Missions involvement in the African Inland Church- Kenya

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Commercial Bank Diversification and Financial Performance: The Moderating Role of Risk

Commercial banks in Kenya have posted good financial performance as indicated by ROA and ROE. This coincides with a period of enormous diversification occasioned by global financial sector liberalization, allowing banks to venture into a range of businesses while maintaining the traditional intermediation business. Theory and empirical evidence is equivocal on the financial performance impact of diversification. Often, theory provides an isolated analysis of the diversification – performance relationship which limits their generalizations especially in the face of systemic financial risks and crisis. Using an ex post factoexplanatory design we investigate whether bank diversification affects financial performance and whether this effect is moderated by solvency and credit risk based on panel data from 34 commercial banks in Kenya over nine firm years. The authors find that income and asset diversification negatively and significantly affect commercial bank ROA while geographical diversification significantly – positively affect both ROA and ROE. We also find a significant positive moderation effect of credit risk on relationship between income diversification and ROA but a significant negative effect on relationship between asset diversification and geographical diversification with both ROA and ROE. On solvency risk, we find a significant positive moderation effect on relationship between geographical diversification and ROE

CONTINUAL IMPROVEMENT AS PER THE ISO 9001:2015 QUALITY MANAGEMENT SYSTEM AND POST-EXAMINATION SERVICES DELIVERY IN PUBLIC UNIVERSITIES IN KENYA

The examination is among the crucial processes of any university quality management system and as such, quality should be maintained at all levels. Several inefficiencies in post-examination services delivery have occurred in Kenyan public universities many of which were implementing ISO 9001: 2015 QMSs. Doubt arose on the extent to which adoption of ISO 9001 QMSs had translated to quality service delivery in these institutions. The study was guided by two objectives; to determine the extent to which Kenyan public universities pursue continual improvement as per ISO 9001:2015 QMS and to establish the relationship between continual improvement and post-examination services delivery in public universities in Kenya. A mixed methods research design was employed. The study targeted various examination process stakeholders in all 26 ISO 9001:2015 certified public universities in Kenya. Purposive sampling was used to sample 6 directors of quality assurance, 6 directors of QMS and PC and 6 deputy registrars (examinations) while 297 examination coordinators and 384 fourth-year students were sampled using a stratified sampling technique. Primary data was collected using semi-structured questionnaires and interview schedules. The study established that generally, most public universities in Kenya to a large extent aspired for continual improvement in their core processes, functions and operations Regression analysis results revealed that continual improvement as per the ISO 9001: 2015 QMS requirements had a positive significant effect on post-examination services delivery in public universities in Kenya (β = 0.727, p = .000). The study concluded that it was crucial for these universities to optimize continual improvement in their key processes, operations and functions. Continuous analysis of data to assist in the identification of areas of service nonconformity for informed corrective measures to achieve continual improvement, in the long run, was recommended.  Article visualizations

Internal quality auditing and post-examination services delivery in public universities in Kenya

Examination is a crucial process of a university’s quality management system thus, requires maintenance of quality. Several inefficiencies in post examination services delivery have occurred in Kenyan public universities that have implemented ISO 9001: 2015 QMSs. The study was guided by three objectives; to determine the frequency of internal quality audits in public universities in Kenya as per ISO 9001 2015 QMS, to establish the extent to which Kenyan public universities internal quality auditing adhere to ISO 9001:2015 QMS and to determine the relationship between internal quality audit as per ISO 9001:2015 QMS and post examination services delivery. A mixed methods research design was employed. Purposive sampling was used to sample 6 directors of quality assurance, 6 directors of QMS and PC and 6 deputy registrars (examinations) while 297 examination coordinators and 384 fourth year students were sampled using stratified sampling technique. The study found 43.6% of the institutions undertook internal quality audits on quarterly basis, 23.5% on semi-annually and 31.3% annually. Public universities had to a large extent implemented internal quality auditing as per ISO 9001:2015 QMS (M=3.873, SD=0.772). The study found that undertaking internal quality auditing had a positive significant effect on post-examination services delivery in Kenyan public universities. The study concludes that internal quality auditing significantly enhances post examination services delivery in Kenyan public universities and recommends regular and comprehensive internal audits to enhance timely identification of nonconformities along with constitution of independent audit teams to monitor execution of corrective measures laid out in audits reports

STUDENTS’ ENTRY BEHAVIOUR AND LEARNING ENVIRONMENT AS DETERMINANTS OF STUDENTS’ ACADEMIC ACHIEVEMENT: CASE OF PUBLIC SECONDARY SCHOOLS IN MACHAKOS COUNTY, KENYA

Quality education is indicated by learner aptitude, perseverance, readiness for school, prior knowledge, barriers to learning, and demographic variables, among many others. This study sought to investigate the extent to which students' entry behavior influences students' academic achievements and also to determine the association between the learning environment and student's academic achievements in public secondary schools in Machakos County. A descriptive survey research design was adopted, and the target population for the study was 369 principals, 4,267 teachers, and 115,132 students. The researcher used purposive and stratified sampling techniques to extract the actual sample size for the study. The sample size was 37 principals, 390 teachers, and 397 students. Questionnaires collected data from the teachers, students, and principals. The test-retest method was used to determine the reliability of the research tools. The validity of the instruments was ascertained through discussions with the lecturers from the department of Education of Machakos University and the supervisors. Quantitative data were analyzed using descriptive statistics of mean, mode, standard deviation, frequency tally, and percentages. Inferential statistical tools, mainly Analysis of Variance (ANOVA) and Regression Analysis, were also used, and inferences were made from the analysis. Findings showed that; there is no statistically significant relationship between students' entry behavior and students' academic achievement (p = .863) and that there is a statistically significant relationship between learning environment and students' academic achievement (p = .000).  Article visualizations

A Theoretical Survey

Abstract The banking industry in the entire world has experienced tremendous diversification levels spurred by the sector liberalization and deregulation in the last two decades. This is especially so because of the competitive pressure that has resulted from non-bank institutions entry into the sector as well as the resulting reductions in cost efficiencies and profit margins earlier associated with the intermediation business. While banks have resolved to creative diversification strategies to overcome the profit compression and competition pressure, a number of questions central to this practice still linger and which this paper seeks to address. First, what is diversification in banking? Though, it is clearly defined in strategic management literature, the true meaning of diversification in banking has remained elusive. Secondly, what is the theoretical motivation behind firms and managers pursuit of diversification? Lastly, what are the avenues through which banks can execute a diversification strategy? The research find out that bank diversification is best understood by disaggregating the various elements that constitute the operations, assets and liabilities of commercial banks and can be defined as the conglomeration of different activities, income sources, assets and liabilities in banking operations. The theoretical diversification of diversification stems from the search for market power hypothesised in market power theory, the exploitation and utilization of resource bundles to attain sustainable competitive advantage as proposed by the resource based view theory or pursuing of managerial self interests hypothesised in agency theory. The common approaches through which banks pursue diversification are income diversification, assets diversification, credit diversification, geographical diversification and international diversificatio

THE INFLUENCE OF SCHOOL RELATED FACTORS ON ICT INTEGRATION IN THE MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN KITUI COUNTY, KENYA

The purpose of the study was to determine the influence of school related factors in integration of Information Communication Technology in the management of public secondary schools in Kitui County, Kenya. A descriptive survey research design was used in this study. The study was carried out in 58 public secondary schools in Kitui County that have functional ICT infrastructure. This study used sample size table as proposed by Krejcie and Morgan (1970) whereby 58 principals, 58 senior teachers and 266 assistant teachers from schools that have functional ICT infrastructure were selected. All 16 Sub-county Directors of Education and one County Director of Education were selected for the study. The researcher used questionnaires to collect data from principals, senior teachers and assistant teachers while interview schedule was used to collect data from Sub-county Directors of Education and the County Director of Education in Kitui County. The collected data was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. Descriptive statistics that were used in this study include percentages and mean. Hypotheses were tested using Pearson’s moment of correlation coefficient and Pearson’s Chi-square tests for independence. The qualitative data were presented in the form of narrative and integrated within the quantitative data. The findings of the study were; there was a strong positive correlation r(50) = 0.842, p<0.05 between computer infrastructure and ICT integration in management of public secondary schools. The study recommended that; The government should increase their supply of computers to all schools as well as building computer laboratories for schools and that all the schools should have internet connections to enable principals and teachers to use ICT in the school. The government should make it compulsory for all schools to integrate ICT in management.  Article visualizations

The Influence of Family Based Determinants on Implementation of Re-Admission Policy of Girls After Teenage Pregnancy in Public Secondary Schools in Kitui County

This study sought to investigate the influence of family based determinants on implementation of re-admission policy of girls after teenage pregnancy in public secondary schools in Kitui County, Kenya. The study objectives sought to determine the influence of; socio-economic status of parents, principals’ opinion on socio-economic status, family size and girls’ awareness of the policy on implementation of re-admission policy. The study was based on the critical theory by the Frankfurt school in German. The target population was 275 principals, 275 guidance and counseling teachers and 275 head girls in the 120 girls’ schools and 155 co-education schools in Kitui County, Kenya. The study also targeted the County Director of Education and all the 16 sub county directors of education in Kitui County. Using stratified and simple random sampling, a sample of 83 principals, 83 guidance and counseling, and 83 head girls were selected for the study. The County Director of Education was purposively selected while four sub-county directors of Education were selected using simple random sampling. Data was collected using questionnaires.  Quantitative data was analyzed using descriptive and inferential statistics. The study established that; there was a statistically significant association between socio-economic status of parents and implementation of re-admission policy of girls after teenage pregnancy. The family size, principals’ opinion on the re-admission policy and girls’ awareness of the policy significantly determined the implementation of the re-admission policy of girls after teenage pregnancy. The study recommends that; Parents should be sensitized on their role to educate girls the same way they would do to the boy child. This would enhance the implementation of the re-admission policy of girls after teenage pregnancy in public secondary schools in Kitui County, Kenya. Keywords: Co-education school, Re-admission Policy, Socio-Economic Status Teenage Pregnancies DOI: 10.7176/JEP/11-11-02 Publication date: April 30th 202

Principals’ Gender and Management Effectiveness in Secondary Schools: Case of Mtito Andei Division, Kenya

Educational leadership has a critical role in the transformation of society, and for change to happen, effective leaders are key. The purpose of the study was to determine the effects of principals’ gender on management effectiveness in secondary schools in Mtito-Andei Division, Kenya. The study sought to establish the relationship between the Principals’ gender and their effectiveness in management of the discipline, staff, students and school finance.  The study used ex-post facto research design.  Simple random sampling was used to select the respondents for the study. The sample size was 28 principals and 140 teachers. Data was collected by use of questionnaires and interview schedules and was analyzed by use of descriptive and inferential statistics. Conceptually, the chi-square test of independence statistic was computed. In hypotheses the four scores in management of discipline, management of staff personnel, management of students and management of financial resources were converted from continuous data to discreet data (categories) respectively and then Chi-square used to test the hypotheses. The researcher adopted a significance level of 0.05. The results of the data analysis show that there was a significant relationship between the principals’ gender and effectiveness in management of discipline. It was also found out that there was no significant relationship between the principles gender and their effectiveness in personnel management, student management and financial management.. The study recommends that the teachers’ employer (The Teachers’ Service Commission) should consider gender while promoting deputy principals to become principals in order to ensure that there is gender equity in the secondary schools. Keywords: Principals’ Gender, Management effectivenes

Participatory Governance in Secondary Schools: The Students’ Viewpoint in Eastern Region of Kenya

The purpose of the study was to determine the students’ view on participatory school governance in secondary schools of the Eastern region, Kenya. Participatory school governance implies the involvement of stakeholders in the decision making process in schools. The objectives of the study were to identify the key decision makers in selected management tasks in secondary schools as perceived by students in Eastern Region, Kenya and to establish the students’ opinion on their involvement in decision making in secondary schools of Eastern Region, Kenya.  It was also meant to identify structures within the secondary school system which are used for students’ involvement in decision making process in secondary schools of Eastern Region, Kenya. The study adopted the descriptive survey research design. The target population was 28441 students of the secondary schools of Eastern Region of Kenya. A sample of 720 respondents was selected through multi-stage sampling procedures.  Data was collected by the use of a questionnaire and was analyzed by the use of descriptive statistical tools. The findings were that the key decision makers in curriculum and design were the teachers, principals and students. In students’ management and welfare, it was the principals, teachers and Boards of Management while in school-community relations it was the principals. The students said that they should be involved in decision making and in their view, their involvement is very important. Though there is emphasis on the application of students’ governance through the students’ councils, students believe that since teachers’ interfere with the process of electing their leaders, then the structure of governance is the prefects system. Keywords: Decision Making, Participatory school governanc