Transformational Leadership Practices in Curriculum Implementation (Environmental Education) in Secondary Schools in Siaya County, Kenya

Leadership practices promote accomplishment of goals in organizations. This paper focuses on the application of transformational leadership practices: Idealized influence, Inspirational motivation, Intellectual stimulation and Individualized consideration in curriculum implementation, Environmental Education (EE). The sample consisted of 183 teachers randomly selected from 30 secondary schools in Siaya County. A questionnaire was used in a descriptive survey research. The findings using the selected indicators were that head teachers: strived towards the collective goal of fulfilling a vision and were positive role models; had trust of teachers’ ability; made decisions all the time; encouraged students to work hard; and organized meetings with other schools to achieve subject objectives

Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya

Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute

Influence of Principals’ Supervision on Teachers’ Job Satisfaction in Public Secondary Schools in Kakamega County, Kenya

The study investigated influence of principals' supervision on teachers’ job satisfaction in public secondary schools in Kakamega County, Kenya. The objective was: To determine the influence of principals’ checking on teachers’ professional document and principals’ class visitation on teachers’ job satisfaction. The study was based on the Path Goal theory. The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County. Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava sub county. 64 schools selected using stratified sampling, purposive sampling for 64 principals and 5 TSC officials while simple random sampling for 300 teachers. Questionnaires and interview guides were used to collect data. The findings for the null hypothesis that there is no significant relationship between principals’ checking on professional documents and teachers’ job satisfaction using Chi square test was (df=16, Pearson X2=92.826, p=0.005 at 0.05 significance level). Therefore, the null hypothesis was rejected hence there is a relationship between principals’ checking on professional documents and teachers’ job satisfaction.  The null hypothesis that there is no significant relationship between principals’ class visitation and teachers’ job satisfaction using Chi square test was (df=16, Pearson X2=103.379, p=0.005at 0.05 significance level). The null hypothesis was rejected. Hence there is a relationship between principals’ class visitation and teachers’ job satisfaction. The study concluded that principals checking on professional documents and principals class visitation influenced teacher job satisfaction. The study recommended that Principals should be equipped with the required supervision knowledge and skills that would lead to improved teachers’ job satisfaction. QASOs should ensure increased teachers’ job satisfaction by regular supervision to secondary schools, guide, monitor principals and receive regular updates on progress of class visits and lesson observations to enhance the exercises of instructional leadership conducted by the principal and advise. Keywords: Principals’ supervision, principals checking on professional documents, principals’ class visitation, teachers’ job satisfaction, secondary schools DOI: 10.7176/JEP/14-14-05 Publication date:May 31st 202

Perceptions of School Managers on the Impact of Integration of ICT in Human Resource on Management of Schools in Nairobi City County, Kenya

The aim of this study is to investigate the perceptions of  principals and deputy principals of secondary schools in Nairobi City County on the impact of integration of information communication technology (ICT) in human resource on the management of secondary schools in Nairobi City County. The study employed the descriptive research survey method. The research instruments used were questionnaires, an interview guide and an observation schedule.  Quantitative data was analyzed using descriptive statistics and presented in the form of tables. Qualitative data was coded according to content and analyzed based on emerging themes and presented in narrative form. The findings of the study was that there was no significant impact of integrating ICT in human resource on secondary school management in Nairobi City County.  Among the recommendations made are that the ministry of education should create and adopt a nationally accepted ICT policy for purposes of uniformity in the management of schools. Keywords: Information Communication Technology, Human Resource Management, ICT Integratio

Impact of Students’ Exposure to Electronic Media Facilities in Their Homes on Parental Involvement in Management of Students’ Discipline in Public Day Secondary Schools in Kenya

Students’ exposure to electronic media facilities and lack of parental supervision has led to indiscipline among students globally. The purpose of this study was to investigate the impact of students’ exposure to electronic media facilities in their homes on parental involvement in management of students’ discipline in public day secondary schools in Kitui County, Kenya. The hypothesis was: there is no significant difference in means between students’ exposure to electronic media facilities and parental involvement in management of students’ discipline. The sample consisted of 70 principals, 86 Form three class teachers and 354 Form three students. The instruments were questionnaires and focus group discussions. A pre- test was used to validate the questionnaires while a test-re-test method was used to determine reliability. Instruments reliability coefficients were 0.78 for head teachers, 0.75 for class teachers and 0.82 for students’ questionnaires. Descriptive and inferential statistics were utilized for data analysis while the level of significance was set at alpha = 0.05. Based on the results of ANOVA, F (4, 146) =85.548, P = 0.087, the hypothesis was accepted. It was concluded that students’ exposure to electronic media facilities influenced parental involvement in management of students’ discipline although this was not significant. It was recommended that parents should monitor and control the use of electronic media facilities by their children at home to control students’ discipline at school. This paper was drawn out from a study conducted in the year 2016 and 2017 in Kitui County, Kenya

Influence of Principals’ Involvement of Teachers in Decision Making on Teachers’ Job Satisfaction in Public Secondary Schools in Kakamega County, Kenya

Involvement of teachers in decision making is key in the determination of the school success since teachers feel part and parcel of running the school motivating them to provide quality services to their students. This study investigated influence of principals' involving teachers’ in decision making on teachers’ job satisfaction in public secondary schools in Kakamega County, Kenya. The objective was: To determine the influence of principals’ involving teachers in decision making on teachers’ job satisfaction. The study was based on the Path Goal theory. The study targeted 324 public secondary schools which comprised of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County. Purposive sampling to select five sub counties that included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava. A sample of 64 schools were selected using stratified sampling, purposive sampling for 64 principals and 5 TSC officials while Proportional simple random sampling was done to select 300 teachers. Questionnaires and interview guides were used to collect data. The Pearson Chi-square test (X2=79.826, p=0.005) was highly significant showing that principals’ involved teachers in decision making that led to teachers’ job satisfaction. This showed that there was significant relationship between principals’ involvement of teachers in decision making and teachers’ job satisfaction. It was then concluded that principals involving teachers in decision making influenced teacher job satisfaction. It was evident from the results that school administration involved the staff in decision making, team work was encouraged, teacher contribution was taken seriously and teacher taking instructions discussed seriously. It is then recommended that principals should divide and delegate tasks to teachers, train and involve them in all areas of decisions that affect them. To carry out these tasks effectively and efficiently, there is need to equip school principals with the appropriate knowledge, skills and attitude. Keywords: Principals, teacher involvement, decision making, job satisfaction, secondary schools DOI: 10.7176/JEP/14-20-03 Publication date:July 31st 202

Trade Unions Strategy on Teacher Professional Development and Its Influence on Teachers Welfare in Public Secondary Schools in Nairobi City County, Kenya

The study sought investigate the influence of trade unions strategy on teachers’ professional development and its influence on teachers’ welfare in public secondary schools in Nairobi city county, Kenya The study was based on the following objective; To establish the extent to which trade unions involvement in teacher professional development influence teachers’ welfare in public secondary schools in Nairobi City County, Kenya; To examine the level of influence of teachers’ professional development on teachers’ career progression; To assess the level of satisfaction by trade union involvement in sensitizing teacher professional development programs. The study employed a descriptive survey design. The target teacher population was 2236 teachers in 87 public secondary schools, 11 KNUT and 7 KUPPET officials. Thirty percent target sample consisted of size of 671 in 26 secondary schools. Teachers and schools were stratified per Sub-County and selected by simple random sampling method. Both KUPPET and KNUT officials were purposively sampled for they possessed special information relevant to the study. A total of three KNUT officials and two KUPPET official were purposively sampled. Data was collected by interview guide for the union officials. The data was descriptively analyzed and presented in frequency tables, bar graphs and pie charts. For interviews, audio recorded responses were listened to, transcribed into texts, compared with field notes and presented as direct quotations, verbatim and discussions. Content validity of the research instruments was ascertained by a team of experts in the field of Educational administration and through piloting of questionnaires. Reliability of the instruments was ascertained by a test-re test technique and a coefficient of stability for teachers’ questionnaire found to be 0.785. Permission to collect data in Nairobi County was granted by the National Council of Science and Technology. The study established that a majority of teachers (M=3.27, SD=1.22) agreed that trade unions are involved in teacher professional development. The study established that professional development on teachers’ career progression was influential representing 41.3 percent. 40.4 percent of teachers were not satisfied on unions involvement in sensitizing teachers on professional development programs. Trade unions also offer performance certificates to teachers representing 65.8 percent. There was a positive correlation (r=0.815**, p=0.003<0.05) between unions’ strategy on teachers’ professional development and teachers’ welfare. The study established that trade unions strategies of teachers’ professional development, influenced the welfare of teachers in public secondary schools in Nairobi County, Kenya. Keywords: Teachers trade unions, teachers’ professional development, public secondary schools DOI: 10.7176/JEP/13-27-04 Publication date:September 30th 2022

Influence of Collaborative Methods on Pupil’s Performance in English Language in Kenya Certificate of Primary Education in Non Formal Schools in Korogocho, Nairobi, Kenya

The aim of this study was to establish the influence of collaborative classroom teaching on pupil’s performance in English language in Kenya Certificate of primary education in non formal primary schools in Korogocho, Nairobi Kenya. The objectives of the study were to determine the extent to which learning in groups influence performance, influence of group assignment on pupils performance, the relationships between group discussions and performance in English language. The study was based on Instructional theory, and employed descriptive research design. The target population was 78 non formal primary schools, 78 directors, 180 teachers of English and 780 Pupils. Data was collected by means of questionnaires, focus group discussion and lesson observation guide. Data was analyzed using Pearson’s correlation coefficient to test the relationship between dependent and independent variables. The study established that performance in English language was below average. It was also established that performance was affected by the instructional methods applied by teachers. Pearson’s correlation coefficient results showed that collaborative method had significant relationships with performance in English language. This study is expected to provide useful information on instructional methods to be used in primary schools. The study recommends that the Ministry of Education should encourage the use of collaborative method in primary schools in Kenya. The study concludes that, teachers in Non formal schools should be exposed to the modern methods of teaching. Keywords: Pedagogy, Non formal schools, Performance, Collaborative method

Influence of Understudy Programs on Principals’ Management of Public Secondary Schools in Machakos County, Kenya

The purpose of this study was to investigate the influence of Understudy programme on principals management in public secondary schools in Machakos County, Kenya based on the following objectives: To determine the extent to which Understudy programs influences principals’ management in public secondary schools in Machakos County, Kenya. -The study was is harbored on the Administrative Management postulated by Henri Fayol (1841-1925) and Breeze (2002). Descriptive survey research design was used to carry out the study. The target population included all 230 public secondary schools in Machakos County which included 230 principals, 264 deputy principals, 5 directors of KEMI and 8 sub-county educational officers. Stratified sampling was used to select eight sub-county forms a strata’s of the study. 30% of population was used on principals and deputy principal. Seventy school were selected for the study. Census sampling was used to select the 8 sub county officers and 5 directors of KEMI. Interview schedule (Sub-county education officials and KEMI directors) and questionnaires (principals and deputy principals) were used as instruments for data collection. The findings indicated understudy programs influenced principals’ management. The result of Chi square (X2) testing for the hypothesis on relationship between understudy program and principals’ management. The null hypothesis was tested using Chi square test (df=3, Pearson X2=13.594, p=0.004 at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between understudy programs and principals’ management. The study concluded that there is a significant relationship between understudy programs and principals management of public secondary schools. Keywords: Influence, Understudy Programmes, Principals’ Management, Public Secondary Schools DOI: 10.7176/JEP/14-25-04 Publication date:September 30th 202