Education

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

Wed, 01 Jul 2026 00:00:00 GMT

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

Sun, 01 Jun 2025 00:00:00 GMT

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

Thu, 01 May 2025 00:00:00 GMT

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

Sun, 01 Jun 2025 00:00:00 GMT

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

Thu, 01 May 2025 00:00:00 GMT

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

Fri, 01 Mar 2024 00:00:00 GMT

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

The Impact of Pornography on the Spiritual and Moral Integrity of Clergy and Lay Leaders in Selected Denominations in Kajiado North Sub-County, Kenya

Sun, 01 Jun 2025 00:00:00 GMT

The Impact of Pornography on the Spiritual and Moral Integrity of Clergy and Lay Leaders in Selected Denominations in Kajiado North Sub-County, Kenya Kariuki, Joy Wambui This study investigates the impact of pornography on the spiritual and moral integrity of clergy and lay leaders in selected denominations within Kajiado North Sub-County, Kenya. With time and evolving culture, pornography has become an issue of growing concern in religious institutions. Although frequently ignored or stigmatized, the presence and consumption of pornographic content among church leaders present real spiritual, moral, and relational challenges that affect both personal faith and public ministry. The study recognises pornography as a sensitive but significant subject that requires theological, psychological, and pastoral attention within church communities. The study is anchored on five primary objectives. First, it seeks to explore the challenges that pornography presents to the spiritual lives of clergy and lay leaders. Second, it assesses Christian teachings on sexual morality and the use of pornographic material among church leaders in Kajiado North. Third, it investigates how pornography affects family life, including marital intimacy, trust, and relational stability. Fourth, the study examines interpersonal and leadership struggles that arise due to hidden pornography use, including guilt, secrecy, loss of credibility, and spiritual burnout. Finally, it aims to establish how biblical teachings on sexuality and moral purity can be used to curb pornography use and promote healing and restoration. The study adopted a descriptive survey design and included participants from various denominations, such as CITAM, AIC, ACK, PCEA, and the Nkoroi Catholic Church. Data collection involved the use of questionnaires and interview guides to ensure both quantitative and qualitative insights. Quantitative data was analyzed using SPSS version 25, while qualitative data was examined thematically. The results were presented through tables, frequencies, means, and standard deviations to highlight trends and patterns. Findings revealed that pornography consumption among church leaders results in significant spiritual disconnection, moral conflict, and a decline in both personal integrity and professional effectiveness. Many leaders who secretly struggle with pornography reported feelings of shame, isolation, and spiritual stagnation. The study also found that such struggles often disrupt family dynamics, erode trust between spouses, and create emotional distance. Moreover, affected leaders face difficulty in mentoring others, preaching with authority, and modelling the moral behaviour expected in their roles. The influence of pornography creates a dissonance between public ministry and private life, undermining the overall credibility and witness of the church. In conclusion, the study proposes a practical framework, well-rounded and a compassionate approach to addressing pornography within the church context. This includes fostering open and honest dialogue, offering structured education on biblical sexuality, discipleship programs and developing confidential support systems that emphasize accountability, spiritual renewal, and pastoral care. Churches are encouraged to respond not with condemnation but with grace, truth, and restoration. By addressing the issue proactively and biblically, the church can help reclaim moral integrity and spiritual authority among its leaders. This research contributes valuable insights into a growing but often hidden struggle in the church. It lays a foundation for further studies and initiatives aimed at enhancing the spiritual strength and moral resilience of clergy and lay leaders in the face of modern-day challenges. A Thesis Submitted in Partial Fulfilment of the Requirements for The Award of the Degree of Master of Arts In Religion in the Department of Religion, School of Religion and the Christian Ministry of Africa Nazarene University

Influence of School Leadership on the Implementation of Early Years of Education in Moiben Sub-County, Uasin Gishu County

Sun, 01 Jun 2025 00:00:00 GMT

Influence of School Leadership on the Implementation of Early Years of Education in Moiben Sub-County, Uasin Gishu County Cherono, Beatrice Jebiwot This research study explores the influence of school leadership on the implementation of Early Years of Education (EYE) curriculum in Moiben Sub County, Kenya. The purpose of the study is to examine how school leaders contribute to the successful implementation of the EYE curriculum. The objectives of the study are to: examine the influence of instructional leadership, assess the impact of administrative leadership and analyze the supervisory practices and their influence on the implementation of EYE in Moiben Sub-County, Kenya. A sample of pre-primary curriculum teachers, school administrators, and Board of Management participated in the study to gather their perspectives on the leadership practices that facilitate or hinder curriculum implementation. The study utilized a mixed-methods approach, combining questionnaires and interviews, thematic and document analysis to collect and analyze data. The findings of the study indicate that school leadership significantly influences the implementation of the EYE curriculum. Instructional leadership had a positive influence on implementation, with a coefficient of β = 0.122. Correlation Analysis showed that administrative leadership showed a moderate and statistically significant positive relationship with the implementation of early years’ education (r = 0.463, p ≤ 0.05). Supervisory practices also demonstrated a moderate but statistically significant positive relationship with the implementation of early years’ education (r = 0.018, p ≤ 0.05). The study concludes that school leadership significantly influences the implementation of the Early Years of Education curriculum, with administrative leadership having the strongest impact, followed by supervisory practices and instructional leadership. It is recommended that targeted leadership training and enhanced support systems be provided to strengthen these leadership dimensions for more effective curriculum implementation. A Thesis Submitted in Partial Fulfilment of the Requirements for the Award of Master of Education Degree in the Department of Education, School of Humanities and Social Sciences of Africa Nazarene University

A Study on the Preparedness of Public Primary Schools Towards Successful Implementation of Competency Based Curriculum in Mwala Sub-County, Kenya.

Thu, 01 Feb 2024 00:00:00 GMT

A Study on the Preparedness of Public Primary Schools Towards Successful Implementation of Competency Based Curriculum in Mwala Sub-County, Kenya. Kyuli, Joseph Nyamai As Kenya puts into action the implementation of competency-based curriculum (CBC), the readiness of the environment in which the curriculum is being executed remains questionable. The key stake holders towards the implementation of CBC in the country who include students, teachers, headteachers, Curriculum Support Officers, parents and guardians are faced with quite a number of challenges. Such obstacles are limitations related to teaching and learning resources, infrastructure, large classes, and limited number of teachers, minimal ICT integration and insufficient capitation to schools by the government. The study investigated the preparedness public primary schools towards successful implementation of the competency-based curriculum. The specific objectives of the study were to examine the pedagogical preparedness among teachers on the implementation of Competency Based Curriculum in public primary schools , to establish availability and suitability of teaching and learning resources in public primary schools for successful CBC implementation, to evaluate ICT integration readiness in public primary schools towards successful implementation of CBC and finally to examine the challenges that teachers and headteachers face in the implementation of competency based curriculum in primary schools. The study was based on Howard Gardner's concept of multiple intelligences and Lev Vygotsky's sociocultural theory. An exploratory research design that targeted all the 192 headteachers and 1925 teachers within the public primary schools of Mwala Sub-County was used. To get the sample size for the study, Fisher‟s formulae: n=N/ {1+N (e²)} for calculating sample size was put into action at 0.05 margin of error. Questionnaires (with open and closed ended questions) were used as data collection tools. Quantitative data was analyzed using descriptive statistics such as percentages, frequency counts and means while qualitative data was thematically analyzed according to the research objectives. The results were presented in prose form and by using frequency table. The research findings established that pedagogical preparedness among teachers was quite minimal as the cumulative mean under this variable was 2.45. The availability and suitability of teaching and learning resources illustrated that there was a deficit and those available were generally not suitable for successful CBC implementation. The study too disclosed that public primary schools were not fully prepared to support ICT integration (Cum. Mean=2.30). Furthermore, study results showed that teachers and headteachers who are the key implementers of CBC face numerous challenges as they strive to implement CBC. The study concluded that minimal pedagogical preparedness among teachers, deficits in teaching and learning resources, unprepared schools‟ conditions for ICT integration are critical factors affecting successful implementation of CBC among public primary schools within Mwala Sub-County. The study recommended organizing and conducting of more CBC trainings for primary school teachers as supported by 70.03% of the respondents. There is need to provide more teaching and learning resources to Kenyan public primary schools following perception by 82.87% of the respondents. In addition, the study recommended ICT training for public primary school teachers as 51.39% of the respondents disclosed that they had no ICT knowledge. Finally, the study recommended recruitment of more teachers in the primary schools by the Ministry of Education in the Kenyan public primary schools in order to ease the teachers‟ teaching workload with 54.66% of respondents backing it up. A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education in the School of Humanities and Social Sciences of Africa Nazarene University

Factors influencing the integration of ICT in teaching and learning in public primary schools in Kitui West Subcounty, Kenya

Fri, 01 Mar 2024 00:00:00 GMT

Factors influencing the integration of ICT in teaching and learning in public primary schools in Kitui West Subcounty, Kenya Munyoki, Jacinta Kathini Many experts argue that simply installing technological gadgets and infrastructure will not automatically result in ICT integration in learning until the teacher, who is a significant element in ICT integration, is addressed. This study examined teachers' attitudes, computer literacy, and the availability of resources in technology integration in public primary schools' teaching in Kitui West Sub County, Kitui County, Kenya. The objectives of the study were to establish the influence of teachers' attitudes on the integration of ICT in teaching and learning, Kitui West Sub-County; to determine the influence of teachers' computer literacy on teaching and learning, Kitui West Sub-County; and to determine the influence of availability of resources on the integration of ICT in teaching and learning in Kitui County, Kitui West Sub-County. This study's findings would help education stakeholders like teachers, parents, ministry officials, donors and sponsors to help solve the identified challenges impending proper integration of ICT into teaching and learning. The findings would also be critical in policy policy-making related to integrating ICT in schools. In theory, the study was guided by The Open System Theory model. The researcher applied a descriptive study approach targeting 81 head teachers and 730 teachers in all 81 Kitui West Sub County public primary schools. A random stratified sampling approach based on 24 head teachers and 220 teachers was employed in the study. Questionnaires and interviews from teachers and head teachers were used for data collection. Test-retest was applied to ascertain the reliability of the teachers' questionnaire. Two supervisors allocated to the researcher helped ascertain content and construct validity. The researcher used descriptive and inferential statistics for data analysis and tested the formulated null hypothesis using multiple regression analysis. These tests included averages, proportions, R-statistics, ANOVA, p-values, and coefficients. The researcher also analyzed questionnaires and the consecutive presentment made via frequencies and percentages. The findings obtained after the study would be applied in formulating more pragmatic policies that would obligate primary school teachers to demonstrate and make a periodical report on the progress of ICT integration in teaching and learning in Kitui West Sub County-Kitui County. The R-Statistics results show that the R2 of the model was 0.0214 and the model p-value was 0.1969 which was insignificant. The results also indicated that all three factors studied positively impacted ICT integration in teaching and learning, with the availability of resources having the lowest impact at a coefficient of 0.02. It was also found that the factors had an insignificant impact on the dependent variable, as indicated by their p-values, and evaluated based on a 5% significance level. The p-values obtained were 0.1400, 0.1446 and 0.6554 for teachers' attitudes, 'computer literacy, and availability of resources, respectively. The conclusion was, therefore, that the three factors had a positive insignificant impact on the integration of ICT in teaching and learning in public primary schools in Kitui West Sub-County.