Education

Evaluating The Role of Competency-Based Education in Enhancing Democratic Values Among Junior Secondary Learners in Masaba South Sub-County, Kisii County

2026-06-01T00:00:00Z

Evaluating The Role of Competency-Based Education in Enhancing Democratic Values Among Junior Secondary Learners in Masaba South Sub-County, Kisii County Nyandi, Trusila Monyenye The function of education is to help produce informed, responsible and active citizens who support democratic principles and human rights. Increasingly around the world, education systems are moving away from traditional examination-based methods to competence- based systems that focus on developing skills in critical thinking, being involved in your community, working as a team, being ethical, and being an active citizen. In Kenya, the new Competency Based Education (CBE) curriculum was first introduced in 2017 to replace the previous 8-4-4 system and therefore provide for the complete development of the learner (including citizenship, participation in a democracy, and making responsible decisions). While the new CBE system was implemented with the above items in mind and for the above reasons, there is little empirical data available to support the assertion that CBE facilitates and supports the development and maintenance of democratic values by junior secondary school-aged students in Kenya. Therefore, this study will investigate how the following three areas of the CBE curriculum (content, how lessons are taught, and how student learning is measured) support the development and maintenance of democratic values in junior secondary students in Masaba South Sub-County, Kisii County, Kenya he study was grounded in John Dewey's theory of Democratic Education and Paulo Freire's Critical Pedagogy and adopted a descriptive survey research design. The target population comprised 162 teachers and 36 head teachers from 36 public junior secondary schools across six educational zones, with a sample of 114 teachers and 11 head teachers selected using stratified and simple random sampling. Questionnaires and classroom observation checklists were used for data collection. Reliability was established using Cronbach's Alpha, while content validity was ensured through expert review. Quantitative data were analysed using descriptive statistics, while qualitative data were analyzed thematically. The findings revealed that CBE curriculum content integrated democratic values across subject areas (β = 0.232, p < 0.01). Participatory teaching methods fostered democratic engagement (β = 0.201, p < 0.05). Formative and peer assessment practices reinforced democratic behaviours (β = 0.188, p < 0.05). Challenges identified included inadequate teacher preparation (74.3%), cultural resistance (40.0%), insufficient resources (68.6%), and examination-oriented systems (49.5%). The study concluded that CBE significantly promoted democratic values when effectively implemented through intentional curriculum design, participatory teaching methods, and reflective assessment practices (R2 = 0.8934, F = 57.236, p < 0.001). The findings may inform the Kenya Institute of Curriculum Development in revising curriculum frameworks, guide the Ministry of Education in formulating policies and teacher development programs, and assist teacher training institutions in strengthening value-based education. Overall, this study contributes to educational reforms by identifying strategies and gaps in fostering responsible, ethical, and participatory citizenship among junior secondary learners The study recommends that teachers receive more extensive training, schools have sufficient resources available and the government establishes effective monitoring systems to evaluate the use of these teaching approaches. A Thesis Submitted in Partial Fulfilment of The Requirements For The Award of The Degree of Master of Education in The Department of Education, School of Humanities And Social Sciences of Africa Nazarene University

Influence of Autocratic And Democratic Leadership Styles on Teacher Morale in Private Primary Schools in Kayole, Embakasi Central Sub- County

2026-06-01T00:00:00Z

Influence of Autocratic And Democratic Leadership Styles on Teacher Morale in Private Primary Schools in Kayole, Embakasi Central Sub- County Njuguna, Glaudia Kamene This study was intended to examine the influence of autocratic and democratic leadership styles on teacher morale in selected private primary schools in Kayole, Embakasi Central Sub-county. The study was guided by Path –Goal leadership theory and focused on determining the influence of autocratic and participative leadership approach on teacher morale and commitment. A descriptive mixed-methods research design was adopted to collect both quantitative and qualitative data on the influence of participative and directive leadership approach on teacher morale. The target population was made up of 57 private primary schools in Kayole, Embakasi Central Sub-county, from which a sample of size of 53 respondents were obtained. This comprised of 36 classroom teachers who were selected through stratified and simple random sampling technique and 17 school administrators. A sample of 17 headteachers was drawn from the 17 private primary schools that were selected through census sampling. Data for the study was collected using structured questionnaires that were given to teachers and interview schedules that were administered to the head teachers. A pilot exercise was undertaken in order to find checks that ensured validity and reliability of the study. Quantitative data were analyzed using descriptive statistics including frequencies, percentages, means and standard deviations while qualitative data was analyzed thematically and presented through narrative descriptions, so as to enrich and also compliment the quantitative findings. The study was aimed to establish how school leadership approaches influence teacher morale, motivation, professional commitment and job satisfaction in private primary schools within Kayole, Embakasi Central Sub-county. The findings revealed that directive leadership approach had a negative influence on educators moral as it limited participation, reduced professional autonomy and lowered motivation. In contrast, participative leadership style had a positive influence on educators’ morale by promoting collaboration, participation, work satisfaction and professional commitment. The findings indicated that administration approaches influenced the educators’ morale differently. Participative approach were associated with higher levels of teacher motivation, job satisfaction and commitment while autocratic leadership practices were associated with lower levels of educators’ participation and morale. Qualitative data indicated that though directive approach caused workstation stress, but it was often used for quick operational execution. The study concluded that leadership approaches significantly influenced educators’ morale in private primary schools in Kayole, Embakasi Central Sub-County. Participative leadership practices enhanced commitment, teacher motivation and job satisfaction, while excessive reliance on autocratic leadership practices negatively affected educators’ morale. By addressing these gaps in the existing literature, the study recommends that school administrators adopt participatory leadership approaches that encourage educator involvement in decision-making, promote collaborative school management practices and strengthen communication channels. It calls for the administrators to reduce reliance on authoritarian approach by avoiding the use of excess control, coercing and making decisions on their own in private primary schools within Kayole, Embakasi Central Sub-County. Although the study doesn’t aim to develop national education policies, its findings may inform localized discussions on school leadership practices and the welfare of educators within Embakasi Central Sub-County. A Thesis Submitted in Partial Fulfilment of The Requirements For The Award of The Degree of Master of Education in The Department Of Education And The School of Humanities And Social Sciences of Africa Nazarene University

Influence of Cognitive Load on Academic Performance in Mathematics Among Grade Nine Students in Public Junior Secondary Schools in Kajiado-West Sub-County, Kajiado County, Kenya

2026-05-01T00:00:00Z

Influence of Cognitive Load on Academic Performance in Mathematics Among Grade Nine Students in Public Junior Secondary Schools in Kajiado-West Sub-County, Kajiado County, Kenya Munyere, Daniel Harrison Mathematics as a backbone of Science, Technology, Engineering, and Mathematics (STEM) develop students' abilities to innovate, make well-informed choices, and solve problems which lead to personal achievements, societal advancement, and economic growth. However, poor academic performance in Mathematics starting from the announced KJSEA 2025 has emerged as a major issue in the country. The current study focused on examining the influence of cognitive load on learner academic performance in Mathematics among grade nine students in public junior secondary schools in Kajiado-west Sub- County, Kajiado County, Kenya. The study was guided by cognitive load theory and scaffolding theory. The study used convergent parallel mixed research design. The study targeted 1830 Grade Nine students and 74 Mathematics subject teachers from 35 public junior secondary schools in the Kajiado-West sub-county, Kajiado county, Kenya. Yamane's (1967) formula was used to determine students’ sample size while proportionate stratified random sampling formula to determine school sample size per category. Both stratified and simple random sampling were used to sample the participants. The study used questionnaires and interview to collect data. Construct validity was supported by content validity through Exploratory Factor Analysis (EFA) and University supervisors assessed the study instruments to establish face validity. Cronbach alpha coefficient was used to assess the instruments' internal consistency. Descriptive statistics which include means, standard deviations, and frequency distributions were used to summarize data while Pearson Coefficient correlation and multiple linear regression analysis used for inferential statistics. The research findings established a significant positive relationship between cognitive load dimensions and academic performance in Mathematics. Intrinsic cognitive load (r = .805, p < .001), extraneous cognitive load (r = .724, p < .001), and germane cognitive load (r = .813, p < .001) significantly influenced academic performance. The regression analysis demonstrated that cognitive load accounted for 68.1% of performance variations (R2 = .681) with germane cognitive load showing the highest prediction power (β = .397), followed by intrinsic cognitive load (β=.270), and finally extraneous cognitive load (β =.173). The study results demonstrate that students will achieve better results when they manage to direct their mental resources in an efficient manner during their learning process. Students who actively participated in concept understanding and integration activities showed the highest improvement in their performance levels. The research shows that learning task complexity impacts results but inefficient teaching methods produce minimal effects through unneeded mental effort. Teachers need to develop their lesson plans properly because students will succeed better when they learn in meaningful ways which teachers create for them. The study recommends that education policies that will help improve Mathematics performance in junior secondary schools in Kajiado-West sub-county besides improving country wide performance. Similarly, Mathematics teachers should apply student-focused methods which break down difficult topics while they connect fresh information to existing knowledge and maintain student involvement. The study further recommends that school administrators create ongoing teacher training programs on cognitive load management and effective Mathematics teaching methods. The schools need to establish proper educational material supply and create learning spaces which support student success. A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education, School of Humanities and Social Sciences of Africa Nazarene University

Information Communication Technology Integration on Competency Based Education: A Case of Selected Primary Schools in Kajiado North Sub-County, Kajiado County, Kenya

2026-01-01T00:00:00Z

Information Communication Technology Integration on Competency Based Education: A Case of Selected Primary Schools in Kajiado North Sub-County, Kajiado County, Kenya Gitau, Agnes Wambui The study sought to investigate the influence of ICTs in Competency Based Education in primary schools in Kajiado North Sub - County. The study objectives were to examine the influence of the availability of ICT resources on Competency Based Education implementation in primary schools in Kajiado North Sub- County, to establish the influence of teachers training on ICT Competency Based Education implementation and to examine the influence of administrative support in integrating ICT in teaching and learning on Competency Based Education Implementation, and finally to determine the influence of ICT integration towards the Competency Based Education Implementation in primary schools in Kajiado North Sub - County, Kajiado County , Kenya. The study was guided by the Technology Acceptance Model (TAM). The study adopted descriptive survey research design. The study targeted 93 head teachers and 876 teachers across the 93 primary schools. The 93 primary schools have 2797 grade 9 nine learners. The 9 head teachers, 88 teachers and 280 learners was the sample size calculated by the researcher out of the target population as adequate for dependable results for interview and questionnaires respectively. In objective one, findings indicated a high level of Availability of ICT Resources (Aggregate Mean=3.355, SD=0.798) in public primary schools in Kajiado North Sub- County. The Pearson's correlation analysis results indicate existence of a strong significant positive linear relationship between availability of ICT resources and Competency Based Education implementation in primary schools in Kajiado North Sub-County at a correlational coefficient r= 0.659*, P Value 0.017<0.05. In objective two, findings indicated a moderate level of Teachers’ ICT Literacy (Aggregate Mean=3.011 0, SD=0.779) in public primary schools in Kajiado North Sub-County. The Pearson's correlation analysis results indicate existence of an average/medium significant positive linear relationship between teachers’ ICT literacy and Competency Based Education implementation in primary schools in Kajiado North Sub- County, at a correlational coefficient r= 0.439*, P Value 0.041<0.05. In objective three, findings indicated a moderate level of administrative support in ICT (Aggregate Mean=2.818, S. D=0.792) in public primary schools in Kajiado North Sub-County. The Pearson's correlation analysis results indicate existence of a very strong significant positive linear relationship between administrative support in ICT and Competency Based Education implementation in primary schools in Kajiado North Sub-County, at a correlational coefficient r= 0.831**, P Value 0.000<0.01. In objective four, the multiple regression analysis results indicate an adjusted R square of 0.682 which implies that ICT integration influence Competency Based Education implementation in primary schools Kajiado North Sub-County by 68.2%. Based on the findings, it was recommended that; The school administration together with other administrators in the education sector they should provide ICT resources such as computers, reliable internet, reliable electricity and other resources to the primary schools for better Competency Based Education implementation. The education office at Kajiado North Sub-County together with Kajiado county should invest more on teachers’ ICT literacy by encouraging and sponsoring more teacher to attend ICT organized seminars and enrolling in ICT related short courses. By having more teachers who are literate in ICT will lead to improvement in implementation of the Competency Based Education in primary schools. A Thesis Report Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master Education in the Department of Education School of Humanities and Social Sciences of Africa Nazarene University

Teacher-Based Factors Influencing the Implementation of Competency-Based Education in Pre-Primary Schools in Aldai Sub-County, Nandi County

2026-07-01T00:00:00Z

Teacher-Based Factors Influencing the Implementation of Competency-Based Education in Pre-Primary Schools in Aldai Sub-County, Nandi County Bitok, Maureen Jeptoo Kenya has implemented Competency-Based Education (CBE) as a curriculum reform aimed at equipping learners with practical skills, values, and competencies for lifelong learning and effective societal participation. This study investigated teacher-based factors influencing CBE implementation among pre-primary learners in Aldai Sub- County, Nandi County, Kenya. The specific objectives were to: examine the influence of teachers' pedagogical skills on CBE implementation; determine the influence of teachers' attitudes toward CBE on its implementation; and evaluate the influence of teachers' professional competence on CBE implementation in pre-primary schools in Aldai Sub- County. Guided by Dewey's Social Constructivism Theory, the study adopted a descriptive survey design with a census of 158 respondents, comprising 106 pre-primary teachers and 52 head teachers from all public pre-primary schools in the sub-county. Data were collected through questionnaires, interview schedules, and document analysis guides, with validity established via expert review and reliability assessed using the split- half technique and Cronbach's alpha. Quantitative data were analyzed using SPSS version 29, while qualitative data were analyzed thematically using NVivo. The findings showed that pedagogical skills, attitudes toward CBE, and professional competence each significantly and positively influenced implementation, though challenges remained in competency-based assessment, resource adequacy, and translating theory into practice. Teachers generally held positive attitudes, but motivation was constrained by documentation demands, overcrowded classrooms, and limited institutional support. The study concluded that teachers’ pedagogical skills positively influence the implementation of Competency-Based Education (CBE) in pre-primary schools in Aldai Sub-County, although deficiencies in competency-based assessment practices limit the effective realization of curriculum objectives. The study concluded that teachers’ positive attitudes toward CBE support its implementation; however, the sustainability of these attitudes depends on adequate motivation, resources, leadership support, and favorable working conditions. The study concluded that teachers’ professional competence positively influences CBE implementation, but variations in content mastery and the ability to translate theory into practice constrain the consistent and effective delivery of competency-based learning experiences. Regarding teachers’ pedagogical skills, the study recommends that the Ministry of Education, through KICD, should enhance continuous school-based professional development focusing on competency-based assessment and learner-centered pedagogies. On teachers’ attitudes, the study recommends that the Nandi County Government, Sub-County Education Directorate, and school heads should strengthen teacher motivation through recognition, mentoring, support forums, and adequate staffing to promote positive attitudes toward CBE implementation. Regarding teachers’ professional competence, the study recommends that the TSC and KICD should reinforce pre-service and in-service training by emphasizing competency-based assessment, content mastery, and practical classroom application. The study recommended that further research should examine long-term effects of teacher motivation and support using longitudinal, mixed-methods approaches. Research Project Submitted in Partial fulfillment of the Requirements for the Award of Master’s Degree of in Early Childhood Education of Africa Nazarene University

Effect of Transformational Leadership Style of Head Teachers Commitment in Secondary Schools in Kesses Sub County, Kenya

2025-06-01T00:00:00Z

Effect of Transformational Leadership Style of Head Teachers Commitment in Secondary Schools in Kesses Sub County, Kenya Ngetich, Chebii Philip Kipkosgei Transformational leadership is a leadership style that focuses on inspiring and motivating individuals to transcend their personal interests for the benefit of the organization or group. In educational settings, particularly in secondary schools, transformational leadership has been identified as a key factor in enhancing teacher motivation, performance, and overall commitment. The role of headteachers in shaping school culture and fostering an environment that supports teachers’ professional growth is crucial in improving educational outcomes.This study aims to investigate the effect of transformational leadership styles of head teachers on teaching commitment in secondary schools in Kesses Sub County, Kenya. The study was guided by the following objectives: to examine the correlation between the transformational leadership style of head teachers and the level of teaching commitment; to identify specific traits of transformational leadership that most significantly influence teachers’ commitment; to investigate teachers’ perceptions of their head teachers’ transformational leadership behaviors and how these perceptions impact their teaching commitment; to evaluate the level of teaching commitment in schools led by transformational leaders and to explore transformational leadership policies that head teachers can adopt to enhance teaching commitment. The study was supported by transformational Leadership Theory. A mixed-method approach was used, The target population comprised 300 respondents (30 headteachers and 270 teachers), with a stratified random sample of 120 participants (30 headteachers and 90 teachers) selected from public and private secondary schools across urban and rural settings. Data were collected using validated questionnaires (Cronbach’s α = 0.82) and semi-structured interviews. A pilot study in Mosop Sub County confirmed instrument reliability. Quantitative data were analyzed using descriptive statistics (means, standard deviations) via SPSS v26, while qualitative data underwent thematic analysis. The study found a strong positive relationship (45.7% strongly agreed, M = 3.82, SD = 0.786), with transformational leadership enhancing teacher motivation, performance, and school culture. Inspirational motivation (M = 3.04), idealized influence (M = 3.46), and intellectual stimulation (M = 3.55) were critical in boosting commitment, with individualized consideration (M = 3.17) being the most impactful. Positive perceptions of trust (M = 3.05), communication (M = 3.52), and empowerment (M = 3.23) significantly increased commitment, highlighting the role of relational dynamics. Schools with transformational leaders reported higher commitment (52.4%, M = 3.11), retention (47.6%, M = 3.05), and job satisfaction (50.5%, M = 3.50) than those with traditional leaders. Policies promoting professional development (54.3%, M = 3.14), recognition (57.1%, M = 3.36), and shared decision-making (52.4%, M = 3.75) were key drivers of commitment.The study concluded Transformational leadership—through visionary, supportive, and empowering practices—significantly strengthens teaching commitment. The study recommended training headteachers in transformational strategies and adopting policies that foster teacher autonomy, recognition, and collaboration. A Research Thesis Submitted in the Department of School of Humanities and Social Sciences in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education in Education Psychology , Africa Nazarene University

Assessment of Factors Influencing the Implementation of Competency Based Curriculum Programme in Public Primary Schools in Yatta Sub-County, Machakos County, Kenya

2025-05-01T00:00:00Z

Assessment of Factors Influencing the Implementation of Competency Based Curriculum Programme in Public Primary Schools in Yatta Sub-County, Machakos County, Kenya Karuri, Francis Mbithi The Competency-Based Curriculum (CBC) is a framework that focuses more on what the learner is supposed to do rather than what to know. The introduction of CBC informed the change of education system from 8-4-4 to 2-6-3-3. As noted by different scholars, several factors influenced an effective transition from 8-4-4 to CBC. The study assessed factors influencing the implementation of the Competency-Based Curriculum in public primary schools in Kenya. The research was guided by the following objectives: to assess the influence of teacher development programs on CBC implementation, to assess learning resource availability on CBC implementation, and to evaluate teachers’ perceptions on CBC implementation in Yatta Sub-County. Literature was reviewed based on these objectives. The study was anchored in the tenets of Constructivism theory and adopted a descriptive survey research design. Data was collected from teachers and head teachers within a target population of 863, comprising 760 teachers and 103 head teachers employed by the TSC in 103 public schools. A sample size of 273 respondents was determined using Fisher’s formula. Data collection tools included questionnaires for head teachers and teachers. A pilot exercise was conducted in three schools outside the sample area ensured validity and reliability through test-retest procedures and expert guidance. Data was analyzed using descriptive and inferential statistics, with frequencies, means, and standard deviations summarizing data, while multiple regression analysis tested hypotheses. Findings were presented in figures and tables, organized by themes derived from the objectives. The study revealed that teachers possessed basic CBC knowledge (M= 3.23, SD= 25.05) and attended training (M= 4.05, SD= 4.64), but gaps in digital literacy (M= 2.20, SD= 52.73) and learner assessment techniques (M= 2.82, SD= 28.83) were evident. Essential resources like textbooks (M= 4.06, SD= 1.15) and teaching aids (M= 4.06, SD= 0.97) were generally adequate, though shortages in reference books (M= 2.50, SD=1.22) and ICT integration (M= 3.79, SD= 1.03) posed challenges, especially in rural areas. Teachers expressed mixed perceptions about transitioning to CBC (M= 2.27, SD= 1.19), acknowledging its potential economic benefits (M= 3.52, SD= 0.97) and inclusivity (M= 3.52, SD= 0.92) while highlighting increased workloads (M= 4.07, SD= 0.91) and skepticism about fostering lifelong learning (M= 3.04, SD= 1.07). The findings underscored the need for enhanced ICT training, resource allocation, and professional development for teachers. The study recommends that the Ministry of Education implement regular training programs on digital literacy, ICT integration, and assessment techniques, while ensuring equitable distribution of resources, especially in rural areas. Education stakeholders should establish continuous professional development frameworks to support teachers' adaptation to CBC. School administrators should provide resources to manage workloads from individualized learning programs. A Thesis Submitted In Partial Fulfillment of the Requirements for the Award of Degree of Master of Education in Educational Administration, Department of Education, School of Humanities and Social Sciences of Africa Nazarene University

Evaluation of Selected Factors That Determine Preschoolers Holistic Development in Public Ecde Centres in Eldoret West Sub_County_Kenya

2025-06-01T00:00:00Z

Evaluation of Selected Factors That Determine Preschoolers Holistic Development in Public Ecde Centres in Eldoret West Sub_County_Kenya Korir, Rebecca Education given to children during their formative years has been widely recognized as being crucial not just because of its ability to make the recipients literate but because of its ability to foster learners’ holistic development. Availability of both indoor and outdoor educational resources, and the teacher requisite skills are crucial for attainment of preschool children holistic development in terms of all the learning domains- physical, social, intellectual, emotional, spiritual and even in creativity. The purpose of the study was to evaluate the factors that determine the preschoolers’ holistic development in public ECDE centres in Eldoret West Sub County. The study objectives were to establish the availability of indoor educational resources for preschoolers’ holistic development, to examine the availability of outdoor educational resources for preschoolers’ holistic development, and to find out the teachers’ preparedness for preschoolers’ holistic development in public ECD centers in Eldoret West sub-County. The study was anchored on Bruner’s Discovery Learning theory. A descriptive survey research design was adopted for the study. The target population comprised of 180 head teachers and 180 senior preschool teachers from 180 ECDE centres. However, 11 head teachers and 54 senior preschool teachers were sampled through simple random and purposive techniques. The study employed preschool teachers’ questionnaire, head teachers interview schedule, and educational resources observation check list to collect data. The research instruments were validated through the scrutiny of the two university supervisors. Cronbach alpha coefficient was computed to ascertain the reliability of the preschool questionnaire. Quantitative data was analyzed by descriptive statics while thematic analysis was used to analyze qualitative data. The findings revealed significant deficiencies in essential indoor resources. Computers, which are crucial for interactive learning and basic digital literacy, were notably absent in 74% of the surveyed preschools. Professional development showed mixed engagement, with 75.9% of teachers attending refresher courses and 72.2% attending seminars and workshops. However, there were significant gaps in access to instructional materials, with 44.4% of teachers reporting difficulty in accessing materials on curriculum changes and 29% not familiar with current government policies in ECDE. Educational policymakers should consider subsidies or grants to support the purchase of educational aids, ensuring that every preschool has adequate resources to support visual and interactive learning. The study might be of significance to the Ministry of Education in the formulation of policies that will ensure the provision of quality and adequate educational resources for the learners’ holistic development in ECD centres in Kenya. A Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education in the Department of Education, School of Humanities and Social Sciences of Africa Nazarene University

Factors Hindering Teaching and Learning Activities for Learners With Emotional and Behavioral Disorders; A Case Study of Kabete Rehabilitation School, Westlands Sub CountyKenya

2025-05-01T00:00:00Z

Factors Hindering Teaching and Learning Activities for Learners With Emotional and Behavioral Disorders; A Case Study of Kabete Rehabilitation School, Westlands Sub CountyKenya Akello, Monica Ida The achievement of learners with emotional and behavioral disorders increase outside school before they are placed in the rehabilitation school. After placement for rehabilitation services, control of undesirable behaviors was given the highest priority. This study aimed to investigate the factors hindering teaching and learning activities for learners with emotional and behavioral disorders at Kabete Rehabilitation School in Westlands Sub-county. The objectives of the study were: to examine the effectiveness of teachers teaching learners with EBD’S, to investigate how EBD’s affect teaching and learning activities, to establish methods used to control the inappropriate behaviors during teaching and learning activities and to determine strategies that can improve teaching and learning activities in the school. The study was grounded in the tenets of constructivist theory and employed a descriptive case study research design approach. The target population consisted of 98 respondents, with a sample size of 42 respondents. Data for the study was sought using Questionnaires, interview schedules, and physical resource observation. A pilot exercise was undertaken at Kakamega Rehabilitation School in order to find checks that ensured validity and reliability of the study. Data analysis was done using descriptive and inferential statistics. The study findings revealed that teachers qualification had a positive and significant effect on teaching and learning activities of (B= -1.584, P<0.05). It was further established that the emotional and behavioral disorders had a negative and significant effect on teaching and learning activities (B= -0.658), P= 0.05). The methods used to control inappropriate behaviors were staying outside until the lesson is over and through guidance and counseling. The study also found that good infrastructure and adequate learning equipment specifically thosed suitable for EBD learners, were effective strategies for improving teaching and learning activities. The study concluded that teacher’s qualifications and the effects of EBD contributed significantly poor performance. The study recommended that all teachers should be trained in the management and teaching of EBD learners, and that the sources used inside and outside the classroom should be appropriate for learners with emotional and behavioural disorders. A Thesis Submitted in Partial Fulfillment of The Requirement for the Award of the Degree of Master of Education in the Department of Education School of Humanities and Social Sciences of Africa Nazarene University.

Influence of Head Teachers’ Instructional Supervision on Pupils’ Academic Performance in Public Primary Schools in Kitui West Sub County, Kenya

2024-03-01T00:00:00Z

Influence of Head Teachers’ Instructional Supervision on Pupils’ Academic Performance in Public Primary Schools in Kitui West Sub County, Kenya Kisangi, Miriam Taabu The academic achievement of a school is appraised against its leader. Head teachers play a significant role in the determination of academic achievement in a school. The purpose of this study was to examine the influence of head teachers’ instructional supervision on pupils’ academic performance in public primary schools in Kitui West Sub County, Kenya. The objectives of the study were to establish the influence of head teachers’ supervision of teachers’ time management on pupils’ academic performance, to find out the influence of head teachers’ supervision of teachers’ use of professional documents on pupils’ academic performance, and to assess the influence of the head teachers’ use of the Teachers’ Performance Appraisal Development (TPAD) to motivate teachers, on pupils’ academic performance in Kitui West Sub County. This study was based on systems theory. The study employed descriptive survey research design where data was collected by administering questionnaires to the respondents. The target population was 73 head teachers and 878 teachers from 73 public primary schools. The study employed purposive and simple random sampling techniques to obtain a sample size of 22 head teachers and 88 teachers. Teachers’ questionnaire and the head teachers’ interview schedule were employed to collect the data. Pilot testing involved two principals, and eight teachers from the neighboring Kitui Central Sub County. The research instruments content and face validity were ascertained through scrutiny by the two supervisors assigned to the researcher. The reliability of the teachers’ questionnaire was estimated through the split-half technique where a coefficient of .783 was obtained. The study’s three independent variables contributed 52.1 % of the variance in pupils’ academic performance. The head teachers’ supervision of teachers’ use of professional documents was the most potent predictor of academic performance (β = 0.487, t(77) = 2.946, p < 0.05). The study recommended that the head teachers in the public primary schools in Kitui West sub-county should develop strategies to ensure timely coverage of the syllabus without compromising depth of understanding. Further, the head teachers in the public primary schools in Kitui West sub-county should establish robust systems for managing teacher absences, including protocols for substitute teachers or subject specialists to step in when necessary. A Thesis Submitted in Partial Fulfilment of the Requirements for the Award of Degree of Master of Education in the Department of Education, School of Humanities and Social Sciences of Africa Nazarene University