Christ The teacher Institute of Education

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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.
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    INFLUENCE OF PARENTAL INVOLVEMENT ON LEARNERS’ ACADEMIC ACHIEVEMENT IN PUBLIC PRIMARY SCHOOLS IN DILLA TOWN, GEDEO ZONE, ETHIOPIA
    (Tangaza University, 2025-11) ALEMITU WORKU
    The purpose of this study is to look at how parental involvement influences learners' academic achievement in public primary schools in Dilla Town, Gedeo Zone, Ethiopia. The following objectives guided this study: to determine how parental involvement in resource provision, disciplinary actions, homework monitoring, and home-school communication influences learners’ academic achievement. The overlapping spheres of influence notion, which Joyce Epstein proposed in 1987, also served as the foundation for this investigation. The study adopted a convergent concurrent mixed method design, which is a one-phase design that collected both quantitative and qualitative data. A cross-sectional survey design was used to gather quantitative data, while a phenomenology research design was used to gather qualitative data. The research targeted five public primary schools in Dilla Town, encompassing a population of 11,500 learners, 250 teachers, five principals, and five parent-teacher association (PTA) chairpersons. Sampling methods included census sampling for schools and principals, criterion-purposive sampling for PTA chairpersons, and simple Stratified and simple random sampling for selecting 125 teachers and 383 learners. Data was collected using questionnaires for learners and teachers, and in-depth interview guides for principals and PTA members. To ensure the validity and reliability of the instruments, pilot testing was conducted, employing construct and face validity tests. Cronbach’s alpha and the test-retest technique were used to ensure internal consistency and reliability. A reliability coefficient was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data were analyzed using descriptive statistics and inferential statistics in SPSS version 26, presented in tables, graphs, and charts. The qualitative data were analyzed thematically and reported through narratives and direct quotations. Throughout the research process, ethical principles were strictly observed to ensure the integrity and responsible conduct of the study. Findings revealed that while there is some level of parental involvement in resource provision, disciplinary actions, homework supervision, and communication, these efforts remain inconsistent and limited in scope. The study recommended that school principals and educational stakeholders develop structured programs to enhance parental engagement, including regular parent-teacher meetings, awareness campaigns, and training sessions to guide parents on supporting learning at home. Additionally, policy frameworks should be strengthened to ensure that schools prioritize and promote parental involvement as a key strategy to improve learners’ academic outcomes.
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    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.
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    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.
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    Influence of Transformational Leadership on Teacher Retention in Rural Public Secondary Schools in Karongi District, Rwanda
    (Tangaza University, 2025-10) SR. BANAMWANA CLAIRE JOSEE
    The purpose of this study was to find out the influence of transformational leadership on teacher retention in rural public secondary schools in Karongi district, Rwanda. The objectives were to examine the influence of intellectual stimulation, idealized influence, individualized consideration, and inspirational motivation on teacher retention in rural public secondary schools. The research was anchored on the transformational leadership theory. The study adopted a mixed methods approach, specifically a convergent parallel design. The target population was 25 secondary schools and 25 principals, 455 teachers, and one District Education Officer (DEO). The study used simple random sampling to select 8 out of 25 secondary schools and their principals. Stratified and simple random sampling was used to select 137 out of 455 teachers. Purposive sampling was used to include the district education officer. Data collection tools were questionnaires for teachers and in-depth interview guides for principals and the DEO.The research instruments were reviewed for validity by supervisors. Descriptive statistics (frequencies and percentages) were used to analyze quantitative data with the help of SPSS version 29. Data was presented by the use of tables. Qualitative data was analyzed using a thematic approach and presented as narratives and direct quotations. The study revealed that transformational leadership, through intellectual stimulation, idealized influence, individualized consideration, and inspirational motivation, positively impacts teacher retention in rural public secondary schools in Karongi District, Rwanda. However, many teachers reported feeling uninspired by their principals’ vision, behavior, and integrity, indicating a crisis of trust that undermines motivation and retention. The study recommends that the Ministry of Education strengthen transformational leadership in rural schools by investing in targeted leadership training for principals. Such programs should emphasize intellectual stimulation, ethical conduct, vision setting, individualized support, and effective communication. Principals are encouraged to model integrity, fairness, and high ethical standards while clearly communicating their vision and values. They should also enhance individualized consideration by recognizing teacher contributions, listening to concerns, and providing constructive feedback. In addition, principals should adopt motivational strategies such as celebrating successes and using consistent, personalized communication to improve teacher satisfaction and retention.
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    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.
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    HEAD TEACHERS' CANDIDATE PREPARATION STRATEGIES AND STUDENTS’PERFORMANCE IN THE PRIMARY CERTIFICATE OF EDUCATION IN CHIMOIO DISTRICT, MOZAMBIQUE
    (Tangaza University, 2025-08) SR. VICTORIA TITO
    The purpose of this study was to investigate the influence of head teachers' candidate preparation strategies on students’ performance in the Primary Certificate of Education in Chimoio District, Mozambique. The objectives of this study were: to find out the principals’ supportive revision strategies and students’ performance; to examine the influence of examination anxiety management on students’ academic performance; to evaluate the influence of motivation strategy on students’ academic performance; and to find out the influence of the teacher-student relationship on students’ academic performance in the Primary Certificate of Education in Chimoio District, Mozambique. The study was guided by Dimension Model Theory and Catastrophe Theory. A convergent parallel mixed method design was used. The study adopted a cross-sectional survey research design for quantitative data and a phenomenological design for qualitative data. The focus was on public primary schools, head teachers, teachers and Mozambique’s Ministry of Education officer. Simple random sampling was used to select 18 out of 23 primary schools and 125 out of 312 teachers; criterion purposive sampling was used to select 18 head teachers and 1 Ministry of Education officer. Proportionate sampling simple random sampling was used to select 316 out of 1500 students. Questionnaires were used to collect data from students and teachers. An interview guide was used to collect data from head teachers and the Ministry of Education officer. Instrument reliability was tested using the test-retest technique, where a score of 0.82 was realized. The researcher ensured the validity of the quantitative instruments by consulting the experts. Member checking technique was used to validate qualitative instruments. Quantitative data was analyzed by the use of SPSS Version 25 and findings were reported in percentages, frequency tables, and graphs. The qualitative data were analyzed into themes according to the research questions and reported in narratives and direct quotations. The study revealed that head teachers’ candidate preparation strategies, including revision, exam anxiety management, student motivation, and teacher-student relationship strategies, have an influence on students’ academic performance in the Primary Certificate of Education in Chimoio District, Mozambique. The study recommended that in preparing candidates for examinations, head teachers should prioritize and promote intrinsic motivation strategies. These include fostering a supportive learning environment, encouraging student autonomy, and emphasizing the value of learning itself. Such strategies are expected to have a more sustainable and positive impact on student engagement and academic performance.