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EFFECTIVENESS OF SELECTED PRINCIPALS’ INITIATED PROGRAMS IN ENHANCING TEENAGE MOTHERS' RETENTION IN PUBLIC SECONDARY SCHOOLS IN NYALI SUB-COUNTY, MOMBASA COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-01) STEPHEN ANJERU
The study examined the effectiveness of selected principal- initiated programs in enhancing teenage mothers’ retention in public secondary schools in Nyali sub-county, Mombasa county, Kenya. It was guided by four research questions: What programs have principals initiated to support the retention of teenage mothers? How do these programs enhance retention? To what extent do principals engage parents in these programs? What additional interventions can principals implement to involve stakeholders in retention efforts? The study was grounded on Emile Durkheim's Social Integration Theory. It employed a mixed methods research approach using a convergent parallel design. Both descriptive crosssectional and phenomenological research approaches were integrated. Sampling techniques included stratified random, simple random, systematic random, and purposive sampling. The target population comprised 1,750 Form Three and Four students, principals, SCDE and 265 teachers across seven public secondary schools. The sample included 165 students, 131 teachers, four principals, and one sub-county director of education. Data collection instruments included questionnaires, in-depth interview guides, and focus group discussion guides. Instrument reliability was assessed using Cronbach's alpha for quantitative tools, and member checking, triangulation, and peer review for qualitative tools. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic methods. Findings revealed that principals have implemented initiatives such as healthcare assistance, counselling, reintegration policies, and flexible timetables to support teenage mothers. However, parent engagement varied, and stakeholder involvement needed strengthening. The study concluded that while principal-initiated programs are essential for retaining teenage mothers in school, sustained parental involvement and broader community collaboration are vital for achieving long-term success. Strengthening stakeholder engagement and addressing systemic challenges will ensure the effectiveness of these initiatives. Recommendations included standardizing retention programs across schools, enhancing parent engagement through workshops, improving teacher preparation, and forming partnerships with local stakeholders.
INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL SUPERVISION ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS, LANG’ATA SUB-COUNTY, NAIROBI, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-08) CALLISTA E. AHACHI (SR.)
The study examined the influence of the principals’ instructional supervision on students’ performance in Mathematics in secondary schools in Lang’ata Sub-County, Nairobi, Kenya. It was prompted by continued poor performance in Mathematics by most students in Lang’ata Sub-County. This study was guided by six research questions and two hypotheses. It was also based on the Total Quality Management theory. The convergent parallel mixed method
research design was used in the study. The target population included principals, heads of departments of Mathematics, and Mathematics teachers in secondary schools in Lang’ata Sub-County. Stratified random sampling and purposive sampling techniques were used to select 11 secondary schools from Lang’ata Sub-County. All the 11 principals, 11 Heads of Departments of Mathematics and 45 Mathematics teachers from the 11 selected secondary schools participated in the study. Data was collected using questionnaire, interview guide and document analysis guide. Both the quantitative and qualitative data were analysed separately and results converged during interpretation. The quantitative data was analysed using Statistical Package for Social Science version 17.0. Pearson’s Correlation Coefficient was used to establish the significance of relationships. The qualitative data was subjected to content analysis involving the examination of emerging themes in accordance with research questions. The findings show that there is no significant relationship between teachers’ perceptions of principals’ instructional supervision and students’ performance in Mathematics; and there is a fairly strong and positive relationship between teachers’ experience of principals’ instructional supervision and students’ performance in Mathematics. The study concluded that teachers’ perception of principals’ instructional supervision has no influence on students’ performance in Mathematics. However, teachers’ experience of principals’ instructional supervision has a fairly strong and positive statistically influence on students’ performance in Mathematics. To enhance students’ performance in Mathematics, the study recommends that principals and their deputies and heads of departments be given constant In-Service Education and Training on instructional supervision. In addition, the government needs to adequately remunerate Mathematics teachers to reduce turnover and to provide adequate instructional resources for high performance in Mathematics.
ASSESSING THE INFLUENCE OF SCHOOL HEALTH INTERVENTIONS ON EDUCATIONAL ACHIEVEMENTS IN SECONDARY SCHOOLS IN KIBRA SUB-COUNTY, NAIROBI. KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2021-10) MARGERY WANJIRA MURIUKI
This study assessed the influence of school health interventions on educational achievements in secondary schools in Kibra sub-county. The research was guided by the questions of how the provision and access to adequate nutritional school meals, safe drinking water, sanitation, and hygiene facilities influenced educational achievements in secondary schools in Kibra Sub-County. The study also identified challenges that school administrators experienced while implementing school health interventions, as well as potential strategies for making these programmes more effective. The study was anchored on the ecological systems theory and adopted mixed-method design, specifically convergent parallel design. The study target population included form 3 students, school principals, school matrons, one sub-county quality assurance, and standard officer. A sample size of 327 respondents was selected through a combination of sampling techniques: cluster sampling, expert sampling, homogeneous purposive sampling, proportionate and simple random sampling. Questionnaires, interviews, and observation guides were used to collect data. Cronbach’s Alpha technique was used to determine the reliability of the questionnaire items while the reliability of the interview and observation guide was determined in terms of their credibility and dependability. The descriptive and inferential statistics used to analyse quantitative data included Factor Analysis, Pearson Product Moment Correlation, Mann-Whitney U test, and the Logic regression model. Thematic analysis was used to analyse qualitative data, and the results were presented in verbatim and narrative form. Tables and figures were used to present the results of the data analysis. The study found a statistically significant relationship between the provisions of nutritious school meals, safe drinking water, sanitation facilities, hygiene facilities, and students’ educational achievements. In addition, the study established that challenges of low food quality and quantity, insufficient water supply, absence of efficient drinking water treatment plan,
inadequate sanitation and hygiene facilities, insufficient funds, and lack of well-trained professionals undermined implementation of health interventions. The study concluded that a reputable variability of about 11.0 units increase in students’ educational achievements was explained by a one-unit increase in health interventions. However, the variations reported in the provision and access to health intervention facilities could be the reason for low students’
educational achievements in secondary schools in Kibra Sub- County. The study recommended that though all schools provided meals, water, sanitation, and hygiene facilities to students, stakeholders should assure the quality and quantity of meals as well as access to adequate water, sanitation, and hygiene facilities at all times. Sub-County quality assurance and standards officer to conduct impromptu inspections of schools to ensure adherence to health standards, conduct
health education to sensitize members of the school community on the influence of health interventions on their health, school enrolment, attendance, and academic achievements. The Ministry of Education should also increase budgetary allocation for school health interventions. The findings of this study will guide education policymakers, educators, and school administrators on how to improve nutrition and WASH interventions for students’ educational achievements.
Implementation of Internal Quality Assurance Policy in Undergraduate Education for Quality Teaching and Learning in Public Universities in South Sudan
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2021-10) KIDEN CHRISTINE JANET
The purpose of this study was to examine implementation of Internal Quality Assurance Policy in undergraduate education for quality teaching and learning in Public Universities in South Sudan. The study was guided by seven research questions driven from the research topic. The study was anchored by Total Quality Management theory. The mixed methods approach specifically the triangulation design (convergence model) guided the study. The target population comprised of Quality Assurance officers, Deans, Heads of Departments, Lecturers and Students. Both probability and non-probability sampling techniques were used to sample the various categories of target population since the study
employed designs under mixed methods. Interview guides, questionnaires, observation guides and document analysis guides were used to collect data. The research instruments were subjected to both content and face validity. Cronbach Alpha technique was employed to determine reliability of the quantitative items. Reliability of qualitative items was determined in terms of their trustworthiness, particularly credibility and dependability. Descriptive statistics analyzed quantitative data and results were presented in frequency distribution tables. Inferential statistics particularly Pearson Product Moment Correlation was used to test the research hypotheses. Qualitative data was analyzed using content analysis and presented in narratives and direct quotes. Ethical considerations were observed throughout the research process. Key findings revealed severe shortage of qualified academic staff, use of obsolete curriculum, unqualified students got admitted into university, lecturers did not use interactive methods of teaching, and only lecture method was commonly used. Assessment methods comprised of continuous assessment tests and final examination and infrastructure was inadequate in all universities. Challenges encountered include lack of funds, infrequent audits, irregular salaries and lack of commitment from academic staff. The study concluded that although all universities had in place internal quality assurance policy, Internal Quality Assurance officers were not active in their roles and administrators were not keen in the supervision practices. Quality policy procedures regarding teaching, student recruitment and
admission, academic staff development and infrastructure were not strictly adhered to. The researcher recommended that the relevant university authorities should conduct constant review of the education programmes to ensure its relevance to the current societal needs. The government should employ more qualified lecturers to reduce overcrowding in classes and equip libraries with updated teaching learning resources. Install Wi-Fi in universities for learners and lecturers to access internet services to enhance quality teaching and learning. Other recommendations included a review of student recruitment and admission policies to seal loopholes, improved infrastructure, splitting of large classes, and organizing regular workshops for academic staff to update themselves were proposed as a way of improving internal quality services.
PRINCIPALS’ INSTRUCTIONAL LEADERSHIP, COLLECTIVE TEACHER EFFICACY AND ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI SUB-COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-05) MUTETI CATHERINE MUENI
Instructional leadership and collective teacher efficacy are fundamental for the academic achievement of students. School principals as instructional leaders have the essential responsibility of ensuring that quality teaching and learning occurs in schools. The role of a teacher is equally crucial. It is through the teacher that the subject matter is presented to the students. The study examined Principals’ Instructional Leadership, Collective Teacher Efficacy (CTE) and academic achievement in public secondary schools in Makueni Sub-County, Kenya. The study adopted concurrent mixed method research approach. Specifically, the study applied cross-sectional survey and phenomenological research designs. The target population included principals, teachers and students in public secondary schools in Makueni Sub-County. Simple random sampling and stratified random sampling techniques were applied to select 150 students and 150
teachers from the representative schools. All the fifteen 15 principals from the selected secondary schools participated in the study. Data was collected through perceptions scale, interview and document analysis guide. Statistical Package for the Social Sciences (SPSS version.20) was adopted for analysis of quantitative data. Pearson’s Product-Moment Correlation Coefficient was used to establish the significance of relationships. Qualitative data was subjected to content analysis involving the examination of emerging themes in accordance to research questions. The findings shows that: there is a fairly strong and positive relationship between students perceptions on principals instructional leadership
and school academic performance; there is a weak and positive relationship between students perceptions collective teacher efficacy and school academic performance; there is a weak and positive relationship between collective teacher efficacy and principals instructional leadership; and there is a strong and positive relationship between collective teacher efficacy and school academic performance. The study concluded that: students’ perceptions towards principals’ instructional leadership and collective teacher efficacy influence their academic achievement; collective teacher efficacy has positive influence on students’ academic achievement, principals’ instructional leadership role performance has effects on students’ academic performance and collective teacher efficacy. To address the challenges emerging from principals’ instructional leadership, collective teacher efficacy and students academic achievement there is need for the government to increase funding of schools, employ enough teachers, provide in-service training opportunities to replenish principals and teachers’ knowledge and skills in teaching methodology.