Christ The teacher Institute of Education

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PRINCIPALS’ CONFLICT MANAGEMENT STRATEGIES AND TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KISII COUNTY, KENYA
(Tangaza University College, 2022-08-31) MUHATIA, GEORGINA SHITAMBASI
This study examined conflict management strategies used by school principals in relation to the job performance of teachers in public secondary schools in Kisii County, Kenya. It was guided by the following objectives: To assess whether Principals' communication style might be a conflict management strategy; To find out whether principals' use of creativity is a viable strategy in conflict management; To determine the extent to which the use of motivations by the principals as a conflict management strategy enhances teachers' job performance; To ascertain the extent to which promotion of team spirit as a conflict management strategy influences teachers’ job performance in public secondary schools in Kisii County. The study was guided by the theory of constructive controversy and the expectancy theory of performance management systems. The mixed-methods research approach was employed. The target population consisted of schools, County Director of Education, principals and teachers. A sample size of one CDE, 22 principals, and 357 teachers. Both probability and non-probability sampling techniques were used. Data were collected using questionnaires and an interview guide. To ensure validity, experts in conflict management scrutinized the instruments to ensure that the items of the research instrument were consistent with the study's objectives. A reliability coefficient of 0.825 was realized. Both inferential and descriptive statistics were used to analyze quantitative data. Qualitative data were analyzed using a thematic approach and presented in the form of narratives and direct quotations. The findings revealed the principals' communication, creativity, motivation, and team spirit as strategies in conflict management positively influenced the teachers' job performance in public secondary schools in Kisii County. The conclusions were that the conflict management strategies used by principals are useful in explaining teachers' job performance. To manage conflicts in schools and enhance teachers' job performance, the study suggests enhancing and utilizing communication, creativity, motivation, and teamwork throughout the county.
THE INFLUENCE OF THE HEADTEACHERS’ ADMINISTRATIVE STRATEGIES ON RETENTION OF GIRLS IN COMMUNITY DAY SECONDARY SCHOOLS IN MCHINJI DISTRICT, MALAWI
(Tangaza University College, 2022-08-31) EUTERIA, DELIA PALIANI
The aim of this study was to investigate the influences of the headteachers’ administrative strategies on the retention of girls in community day secondary schools in Mchinji district in Malawi. The study was triggered by the concerns emanating from the teachers on increase of school dropouts among girls in community day secondary schools in Malawi. The study was guided by the following research objectives: (i) To investigate whether provision of security measures by the headteachers influence retention of girls in community day secondary schools. (ii) To find out whether provision of school sanitation facilities as a strategy employed by the headteachers influence retention of girls in community day secondary schools. (iii) To investigate if provision of guiding and counseling services as a strategy influences retention of girls in community day secondary schools. (iv) To examine whether community involvement as a strategy influences retention of girls in community day secondary schools in Mchinji district, Malawi. The study was anchored on Tinto’s theory of retention and System theory. The study employed explanatory sequential mixed method research design. The target population included: the students, teachers, headteachers, education officer and chief elders. The study purposively sampled 15 headteachers, one education officer and five chief elders. The researcher sampled 80 teachers and used simple random to sample 315 girls with a total sample size of 416 (12.4%) of the target population. The study instruments used were questionnaires, semi-structured interviews and document analysis. Experts in the field of education from Tangaza University College were given the questionnaires to assess for content validity. Test- retest was used to assess the reliability of the instruments. Quantitative data was analyzed using Statistical Package for Social Science (SPSS) software Version 21. The researcher used Cronbach’s Alpha to test the reliability of the tools. A score of 0.81 for the teachers and 0.78 for the students were determined and were above 0.7 which showed that the tools were reliable. The study used descriptive statistics such as frequencies and percentages to summarize the data and present it in form of tables. Qualitative data were manually analyzed by organizing into themes and interpreted in a narrative form and direct quotes. The findings showed that the strategies headteachers employed do not influence the retention of girls due to lack of school facilities, security measures, women role models, experts in providing guiding and counseling and cooperation between the headteachers and the community members. The study recommends that headteachers should improve the security measures and sanitation facilities in order to retain girls in Community Day Secondary Schools in Mchinji. Further studies should be carried out in the following areas: Strategies employed to retain boys in community day secondary schools in Malawi. Challenges faced by community members when participating in school activities
Principals’ Motivational Strategies on Teachers’ Job Satisfaction in Public Secondary Schools in Migwani Sub-County, Kitui - Kenya
(Tangaza University College, 2022-08-31) Marietta, Nzuka Samuel
The study investigated the influence of principals’ motivational strategies on teachers’ job satisfaction in Migwani Sub-County public secondary schools, Kitui County. Two Factor theory guided this study and convergent parallel mixed methods design was employed. The target population of this study encompassed all the 42 principals and all the 314 teachers totaling to a population target of 356 and a samples size of 109 respondents. Questionnaires and interview guide were utilized as data collection tools. A pilot study was done in one of the public secondary schools in the Sub-County. Both validity and reliability of data collection tools were tested before being administered to the respondents. The study realized an excellent questionnaire response rate of 94.68%. Analysis of quantitative data was done with the aid of Statistical Package for Social Sciences (SPSS) in which descriptive statistics were generated and presentation done in frequency tables. Content and thematic were employed in analyzing data from qualitative interviews and findings were presented in tables and narrative forms. The findings of the study revealed that the principals’ motivational strategies such as recognition, staff professional development, incentives and interpersonal relationships that constituted the main variables were crucial in influencing teachers’ job satisfaction. It was concluded that teachers were not satisfied with recognition, professional development, and incentives, but were satisfied with interpersonal relationships. Based on the findings, the study recommended to the Ministry of Education, Teachers Service Commission and to the principals that recognition and rewarding of every teacher in their different capacity be realized. Schools to have a budgetary allocation for staff professional development. To increase the frequency of teacher recruitment to get younger and enthusiastic teachers into the service. Principals to study motivation theories well in order to identify the right levels of motivating teachers. For further research, the study suggested an investigation on the role of the Ministry of Education on teacher motivation, an examination of other motivational strategies like empathy, timely promotions and funded trainings on teachers’ job satisfaction.
PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STRATEGIES AND RETENTION OF LEARNERS IN PUBLIC SECONDARY SCHOOLS IN MALINDI SUB-COUNTY, KENYA
(Tangaza University College, 2022-08-31) MWANGANGI, CAROLINE MUENI
This study sought to find out how the transformational leadership strategies adopted by principals help in the retention of learners in public secondary schools in Malindi Sub-County, Kilifi County, Kenya. The study was guided by the following research questions: How does the principal’s role modeling enhance learner retention? To what extent does the provision of resources as strategy employed by principals’ influence learner retention? To what extent does parental involvement as a strategy employed by the principal impact learner’s retention? What is the relationship between conducive learning environment and learner retention in Malindi Sub-County, Kilifi County? This study adopted both the transformational leadership theory and Beatty Guenter’s 1994 Theory of Students Retention. It adopted a mixed research method, specifically a convergent parallel mixed method design to collect both qualitative and quantitative data. Both cross-sectional survey and the phenomenology design were used. The researcher targeted one Sub-County Director of Education, 29 principals, 453 teachers and 3760 students at public secondary schools in Malindi Sub-County. The sample size was 531 participants. The probability sampling techniques used were stratified and simple random sampling to select 136 teachers and 376 students of public secondary schools. Purposive sampling technique was used to select the Sub-County Director of Education and 9 principals. Data was collected through questionnaire and in-depth interview guides. The instruments were subjected to both face and content validity. Cronbach Alpha determined the reliability of Quantitative data. Qualitative and quantitative data were concurrently collected and analyzed. Quantitative data was analyzed using Statistical Package for Social Sciences version 24 that generated descriptive statistics such as frequencies and percentages that summarized data and presented. Qualitative data was organized into themes and presented using narratives and direct quotes. Ethical principles were considered in the whole research process. The findings showed that some of the transformational strategies principals employed need to be strengthened in order to influence the learners’ retention. These include provision of resources such as equipped library, ensuring teachers observe time allocated in class, correcting books of the learners and parental involvement. The study recommends that the government, through its agencies such as the MOE and TSC, should provide resources such as finances meant for FSE, learning materials, and infrastructure on time to enable principals retain learners in school
PRINCIPALS’ IMPLEMENTATION OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT (TPAD) TOOL AND TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KIKUYU CONSTITUENCY
(Tangaza University College, 2022-08-31) TUMUSIIME, PATRICK
Teachers’ performance appraisal is one of the important processes in determining the performance of teachers in every country. In Kenya, Teachers Service Commission (TSC) introduced Teacher Performance Appraisal and Development (TPAD) tool in public schools to enable school principals to objectively evaluate teachers in their respective schools. This study sought to find out the influence of principals’ implementation strategies of Teacher Performance Appraisal and Development (TPAD) tool on the performance of teachers in public secondary schools in Kikuyu Constituency, Kiambu County. Five research questions together with management by objectives theory guided the study. The study adopted a descriptive cross-sectional survey design with a blend of qualitative and quantitative paradigm. The study targeted all public secondary schools, principals, teachers, TSC County Directors, and Quality Assurance and Standards Officers (QASOs). Simple random sampling was adopted to select 12 public secondary schools; proportionate sampling was used to select 190 teachers from the sampled schools. Purposive sampling was used to select 12 principals, One TSC County Director and One Quality Assurance and Standards Officer (QASO). Instrument reliability was tested using test-retest technique. Retest was done after a time lapse of two weeks. Scores from both testing periods were correlated using a Pearson Product Moment Formula to identify any variations that were present. Quantitative data was analyzed using the Statistical Package for Social Scientists (SPSS) and analysis largely involved inferential and descriptive statistics. Qualitative data derived from the interview guide and open-ended items were thematically analyzed, carefully coded, and recorded into narrative and direct quotations to support the findings of the quantitative data that was collected using questionnaires. Quantitative data presentation was done using bar graphs, tables and pie charts. The study established that principals’ use of reward in implementing TPAD, principals’ support towards teacher professional development, communication of TPAD appraisal results, collaborative planning in principals’ implementation of TPAD, and teachers’ attitude towards principals’ implementation of TPAD positively and significantly influenced the performance of teachers in public secondary schools. It was concluded that principals’ implementation strategies of TPAD were satisfactory variables in explaining the performance of teachers in public secondary schools. The study recommended that further studies be conducted to evaluate the extent of the TPAD tool implementation in public secondary schools in other constituencies to generate findings with a larger picture of the TPAD tool implementation
INFLUENCE OF HEAD TEACHERS’ MANAGERIAL STRATEGIES ON PRIMARY SCHOOL TEACHERS’ PERFORMANCE IN THE IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN KISUMU CENTRAL SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) OTIENO ADHIAMBO MILLICENT
The study investigated the influence of head teachers' managerial strategies on primary teachers’ performance in the implementation of Competency-Based Curriculum (CBC) in Kisumu Central Sub-County, Kenya. The objectives were: to find out whether head teachers' supervisory strategies influence teachers’ performance in the CBC; to establish how head teachers’ communication strategies influence teachers’ performance in the CBC; to establish how head teachers’ technological management strategies influence teachers’ performance in the CBC ; and to establish how head teachers’ parental engagement strategies influence teachers’ performance in CBC implementation in primary schools in Kisumu Central Sub-County. The research was anchored on managerial roles classification theory and Path-Goal theory. A convergent parallel mixed methods design was adopted. The target was public primary schools, head teachers, teachers, and the Quality Assurance and Standards Officer (QASO) . Purposive sampling was adopted to include all 20 public primary schools, 20 head teachers, and one QASO in Kisumu Central Sub-County. Simple random sampling was used to select 304 out of 440 teachers in the Sub County. A questionnaires was adopted to get data from teachers. The collection of data from head teachers and the QASO was done through interview guides. The quantitative research instrument was validated by consulting the research experts, and the qualitative instrument was validated using the member checking technique. The reliability of the instruments was calculated through Cronbach's alpha, and a score of 0.789 was attained which was considered reliable. Quantitative data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 25, which was presented in percentages, frequencies, tables, graphs, and charts. Qualitative data was analysed in themes and reported in narratives and direct quotations. The findings revealed that headteachers' managerial strategies, including supervisory strategies, communication strategies, technological management strategies, and parental engagement strategies, significantly influence primary school teachers' performance in the implementation of the Competency-Based Curriculum (CBC) in Kisumu Central Sub-County. The study concluded that the managerial strategies employed by the head teachers need improvement in order to enable teachers to perform better in the implementation of CBC in Kisumu Central Sub-County.The study recommends that the government develop policies in schools to ensure that head teachers regularly supervise teachers as they implement the curriculum. Additionally, the government, through TSC (Teacher Service Commission), should organize workshops and training sessions for both teachers and head teachers. These sessions should focus on problem-solving methodologies and techniques to help teachers effectively perform their duties in CBC implementation
PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA
(Tangaza University College, 2023-10-10) CHIIRA RAHAB
The study investigated principals’ instructional leadership role and lesson study program implementation in public secondary schools in Kajiado County. It was guided by the following objectives: To investigate principals’ instructional supervision role and implementation of lesson study program in public secondary schools in Kajiado County; to investigate principals’ promotion of collaborative practices and implementation of lesson study program in public secondary schools in Kajiado County; to investigate principals’ coordination of staff professional development and implementation of lesson study program in public secondary schools in Kajiado County and to investigate principals’ resource allocation and the implementation of lesson study program in public secondary schools in Kajiado County. The study was anchored on Carrier’s instructional leadership model, Vygotsky’s Social Cultural Development Theory and the Hallinger & Murphy Model of Instructional Leadership. Mixed methods research approach was used with convergent parallel mixed methods design. The study target population consisted of 95 public secondary schools, 95 principals and 651 mathematics and science teachers from Kajiado County with a sample size of 29 principals and 248 mathematics and science teachers. This was achieved using probability and non-probability sampling techniques which included purposeful, proportionate and simple random sampling. Collection of data was done using interview guide for principals and a questionnaire for teachers. A pilot study was conducted in two schools which had characteristics similar to those of schools that were involved in the study. The research instruments were validated by experts with knowledge on instructional leadership from Tangaza University College and the Catholic University of Eastern Africa. Analysis of quantitative data was done using descriptive statistics which included frequency distributions and percentages and was generated by use of Statistical Package for Social Sciences (SPSS) version 25. Data was presented in form of bar graphs, pie charts and frequency tables. Qualitative data was analysed using thematic approach and was presented using narratives and direct quotes. The findings revealed that secondary school principals carried out supervision throughout the process of lesson study by attending lesson study meetings and observing lessons as well as giving feedback; supported collaborations such as team work, peer lesson observation and networking and linkages; supported teachers to attend professional development and in allocated resources such as time, human resource and funds for lesson study implementation. However, the study revealed challenges that face lesson study implementation such as lack of time, funds, materials and uncooperative teachers. The study concluded that for effective implementation of lesson study, principals’ instructional leadership is required
THE CONTRIBUTION OF THE CATHOLIC DIOCESE OF MARSABIT IN EDUCATION AND STUDENTS’ RETENTION IN SELECTED SECONDARY SCHOOLS IN MARSABIT COUNTY – KENYA
(Tangaza University College, 2023-10-10) MUTINDA STEPHEN MUTUKU
This study explored the contribution of the Catholic Diocese of Marsabit on students’ retention in selected secondary schools in Marsabit County. The objectives of the study were: to establish the effects of Church-family relationship on student’s retention, to find out the contribution of Church initiated programs on students’ retention and to examine the contribution of the Catholic diocese of Marsabit sponsorship and donations on student’s retention: Tinto’s theory of students’ retention and Maslow’s hierarchy of needs theory guided this study. The purpose of this study was to provide the ministry of education, educators and policy makers with vital information on enhancement of students’ retention. The study adopted convergent parallel mixed method design. The study targeted population of 5,727 which included 12 principals, 48 class teachers, 50 parents, 17 priests and 5,600 students of the twelve secondary schools where the Catholic Church was fully involved in rendering services. The sample size for the study was 477 participants who selected through simple random and purposive sampling methods whereby only 464 participants responded to the study. Questionnaires were used for students and class teachers while interview guide was used for principals, priests and parents. Reliability of the questionnaire instrument was tested through test-retest formula of Pearson before being administered to the target population. The reliability correlation coefficient of the research instruments was 0.92 (92%). Data collected through the questionnaires and interviews was sorted out, coded, analyzed and interpreted through descriptive and inferential analysis using statistical package for social sciences (SPSS) version 20. The findings showed that the Catholic diocese of Marsabit had contributed and impacted positively on the enhancement of student’s retention in secondary school. The study recommended that the policy makers to make policies that allow the Catholic Church and other institution to help in the enhancement of students’ retention, and the school administration to come up with motivation programs to enhance students’ retention. The study also recommended that the students to cooperate in attending any program that can help in their retention in school.
INFLUENCE OF HEAD-TEACHERS’ LEADERSHIP STYLES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DODOMA URBAN DISTRICT, TANZANIA
(Tangaza University College, 2023-10-10) NJUU DONASIANA BIRGITA
The purpose of the study, was to assess the influence of head teachers’ leadership styles on students’ academic performance in Dodoma Urban District Council. The study was guided by the following objectives: to assess the influence of head teachers’ directive leadership style on students’ academic performance, to determine the influence of head teachers’ supportive leadership style on students’ academic performance, to assess the influence of head teachers’ participative leadership style on students’ academic performance, and lastly to assess the influence of head teachers’ achievement-oriented leadership style on students’ academic performance in public secondary schools in Dodoma Urban District Council, Tanzania. The study adopted a mixed research approach. Specifically, the researcher adopted a concurrent mixed method design. The target population for this study consisted of seven (7) head teachers and 110 teachers from seven (7) public secondary schools in Dodoma Urban District. The study used proportionate random sampling and purposive sampling to sample respondents. A closed and open-ended questionnaire were used on teachers and interviews were used on head teachers. The study employed Statistical Package of Social Science (SPSS) version 26, to analyze quantitative data which was generated by use of frequencies, tables and percentages. The analysis on the interviews involved reading the transcript, annotating the transcript, conceptualizing the data gathered from respondents, segmenting the data, analyzing the segment and writing the results that was obtained. The key findings indicated that to improve students’ academic performance, the head-teachers supervise team members very closely and ensures that there is cooperation in accomplishment of objectives by the teachers. Furthermore, the findings of the study indicated that to improve students’ academic performance, head teachers encourage team members to express their ideas or suggestions and ensure work is done independently and provide the opportunity to make decisions. In addition, findings revealed that supervision is done to the team members to meet school objectives and achieve better academic performance in schools. It was recommended that the Ministry of Education (MoE) needs close monitoring on the leadership styles to ensure that it is current and preferably suites both students and teachers to be able to achieve the intended goals and objectives of the school. Co-operation among the head of schools, teachers and the students should be strengthened to ensure academic excellence of the students
INFLUENCE OF PRINCIPALS’ TEACHER MANAGEMENT STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENTS IN PUBLIC SECONDARY SCHOOLS IN KILIFI SOUTH SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) KILWAKE NEKESA EVERLYNE
Effective management of teachers in a school system plays a vital role in facilitating students’ academic achievements as they prepare for life opportunities. This study investigated the influence of the principals’ teacher management strategies on the students’ academic achievement in public secondary schools in Kilifi South Sub-County, Kenya. The specific objectives were, to evaluate whether the provision of incentives to teachers by principals influences students’ academic achievements, to find out the extent to which principal’s promotion of teamwork among teachers influences students’ academic achievements, to determine whether principals’ support to teachers professional development influences students’ academic achievements and fourthly, to establish whether principals’ way of monitoring the teachers’ syllabus coverage influences students’ academic achievements in public secondary schools in Kilifi South Sub-County. The study was guided by Total Quality Management theory which was supplemented by the Reinforcement theory. The study employed the convergent parallel mixed method. The target population for the study was composed of ten public secondary schools, form three and four students. One Quality Assurance and Standards Officer, and one Teacher Service Commission Sub County Director in Kilifi South Sub-County. Purposive sampling was used to select ten principals and one Quality Assurance Officer. Stratified Sampling Method was used to select 90 out of 115 teachers, Proportionate sampling was employed to select 306 out of 1300 students. Reliability of the instruments was tested using the test-retest technique where the scores for teachers were 0.817 while the scores students were 0. 774. Quantitative data was analyzed using the Statistical Package for Social Science Software Version 23. Descriptive statistics such as frequencies and percentages were used to present quantitative data. Qualitative data was arranged into themes and reported in the form of narratives and direct quotations. The study findings showed that teachers are given paid leave, over time bonuses, and gifts as incentives to improve their performance, however they are not given opportunities for professional development as an incentive. The study also revealed that principals do not really support teamwork and also do not allow teachers to participate in decisions making. The study found out that the principals do not encourage teachers’ professional development, they do not allow them to attend seminars, workshops and refresher courses. On the fourth objective, the study established that most teachers had a negative attitude towards principals monitoring teachers on syllabuses coverage. The study recommended the need to improve education policies, and that a similar study should be carried out in other sub-counties in Kenya.
INFLUENCE OF PRINCIPALS’ TRANSFORMATIVE LEADERSHIP ON THE PERFORMANCE IN SCIENCE SUBJECTS IN GIRLS’ PUBLIC SECONDARY SCHOOLS IN THARAKA NITHI COUNTY
(Tangaza University College, 2023-10-10) MIANO MEAKELINAH
This study examined the influence of principals’ transformative leadership traits on the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County, Kenya. It was guided by the following specific objectives: to establish whether students' involvement in decision-making enhances their performance in science subjects; to ascertain whether principal-teacher role modeling influences performance in science subjects; to examine whether principal-teacher team building can enhance the performance in science subjects; and to find out the relationship between the provision of supportive learning resources and the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County, Kenya. The study was guided by transformational leadership theory. A concurrent triangulation design was adopted. The target population was girls’ public secondary schools, the county director, principals, teachers, and students. The target population of the study was 1838, and the sample size was 452. Purposive sampling was adopted to include all 11 girls’ public secondary schools, 11 out of 11 principals, and one County Director of education. Proportionate sampling was applied to collect data from 330 out of 1650 students, and simple random sampling was applied to collect data from 100 out of 165 teachers. The study used questionnaires to collect data from teachers and students. The collection of data from principals and the County Director of education was done through interview guides. Reliability of the instruments was tested using the test-retest technique and the scores 0.708 was obtained. Member checking technique was adopted to validate the qualitative instrument. Quantitative data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 25. The data from quantitative instruments was presented using frequencies and percentages on tables, graphs, and pie charts. Qualitative data was analyzed in themes, and the reporting was done in direct quotations and narratives. The findings revealed that principals’ transformational leadership expressed in terms of students' involvement in decision-making, principal-teacher role modeling, principal-teacher team building, and the provision of supportive learning resources are important in influencing the performance of students in science subjects in girls’ public secondary schools in Tharaka Nithi County. The study concluded that limited involvement of students in decision-making concerning the study of science subjects and insufficient resources to use in the study of science subjects, such as laboratory equipment, are the main hindrances to the study of science subjects in girls’ public secondary schools. The study thus recommended that the principals enhance the involvement of students in the decisions that affect them concerning the study of science subjects as well as improve the provision of resources such as laboratory equipment that are needed in the study of science for enhanced academic performance in science subjects
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.
PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STRATEGIES ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN LOITOKITOK SUB- COUNTY KAJIADO COUNTY, KENYA
(Tangaza University, 2024-09) ALICE WAIRIMU KIBOI
The study aimed to examine principals’ transformational leadership strategies on teachers’ job performance in public secondary schools in Loitokitok Sub-County, Kajiado County, Kenya. Four objectives guided the study: to find out how principals’ motivational strategies influence teachers’ job performance; to assess the extent to which the principals’ role modelling strategy influence teachers’ job performance; to examine the extent to which the principals’ capacity-building strategy influence teachers’ job performance, and to investigate how principals’ delegation of duties strategy influence teachers’ job performance. The study was anchored on transformational leadership theory. A mixed-method research approach was employed with a concurrent research design to gather qualitative and quantitative data. The study targeted all public secondary schools, school principals, teachers, and the Sub-County Education Director in Loitokitok Sub-County, Kajiado County. Seven public secondary schools and 90 teachers from the sampled schools were selected. Schools were selected using stratified and simple random sampling; principals were selected using purposive sampling; teachers were selected using proportionate stratified sampling and simple random sampling; and the Sub-County Educational Director was selected using purposive sampling. A total of 98 respondents took part in the study. Data was collected through closed-ended questionnaires from the teachers and in-depth interview guides for principals and the Sub-County Director of Education. Research instruments were subjected to face and content validity. The reliability of the teachers’ questionnaires was tested using the test-retest technique. Quantitative data was analyzed descriptively with the help of the Statistical Package for Social Science (SPSS) version 27 and reported in frequency distributions, means, and percentages. Data was presented in bar graphs, pie charts, and tables. The qualitative data was organized into themes based on the research questions and reported in narrative form and direct quotations. Ethical considerations were adhered to throughout the process. The findings revealed that motivational strategies had a significant positive impact on teacher job performance, while role modelling moderately influenced teachers' attitudes and behaviours. Capacity-building initiatives improved performance. Delegation of duties increased job satisfaction and empowered teachers. Based on the findings, the study recommended that secondary school principals be trained in transformational leadership skills to inspire and motivate teachers, to improve their performance. Additionally, principals should focus on capacity-building through training, seminars, and benchmarking, as well as involving teachers in management roles to enhance their skills and contribute to school success. These positively impact teachers' job performance and overall school effectiveness.
PRINCIPALS’ MONITORING OF INSTRUCTIONAL PRACTICES ON LEARNING OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN MARSABIT TOWN, MARSABIT COUNTY, KENYA
(Tangaza University, 2024-09) SHIRSHA NENGE VITALIS
The role of principals as instructional leaders greatly impacts educational quality, highlighting the importance of examining their monitoring practices and how these practices affect student learning outcomes. The study objectives were; to investigate the principals’ involvement in monitoring teachers’ preparation of instructional practices, to examine the principals’ monitoring of teachers’ instructional methodologies, to analyze principals’ monitoring of instructional assessments, and to evaluate principals’ utilization of monitoring feedback on learning outcomes in public secondary schools in Marsabit Town, Marsabit County, Kenya. The study was guided by instructional leadership theory. The study used a convergent parallel mixed methods design. The target population was 8 principals, 3,756 students, and 143 teachers across ten public secondary schools in Marsabit Town. Purposive sampling was adopted to select 4 principals out of 8 principals. Simple random sampling was applied to collect data from 240 out of 3756 students, and simple random sampling also to select 40 out of 143 teachers. The study used questionnaires to collect data from teachers and students, and an interview guide for principals. Reliability was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data was analyzed using descriptive statistics in SPSS version 26, presented in tables, graphs, and charts. The qualitative data was analyzed thematically and reported through narratives and direct quotations. Findings revealed that principals’ monitoring of instructional preparation, teaching methodologies, assessments, and feedback had a moderately significant influence on learning outcomes in Marsabit Town's public secondary schools. The study concluded that principals’ monitoring practices need improvement to enhance learning outcomes. It recommends that the government should establish implementation mandating principals to consistently monitor instructional preparations and methodologies. Additionally, the Teachers Service Commission (TSC) should organize regular workshops and training sessions for teachers and principals to enhance instructional practices, assessments, and feedback, contributing to higher learning outcomes.
PRINCIPALS’ PARTICIPATORY LEADERSHIP STRATEGIES ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ONDO WEST LOCAL GOVERNMENT, NIGERIA
(Tangaza University, 2024-09) FRANCISCA CHIOMA NWACHUKWU
This study investigated the influence of principals’ participatory leadership on teachers’ job performance in public secondary schools in Ondo West Local Government, Nigeria. The objectives of the study were to establish the influence of principals’ practice of joint decision-making strategy on teachers’ job performance, principals’ supporting professional development strategy on teachers’ job performance, principals’ motivation strategy on teachers’ job performance, and principals’ collaboration strategy on teachers’ job performance. The study was guided by Social Exchange Theory. This study employed mixed-method approach and convergent parallel mixed-methods design. The target population was the 32 public schools in Ondo West Local Government. Ten (10) schools were selected through stratified random sampling. All the 10 principals of the sampled schools were included in the study. Yamene (1967) formula was used to sample 211 teachers from the target population. Questionnaire was used to collect data from the teachers, while interview guide was used to collect data from the principals. The research experts ascertained content validity. Split-half technique was employed to ensure the reliability of instruments and a score of 0.93 was realized. In the analysis of quantitative data, descriptive analysis was employed and findings were reported in percentages, frequency tables, pie charts, and graphs. The qualitative data was thematically analyzed and presented in forms of narratives and direct quotations. The study’s findings established that principals’ participatory leadership strategies which include decision making strategy, professional development strategy, motivation strategy, and collaboration strategy positively influenced teachers’ job performance in public secondary schools in Ondo West Local Government. In order to improve on sub-optimal performance of teachers, the study recommended that principals should engage teachers more in decision making processes, align professional development to the needs of the teachers’, principals be consistent and fair in their motivation strategy, and encouraging collaboration among teachers in the public schools in Ondo West Local Government.
CONTRIBUTION OF STUDENT COUNCILS’ LEADERSHIP TO ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOLS IN NAIVASHA SUB-COUNTY, NAKURU COUNTY, KENYA
(Tangaza University, 2024-10) NDUNG’U JOYCE
This study sought to determine the contribution of student councils' leadership on the academic performance of public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. The following objectives guided the study: to determine the contribution of peer mentorship on academic performance; to examine how students' council leadership promotes discipline on academic performance; to assess the influence of student leaders' communication with the administration on academic performance. The study was guided by system theory and used a convergent parallel mixed methods design. The target population was 39 principals, 2400 students, and 234 teachers across 39 public secondary schools in Naivasha Sub-County. The study used stratified sampling to group schools into female and male; then used simple random sampling to select 2 girls' boarding schools out of 3, 2 boys' boarding schools out of 3, and 2 mixed boarding schools out of 3. The researcher assigned numbers 1 to 3; the odd ones were considered for the study. Seven mixed-day out of 30 schools were sampled using systematic sampling with an interval of 4. Purposive sampling was adopted to select 13 principals out of 39 principals. Simple random sampling was applied to collect data from 240 out of 2400 students, and simple random sampling also selected 40 out of 234 teachers. The study used questionnaires to collect data from teachers and students, and an interview guide for principals. A pilot test was conducted in two public secondary schools in the sub-county. The research instruments were validated by experts with knowledge on instructional leadership from Tangaza University. Reliability was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data was analyzed using descriptive statistics in SPSS version 25, presented in tables, graphs, and charts. The qualitative data was analyzed thematically and reported through narratives and direct quotations. Findings revealed that involvement of student council leadership, peer mentorship, and leader’s communication in the school activities had a moderately significant impact on students’ discipline and academic performance in public secondary schools in Naivasha Sub-County. The study concluded that student councils’ leadership needs improvement to enhance positive student discipline and academic performance. It recommends that the government should establish implementation mandating principals to consistently involve student councils’ leadership in school activities and daily operations. Additionally, the Teachers Service Commission (TSC) should organize regular workshops and training sessions for teachers and principals to enhance student councils’ leadership and hence contribute to higher academic performance.
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.
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.
INFLUENCE OF PRINCIPALS’ ADMINISTRATIVE PRACTICES ON STUDENTS' DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN TURKANA CENTRAL SUB-COUNTY, KENYA
(Tangaza University, 2025-05) MARY WANGUI NJUGIA
This study assessed the influence of principals’ administrative practices on students' discipline in public secondary schools in Turkana Central Sub-County, Kenya. The specific objectives were to determine the influence of principals' support of guidance and counseling, parental involvement, students’ involvement in decision-making, and principals’ provision of resources on students’ discipline in public secondary schools in Turkana Central Sub-County, Kenya. The study adopted a convergent parallel mixed method design. The quantitative approach used a cross-sectional survey design, while qualitative data used case study design. The target population was 15 public secondary schools, 15 principals, 330 teachers, and 3600 students. Simple random sampling was used to select 12 out of 15 public secondary schools. Criterion purposive sampling was used to include all the 12 principals and their respective 12 deputy principals. The 115 teachers were selected using stratified simple random sampling. Systematic sampling was adopted to select 360 out of 3600 students. Data collection tools included questionnaires and an in-depth interview guide. The research instruments were reviewed for validity by the researcher’s supervisors. In addition, Pearson's correlation coefficient was used to assess the reliability of the study instruments, and a coefficient of 0.823 was realized which was considered adequate. Both inferential and descriptive statistics were used to analyze quantitative data which was presented in frequencies, percentages, tables and graphs. Qualitative data was analyzed using a thematic approach and presented in the form of narratives and direct quotations. The study revealed that principal’ administrative practices such as support of guidance and counseling, parental involvement, involvement of student councils in decision-making and principals’ provision of resources positively and significantly influences students' discipline in public secondary schools in Turkana Central Sub-County, Kenya. The study concluded that the administrative practices employed by the principals need to be improved in order to improve students' discipline in public secondary schools in Turkana Central Sub-County. The study recommended that the government should prioritize the recruitment and deployment of qualified and trained counselors in all secondary schools in Turkana Sub County to provide comprehensive and professional support for students' well-being and discipline management. The government should monitor and reinforce a policy that will prohibit the use of corporal punishment in schools, emphasizing alternative disciplinary approaches that prioritize positive reinforcement, counseling, and restorative justice practices that enhance the discipline of leaners in schools.
HEADTEACHERS' TRANSFORMATIVE LEADERSHIP STRATEGIES ON TEACHERS' IMPLEMENTATION OF DIGITAL LITERACY TOOLS FOR LEARNING IN PUBLIC PRIMARY SCHOOLS IN NAKURU NORTH SUB-COUNTY, KENYA
(Tangaza University, 2025-07) REBECCA WAMBUI MAINA
The study aimed at examining how head teachers' transformative leadership strategies influence teachers' implementation of digital literacy tools for learning in public primary schools in Nakuru North Sub-County, Kenya. The study was guided by the following research objectives: to assess how head teachers' provision of ICT infrastructure influences teachers' implementation of digital literacy tools; to examine how head teachers' coordination of professional development affects teachers' implementation of digital literacy tools; to assess how head teachers' motivation strategies impact teachers' implementation of digital literacy tools; and to determine how head teachers' role modelling of digital literacy usage influences teachers' implementation of digital literacy tools in public primary schools in Nakuru North Sub-County. Transformational Leadership Theory and Technological Pedagogical Content Knowledge Theory were adopted for the study. The study adopted a convergent parallel mixed method design. The target population consisted of 44 schools, 44 head teachers, 350 teachers and 3654 students. Probability and Non-probability sampling techniques were used to select a sample size of 20 head teachers, 114 teachers and 322 students. The study used questionnaires, focus group discussion guide and in-depth interview guide to collect data. Validity of the Instrument was ensured through expert review and reliability was tested using Cronbach’s Alpha. Descriptive statistics were used to analyse quantitative data while qualitative data was categorized and interpreted in narrative form and direct quotes. The findings revealed that the provision of ICT infrastructure, coordination of professional development, motivation and role modelling played a pivotal role in ensuring the implementation of digital literacy tools in schools. The study concluded that there is limited funding for the purchase and regular maintenance of devices, reliable internet connectivity, and training for both teachers and students regarding the use of ICT tools. The study recommends that the government through the ministry of education should ensure that schools are equipped with a long-term digital strategy, including creating specialized roles for IT support staff to ensure sustainable and efficient ICT integration in education. The head teachers should also prioritize regular professional development programs focused on digital literacy to equip teachers with the necessary skills and knowledge.