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

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

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

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