School of Education and Social Sciences

Institutional Preparedness for the Implementation of Competency-Based Education and Training Curriculum in Public Technical Institutions in Mt. Kenya East, Kenya

2025-01-01T00:00:00Z

Institutional Preparedness for the Implementation of Competency-Based Education and Training Curriculum in Public Technical Institutions in Mt. Kenya East, Kenya Caroline, Ringera Kananu An ideal Competency-Based Education and Training (CBET) curriculum requires adequate financing, modern infrastructure, qualified trainers, and active stakeholders’ involvement to ensure industry relevance and effective skills development. In practice, Technical and Vocational Education and Training (TVET) institutions in Kenya are facing unprecedented challenges in implementing CBET, posing question on level of preparedness. This study investigated the level of preparedness in curriculum implementation on CBET in public TVETs) in Mt. Kenya East Region. The purpose of the study was to examine critical indicators of preparedness for CBET curriculum implementation. The specific objectives were to determine the availability of CBET curriculum, assess the adequacy of financial allocation, examine the adequacy of infrastructure, evaluate the readiness of trainers and technical staff, and examine the extent to which the Board of Governors moderate curriculum implementation readiness. The study was guided by Systems Theory. A mixed-methods approach was employed and used an exploratory research design. The study was conducted in 19 public TVET institutions located in Mt. Kenya East Region, which were selected purposively for having functional Building and Civil Engineering Departments. The target population comprised 70,591 individuals, including 21 principals, 21 Board of Governors chairpersons, 128 heads of department (HODs), 1,263 trainers, and 69,158 trainees. Sampling techniques used included purposive sampling for institutions, principals, BOG chairpersons, and HODs; convenience sampling for 19 trainees; and Krejcie and Morgan’s formula for determining a sample of 154 trainers, proportionally distributed and sampled using simple random method. Data was collected using questionnaires for trainers and HODs, interview schedules for principals, BOG chairpersons, and trainees, and document analysis guides. Pre-testing was conducted to enhance instrument validity and reliability. Quantitative data were analyzed by applying descriptive statistics namely frequencies, percentage, mean, standard deviation, and inferential analysis namely Pearson correlation and multiple linear regression. Qualitative data were analyzed thematically and reported in themes, sub-themes, and verbatim in some cases. The overall response rate exceeded 90%. The study found that although the CBET curriculum was available, some were outdated and poorly disseminated; financial resources and infrastructure remained inadequate; and trainers lacked sufficient re-skilling programs. While BOG played a limited supportive role, they had no moderating effect, although all the preparedness indicators significantly influenced implementation success. The study concluded that successful implementation of CBET requires updated and accessible curriculum, increased financial investment, modernized infrastructure, and continuous capacity building of trainers. The BOG must be empowered to play a more proactive oversight and support role. Recommendations include enhanced curriculum review cycles, adequate government funding for CBET, strategic investments in infrastructure, trainer re-skilling programs, and governance reforms to strengthen BOG involvement. This study has indicated systemic gaps in CBET implementation readiness and has suggested change in policy and practices to actualize Kenya’s skills development agenda.

Influence Of Institutional Factors on the Provision of Value-Based Education in Muslim Private Secondary Schools in Mombasa County, Kenya

2025-01-01T00:00:00Z

Influence Of Institutional Factors on the Provision of Value-Based Education in Muslim Private Secondary Schools in Mombasa County, Kenya Zafer, Elen Value-based education focuses on instilling core ethical principles and moral values in students, aiming to develop their character and civic responsibility. This approach is fundamental in creating a well-rounded educational experience. This research investigated the institutional factors impacting the delivery of value-based education in Muslim Private Secondary Schools in Mombasa County, with a focus on how parents' academic involvement moderates these factors. The objectives included assessing the influence of teaching materials, teacher values, school physical facilities, and school culture on the provision of value-based education. The theoretical framework incorporated the Socio-Cultural Theory of Cognitive Development, Fethullah Gülen’s Theory of Education, Classical Liberal Theory of Equal Opportunities, and Social Learning Theory. Employing a descriptive survey design, the study gathered data depicting the current status of the influence of institutional factors on the provision of value-based education in Muslim Private Secondary Schools in Mombasa County. The population of the study consisted of 366 respondents comprising of 97 Board members, 17 Principals, and 252 Teachers from all 17 private Muslim-based secondary schools in Mombasa County. The study used a stratified random sampling technique to select 30 % of the Board members and 101 teachers and census sampling to select 17 Principals. A total of 124 respondents were included in the study, comprising 29 Board members, 78 teachers, and 17 principals. Data from teachers and principals were collected using questionnaires, while board members were interviewed using a structured interview guide. The researcher employed a drop-and-pick method to distribute and collect questionnaires from the targeted sample of respondents. Both quantitative and qualitative data analysis techniques were utilized. The validity of the research instruments was ensured through expert scrutiny in the field, with adjustments made based on their feedback. Reliability of the data collection instruments was assessed using Cronbach's Alpha coefficient. Thematic approach was used to analyze qualitative data, Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 27, allowing for the computation of descriptive statistics such as mean, mode, percentages, and standard deviation based on the well-completed questionnaires. Qualitative data were analyzed thematically by reviewing recorded data. The study concludes that institutional factors such as teaching materials, teachers' values, physical facilities, and school culture are crucial for delivering value-based education in Muslim Private Secondary Schools in Mombasa County. Effective alignment with community values, ongoing teacher development, and robust assessment tools are essential for enhancing educational impact. To enhance the provision of value-based education in Muslim private secondary schools, the study recommends that management implement ongoing professional development initiatives to equip teachers with skills aligning their values with community norms. Additionally, school management should serve as role models, consistently demonstrating and communicating the desired values to all stakeholders. To effectively gauge the success of these programs, institutions should develop and utilize assessment tools that measure students' understanding and application of core values, offering valuable insights into the program's impact.

Church’s Role in the Mitigation of Drug and Substance Abuse Among Youths of PCEA Nanyuki Presbytery, Laikipia County, Kenya

2025-01-01T00:00:00Z

Church’s Role in the Mitigation of Drug and Substance Abuse Among Youths of PCEA Nanyuki Presbytery, Laikipia County, Kenya Njeru, Preston Phinius Drug and substance abuse among youths represents a significant concern in Kenya and globally. This study examined the church's role in mitigating drug and substance abuse among youths in PCEA Nanyuki Presbytery, Laikipia County, Kenya. The church, as a key social institution, addresses this issue through conscientization, pastoral care, advocacy, and rehabilitation programs. In Laikipia County, despite church interventions, drug and substance abuse remains prevalent, with 37.1% of youth having experimented with drugs, 22.4% regularly abusing substances, and high relapse rates (65%) in Nanyuki. Church interventions show limited effectiveness with only 28% reporting success. This study aimed to examine the church's various roles in mitigating drug and substance abuse among youth, while evaluating how socio-cultural factors moderate these efforts. The study was guided by theories including Social Learning Theory, Conscientization Theory, and Ecological Systems Theory, employing a descriptive survey design with a pragmatist philosophy and mixed methods approach. The target population included 1,340 youths, 131 church elders, 7 parish ministers, and 447 parents from PCEA Nanyuki Presbytery. The sample comprised 359 respondents (300 youths, 12 church elders, 7 parish ministers, and 40 parents), selected using census sampling for parish ministers, convenience sampling for parents, purposive sampling for church elders, and stratified random sampling for youth. Data reliability was established through Cronbach's alpha, test-retest, and inter-coder reliability methods, while validity was ensured via pre-testing and face, construct, and content validity. Quantitative data was analyzed using descriptive statistics (percentages and means), Chi-square tests, and correlation analyses, while qualitative data underwent thematic analysis. Findings were presented using tables, charts, and verbatim excerpts. The study found significant relationships between church interventions and substance abuse mitigation, with conscientization, pastoral care, advocacy, and rehabilitation programs all showing positive impacts when properly implemented. However, implementation gaps were identified, particularly in technology utilization, specialized addiction treatment services, structured follow-up mechanisms, and strategic community partnerships. Socio-cultural factors like family dynamics, peer influence, and community attitudes significantly moderated intervention effectiveness. The study recommends enhancing church programs through technology integration, specialized training, structured mentorship frameworks, improved medical treatment support, strategic partnerships, and culturally sensitive approaches that address socio-cultural contexts. These findings contribute to developing improved church-based interventions to reduce drug and substance abuse among Kenyan youths.

Implementation Of Workforce Diversity Policies on Service Delivery in Selected Public Universities in Kenya

2025-01-01T00:00:00Z

Implementation Of Workforce Diversity Policies on Service Delivery in Selected Public Universities in Kenya Charity, Maina Nyambura The delivery of quality services by universities is essential due to their role as centres for knowledge creation, dissemination, and intergenerational transmission through teaching, research, innovation, and community involvement for societal transformation. However, due to globalization and rapid technological advancement, universities operate in highly competitive and dynamic environments. The efficiency of service delivery in Kenyan public universities has been below expectations, adversely affecting performance and diminishing global rankings. The study aimed to establish the influence of workforce diversity policy implementation on the quality and effectiveness of service delivery in selected public universities in Kenya. Specific objectives included: determining the effect of persons with disability policy implementation; establishing the influence of youth policy implementation; examining the influence of gender policy implementation; assessing the role of ethnic policy implementation; and determining the moderating effect of organizational culture on the relationship between diversity policy implementation and service delivery. The study was anchored on Social Identity Theory, Resource-Based View, and the SERVQUAL Model. A positivism research philosophy and mixed-methods design were adopted to collect quantitative and qualitative data. The population comprised 14,623 employees: 10,120 non-teaching staff and 4,503 full-time teaching staff. Inferential and descriptive statistics were used to analyze data. Yamane's Taro (1967) formula calculated a sample size of 389, and simple random sampling was employed. The unit of analysis was selected from public universities in Kenya. A pilot study tested the validity and reliability of instruments, with Cronbach's Alpha measuring reliability. For hypothesis testing, linear regression, correlation coefficient, and ANOVA were adopted. Findings established that persons with disabilities policy implementation was positive and statistically significant (p<0.05). Youth diversity policy contributed positively to service delivery. Gender policy implementation had a statistically significant and positive influence (R²=0.265, p<0.05), and ethnic policy implementation also significantly influenced service delivery. Culture moderated gender and ethnicity and positively influenced service delivery. The study concluded that all explanatory variables exerted substantial, favorable influence on service delivery. It is recommended that public universities implement ethnic policies during recruitment and provide gender mainstreaming training on diversity policies. Further studies should focus on larger samples, comparative analyses between private and public universities, and rural versus urban universities. The findings are important to human resource practitioners in developing strategies for strengthening diversity policies, and to academicians and researchers by providing empirical evidence.

Factors influencing education participation for learners with hearing impairments in special public primary schools in Meru and Isiolo counties, Kenya

2025-01-01T00:00:00Z

Factors influencing education participation for learners with hearing impairments in special public primary schools in Meru and Isiolo counties, Kenya Purity, Nthuku Karegi The global need for education as a key factor in a functioning society drives efforts to achieve higher education levels worldwide. In Kenya, students with deafness consistently underperform, with average KCPE scores of 150 marks compared to their hearing peers' 300-400 marks. Despite policies like Universal Primary Education (UPE) and significant budget allocations for learners with hearing impairments, these students face ongoing educational challenges. These disparities suggest that issues within education management may negatively impact participation for deaf learners. Addressing these factors is crucial to ensuring equal educational opportunities for all, regardless of disability. The study addressed the objectives on parental involvement, school physical resource management, placement option management and financial resource allocation influence on education participation for learners with hearing impairments. The study aim was to examine the factors influencing education participation for learners with hearing impairment in public primary schools for learners with hearing impairment in Meru and Isiolo Counties. The study was guided by Maslow's theory of motivation in learning. A phenomenological research design was utilized. The study targeted three primary schools handling learners with hearing impairments in Meru and Isiolo counties that is Kaaga, Njia, and Isiolo School for learners with hearing impairments . The target population comprised a total of 559 participants including headteachers (3), teachers (45), parents (248), learners (254), and support staff (9). Sampling for the participants was done through both purposive sampling for teachers (3), parents (3), and learners (6) as well as census sampling among the headteachers (3) and the support staff (9) to arrive at a sample size of 24 participants. Data collection tools utilized were open-ended questionnaires for the head teachers, interview schedules for learners, parents, and class teachers, observation checklist, document analysis and focus group discussions. Piloting of the instrument was done in Tharaka Nithi County to help establish the validity and reliability of the instruments. Reliability of the instrument was attained through triangulation involving different instruments for different participants. Thematic approach was used to analyze the qualitative data. Ethical issues like confidentiality were observed throughout the study process. The presentation of the data was through narrative description. The study revealed that parental involvement was minimal, financial allocation in schools was inadequate, assessment of learners for placement was not effectively done and school physical resources were inadequate. The study concludes that parental involvement in education is minimal, which may negatively affect student outcomes. Financial resources allocated to schools are insufficient, hindering their ability to provide quality education. Learner assessments for proper placement are ineffective, potentially leading to misplacements. Additionally, inadequate physical resources in schools further limit the learning environment and student success. The study recommended that more funding should be done through alternative methods rather than relying on the government only, multidisciplinary teams be availed for assessment and establishment of more placement centers by the government, and parental mobilization on the need to be effectively involved in the education affairs of their children and physical resources be availed in the schools for learners with hearing impairment through engagement of relevant Further studies can be done in inclusive setting, other counties and secondary schools.

Influence Of Inclusive Leadership and Resilience to Violent Extremism Among Boys’ Secondary Schools in the North-Eastern Counties of Kenya

2025-01-01T00:00:00Z

Influence Of Inclusive Leadership and Resilience to Violent Extremism Among Boys’ Secondary Schools in the North-Eastern Counties of Kenya Happi, Happi Adan North-Eastern Kenya, bordering Somalia, has been significantly affected by extremist indoctrination, exposing students to heightened risks of recruitment into terrorist organizations. Previous studies indicated that a substantial proportion of boys from secondary schools in the region have been vulnerable to recruitment, with teenage males showing increased susceptibility to coercive indoctrination. This study investigated the influence of inclusive leadership on resilience to violent extremism among boys' secondary schools in Garissa, Wajir, and Mandera Counties of North-Eastern Kenya, with perceived organizational support as a moderating variable. The study examined how leadership dimensions including openness and accessibility, collaboration, emotional intelligence, and commitment to equity influenced students' resilience to violent extremism, and how perceived organizational support moderated these relationships. The study was anchored by the Social Identity Theory, Transformational Leadership Theory, and Conservation of Resources Theory. A descriptive survey design was employed using a mixed methods research framework that combined quantitative and qualitative approaches. The target population comprised 6,014 participants including 5,870 boys enrolled in secondary schools across the three counties, 108 school principals, 18 Sub County Directors of Education, and 18 Deputy County Commissioners. The study determined a sample size of 393 participants using Yamane's formula: 375 students selected through stratified random sampling and 18 key informants selected through purposive sampling. Data collection employed structured questionnaires for students and semi-structured interview guides for key informants. Instrument reliability was assessed through pilot testing conducted in Mombasa County using 40 male students and 3 education officials. The student questionnaire achieved an overall reliability of α = 0.829, with individual sections ranging from α = 0.762 to α = 0.892. Test-retest reliability yielded correlations from r = 0.74 to r = 0.89 (p < 0.01). Interview guides underwent content validation by three education and security experts. Diagnostic tests confirmed dataset suitability for parametric analysis, with normality, linearity, absence of multicollinearity, and homoscedasticity assumptions satisfied. The study achieved a 90.4% response rate with 339 valid questionnaires from students and complete participation from all 18 key informants. Results revealed that leadership openness and accessibility (β = 0.318, p < 0.001), leaders' collaboration (β = 0.247, p < 0.001), leaders' emotional intelligence (β = 0.284, p < 0.001), and leaders' commitment to equity (β = 0.206, p < 0.001) had statistically significant positive influences on resilience to violent extremism. Perceived organizational support positively influenced resilience (β = 0.192, p < 0.05) but did not significantly moderate the relationship between inclusive leadership and resilience. Qualitative findings reinforced quantitative results, emphasizing the critical role of transparent communication, collaborative decision-making, and equitable treatment in building student resilience. The study concluded that inclusive leadership practices significantly enhance students' resilience to violent extremism in conflict-affected regions. Recommendations include promoting transparent communication, empowering stakeholders, improving emotional intelligence among leaders, ensuring equity in resource distribution, and strengthening organizational support systems.

Relationship Between Innovative Work Behaviour and Service Delivery of Non-Teaching Staff in Secondary Schools in Embu County, Kenya

2025-01-01T00:00:00Z

Relationship Between Innovative Work Behaviour and Service Delivery of Non-Teaching Staff in Secondary Schools in Embu County, Kenya George, Mbijiwe Mungeera Poor service delivery continues to be reported in Kenyan secondary schools, despite the critical role non-teaching staff play in school advancement. The study focused on four key aspects of IWB: idea generation, promotion, realization, and sustainability. It also assessed how supportive environments enhance or hinder the effectiveness of these behaviours. The study was guided by four theoretical frameworks: the dynamic componential model of creativity and innovation in organizations, social exchange theory, enjoyment performance theory, and the modified quantitative service delivery theory. Adopting a cross-sectional design under a pragmatist philosophy, the study employed a mixed-methods approach. The target population included 1,803 non-teaching staff, 208 principals, and 208 Board of Management (BoM) chairpersons. Stratified and proportionate systematic sampling ensured representative selection across school categories and sub-counties. A total of 317 non-teaching staff completed questionnaires, while 10 principals and 10 BoM chairpersons participated in interviews and focus group discussions respectively. Validity and reliability of the instruments were confirmed through construct, content, and face validity, and Cronbach’s alpha coefficient. Data analysis involved descriptive statistics, regression, correlation, and thematic analysis for qualitative data. Results were presented using tables, figures, themes, and excerpts. The study found that while face-to-face meetings and staff interactions moderately support idea generation among non-teaching staff in Embu County secondary schools, digital platforms remain underutilized. Key barriers to idea promotion included lack of motivation, poor communication, limited involvement in decision-making, low self-esteem, and inadequate teamwork. Data revealed that these challenges significantly hinder innovative behavior and effective service delivery to a large extent. The findings highlighted critical gaps such as insufficient resources, low recognition, limited leadership support, and minimal participation in decision-making that are detrimental to idea realization. Additionally, weak leadership, lack of follow-up, and minimal structured feedback mechanisms were found to undermine staff engagement also largely affected ideas sustainability. However, drivers such as effective communication, inclusive leadership, recognition, structured support, policies, collaborative leadership, inclusive institutional culture, equitable remuneration, regular staff development forums and training emerged as essential for fostering innovative work behaviour, trickling down to enhanced service delivery by non-teaching staff. All aspects of innovative work behaviour significantly influence service delivery by non-teaching staff in secondary schools. The study concludes that enhancing idea generation requires deliberate organizational support, aligning with Amabile and Pratt’s componential model of creativity. Enhancing idea promotion, realization and sustainability require coordinated efforts across school management and staff. The study recommends need for principals of secondary schools to ensure inclusive leadership, policy reforms, and deliberate managerial actions to enhance creativity and innovation among non-teaching staff. They should prioritize training, improved communication channels, and participative leadership. The findings validate the critical interdependence of creativity, innovation, enjoyment-performance, and effective service delivery in secondary schools. The study’s key contribution is the identification of actionable measures needed to stimulate creativity and innovation among non-teaching staff to enhance service delivery in secondary schools within Embu County.

Evaluation On Change Management Strategies for Effective Implementation of Competence Based Curriculum in Private Universities in Nairobi County, Kenya

2025-01-01T00:00:00Z

Evaluation On Change Management Strategies for Effective Implementation of Competence Based Curriculum in Private Universities in Nairobi County, Kenya Ann, Kiaira Mukiri In 2017, Kenya replaced the 8-4-4 curriculum with a Competency-Based Curriculum (CBC) that focuses on developing competencies and applying knowledge to real-life tasks. The first CBC graduates will enter universities in 2029. However, there exists a research gap on change management strategies for effective implementation of CBC in private universities in Nairobi County, Kenya. The objectives of the study were : to assess change management strategies used to effectively implement CBC in private universities in Nairobi County, to find out curriculum review strategies deployed by private universities in Nairobi County to suit CBC requirements, to examine capacity building strategies for faculty members that support CBC implementation, to identify physical facilities improvement strategies established to support CBC requirements and to determine the effect of instructional strategies on effective implementation of CBC in private universities. Lewin’s three-phase theory of change underpinned the study. Unfreeze; preparing the universities for change by challenging the status quo, creating awareness, and building motivation. Change (or Transition) implementing new methods, processes, or practices. This is the action stage where training, support, and adjustments take place. Refreeze, embedding the change into the organizational culture so it becomes the new norm. Lewin’s theory assists the study in providing a framework, guides analysis, evaluates effectiveness and practical recommendations. This ensures sustainability. The study used a cross-sectional descriptive design with a mixed methods approach. A cross-sectional descriptive design ensures the study captures a broad, current overview of change management strategies across private universities, while a mixed methods approach enriching the evaluation by combining measurable data with in-depth perspectives resulting in a comprehensive and actionable understanding of CBC implementation. A multi-stage sampling strategy was used: purposively sampling, Stratified sampling and Simple random sampling. This combination makes the findings valid, reliable, and generalizable, while still being tailored to the unique context of CBC implementation in private universities. The sample included 312 participants from church based, faith-based and private universities. Data collection involved semi-structured questionnaires and an interview guide. Descriptive and inferential statistics were employed for data analysis, presented by use of tables and graphs. Findings revealed a significant and positive effect of change management strategies on implementation of CBC in private universities in Nairobi County (β = 0.347, t=3.256, p = 0.002). There was a significant and positive effect of curriculum review strategies on implementation of CBC in private universities in Nairobi County (β = 0.505, t=4.655, p = 0.000). Findings indicated a significant and positive effect of capacity building strategies on implementation of CBC (β = 0.078, t=4.487, p = 0.003).There was a significant and positive effect of physical facilities improvement strategies on implementation of CBC in private universities in Nairobi county (β = 0.087, t=3.833, p = 0.000).Findings showed a significant and positive effect of instructional strategies on implementation of CBC in private universities in Nairobi county (β = 0.606, t=6.498, p = 0.000).The study concludes that private universities in Nairobi County are adopting strategic change management for CBC implementation, focusing on stakeholder engagement, updated curricula emphasizing practical skills, continuous faculty training and enhanced infrastructure through various funding sources for improved instructional strategies. The study recommends that private universities should secure increased financial support from the government and stakeholders for facility upgrades and faculty training. Further, they should continuously invest in faculty development and focus on modern teaching methodologies. The study recommends that private universities should collaborate among themselves and with educational stakeholders for CBC implementation. Private universities should establish elaborate assessment methods through continuous feedback from all stakeholders. The study recommends that private universities should emphasize student-centered learning strategies to better equip students with practical skills and competencies.

Influence Of Stress Predictors on Mental Wellness of Nurses in Embu and Tharaka Nithi Counties, Kenya

2025-01-01T00:00:00Z

Influence Of Stress Predictors on Mental Wellness of Nurses in Embu and Tharaka Nithi Counties, Kenya Margaret, Njeru Gatavi Mental health needs of nurses have become a major public concern that has challenged healthcare providers` ability to offer prudent and standard health to the members of the public. The purpose of this study was to investigate the influences of stress predictors on mental wellness among nurses in Embu Level 5 and Chuka County Referral Hospitals in Kenya. Five objectives guided this study and two theories; the Therapeutic Engagement Stress Theory (TEST) and the Person-Environment (PE) Fit Theory also guided the study. The population of the study comprised of 380 nurses and 50 doctors. The Yamane formula was applied to calculate a sample size of nurses and convenient sampling was used to sample doctors. A sample size comprising of 253 nurses was derived from the Yamane formula and 10 doctors were sampled using convenient sampling. Data was collected using online questionnaires for nurses and structured face-to-face interviews for doctors. Questionnaires were designed using the PTSD Checklist 5 (PCL-5), the Positive Mental Health Scale (PMH-Scale), the NIOSH Worker Well-Being Questionnaire (WellBQ), Depression Anxiety Stress Scale-21 (DASS-21), and the General Self-Efficacy Scale (GSE). The reliability of instruments was tested using piloting of research instruments targeting 37 nurses from Kitui County Referral Hospital selected through random sampling method. The research instruments were tested for reliability and validity. An average Cronbach reliability coefficient of 0.736 from all five constructs was recorded, which were above 0.7, an indication the instruments were reliable. In addition, the instruments’ validity was tested using content validity through conceptualization of instruments, identification of domains, and developing instruments to determine their effectiveness in collecting the study data. Descriptive statistics were used to analyze the questionnaires, with the help of SPSS version 27.0, to get frequencies, means, standard deviations, and percentages. The analyzed data was presented using tables. The simple regression analysis was used to analyze the statistical significance of variables and hence, test the null hypothesis. Diagnostic tests of normality, linearity, autocorrelation, heteroscedasticity and multicollinearity were used to check whether data adhered to assumptions of the regression analysis. Also, normality of errors was tested using Histograms and Normal P-P plot. Correlation analysis was used to determine the relationship between independent and dependent variables. The deductive data method was used to analyze qualitative data where themes were identified to find the influence between predictors of stress and mental wellness of nurses. Qualitative data was presented thematically to come up with patterns and codes that were used to generate themes. Findings from regression analysis of variables rejected all null hypotheses. Therefore, the study established that stress predictors namely: physical work environment, organizational factors, nurse-colleague relationship, care recipients` attitudes towards nurses, and self-efficacy as a moderating variable on the stress predictors influenced mental wellness of nurses. The outcome of the research was significant in establishing an evidence-based practical knowledge on the influence of predictors of stress on mental wellness. The study concluded that addressing the stress predictors is critical in enhancing the mental wellness of nurses, thereby potentially improving healthcare service delivery in Kenyan referral hospitals. The study recommended future research focuses on unit- specific stress factors and interventions to tailor support mechanisms for nurses working in different healthcare settings.

Critical Analysis of Factors Affecting Teaching and Learning Management for Pupils with Intellectual Disabilities in Special Schools, Meru-County, Kenya

2024-01-01T00:00:00Z

Critical Analysis of Factors Affecting Teaching and Learning Management for Pupils with Intellectual Disabilities in Special Schools, Meru-County, Kenya Esther, Kaario M’birithu Effective teaching and learning for pupils with intellectual disabilities (ID) is significant for socioeconomic development. In Kenya, there are limited educational opportunities and support for pupils with intellectual disabilities, resulting in exclusion and reduced academic achievement for this population. Even though Meru County has a policy on impairments mainstreaming, special schools that are meant to assist these students have not been able to overcome difficulties in managing instruction. The management of teaching and learning for students with intellectual disabilities in special schools in Meru County, Kenya, is influenced by several factors, which this study critically analyzed. The main objectives of the study were to evaluate how teaching and learning management for students with intellectual impairments in special schools are affected by the attributes of instructors, the school environment, the curriculum, the school culture, and the attitudes of teachers. The moderating role of teachers' attitudes was also ascertained. Four theories—contingency theory, Pavlov's classical conditioning theory, Vygotsky's theory, and the bioecological theory of development—informed this study. This mixed-methods research utilized descriptive survey research design. The convergence of both quantitative and qualitative findings in informing conclusions. The target population was four special schools, where units of observation were 45 teachers, four head teachers, 387 parents, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors. The sample size of 45 teachers, 32 parents, four head teachers, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors were purposely selected for the study. Data was collected using questionnaires, interviews, and observations. These tools were validated and checked for reliability using inter-rater reliability, and by computing Crunch Bach coefficients. The percentages, mean, and standard deviation were determined, while correlation and regression analysis helped test the variables' relationship. The thematic analysis technique was applied to qualitative data. Information was presented using tables, figures, themes, categories of themes and excerpts in some instances. While most teachers find the learning environment moderately conducive, concerns arise over assistive technology adoption, individualized learning shortages, deficiencies in teaching materials, infrastructure, staffing, and weak curriculum adaptation. Teachers' qualifications and competencies positively influence teaching and learning management, while the school environment has a negative impact. A perception gap exists in curriculum alignment with the needs of intellectually disabled pupils. Teacher characteristics, school environment, curriculum, and culture significantly influence the teaching and learning management of learners with intellectual disabilities. The study concludes that challenges persist despite efforts to improve special schools, particularly in infrastructure and teaching materials. Teacher characteristics are crucial in teaching and learning management, necessitating ongoing professional development. The school environment requires interventions like teacher training and curriculum adaptation. A perception gap in curriculum alignment highlights the need for clear communication and ongoing curriculum reviews. Teachers' attitudes play a significant moderating role, emphasizing the importance of targeted professional development. Recommendations include infrastructure upgrades, assistive technology integration, curriculum adaptation, policy revisions, enhanced teacher training, and materials adequacies. The study connects with contingency, classical conditioning, social learning, and ecological systems theories and emphasizes the need for policy revisions. It has notable practical implications for curriculum reassessment, adequate funding, equipment upgrades and teacher support.