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INFLUENCE OF IMPLEMENTATION OF EDUCATION SECTOR DISASTER MANAGEMENT POLICY STATEGIES ON DISASTER PREPAREDNESS IN PUBLIC DIPLOMA TEACHER TRAINING COLLEGES IN KENYA
(The catholic University of Eastern Africa, 2025-10-20) Etende Patrick
This research investigated the influence of strategies derived from the Education Sector Disaster Management Policy (ESDMP) on disaster preparedness in Public Diploma Teacher Training Colleges (PDTTCs) located in Kenya. It was anchored on Protection Motivation Theory (PMT). The focus was on four strategies: management and coordination, capacity building, resource mobilization, and monitoring, evaluation, accountability, and learning (MEAL). Partnerships, collaborations, and linkages were excluded due to their macro-level orientation beyond institutional control. The study also investigated implementation challenges and proposed resilience-enhancing interventions. A convergent design utilizing mixed methods was employed to facilitate the concurrent gathering and integration of both quantitative and qualitative data, enabling thorough analysis and triangulation. The study involved 269 third-year students, and 97 lecturers selected through simple random and stratified sampling, alongside a census of 3 principals and 3 Board of Management (BoM) chairpersons, yielding 372 participants. The instruments' validity was guaranteed by means of expert evaluation and pilot testing, whereas reliability was established through Cronbach’s alpha (α ≥ .78) for quantitative assessments and inter-coder agreement for qualitative information. Quantitative data were analyzed using descriptive statistics, independent-samples t-tests, and ANOVA, whereas qualitative data were analyzed thematically following Braun and Clarke’s (2006) six-step framework. Themes were developed inductively to reflect participants lived experiences, with credibility enhanced through methodological triangulation, peer debriefing, and cross-checking codes against raw data. Findings revealed the minimal influence of the strategies on preparedness due to poorly functioning Disaster Management Committees (DMCs), with lecturers rating their effectiveness significantly lower than students (p < .001). Capacity building was fragmented, irregular, and underfunded, with students reporting higher preparedness (M = 3.23) than lecturers (M = 2.45). Resource mobilization did not align with policy provisions, while MEAL strategies lacked clear frameworks and performance indicators. Demographic factors had a minimal influence on perceptions of participants. Qualitative themes such as policy fatigue and tokenistic implementation emphasized the gap between policy and practice. The study concludes that enhancing disaster preparedness in Kenya’s teacher training colleges requires structural reforms, stronger stakeholder engagement, and sustainable investment. Recommendations include formalizing DMCs, integrating preparedness into curricula, and allocating dedicated budgets for preparedness and MEAL strategies to strengthen college resilience.
STAKEHOLDER PARTICIPATION AND SUSTAINABILITY OF DONOR- FUNDED PROJECTS IN MUKURU PROMOTION CENTER, NAIROBI, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2026-06-27) LUCY WATIRI GACHUKI
Various studies report that although donor projects achieve short term outcomes, they fail to maintain their impact once the funding from donors’ ceases due to sustainability issues caused by a lack of or an insufficient participation of necessary stakeholders. However, limited studies have specifically examined how stakeholder participation influences the sustainability of donor –funded projects within faith- based organizations operating in urban informal settlements such as Mukuru, Nairobi. Due to this, the study examined how stakeholder participation influenced the sustainability of donor -funded projects in Mukuru promotion centre in Nairobi, Kenya (MPC). In particular, the study was centered on four objectives that included, participatory planning, stakeholder communication, stakeholder resources mobilisation, stakeholder monitoring and evaluation. The study’s theoretical framework was built on the Participation Theory and Sustainability Theory, and a mixed method approach with convergent parallel design was chosen. Quantitative data was collected from 157 participants through a self-developed structured questionnaire. The qualitative data was collected from 17 respondents, selected based on their role in MPC through semi-structured interviews. Census and purposive sampling was used to ensure that all key stakeholders were represented. Quantitative data was analysed on SPSS (version 27) using descriptive statistics, Spearman correlation, and multiple linear regression. While the qualitative data was analysed thematically. The findings of the study revealed that participatory planning (r = 0.501, p < 0.01), stakeholder resource mobilization (r = 0.504, p < 0.01), and stakeholder monitoring and evaluation (r = 0.535, p < 0.01) had positive and statistically significant effects on project sustainability. However, communication showed a weak to moderate positive but significant relationship (r = 0.375, p < 0.01), which suggests that there might be inefficiencies in communication channels. The qualitative findings reinforced the important role of stakeholder participation on project sustainability which can lead to community ownership, diversified resource innovations, all of which promote less dependency on donor funding. Based on the above findings, the study concludes that meaningful and effective stakeholder participation leads to the enhancement of project sustainability, but this effectiveness depends on inclusivity, transparency, and local capacity building right from needs assessment to continuous decision making. The study recommends that strengthening different areas such as participatory structures, communication channels, and self-reliant funding sources would promote the sustainability of projects. These findings are relevant to donor-funded organisations, donors, policymakers, and project implementers, and it provides practical insight on how best to design and implement sustainable donor-funded projects.
A PATHWAY TO COMMON GOOD (ROMANS 13:1-7): COLLABORATION BETWEEN THE CHURCH AND CIVIL AUTHORITIES IN THE CAMEROON GRASSFIELDS
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-08) Rev. Fr. Nteban Thomas NGONG
PURPOSE
To demonstrate collaboration between the Church and civil authorities in the Cameroon Grassfields through submission to civil authorities in Rom. 13:1-7 is a pathway to the common good in the Cameroon Grassfields.
INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS ON TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RONGAI SUBCOUNTY, NAKURU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025) KORIR MERCY CHELANGAT
The study investigated the influence of teacher professional development programmes on teacher job performance in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. The study was guided by the following research questions: What is the level of teachers’ participation in professional development programs? How does the school administration promote teacher professional development? To what extent does participation in professional development programs influence teachers' job performance? What challenges hinder the effectiveness of teachers’ professional development programs in enhancing teacher job performance? The study was anchored in Malcolm Knowles’ Adult Learning Theory and employed a mixed-method research design. The target population included one sub-county director of education, 48 administrators, 285 teachers, and 300 students from 48 public secondary schools. Stratified random sampling produced a sample of 15 schools, 85 teachers, and 90 students; systematic sampling yielded 15 administrators, while purposive sampling was used for the sub-county director. Data collection involved questionnaires and interview guides, validated through expert review. Reliability was established using Cronbach’s Alpha (α = .796) for quantitative tools, while credibility and member checking were applied to qualitative data. Quantitative data were
analyzed using descriptive statistics and correlation tests with SPSS, while qualitative data were thematically analyzed. Findings showed low teacher participation in PD (28%). However, student responses indicated improved classroom performance (81%) among participating teachers due to better preparedness. Correlation results revealed significant positive relationships: PD participation and lesson preparation (r = 0.45, p = 0.002), PD relevance and clarity of explanations (r = 0.50, p = 0.001), and PD support with teacher motivation (r = 0.40, p = 0.005). Despite these benefits, 68% of teachers considered PD irrelevant, while 81% cited inadequate leadership support and 72% mentioned funding challenges. The study recommended localized and mentorship-driven PD models, enhanced peer coaching, and collaboration with Non-Governmental Organizations to address resource constraints and improve teaching outcomes.
Influence of Support Staff Strategies in Enhancing Learners Safety in Public Catholic Sponsored Secondary Schools in Kiambu County
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-09) REGINA MUENI MUTISO
The pertinent issues of the safety of learners in institutions of learning have become a global concern in educational platforms. Governments, schools and even churches have explored guidelines and policies that offer solutions. This study examined the influence of support staff on learner safety in Public sponsored Catholic secondary schools in Kiambu County, Kenya. The study was guided by the following research questions: To what extent does the duties of a support staff influence the safety of learners? How does the relationships between Support Staff and Students influence the safety of learners? What influence does training and capacity building support staff have on safety of learners? What influence does job satisfaction of a support staff has on the safety of learners? How does administrative strategies influence safety of learners? The study was anchored on the Invitational Theory. A mixed methods research design was employed, targeting 86 Public sponsored Catholic secondary schools in Kiambu County. Through proportionate and purposive methods of sampling, 26 schools were selected. Data was collected through questionnaires, interviews and document analysis. Content validity was ensured through university supervisor reviews and reliability was tested using the Cronbach’s alpha coefficient of 0.7. Data analysis utilized SPSS version 26 for descriptive and inferential statistics.
Ethical standards were maintained throughout the study. The findings affirm that support staff are crucial in the safety of learners, they are effective when school cultures uphold the importance of each staff in facilitation of safe and supportive environments, well laid support systems, clear policies and continuous training. The study recommends national policies that define clear positions and roles of support staff that ensure safety of learners. While schools exhibit excellent endeavours in enhancing the safety of learners, there is need to make systematic investment to train, involve and assist support staff.