paper adopts participatory visual methodology design (PVMD) with a qualitative research approach. Data was generated using drawings with fifteen grade three children from a school in Trans-Nzoia County-Kenya, that was selected through purposive sampling. Social learning theory was used to frame this paper. Data was analyzed using thematic-qualitative analysis. The findings of this paper revealed that most boys and girls conformed to gender stereotyped plays even after being exposed to gender-atypical Kiswahili children’s storybooks. The findings also revealed that even though some participants conformed to gender stereotyped plays, there was change in their perspectives to adopt gender-atypical plays. This paper therefore suggests that exposing children to gender-atypical children’s storybooks could challenge gender stereotyped plays during early years of socialization. The paper recommends that the Ministries of Education integrate the use of gender-atypical children’s storybooks in Early Childhood Education (ECE) to enable children construct gender plays beyond the borders of gender binaries and promote inclusive play patterns. The paper also recommends the infusion of gender education to the in-service teachers to equip them with skills on gender treatment during reading lessons. Through this, children will be empowered to unleash their potential and engage in a wider range of play activities of their interests, thus transforming playtime from a battlefield of stereotypes to a boundless landscape of imagination.
Adolescent-Parent Communication as a Predictor of Adolescents’ Sexual Behaviours in Public Secondary Schools in Uasin Gishu County, Kenya
Adolescents’ sexual behaviour is a major global concern, as it is associated with life-threatening consequences among young people in both developed and developing countries, including Kenya. The purpose of this study was to examine the predictive effect of adolescent-parent communication on adolescents’ sexual behaviours in public secondary schools in Uasin Gishu County, Kenya. The study set out two (2) objectives and consequently two (2) null hypotheses to guide it. The study adopted pragmatic world view, mixed research methods approach and sought theoretical guidance from the Problem Behaviour Theory (PBT). The target population was 27773 respondents comprising of form 2 and form 3 students from 187 public secondary schools in Uasin Gishu County. Using Sloven’s formulae, 394 students and 7 teacher counselors were purposefully selected to participate in the study. Adolescent-parent communication and adolescent sexual behaviour were assessed using adapted items from the Parent Child Relationship Scheme Scale (PCRSS 2014) and the Youth Risk Behaviour Survey Scale (YRBS) (CDC, 2014) respectively. Quantitative data was analysed using Pearson’s Product Moment Correlation and simple linear regression to establish the relationship and the predictive effect of adolescent-parental communication on adolescents’ sexual behaviours at p <. 05. Pearson correlation results showed a statistically significant negative relationship between adolescent parental communication and adolescents’ sexual behaviour r(318) = -.733, p < .001. Simple Linear regression results indicated that adolescents’ sexual behaviour was predicted by adolescent-parental communication t(318) = 19.196, p < .001 with R2 = .537. Qualitative data from teacher-counselors was reported verbatim and corroborated the quantitative findings. Based on the Pearson’s coefficient (r) and coefficient of determination (R2), the two null hypotheses (H01 & H02) were rejected at p < .05. Regression analysis showed that adolescent-parent communication is a useful predictor of adolescents’ sexual behaviour t(19.196) in public secondary schools in Uasin Gishu County, Kenya. The study established a statistically significant relationship between adolescent-parent communication and adolescents’ sexual behaviour in public secondary schools in Uasin Gishu County, Kenya. This implies that improved communication between parents and adolescents is associated with reduced engagement in risky sexual behaviours among adolescents. The study recommends that Schools, in collaboration with the Ministry of Education and community stakeholders, should implement programs that sensitize and train parents on effective communication skills, particularly concerning sexual and reproductive health matters.
Analysis of Doctoral Students’ Preparedness for Dissertation Completion in Kenya’s Public Universities
There is a great demand internationally and locally for a workforce with high-quality knowledge, skills, and attitudes in all economic sectors. Studies reveal low completion rates and delays in completion of doctoral studies experienced globally and in Kenya. This study aimed to evaluate the extent to which doctoral students in selected public universities in Kenya are prepared for the completion of their doctoral dissertations. The objective of the study was to assess the preparedness of doctoral education students for the completion of the doctoral dissertation. The study used Tinto’s Doctoral Persistence Theory and Graduate Socialization Framework. The study employed a convergent parallel research design framed within a pragmatic philosophical view. Purposive, quota, and simple random sampling strategies were utilized in selecting 87 participants (55 doctoral students and 32 supervisors). Data was gathered using semi-structured questionnaires with a five-point Likert scale. Descriptive statistics: frequencies, mean and standard deviation were used to analyze quantitative data, while qualitative data were coded and analyzed thematically. The study established that public universities in Kenya face significant challenges while attempting to achieve timely completion of doctoral studies. Doctoral students were often unprepared for dissertation completion; they struggle with limited digital skills necessary for data collection and analysis, have a poor research background, and experience various personal and professional obstacles such as work-related pressures, psychosocial difficulties, insufficient academic and institutional support, and financial constraints, all of which hinder dissertation progress. To address these challenges, the study recommends: strengthening student-supervisor collaboration, enhancing institutional support mechanisms, strengthening student mentorship, and securing additional research funding. By implementing these measures, public universities in Kenya can foster a more supportive research culture, improve doctoral completion rates, and the overall quality of post-graduate education.
An Analysis of Doctoral Thesis Examination Reports in Kenya: Its Implication on Supervision Process
Thesis examination is a widely utilized assessment method in academic institutions globally, aimed at evaluating whether specified learning outcomes have been achieved. Examiners are tasked with determining the extent to which these outcomes are met, providing both formative and summative assessments. This study sought to investigate the coherence and adherence to established assessment criteria in thesis examination reports. Additionally, the research aimed to explore the characteristics of examiners’ feedback on doctoral research theses. The paper presents findings from an empirical study analyzing twelve doctoral thesis reports from four departments within a School of Education. Thematic analysis was employed to gain insights into how informative these reports are for both doctoral candidates and their supervisors. The results revealed inconsistencies in the coherence of thesis evaluation reports, with some examiners failing to follow prescribed assessment guidelines. Further, both summative and formative assessments indicated that many candidates faced challenges in research methodology. The paper recommends targeted training for supervisors and examiners on producing coherent thesis evaluation reports. Additionally, a review of grading tools is necessary to ensure consistency, and structured supervision practices should be implemented to guarantee the effective transfer of thesis-writing skills.
University-Industry Collaboration in Kenya: Insights from Employers in the Service Sector
The quest for relevance in university education is a recurring theme. While relevance is a multi-facetted concept in higher education discourse, there is near consensus that one of its surest indicators is a ‘fit’ or ‘match’ between what universities offer and what industry expects. Such an indicator is most commonly measured through the existing relationships between universities and industry. As such, there is heightened research interest globally on university-industry collaborations (UIC). The purpose of this study was to interrogate the status of UIC in Kenya as perceived by employers. The study targeted the service sector, which is the highest employer of university graduates in Kenya. The study adopted a mixed methods approach which utilized a concurrent triangulation research design. Data were generated through a questionnaire administered to 369 respondents, an interview guide administered on three (3) key informant interviewees, and a document analysis guide administered on 20 documents. The findings of this study reveal that the uptake of UIC is still low in Kenya. Further, it was revealed that where UIC is existing, the most preferred relationship is where industry offers university students opportunities for industrial/field attachment, while the least preferred is where industry collaborates with and/or funds university research and innovation activities. On the basis of these findings, this study recommends that, one, universities should develop and progressively update their conceptualizations of employability to include defined UIC requirements; and two, government and relevant regulatory agencies should both promote and enforce the existence and vibrancy of UIC for every course in every university.
Strategies for Accessing Reliable Health Information for Pregnant Adolescents in Kajiado County, Kenya
This qualitative study explores strategies for accessing health information among pregnant adolescents in Kajiado County, Kenya, with a focus on school dropouts. Teen pregnancies in Kajiado remain a major issue, causing high dropout rates and limiting learners’ access to essential information for informed health decision making. The objective of this study was to identify and recommend strategies that would enable them to access relevant health information, contributing to an improvement in the health status of the expectant mothers and their unborn babies. Utilizing the Case Study method, the study involved 14 In-depth Interviews and three Focus Group Discussions using purposeful sampling technique to select 32 expectant school-drop-out teens (ages 15-19) in Kajiado County. Ethical issues like informed consent were considered. The data were analyzed thematically covering the challenges the teenagers face, sources, and means they prefer for obtaining information, and their real-world experiences in the search for health-related information. The results indicate that pregnant teens’ dropouts are more vulnerable than others confined to the formal structures of education, which, in most cases, are the major sources of health information. In addition, other factors like socio-cultural aspects and lack of tailor-made communication strategies further complicate the situation. To address these challenges, the study outlines: community-based health education programs, mHealth platforms, and culturally sensitive communication approaches. This is intended to empower pregnant teenagers with sufficient knowledge and resources necessary for making informed decisions about their health. It, therefore, concluded that facilitating access to information on health matters among this marginalized group may greatly improve maternal and child health outcomes in Kajiado County, and ultimately help them realize their full academic potential. This research will enlighten policymakers, educators, and healthcare professionals interested in the support of this vulnerable population.
Assessing the Extent of Instructional Resource Use in Geography Classrooms in Ugunja Sub-County, Kenya
Instructional resources are pivotal in shaping the quality and effectiveness of education. Despite their critical role, challenges in the utilization of these resources persist, particularly in the teaching of geography in Kenyan secondary schools. specifically, there is limited research on the effective integration of instructional resources in geography instruction specifically within Ugunja Sub-County. This study aimed to address this gap by examining the extent to which geography teachers in Ugunja Sub-County, Kenya, utilize available instructional resources in their classrooms. The study employed a Mixed Methods approach within a pragmatic paradigm and a convergent parallel one-phase research design. Data was collected from 65 geography teachers and 15 heads of geography subject in mixed-day secondary schools through questionnaires and semi-structured interviews, respectively. The findings revealed that print materials, especially textbooks, are the most frequently used instructional resources. The use of practical resources like weather instruments and surveying equipment is significantly lower. Additionally, projected and audiovisual materials, such as projectors and video cassettes, are underutilized. This strong preference for traditional print and visual aids, with less reliance on multimedia tools indicates a substantial gap in the integration of technology in geography teaching. The study concludes that there is a significant underutilization of practical and technological resources, which limits experiential learning opportunities. The study recommendations include increasing the availability and use of practical tools and audiovisual materials, establishing dedicated geography classrooms, and enhancing professional development for teachers. The results of this study have invaluable implications for policy and teaching practice in improving the effectiveness of geography instruction and creating a more engaging classroom learning environment.
Sexual Harassment and Students’ Academic Performance in Olorunsogo Local Government Area, Oyo State, Nigeria
Sexual harassment is a serious and universal societal problem and it is one of the most prevalent forms of misconduct in school settings. The purpose of the study was to investigate the relationship between sexual harassment and students’ academic performance in Olorunsogo L.G.A., Oyo State. The variables taken into consideration were age, class level, and religion. The study was survey research. The population of this study comprised all students in secondary schools in Ilorin metropolis, Kwara State, while the target population was students in public secondary schools out of which a sample of 200 respondents was selected using the sample was selected using stratified and simple random sampling techniques. A questionnaire was used to collect data for the study. The instrument was subjected to face content validity and a test re-test reliability method which yielded a coefficient index of 0.78. Quantitative data was analyzed using descriptive statistics in form of percentages, means and rank order analysis while Pearson’s correlation and Multivariate Analysis of Variance were used to test the null hypotheses at 0.05. Findings from the study revealed that sexual harassment experienced by secondary school students was high while secondary school students’ academic performance was low. The study further revealed that there was no significant relationship between sexual harassment and academic performance. The findings of the study also indicated that there were no significant differences in the sexual harassment experiences of secondary school students in Olorunsogo L.G.A., Oyo State based on class level and religion; however, significant differences were observed based on age. Similarly, there were no significant differences in the academic performance of secondary school students in Olorunsogo L.G.A., Oyo State based on age, class level, or religion.
Teacher Professional Development (TPD) has often been criticized for being ineffective and for neglecting the teachers’ own concerns. However, effective TPD programs are needed, especially after curriculum reforms like the recent change from a knowledge-based to a competence-based curriculum in Uganda. Recent studies on in-service teacher training in Uganda have found small positive effects on skills acquisition and improvement in teaching and learning. This study set out to explore the use a transformative and reflective approach to TPD such as Critical Participatory Action Research to spark positive change processes towards the new curriculum and teaching methods. The aim of this study was to explore the use of CPAR in TPD for competence-based English language teaching in lower secondary schools. Paulo Freire’s critical pedagogy provided the guiding theory and framework. This exploratory study was anchored on the critical constructivism paradigm, adopted a qualitative approach and employed a CPAR design. The data were generated together with 14 English language teachers using the procedures of CPAR, and analyzed thematically. The findings revealed that participating in the CPAR created in teachers a sense of ownership and empowerment, which increased their commitment to meaningfully change their teaching practice. This study concludes that CPAR is an empowering and transformative approach for continuous TPD, based on its strength to make teachers active agents in their own transformation and professional growth. The findings challenge notions of ‘retooling’ teachers and focusing on the acquisition of technical skills alone when introducing a new curriculum. This study contributes to the discussion about effective approaches to TPD, particularly in contexts of curriculum change and implementation in the specific context of Uganda. The study recommends that the National Curriculum Development Centre (NCDC) incorporate participatory approaches into its ongoing teacher development programmes.
Approaches used by Teachers to Sensitize Learners with Visual Impairment on Sexual and Reproductive Health and Rights in Kenya
There has been a recent increase in the advocation for the raising of awareness of Sexual and Reproductive Health and Rights among Young Persons with Disabilities. The government of Kenya, through its various ministries such as the Ministry of Education, is also calling for the raising of awareness among the Young Persons with Disabilities, including learners with visual impairment in schools. This study, therefore, sought to explore approaches used by teachers in sensitizing learners with visual impairment on Sexual and Reproductive Health and Rights in an integrated secondary school in Nakuru, Kenya. This study was informed by the Theory of Change by Connell and Kubisch (1998). The study adopted a phenomenological design within a qualitative research approach underpinned by an interpretivist paradigm. Purposive sampling was used to select 8 teachers from the integrated boys’ school to be participants in this study. Semi-structured individual interviews were used to collect data. Data collected was analyzed using thematic analysis. The findings revealed that teachers integrated approaches such as open-door activities, different professional experts on Sexual and Reproductive Health and Rights, supplementary learning resources, and differentiated instructions that included learner-centered approaches building on learners’ knowledge, and soft skills to sensitize the learners with visual impairment on Sexual and Reproductive Health and Rights. The study recommends that the Ministry of Education works together with organizations that offer braille books on Sexual and Reproductive Health and Rights to supply to integrated schools, and train teachers on how to include learners with visual impairment in their classes, as well as how to facilitate Sexual and Reproductive Health and Rights.
Perspectives on University-Community Engagement Opportunities to Address Climate Change Issues in African Context. A Case of Ndejje University, Uganda
Climate change is exacerbating extreme weather across the globe. While university-community engagement has emerged as a top priority at universities to collaborate and facilitate the mutually beneficial exchange of knowledge and resources on climate change action, in some African setups, such practices are not commonly followed and not prioritized but, rather, done as an add-on or afterthought. The main objective on this study was to explore views and perspectives of community leaders, university staff and students regarding the opportunities that universities can engage communities to address issues of climate change (knowledge, mitigation and adaptation practices), particularly in an African context. A qualitative case study design was adopted to generate data from 22 purposively selected community leaders, university staff and students of climate change related programmes at Ndejje University. Data was collected through semi-structured in-depth interviews with the university staff and community leaders and focus group discussion with students. Data was analysed using Braun and Clarke’s (2006) thematic analysis with the help of MAXQDA software. Ubuntu theory guided this study. The findings of the study revealed numerous prospects for university climate action. These include: institutionalization of community engagement programs towards climate change mitigation and adaptation; collaborative approach to planning and implementation of engagement programmes and; adopting a community engagement Baraza as an alleyway for sensitization. Others were: incorporation of climate change indigenous knowledge in mainstream academic; extensive capacity building and engagement programmes as well as community empowerment and income diversification strategies. Findings revealed that University-Community engagement towards climate change action remains marginally institutionalized at the case university. It was clear from study participants that university community engagement offers African universities contextualised opportunities that are necessary and can accelerate climate action. The findings may thus be handy in enhancing the integration of climate change measures into national policies, strategies, and planning especially in African higher institutions of learning.
Learners’ Perceptions of Socio-Ecological Risks Experienced During the Covid-19 Pandemic Lockdown in Selected Secondary Schools in Kenya
Socio-ecological risks against young people are major public health problems with devastating long-term health consequences. There are gaps in research on learner perceptions concerning socio-ecological risks faced during the COVID-19 pandemic lockdown. This study’s main aim was to use participatory visual methodology to gain increased knowledge on learners’ perceptions of socio-ecological risks faced during the COVID-19 pandemic lockdown in selected secondary schools in Kenya while discussing the potential of reaching social change. The study was guided by Freire’s empowerment education theory which specializes in encouraging individuals to become vocal about their needs and those of the community. This study took a qualitative approach, a phenomenological critical paradigm, and a participatory visual approach. Data was generated through cellphilms and focus group discussions. Twenty Form 1 and 2 learners were selected purposively in selected secondary schools in Kenya. The data was triangulated and thematically analyzed. The findings reveal that learners perceived socio-ecological risks experienced during the COVID-19 pandemic lockdown as: psychologically torturing as they caused fear and led to emotional instability; life destructive for causing learners to drop out of school, losing hope as a result of contracting diseases and becoming pregnant and also leading to family conflicts, and; lowering learners' integrity by causing shame and guilt and leading to victimization of the affected learners. The findings suggest that challenges faced by young people are unprecedented and exclusively hard to navigate leading to devastating challenges. The study recommends that the Ministry of Education and Department of Basic Education should prioritize equitable access to technology and resources that enhance support for mental health and well-being, strengthen social support networks, and foster interdisciplinary research collaborations to address the multifaceted challenges faced by learners in times of crises thereby creating a more inclusive and sustainable educational system.
Students’ Opinions on School Rules and Regulations as a Governing Tool
The objective of the study was to investigate students’ opinions on school rules and regulations about students’ council-student relationships. The theoretical framework of the study was informed by Etzioni’s Compliance Theory. The approach is qualitative while the research strategy is a case study. The philosophical orientation is relativist ontology and constructivist epistemology. Unstructured interviews were used in data collection followed by data transcription. Trustworthiness was achieved through “the member check” to check validity, while reliability was enhanced through cross-checking the transcripts for obvious mistakes. Piloting was carried out on form 4 students in a peri-urban mixed secondary school in South Rift, Kenya. Ethical considerations were observed throughout the study. Data were analyzed thematically and the results were presented as reported by the participants with the aid of thematic networks. According to the study's findings, the global theme that emerged was that school rules and regulations were incongruent. The organizing themes that emerged were: school rules and regulations encouraged partisanship, and inequality, the way they were administered was unappealing and they encouraged intimate relationships. From the results, the study concluded that the student council ought to have applied school rules and regulations fairly. The study recommended that the deputy principals ensure that the students’ council administers school rules and regulations in a non-partisan way, with equality to all, administration be appealing to all, and ought not to be used to attract intimate relationships.
Towards Accountability in Formative Assessment of Students’ Writing: Teachers of English Practices in Selected Secondary Schools in Kenya
Formative assessment is a powerful strategy for improving students’ writing; however, the way such assessments are conducted can compromise their effectiveness. The Kenya National Examinations Council yearly feedback reports reveal perpetual learner underachievement in English writing skills in the Kenya Certificate of Secondary Education (KCSE). This points to challenges in learning of writing skills. Focused on this, the researcher sought to find the extent to which formative assessment of writing skills was conducted in a manner that promotes accountability for improving learning. This paper presents the partial findings of a much larger study that focused on teachers of English pedagogical practices in formative assessment of the writing skill. The study informed by Vygotsky’s Social Cultural Theory, adopted a concurrent mixed methods approach embedded within the mixed research design. The study involved 22 Form Four teachers and their 198 Form Four learners in Nairobi County who were selected using purposive, stratified, and simple random sampling procedures. Data was collected using a teacher questionnaire, students’ marked compositions and document analysis. Quantitative data was analysed using SPSS while qualitative data was analysed using content analysis procedures. The findings revealed that to a significant degree, learners were not assessed reliably enough to know their true ability and the shortcomings in their work that they needed to address. The findings also revealed underutilisation of evidence-based ways of evaluating students’ writing. This raises issues of accountability in monitoring learners’ progress and supporting their progress in learning. Therefore, it is essential for teachers to use reliable procedures for evaluating learners’ writing and communicate the results in a form that enables use of feedback to inform subsequent learning.
Teachers’ Use of Constructivist and Product Approaches in Developing Writing Skills in English Language in Selected Counties in Kenya
The performance of pupils in writing skills in English language at the Kenya Certificate of Primary Education in Kenya has been dismal over the years. Teachers' use of instructional approaches have a significant effect on enhancing pupils' writing skills. This study sought to assess the extent of teacher’s use of constructivist and product approaches in teaching writing skills in selected primary schools. The study used quantitative approach with quasi-experimental and Solomon four-group design based on the post-positivist philosophical paradigm. The study adopted Vygotsky's social-cultural development theory, which contends that learners actively produce knowledge and meaning via their personal and social experiences. The research was conducted in four counties of Kenya: Elgeyo Marakwet, Uasin Gishu, Nandi, and Trans Nzoia, all of which have had low performance in English for a longer period. The target population consisted of fourth-grade pupils and teachers of English. The sample size consisted of eight teachers and four hundred and seventy-one pupils drawn from eight primary schools in the four counties. Purposive and simple random sampling techniques were used to select teachers of English and grade four pupils. Data were collected through teacher questionnaire and lesson observation guides and analyzed using descriptive statistics with frequencies and percentages. The findings were presented by means of narration, tables, and figures. It was established that on the use of constructivist approach, teachers utilized role-play, story-telling, question-and-answer sessions, role- modelling, recitation, and group discussions. Many teachers encouraged collaborative, problem-solving, cooperative learning, and classroom discourse in teaching writing. For the product approach, guided writing and adherence to sample texts based on offered samples were common. It was found out that majority of the teachers commonly utilized the constructivist approach compared to the product approach in the teaching of writing skills despite the benefit in the use of product approach on the writing output. The study recommended that teachers should maximize the use of product approach in teaching writing skills and that curriculum designers should consider bolstering the adoption of the product approach in writing skill designs. This study contributes to policy and practice endeavors in the teaching of writing skills in English.
Cross-Cultural Management Education of Special Schools in Nigeria
Special education is a discipline in the field of education which caters for the training of students with disabilities for them to benefit maximally from education. For learning to be effective for this group of students there is need for proper school management. However, the field of special education is increasingly encountering a multicultural landscape, with students from diverse backgrounds entering special school programmes which can affect the management of special schools in Nigeria. This necessitates a reevaluation of management practices in special schools to ensure they are culturally responsive and effective. This research therefore, examines the extent cross-culture affect management of special schools in Nigeria and explores the benefits of incorporating cross-cultural perspectives into the management education of special schools. The mode of deriving information and arriving at meaningful conclusion is through primary source (observed experience), secondary source (journals, and books) and analysis of teachers’ response to administered questionnaire through simple percentage from teachers in special schools in Delta State, Nigeria, selected through cluster sampling. The research found out amongst others that multiculturalism in special education presents a complex challenge and traditional approaches to special education may not translate well across cultures, as there can be significant variations in disability perception, family involvement and communication styles in Nigeria; due to cultural and religious differences in Nigeria it is difficult to control students’ participation in morning devotion and enforce accepted mode of grooming in special schools in Nigeria; and differences in cultural beliefs and practices have negative effect on the behaviour of students which affect effective school management of special schools in Nigeria. Finally, the study amongst others recommended that special school administrators should be equipped with cross-cultural management skills to overcome cross-cultural challenges in special schools in Nigeria and enable students with disabilities learn under conducive environment and benefit maximally from education.
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Customers’ Perception of the Effectiveness of Performance Contracting in Improving Public Service Delivery at the Kenya School Of Government
Performance contracting (PC) is a management tool used to improve the efficiency and effectiveness of organizations. Depending on how organizations implement PC, customers’ perception of its effectiveness may vary. The purpose of this study was to assess the efficacy of PC in improving Public Service Delivery (PSD) at Kenya School of Government (KSG). The study was informed by the problem of continued deterioration of performance in PSD in the Kenyan public service despite implementation of several strategies to address the challenges. The study was carried out at the KSG, guided by two theories: the Principal Agent theory and the New Public Management (NPM) theory. Reviewed literature was organized thematically. The study was guided by pragmatism philosophy and utilized descriptive survey research design using mixed methods approach. Using Yamane’s formula, a sample of 480 was determined and respondents selected through simple random sampling. Purposive sampling was used to select all the six directors of the KSG campuses in Kenya. Data collection tools included questionnaires, interview schedules and focus group discussions. Quantitative data was analyzed using descriptive statistics and presented using tables, while qualitative data was analyzed using content analysis and presented in themes. The findings suggested varying levels of customer satisfaction averaging across various sectors, with a general trend towards satisfaction from course participants in county governments and agencies, and mixed feelings in tertiary institutions and universities. The study concluded that PC remains a pivotal tool in performance management, with its effective implementation ensuring the delivery of high-quality public services. It recommended that organizations require customer helplines or service charters which are essential for delivering support, service, advice, and information. The study underscored the fact that responding to clients’ needs adds value to an organization by catalyzing staff efficiency and PSD.
Moderating Effect of Principal’s Leadership on the Relationship between School Board Efficacy and Students’ Academic Performance in Selected Secondary Schools in North Rift Kenya
School Boards have a definitive role in school outcomes and schools require effective leadership in order to provide the best possible education for their learners. The purpose of this study was to establish the moderating effect of the principal’s leadership on the relationship between Board of Management (BOM) efficacy and student’s performance in selected secondary schools in the North Rift of Kenya. Cross sectional survey design was employed for this study. Multistage, stratified and simple random techniques were used to select 358 teachers who were administered with questionnaires in the counties of Uasin Gishu, Elgeyo Marakwet and Nandi out of a target population of 6,678 teachers. Reliability of the instrument was tested by use of Cronbach alpha. Hayes (2018) PROCESS macro version 4.2 model 1, descriptive and multiple regression were used to analyze the data. The findings indicated that principal leadership moderates the relationship between BOM efficacy and student academic performance (b=.07, p=<.01). The study concludes that principal leadership plays a significant moderating role in strengthening the relationship between BOM efficacy and students' academic performance. The study recommends strengthening principal leadership capabilities and promoting effective collaboration with BOMs in secondary schools in order to bolster student success and improve overall educational outcomes. These findings have implications for policy and practice, highlighting the need for targeted interventions aimed at developing and strengthening principal leadership capacity and promoting effective BOM governance structures in secondary schools.
Repackaging Delivery and Management of Comprehensive Sexuality Education: Enhancing Girls’ Dignity for Sustainable Development in Kenya
Girls’ sexual and reproductive health is linked to numerous human rights such as the right to education, dignity, information, life, health, privacy, right against torture and discrimination as declared in the Universal Declaration of Human Rights, the International Covenants on Human Rights and the Kenyan Constitution (Republic of Kenya, 2010). Despite these legal linkages, reproductive health challenges such as unexpected pregnancies, HIV Aids, and risky abortion among teenagers still persist and are connected to inadequate information about sexuality and reproduction. Comprehensive Sexuality Education (CSE) is acknowledged as a critical component in any curriculum. Despite this assertion, little attention has been given on how to enhance sex education to enhance girls’ dignity which is at stake. The study largely utilized secondary data, current methodical and meta-analysis of literature assessments were utilized for cross-validating the reviewed outcomes. Objectively, in this review, standard CSE facets are explicated, and fundamentals integral to this mode of education like curriculum designing, implementation, monitoring, evaluation in addition to theoretical viewpoints concerning CSE are delineated. The study established that Comprehensive Sexuality Education (CSE) which is stage fitting, life skills grounded, scientifically correct, gender and culture-sensitive offers youths’ information and skills for the purpose of making knowledgeable choices in regard to their sexual relations. Conclusively, CSE is a noble commitment to improving the well-being of teens and youths. It is also a quest towards transformative learning that offers students vital skills and knowledge that will assist them in circumnavigating their associations and their wider lives collectively. It is recommended that a robust framework to guide operative CSE as a panacea to youth sexuality challenges and a general agreement to deliver CSE from a unified educational standpoint, public health, and rights dimension be initiated. This review will significantly serve as a basis for more research in the area of CSE and policy enhancement.
Cultivating Excellence: A Holistic Framework for Optimizing Student Learning, Curriculum, and Assessment Integration in Agricultural Science Education in Nigeria
Agricultural science education is vital for Nigeria's economy and food security, yet traditional educational methods often fail to equip students with the practical skills and knowledge needed in the agricultural industry. This paper presents the Holistic Agricultural Science Learning and Assessment Framework (AgriHOLIST), a comprehensive model designed to optimize student learning through the integration of curriculum and assessment. Drawing from constructivism, experiential learning theory, and authentic assessment principles, this framework fosters a student-centered, experiential, and industry-relevant approach to education. The researchers synthesized insights from 46 research articles sourced from Google Scholar and the Directory of Open Access Journals (DOAJ) to develop the AgriHOLIST framework. Constructivism emphasizes active student engagement and knowledge construction, while experiential learning theory highlights the importance of practical experiences such as internships, fieldwork, and simulations. Authentic assessment principles ensure that evaluations reflect real-world applications, enhancing students' critical thinking and problem-solving skills. The findings from the study indicate that the AgriHOLIST framework addresses key challenges in agricultural science education by bridging the gap between theoretical knowledge and practical application. The framework's holistic approach enhances student engagement, retention, and practical skill development, aligning educational outcomes with industry needs. Stakeholder collaboration, including educators, policymakers, and industry professionals, is essential for the successful implementation of this framework. In conclusion, the AgriHOLIST framework offers a transformative approach to agricultural science education in Nigeria, preparing students for the demands of the agricultural industry and contributing to sustainable development and food security.