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Exploring the Strategies for Mainstreaming Ethics and Integrity in Research and Scholarship at the Catholic University of Eastern Africa
(Tangaza University, 2025-10) Elizabeth Onoja
Ethics has received so much attention in the recent past, yet unethical practices continue to persist in society. Given that higher learning institutions play an essential role in shaping individuals for various sectors, it becomes imperative to explore the extent to which ethics is integrated into their core mandate and identify any prevailing concerns. Thus, this research explored strategies for mainstreaming ethics and integrity in research and scholarship in private institutions of higher learning in Kenya, with particular focus on the Catholic University of Eastern Africa. Specifically, the study sought to explore available ethics and integrity policies for research and scholarship, leadership strategies in mainstreaming ethics and integrity in research and scholarship, and how students can enhance the mainstreaming of ethics and integrity in research and scholarship. This qualitative research purposively sampled 30 participants comprising academic and student affairs units, including representatives from undergraduate and postgraduate students, faculty, disciplinary committee, administrative staff under DVC academics, quality assurance officer and library staff. The study found out that participants are largely aware of the available ethics and integrity policies guiding research and scholarship with various implementation approaches used in emphasizing and ensuring adherence to the stipulated standards. Findings notably indicated alignment of students’ perceptions of the implementation process with the intended purpose by the management, which focuses on enhancing a culture of academic integrity, leading to responsible stewardship of the larger society. While the overall implementation process indicated good progress in building a culture of academic integrity, the need to improve communication and accessibility of integrity policies, the need to be more humane and inclusive, as well as embracing a paradigm shift, remain areas of concern. Improving the implementation approaches, particularly focusing on the prevention measures with possible adjustments of the disciplinary actions, and flexibility to embrace new changes and concepts like coaching and mentorship could enhance ownership of the process and sustained achievement of academic integrity. The study made recommendations to groups including: students, lecturers, leaders, researchers, institutions and policy makers, for understanding ethics policies, being intentional about preventive measures of addressing academic dishonesty, and proper alignment of perceptions in order to enhance academic integrity. Thus, contributing to the effort of producing ethical and responsible stewards for societal transformation.
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Relationship between Leadership Styles of Small Christian Community Leaders and the Christian Spirituality of Members in Outer-ring Deanery, Archdiocese of Nairobi, Kenya
(Tangaza University, 2025-10) Misgana Surafiel
The study investigated the relationship between leadership styles of SCC leaders and Christian spirituality among members of SCCs in the Outer-ring Deanery of the Archdiocese of Nairobi. Leaders of these SCCs are expected to demonstrate and promote ethical leadership values. However, SCCs leaders appears to be adopting a secular leadership approach that emphasize authority, personal interest, tribal considerations, competition during elections of SCCs leaders and a lack of accountability. Such tendencies contradict goals of Christian leadership values rooted in service and spiritual growth. Guided by the theories of Servant Leadership and Spiritual Well-being, the study examined the existing leadership styles among SCCs, level of Christian spirituality, the relationship between the demographic characteristics and level of Christian spirituality, and the relationship between leadership styles of SCC leaders and Christian spirituality among members in Outer-ring Deanery. The research employed a positivist approach, and literature was reviewed thematically. A quantitative method was used and the respondents were selected through a cluster multi-stage random sampling technique. Data were collected from 408 members of SCCs using structured questionnaire on the Leadership Style and Spirituality Scales. Data analyzed involved descriptive and inferential statistics, including Pearson’s correlational, assisted by SPSS version 25. The findings revealed that democratic leadership style was dominant and that the overall level of Christian spirituality was high. The results further showed that education level, position held in the SCCs and marital status had significant associations with Christian spirituality. Additionally, democratic leadership demonstrated a moderate positive and statistically significant relationship with Christian spirituality, and autocratic leadership style showed a weak insignificant positive relationship, while laissez-faire styles emerged as a significant negative predictor of spirituality. The study concluded that leadership style plays a vital role in shaping and promoting Christian spirituality within SCCs. It recommended SCC leaders enhance democratic or participatory leadership practices. Future research could adopt longitudinal and qualitative approaches to better capture the contextual realities of SCCs, and develop a guided model for leadership formation within the church.
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Relationship between Social Support and Psychological Well-Being among Prisoners: A Case of Kamiti Maximum Security Prison, Nairobi County, Kenya.
(International Journal of Research Publication and Reviews, 2025-09) Mutua Jacob Musyoki Mbaya
Imprisonment is commonly viewed as a deterrent to reoffending; however, incarceration often exacerbates psychological distress, manifesting as depression, suicidal ideation, self-harm, and aggression. Such challenges necessitate targeted psychosocial interventions, particularly from family, peers, and significant others. Social support (SS) is widely recognised as a crucial determinant of psychological well-being (PWB), warranting an empirical investigation into their relationship. This study examined the association between SS and PWB among inmates at Kamiti Maximum Security Prison, Nairobi County, Kenya. Anchored in Social Support Theory and Ryff’s Six-Factor Model, the study employed a positivist, correlational survey design. Data were collected using the Multidimensional Scale of Perceived Social Support and the Psychological Well-Being Scale. A multi-stage sampling approach, combining proportionate stratified and simple random techniques, yielded a sample of 320 from a population of 1,207. Data were analysed using Pearson’s correlation and simple regression. Demographic variables age (p = .878), marital status (p = .918), education (p = .152), and time served (p = .166) showed no significant relationship with PWB. Most participants reported moderate levels of SS (73.2%) and PWB (90.4%). A statistically significant positive correlation was found between SS and PWB (r = .193, p = .001), with SS emerging as a significant predictor of PWB (F(1, 311) = 11.97, p = .001). Findings underscore the importance of enhancing social support systems through family contact, peer engagement, and supportive relationships to foster psychological resilience among inmates.
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Relationship between Social Support and Psychological Well-Being among Prisoners: A Case of Kamiti Maximum Security Prison, Nairobi County, Kenya.
(Tangaza University, 2025-09) Mutua Jacob Musyoki Mbaya
Imprisonment is widely regarded as a method of deterring individuals from committing further offences. However, life in prison often exposes inmates to a range of psychological challenges that require targeted interventions to promote mental well-being. This study examined the relationship between social support and psychological well-being among inmates at Kamiti Maximum Security Prison in Nairobi County, Kenya. Guided by four objectives, the study assessed the level of social support, the level of psychological well-being, the relationship between demographic characteristics on psychological well-being, and the relationship between social support and psychological well-being. The research was based on Don Drennon-Gala and Cullen’s Social Support Theory and Ryff’s Six-Factor Model. A positivist correlational survey design was employed. Data were collected using the Multidimensional Scale of Perceived Social Support and the Psychological Well-Being Scale. A simple random sampling technique was applied to select the participants. The findings showed that 73.3% of the respondents reported moderate social support, 17.4% experienced high support, while 9.3% had low support. Regarding psychological well-being, 90.4% fell within the moderate range, 6.7% scored high, and 2.9% were in the low range. A chi-square test showed that age, marital status, level of education, and years served in prison had no significant difference on psychological well-being. Marital status also showed no significant effect (p = .666). Pearson’s correlation analysis indicated a positive and statistically significant relationship between social support and psychological well-being (r = .193, p = .001). Regression analysis confirmed that social support significantly predicted psychological well-being (F (1, 311) = 11.97, p = .001). These findings emphasize the need to strengthen support systems for inmates, particularly through family visits, peer connections, friends and support from significant others. Encouraging self-reflection and healthy relationships within prison settings can enhance the psychological resilience of inmates.
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Relationship Between Self-Directed Learning Readiness and Student Stress Among First-Year Undergraduate Students in Private Universities in Lang’ata Sub-County, Nairobi, Kenya.
(Tangaza University, 2025-06) Kitetu Annah Mukeli
The transition from teacher-led instruction in high school to self-directed learning readiness (SDLR) at the university level presents significant psychological challenges for first-year undergraduate students. This study investigated the relationship between self-directed learning readiness (SDLR) and student stress (SS) among first-year undergraduates in private universities in Lang’ata Sub-county, Kenya. Guided by four research objectives, the study assessed levels of SDLR and SS, examined the relationship between demographic characteristics and SS, and explored the correlation between SDLR and SS. Grounded by Self-Determination and Self-Efficacy theories, the study employed a quantitative correlational design. A stratified random sample of 387 students was drawn from a population of 4,217 from selected private universities in Lang’ata Sub-county. Data was collected using the SDLR and Student Stress Inventory scales and analyzed using SPSS-25. Descriptive statistics, including demographic characteristics, were analyzed using frequencies, while inferential statistics examining relationships were conducted using Chi-square, and Pearson's correlation tests. Findings revealed that the mean SDLR score was 1.97 (SD = 0.917), indicating substantial variability, while the mean SS score was 1.84 (SD = 0.524), revealing moderate stress levels. Significant relationship in SS was found based on age χ² (8, N = 382) = 44.65, p < .00, university attended (F(3, 378) = 41.81, p < .001), place of residence χ² (8, N = 382) = 23.60, p = .003, and mode of study χ² (2, N = 382) = 8.07, p = .018. However, no significant relationships were observed by gender or perceived family support. A modest but significant positive correlation was found between SDLR and SS (r = .231, p < .001), suggesting that increased readiness for self-directed learning may be associated with higher stress. These findings underscore the need to promote SDLR alongside targeted stress management interventions for first-year undergraduate students.