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PRINCIPALS’ E-LEARNING PROMOTIONAL STRATEGIES ON TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MIGORI COUNTY, KENYA
(Tangaza University, 2025-07) INDEDE SELLINE AWINO
The aim of this study was to find out the influence of the principals' e-learning promotion strategies on teachers' performance in public secondary schools in Migori County, Kenya. The study was guided by the following research objectives: to evaluate the influence of principals’ promotion of e-Learning teacher training on the performance of teachers; to find out if the principals’ promotion of e-learning environment has an influence on the performance of teachers; and to establish whether principals’ promotion of e-Learning resources has an influence on the performance of teachers in Migori County. The technology acceptance model was adopted for the study. A concurrent parallel mixed method design was used for the study. The study adopted a cross-sectional survey design. The target population was 122 public secondary schools, 122 principals, 300 teachers, and one sub-county Director of Education, Migori County. Systematic random sampling was used to select 12 out of 122 public secondary schools. Purposive sampling was used to include 12 principals of the selected schools and one sub-county Director of education. Stratified and simple random sampling was adopted to select 171 out of 300 teachers. Data collection tools included questionnaires and an in-depth interview guide. The study analyzed quantitative data using Statistical Package for Social Science (SPSS) Version 25. The researcher used Cronbach’s alpha to test the reliability of the tools. A score of 0.843 was attained which indicated that the tools were reliable. The study used descriptive statistics such as frequencies and percentages to summarize quantitative data and presented it in the form of tables. The study analyzed qualitative data by categorizing it and interpreting it in narrative form and through direct quotes. The findings of the study revealed that e-learning promotional strategies employed by school principals including e-learning teacher training, promotion of an e-learning environment, and provision and allocation of e-learning materials, are not effectively implemented to enhance teachers’ performance in public secondary schools. Although e-learning programs can contribute to improved teacher performance, it was found that teachers feel unsupported in developing their digital skills. E-learning resources were also found to be insufficiently provided, hindering the training and use of digital devices in teaching. The study recommended that the government, through the ministry of education, should implement a comprehensive policy that mandates regular, structured professional development programs focused on digital literacy so as to improve teachers' performance in using digital devices in teaching. This policy should include mandatory training sessions for all teachers, offering hands-on workshops and continuous support to ensure they are proficient in utilizing digital tools effectively.
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TEACHERS’ PEDAGOGICAL APPROACHES ON LEARNERS ACQUISITION OF CREATIVITY AND IMAGINATION IN IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN PRIVATE PRIMARY SCHOOLS IN EMBU WEST SUB-COUNTY KENYA
(2025-08) IDAH MWANGI
This study aimed at finding out the influence of teachers' pedagogical approaches on learners’ acquisition of creativity and imagination skills in the implementation of competency based curriculum in private primary schools in Embu West Sub-County, Kenya. The objectives were: to examine the extent to which the problem-solving teaching approach influences learners in acquisition of creativity and imagination skills, to establish how the investigative teaching approach influences learners’ acquisition of creativity and imagination skills and to establish how the group learning approach influences learners’ acquisition of creativity and imagination skills. The study was anchored on constructivism theory (Dewey, 1938). The study used a concurrent design in the mixed methods approach. The study used a cross-sectional survey design. The target population was 18 private primary schools, 18 head teachers, 412 teachers, and one Quality Assurance and Standards Officer (QASO). Probability and non-probability sampling was used to select the participants. The study used simple random sampling to select 16 out of 18 private primary schools. Purposive sampling was used to include all 16 head teachers and one QASO. The study used proportionate and simple random sampling to select 203 out of 412 teachers. Data collection tools were questionnaires for teachers and in-depth interview guide for head teachers and the QASO. The research instruments were reviewed for validity by the researcher’s supervisors. Quantitative data was analyzed using the Statistical Package for Social Science Version 25. Frequencies and percentages were presented using bar graphs, tables, and pie charts. Descriptive statistics were used to analyze the quantitative data, while Qualitative data was analyzed through thematic analysis and presented in the form of themes, narratives, and direct quotations. The study revealed that teachers' use of pedagogical approaches such as problem-solving, investigation, and group learning influences learners’ acquisition of creativity and imagination skills in the implementation of the competency-based curriculum (CBC). The study concluded that teachers in Embu West Sub-county do not effectively present learners with problems to discuss and do not effectively guide learners in conducting experiments, which hinders the development of creativity and imagination among learners. It was recommended that the government implement comprehensive professional development and training programs for teachers focused on problem-solving and investigative teaching approaches. These programs should equip teachers with the skills and strategies needed to effectively present learners with problems to discuss and solve, as well as to guide them in conducting experiments that foster creativity and imagination.
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Principals’ Transactional Leadership Style and Teachers’ Job Performance in Private Secondary Schools in Nairobi County, Kenya
(Tangaza University, 2025-09) Mbae Everlyne Wanjiru
The purpose of this study was to find out the influence of principals’ transactional leadership style on teachers’ job performance in private secondary schools in Nairobi County, Kenya. The study was guided by the following objectives: to investigate the influence of principals’ contingent reward behaviour on teachers’ job performance; to assess the influence of principals’ active management by exception behaviour on teachers’ job performance; and to find out whether principals’ passive management by exception behaviour influences teachers’ job performance in private secondary schools in Nairobi County, Kenya. The study was anchored on Transactional Leadership Theory. A convergent Parallel Mixed-Methods Design was used for the study. The target population was 206 schools, 206 principals, and 2099 teachers. The study used systematic sampling to select 20 out of 206 schools, purposive sampling to include all 20 principals from the selected schools, and proportionate stratified and simple random sampling to select 336 out of 2,099 teachers. Data collection tools included questionnaires for teachers and in-depth interview guide for principals. Quantitative data was analyzed using descriptive statistics (frequencies and percentages) which were processed using Statistical Package for Social Science Version 29. Tables were used to present the quantitative data. Qualitative data was analyzed through thematic analysis and presented in the form of narratives and direct quotations. Findings revealed that contingent rewards and proactive supervision under active management by exception, positively influenced teacher motivation, syllabus coverage, and classroom management. In contrast, passive management by exception, where principals intervene only after problems escalate, was associated with reduced morale and inconsistent performance. The study recommends that the government develops frameworks emphasizing clear reward systems and accountability measures. Policies should ensure principals are adequately trained to implement transactional leadership strategies effectively, including setting clear expectations and providing timely feedback. The principals should strengthen structured reward systems, professional development, and timely feedback to enhance teacher effectiveness and improve student outcomes.
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HEADTEACHERS’ LEADERSHIP ROLE ON RETENTION OF TEACHERS IN CATHOLIC PRIMARY SCHOOLS IN WAU DIOCESE, SOUTH SUDAN
(Tangaza University, 2025-10) Betty Amos Obol
The study examines Headteachers’ leadership role on retention of teachers in Catholic Primary Schools in Wau Diocese, South Sudan. The objectives that guided this study were: to investigate how headteachers’ role of providing professional development opportunities contributes to retention of teachers in Catholic Primary Schools in Wau Diocese, to examine how fair and just compensation contribute to retention of teachers in Catholic Primary Schools in Wau Diocese, to establish how the creation of a positive work environment by the headteachers enhances retention of teachers in Catholic Primary Schools in Wau Diocese, to determine how headteachers’ role of encouraging autonomy and participation contributes to retention of teachers in Catholic Primary Schools in Wau Diocese. The study was guided by Herzberg Two-Factor theory of motivation. The design used was embedded design in mixed methods approach that enabled the author to gather both quantitative and qualitative data. The target population included all primary schools, all teachers, all principals and one director of education in the Catholic Diocese of Wau in South Sudan. Stratified and simple random sampling techniques were employed to select 10 primary schools out of a total of 22. One hundred and ten teachers were sampled using stratified and simple random sampling, while ten headteachers and one Director of education were sampled purposively. However, only 102 teachers returned the questionnaire, 6 headteachers were interviewed, and the Director of Education could not be accessed. The data was collected using questionnaire and an in-depth interview guide. To assess the reliability of the quantitative instrument, the author employed the test-retest method. The data from the two schools were correlated, yielding a reliability coefficient of 0.903, which indicated that the instruments were dependable and suitable for use. To ensure the credibility and dependability of the qualitative instrument, the researcher maintained an audit trail and conducted member checking. Quantitative data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS) version 27. Qualitative data from interviews were transcribed, coded, and grouped into thematic categories. The findings were presented through bar graphs, pie charts, and tables. Thematic analysis was applied to the qualitative data, organizing it into themes aligned with the research questions, and the results were reported narratively with the inclusion of direct quotations. The findings reveal that headteachers’ leadership role of providing professional development opportunities, ensuring a fair and just compensation, creating a positive work environment and encouraging teacher autonomy and participation had a strong impact on retention. From the findings, it was also evident that despite the effort made by the Diocese to train teachers, some teacher quitted their jobs after studies due to low salaries. The study concludes that effective leadership practices especially in professional development, fair compensation, and participatory management are crucial for teacher retention. However, challenges like inadequate funding, inconsistent training implementation, and a lack of standardized compensation hinder sustainable retention. The study recommends that the Diocese institutionalize continuous professional development, implement standardized compensation structures, and create an inclusive work culture that values teacher autonomy and recognition to promote long-term commitment and stability in Catholic Primary Schools in Wau Diocese.
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INFLUENCE OF PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP ON TEACHERS’ JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN HEIBAN COUNTY, SUDAN
(Tangaza University, 2025-03) Beatriz Cristina Mata Pérez
This study investigated the influence of principals’ transformational leadership on teachers’ job performance in public primary schools in Heiban County, Sudan. The following objectives guided the study: to determine the extent to which principals’ collaboration influences teacher job performance; to investigate the influence of principals’ innovation on teacher job performance; to examine how principals’ teacher empowerment influences teacher job performance and to evaluate how principals’ motivation influence teacher job performance in public primary schools in Heiban County, Sudan. The enquiry was anchored on Bass' transformational leadership theory and used a mixed method, convergent parallel design. The study targeted all 93 public primary schools in Heiban County, the Primary Education Director of Education, 93 school principals, and 686 teachers. The sample comprised 19 public primary schools, selected through stratified and simple random techniques; the sample size for teachers was 253, the number obtained using the Yamane formula; ten principals and the Primary Education Director were selected using purposive critical case sampling. The data collection instruments were interview guides for the principals and the Primary Education Director and questionnaires for teachers. The reliability of data collection instruments was established using the split-half method and analysed through the Cronbach Alpha Test, attaining a 0.88 score. The validity of quantitative instruments and qualitative instruments’ dependability was achieved through the supervisors’ consultancy and pilot testing. Quantitative data was processed using the Statistical Package for Social Science (SPSS), version 21 and analysed using the Spearman rank correlation coefficient. The results were reported in graphs and tables. Qualitative data was analysed using a thematic approach and reported through direct quotes and narratives. The results showed that collaboration ranked first, with r = .497, principals’ innovation strategies at r =.370, principals’ teacher empowerment at r = 474, and principals’ motivation skills at r = 474. The findings indicate a positive and significant relationship between principals’ TL practices and teachers' job performance in public primary schools in Heiban County, Sudan. The study recommended that structures should be implemented to offer teachers training and refreshing courses.