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Relationship between Occupational Stress and Psychological Wellbeing of Police Officers in Mbeere South Sub-County, Embu County, Kenya
(Tangaza University, 2025-10) Eddah Muthoni Kabiru
This study examined the relationship between occupational stress and psychological well-being among police officers in Mbeere South Sub-County, Embu County, Kenya. Guided by the Job Demands-Resources Model and Person-Environment Fit theory, it aimed to assess the levels of occupational stress, levels of psychological well-being, their interrelationship, and potential stress mitigation interventions. A mixed-methods cross-sectional design was employed, with a sample of 162 police officers from a population of 280, selected through multi-stage sampling. Data were collected using the Police Stress Questionnaire, WHO-5 Wellbeing Index, key informant interviews, and focus group discussions. Quantitative data were analyzed with descriptive and inferential statistics, while qualitative data were thematically analyzed. Findings revealed that 53.3% of officers experienced severe stress, driven by organizational (54.7%) and operational (58.7%) factors. Psychological well-being was low, with 42.7% indicating poor wellbeing suggestive of distress. No significant linear relationship was found between occupational stress and well-being (r = −0.024 to −0.105, p > .05). Interventions like mindfulness and exercise were reported but often deemed minimally effective. The study recommends that the National Police Service implement targeted stress reduction programs addressing organizational and operational stressors, such as improving workflow and resource availability.
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INFLUENCE OF FAMILY DISINTEGRATION ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MOMBASA COUNTY, KENYA
(Tangaza University, 2024-07) SR. MARY W. MIKWILI
This study explored the influence of family disintegration on learner’s academic performance in public secondary schools in Mombasa County, Kenya. The specific objectives were: to examine how lack of parental involvement on learners from disintegrated families affects their academic performance, to explore the psychological effects of family disintegration on learner’s academic performance, to analyze how unavailability of educational resources on learners from disintegrated families influence their academic performance and to examine how lack of discipline of learners from disintegrated families influences their academic performance. The study was anchored on social attachment theory. The study used a convergent parallel design in the mixed-methods ap-proach. Questionnaires were used to collect data from teachers while in-depth interview guides were used to collect data from principals and the Quality Assurance and Standards Officer (QASO). The research instruments were reviewed for validity by the researcher’s supervisors. Cronbach's alpha was used to assess the reliability of the study instruments. The target population was 33 public secondary schools, 33 principals, 400 teachers, and one Quality Assurance and Standards Officer (QASO) of Mombasa County. Cluster and systematic sampling were used to select 11 out of 33 schools. Stratified and simple random sampling was used to select 220 out of 400 teachers. Purposive sampling was adopted to include 11 principals from the selected schools as well as the QASO. Quantitative data was analyzed using Statistical Package for Social Science Version 25 and was reported in frequency tables, percentages, graphs, and charts. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study revealed that family disintegration has a negative influence on learners' academic performance in public secondary schools in Mombasa County, Kenya. Further-more, findings highlighted that the lack of effective parental involvement from disintegrated fam-ilies also negatively impacts the academic success of learners. Additionally, the study showed that students from disintegrated families experience significant stress, which adversely affects their academic performance. The study recommended that school principals should develop initiatives to encourage greater parental involvement, particularly targeting parents from disintegrated fami-lies. This could include organizing regular parent-teacher meetings, workshops, and seminars that educate parents on the importance of their involvement in their children's education.
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INFLUENCE OF STUDENTS’ PARTICIPATION IN DECISION-MAKING ON SCHOOL DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN RONGAI SUB-COUNTY, NAKURU COUNTY, KENYA
(Tangaza University, 2025-03) SR. MARY WAMBUI NJANE
This study assessed the influence of students’ participation in decision-making on school discipline in public secondary schools in Rongai Sub-County, Kenya. It was guided by the following objectives: to examine how students’ participation in classroom decisions influence discipline; to assess whether students’ participation in making school rules and regulations affects discipline; to determine whether students’ participation in co-curricular activities decisions influence school discipline in public secondary schools in Rongai Sub-County. The study was grounded in the theory of participation and adopted a mixed-method approach with a convergent parallel mixed design. The target population consisted of 29 public schools, 29 principals, 230 teachers, and 4998 students. Simple random sampling was used to select 9 out of 29 public secondary schools. All the 9 principals of the selected schools were automatically included in the study. The study used proportionate stratified sampling to select 144 out of 230 teaches. Proportionate stratified sampling was also used to select 357 out of 4998 students. Data collection instruments included questionnaires for students and teachers while interview guides were used to collect data from the schools’ principals. Instrument validity was ensured through experts’ review, and reliability was tested using Cronbach Alpha. Quantitative data were analysed using a Statistical Package for Social Sciences (SPSS) version 25 and presented in tables of percentages, mean and standard deviation. Qualitative data were analysed thematically and presented in narratives and direct quotations. Ethical principles guided the research process. Key findings revealed that teachers involved students in classroom decision-making to a moderate extent, an observation corroborated by the school principals. However, students' involvement in classroom decision-making was generally limited. Teachers indicated that students participate in setting rules and regulations to a moderate extent, but this view was contradicted by principals, who aligned with students in stating that their participation is minimal. Similarly, while teachers reported that students engage in decisions regarding co-curricular activities to a moderate extent, principals supported students’ claims that their involvement remains low. The study recommended that principals should enhance collaboration between teachers and students, emphasizing active student participation to foster discipline in public secondary schools in Rongai Sub-County, Nakuru County, Kenya.
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PARENTAL INVOLVEMENT ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN WAJIR EAST SUB-COUNTY WAJIR COUNTY- KENYA
(Tangaza University, 2025-09) CECILIA KAINDA NYAMU
This study investigated parental involvement on learners’ academic performance in public primary schools in Wajir East Sub-County Wajir Kenya. The objectives were to examine the influence of parental involvement in communication with teachers, participation in school decision-making, support with the completion of assignments at home, and volunteering in school activities on learners’ academic performance. The research was anchored on Epstein Theory of comprehensive school performance model. Concurrent mixed methods research design was used. The target population comprised 13 primary schools, 13 head teachers, 312 teachers, 256 learners, 13 parents, and one Sub-County Director of Education. The study employed simple random sampling to select 4 primary schools and purposive sampling to include the 4 head teachers of the selected schools. Census sampling was used to include all 65 teachers of the selected schools. Proportionate simple random sampling was applied to select 156 learners. Purposive sampling was applied to include 4 parent representatives and the Sub-County Director of Education. Questionnaires were used to collect data from teachers, in-depth interview guide for head teachers, parents and the sub county director. Focus group discussion guide was used for leaners. Quantitative data were analyzed using descriptive statistics which were processed using Statistical Package for Social Science Version 29 and presented using bar graphs, tables, and pie charts. Qualitative data were analyzed through thematic analysis and presented in the form of themes, narratives, and direct quotations. The findings of the study revealed that parental involvement significantly influences learners’ academic performance. Effective communication between parents and teachers through meetings, calls, and messaging enhances progress monitoring, motivation, and assessment scores. Parental participation in school decision-making was found to be minimal, limiting its potential to improve resource allocation, discipline, and learner outcomes. It was recommended that the Ministry of Education should enhance parental involvement in rural schools by promoting community awareness, mobile communication tools, flexible meetings, inclusive governance, and training programs to support homework and volunteering, fostering stronger school home partnerships and improving learner performance.
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INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON LEARNER’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ISIOLO SUB-COUNTY, KENYA
(Tangaza University, 2025-09) CIINGI KATERINA THAARA
This study investigated the influence of Parental socio-economic status on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. The following objectives guided the study: to assess the influence of parental income on learner's academic performance, to investigate the influence of parental education level on learner’s academic performance, to examine how parental occupation influences learner’s academic performance, and to examine how parental provision of learning resources influences learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. Guided by Social Capital Theory, the study employed a mixed-methods convergent parallel design that integrated quantitative and qualitative data from structured questionnaires, semi-structured interviews, and school records. The study targeted all 15 public secondary schools in the sub-county and used a stratified and simple random sample of nine schools. Participants included 9 principals, 103 teachers, 307 learners, and 27 representatives from the Parents Association (PA). The instrument’s content validity was confirmed through expert review. The reliability of the quantitative data was verified using Cronbach’s alpha, which yielded coefficients of 0.710 for teachers and 0.811 for learners. The credibility of the qualitative data was ensured through member checking and triangulation. Quantitative data were analyzed using SPSS version 23, employing descriptive statistics such as frequency counts and percentages. Results were presented through tables, bar graphs, and pie charts. Chi-Square inferential analysis was used to assess the hypotheses and determine relationships between variables. Qualitative data were transcribed, coded, and analyzed thematically in line with the research questions. Thematic results were presented through narratives and direct quotations to capture participants’ perspectives. Findings revealed that parental income, education, occupation, and learning resources significantly influence academic performance. Learners from low-income households struggled with school fees and basic materials, often resulting in absenteeism. Parents with higher education were more engaged in supporting learning, while stable occupations provided consistent resources. The provision of textbooks and revision guides was found to enhance performance outcomes. The study recommends that policymakers develop structured parent empowerment programs within the basic education framework, especially for rural and low-literacy communities. Schools should adopt low-cost strategies such as simplified orientation guides, community learning hubs, and mobile outreach.