Doctor of Philosophy in Education Leadership and Management

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Determinants of Sustainable Competitive Advantage Within Food and Beverage Firms in Kenya
(2014-06) Stephen, Laititi Mutunga
Urbanization is proceeding at a high pace with urban dwellers expected to outnumber rural population in the near future. The demand for processed foods with shorter preparation periods that offer convenience for the urban population is high and is set to increase. This calls for higher processing capacity in the food and beverage industries. Stiff competition is already being experienced in this industry in Kenya which calls for firms to position themselves strategically to survive. Investment in competitive strategies by companies in this industry is critical for their survival and will determine their success or collapse in future. This study aimed at empirically analyzing the nature of competitive strategies companies in the food and beverage sector engaged in to acquire sustainable competitive advantage, and the drivers underlying that competitiveness. Purposive sampling of 95 food and beverage firms located in Nairobi and Mombasa and their environs and registered with the Kenya Association of Manufacturers was done. The study was designed as a survey of all the firms targeting the chief executive, the finance/marketing manager or the human resource manager as respondents. The study design was descriptive. Data was collected using a standardized questionnaire. The data was then coded and analyzed using the Statistical Package for Social Sciences (SPSS). From the 95 firms surveyed, 32 successfully participated giving a response rate of 33.7 percent. Statistical analysis revealed that cost leadership generic strategy was significant as a predictor of sustainable competitive advantage while differentiation was not. On effects of firm resources on sustainable competitive advantage, the study found that effects of organizational structure were statistically significant and critical to success of firms in this industry. The use of human capital in innovative adaptation was found statistically significant for owner/chairman and executive management. Dynamic operational efficiency was found to be driven mostly by efficiency of production processes which was statistically significant while effects of selected macroeconomic factors of inflation, exchange rates and interest rates were not statistically significant. The failure at significance tests of macroeconomic factors meant that the factors were not critical at influencing the business environment of the food and beverage firms in Kenya. The findings of this study are important in academia, industry, and government by adding to the body of knowledge and enlightening on the competitive nature of the food and beverage industry in Kenya. The findings are enriching in the developing areas of resource capability configurations (resource based view of the firm) and the linkage with generic strategies in the Kenyan environment. The findings will be useful to investors especially in the food and beverage sector which is the leading one in Kenya in the background of devolved governments and development of counties as well as rapidly growing urban centers which are the new frontiers for industrialization. Use of perceptual performance data for sustainable competitive advantage was found appropriate and longitudinal or time series studies as well as use of secondary data on performance is recommended for future research on this subject.
The Influence of External Educational Environment on Wastage Reduction Strategies of the Boy Child Output in Kenyan Primary Schools
(KeMU, 2014-06) Jacinta, Wanjiku Mwaura
This is a study on 'The influence of external educational environment on wastage reduction strategies of the boy child output in Kenyan primary schools'. Every time The Cabinet Secretary in the Ministry of education releases national examinations there is an outcry of marginalization of the boy child after which nothing is changes begging the question is the boy child not as a critical human resource as the girl child. The systems theory was applied in the study. The objectives of the study were to: establish the status of the boy child educational process and wastage reduction strategies between 200 I and 2008; establish the influence of policy framework on wastage reduction strategies of the boy child; establish the influence of. social cultural practices on wastage reduction strategies of the boy child; establish the influence of boarding arrangements on wastage reduction strategies of the boy child; determine the influence of teacher gender on wastage reduction strategies of the boy child; establish the influence of family background on wastage reduction strategies of the boy child; and to develop a model for wastage reduction strategies of the boy child. A descriptive survey research design was used in this research with a target population of public primary schools of more than one stream in 2001. The population comprised of 693 and a sample of was arrived at through stratified random sampling. Both descriptive and inferential statistics were used to analyze the data and hypotheses tested. Further, a regression analysis was run for the dependent variable against the independent variables. Hypotheses tests were carried out. The findings established the influence of external environment on wastage reduction strategies as having a good fit since all key statistical indices were above or below the recommended levels. The influence of external educational environment was indicated by regression model results (R2=0.587, p=0.00). The five independent variables had a significant influence on wastage reduction strategies as indicated by regression results (R2=0.62, p=0.02). Policy statements had a significant influence on wastage reduction strategies (R 2=0.59, p=O.O I), socio-cultural practices also had a significant influence on wastage reduction strategies (R 2=0.4 7, p=O.O I), boarding arrangements influence on wastage reduction strategies was at (R2=0.60, p=O.O 1 ), teacher gender influence on wastage reduction strategies was at (R2=0.3 l , p=0.03), while family background influence on wastage reduction strategies was at (R2=0.64, p=0.00). In conclusion policy statements, teacher gender, family background boarding arrangements and social cultural practices influenced wastage reduction Strategies. The findings concurred with Kibutu(2006), Kashu (2006), Omutako (2007) and De Corte (2003). The study recommended the development of policy statement for the boy child in particular among other recommendations. Areas for further research include further research to establish the age at which the boy child is most likely to drop out of school. The study established that the theory of production, retention and ansition theories are applicable to the specific case of the influence of wastage reduction strategies of the boy child output in Kenyan primary schools.
Effectiveness of Head Teacher-Parent Collaboration for the Improvement of Inclusive Education in Public Primary Schools in Meru County, Kenya
(KeMU, 2017-04) Mwirichia, Severina
Head teacher-parent collaboration plays a crucial role in the improvement of inclusive education. The study was set to analyse the effectiveness of the head teacher-parent collaboration for the improvement of inclusive education in public primary schools, in Meru County, Kenya. The objectives of the study were: to analyse the use of head teacher-parent collaboration context for the improvement of inclusive education; to examine the efficiency of the nature of head teacher-parent collaboration for the improvement of inclusive education and to explore the value of head teacher-parent collaboration inputs for the improvement of inclusive education. The study was guided by Bronfenbrenner's bio-ecological systems theory and Peters' input-process-outcome¬context framework of Inclusive Education. The study used mixed research approach methods. Descriptive survey and phenomenology research designs, under quantitative and qualitative research approach methods respectively, were used. Qualitative research approach method was predominantly used. The target population was 101,612 (772 head teachers, 6,840 teachers and 94,000 parents). Out of the target population, there was a unique target population of 218 (77 head teachers, 68 teachers and 73 parents) who were actively involved in inclusive education in 77 inclusive public primary schools in Meru County. Through purposive and proportionate stratified random sampling, a number of eight (8) regular public primary schools and a sample size of 24 participants were selected from the unique target population. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents' analysis schedules. The tools were piloted for reliability and validity in Isiolo County, Kenya. Data was collected by the researcher through meeting with the participants face-to-face, which ensured whole response return rates. Quantitative data was analysed with the assistance of Statistical Package for Social Sciences (SPSS) version 20, while qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using descriptive statistics and narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration context (policies, leadership and its structure) enhanced the improvement of inclusive education. Most of the schools used informal policies. The nature (teamwork, communication and cooperation) of head teacher-parent collaboration was inadequate and ineffective for the improvement of inclusive education. Head teacher-parent collaboration inputs (resources and strategies) were useful but inadequate for the improvement of inclusive education. Head teacher-parent collaboration facilitated the improvement of inclusive education in a remote and insincere manner. Head teacher-¬parent collaboration made dismal improvement in inclusive education. It was concluded that, head teacher-parent collaboration is crucial to the improvement of all schools. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies. All schools should practice democratic leadership and ensure that teamwork, communication and cooperation improve in schools. The government and all education stakeholders should provide more resources to improve the effectiveness of head teacher-parent collaboration for the improvement of inclusive education. The Teachers Service Commission should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents to improve inclusive education.
Influence of Management Practices in the Training of Quality Graduates in the University in Kenya
(KeMU, 2018-08) Kanyiri, Lucy Ikiara
Universities play a critical role in contributing to the economic development of any nation. They develop manpower which is a significant driver of economic growth. In view of this, effective management of universities is a concern of all the stakeholders. Management, practices are linked to the success of universities in nurturing holistic graduates who have the necessary knowledge, skills, competencies and values that are required in a globally competitive society. However, universities in Africa and in Kenya in particular have continued to be ranked lowly in terms of the quality of graduates. The lagging behind is attributed to inadequate acquisition of critical skills and application of knowledge. This is further attributed to inadequate adoption of management practices that support training of quality graduates by the universities. In this regard, the study set out; to determine the extent to which management practices in curriculum leadership are applied in universities in training of quality graduates, to determine the extent to which management practices in teaching and learning are applied in universities in training of quality graduates, to determine the extent to which management practices in faculty management are applied in universities in training of quality graduates, and to determine the extent to which management practices in management support are applied in universities in training of quality graduates. The study was founded on system theory. However, CIPP model was used to show interrelationship between management practices and training of quality graduates. The study used descriptive survey research design. The target population was 66 universities. A sample of 7 universities was selected based on Webometric ranking of 2014. 3750 students and 1800 faculty staff were targeted. 375 students and 180 faculty were included in the study. Three instruments including questionnaires, interview guide and document analysis guide were used to collect data. Validity of the instruments was ensured through undertaking pilot study to appraise dependability of the questionnaires and interview items. Reliability of instruments was measured by use of Cronbach's coefficient alpha. The alpha for independent variable was 0.963 and 0.944 for dependent variable. Data analysis involved used of descriptive and inferential statistics using SPSS version 20. The major findings of the study indicated curriculum leadership, teaching and learning and management support had significant influence on training of quality graduates. There was a discrepancy in acquisition of knowledge and its application among graduates from different universities. Based on the findings it was concluded that management practices have a significant influence on training of quality graduates. The study recommends the need for universities to enhance management practices identified in this study.
Influence of Information Communication Technologies on Quality of Distance Teaching and Learning in Kenya Universities
(KeMU, 2018-08) Ngeera, Flora Gacheri
Information Communication Technologies (ICTs) are varied. They include different types of network infrastructure that depend on internet connectivity which in turn allows access to various search engines. ICTs have transformed the way people live, work, do business and access education. With advent of ICTs, distance learning has become an alternative and supplement for face to face learning. This study investigated the influence of ICTs on quality of distance teaching and learning in Kenyan Universities. The study was guided by four objectives: to establish the influence of availability of ICTs infrastructure, to determine the influence of utilization of ICTs infrastructure, to investigate the influence of provision of institutional support on use of ICTs and to determine the influence of learner characteristics on use of ICTs. The study was based on Bruner's constructivist theory and Simonson's theory of equivalency. The study was guided by mixed methods research approach. Specifically, convergent parallel design was used. The target population was universities that offer programmes through open, distance and e-learning (ODeL) targeting ODeL directors, lecturers who taught ODeL students, ICT technical staff and ODeL students from the selected universities that offer programmes through this mode. A sample size comprised of (4) ODeL directors, (78) lecturers, ( 4) I CT technical staff and (15 6) 0 DeL students. Stratified, systematic and purposive sampling was used to sample the respondents. Among all the universities that offer ODeL programmes, four universities were purposively sampled for the study. Data was collected by use of document analysis guide, questionnaires and interview guide. Cronbach alpha correlation method was used to compute reliability co-efficient which was 0.8095 which was above 0.7 as expected in social sciences. To ensure reliability in qualitative data, interview guide with highly structured questions, with the same format and sequence of words was used for each participant. Descriptive statistics involving mainly frequencies, percentages and means were used to analyse the data. Logistics Regression, specifically Wald Test, was used to test the null hypotheses. Omnibus test of model coefficients and Hosmer and Lemeshow Tests were used to test the fitness of the models. Data was presented in graphs and tables. Analysis of quantitative data was done using Predictive Analytical Software (PAS) version 20.0. Qualitative data was coded and analysed in themes emerging from the narratives. From the findings, it was established that computers were the most available ICT hardware used in distance teaching and learning in the sampled universities. Despite availability of computers, it was established that video conferencing and audio-conferencing facilities were not available for distance teaching and learning. Universities use Learning Management Systems (LMS) and also online social networking tools to advance distance learning. The study revealed that the institutional support on use ofICTs was the most significant factor that influences quality of distance teaching and learning in selected Kenyan universities. It was concluded that availability of ICT infrastructure, utilization of ICT infrastructure, institutional support on the use of ICT and learner characteristics on the use of ICT were all significant when considered separately. However, when considered as a block, institutional support on use of JCT was the most significant. The study recommended that to enhance quality in ODeL, institutional support on use of ICTs in distance teaching and learning was very critical.
Analysis of Factors Influencing Career Choice among Public Secondary Schools Students in Meru County Kenya
(KeMU, 2019-06) Njogu, Sarah Wambeti
Career selection is one of the many important choices students make which have lifelong effects. This is because choosing a career that matches one’s interests, skills and values significantly increases their chances for social-economic success, personal fulfillment and happiness. However, whether or not a student is equipped with requisite career choice information to necessitate informed decisions is yet to be established. Although review of literature shows that students have numerous challenges when selecting careers, the factors that influence career choice among secondary school students and the extent of their impacts were still not clearly understood. This study sought to analyze factors influencing career choice in public secondary schools in Meru County, with a view to determining individual and combined influence of each factor on career choice. It was guided by four objectives; namely; to examine the influence of career guidance services provided to students on career choice, to assess the influence of parental aspirations on career choice, to investigate influence of mass media on career choice and to evaluate the influence of school policy on subject selection in career choice by secondary school students. The study was informed and guided by the Social Learning Theory of Career Decision Making by John Krumboltz and Contingency Theory of Management by Joan Woodward. It adopted mixed methods approach and used descriptive survey and correlational research designs in investigating the phenomena. The target population comprised 19,862 Form Four students, 364 principals, 364 career guidance teachers and 364 form four Parents Association representatives’ from all the 364 public secondary schools in the Meru County. Through stratified, systematic and purposive sampling respectively, 460 participants were selected from 364 schools. A questionnaire and an interview schedule were used to collect data from target population. A pre-test of the instruments was carried out to ensure reliability and validity. Data analysis was done with the help of SPSS (Version 24) and Microsoft excel. Overall response rate was 92.1%. Quantitative data was analyzed using descriptive statistics (mean, standard deviation and percentages), and inferential statistics (Chi-square test, ANOVA, correlation and regression analysis). The results were presented in frequency distribution tables, charts and in other cases, logical explanations and narratives were provided. Results show that career which students of public secondary schools in Meru County choose are statistically and significantly influenced by nature of career guidance services; parental aspirations, mass media, and school policy on selection of subjects. The findings revealed that mass media and parental aspirations as factors that exert greatest influence on career choices. The findings of this study have implications on career guidance practices and policy in secondary schools. The study recommends that principals, educationists, career guidance teachers to organize for capacity building and awareness campaigns to sensitize students, parents and the general public on the influence of the four factors on career choice and to underscore the role that should be played by each of these stakeholders.
Effect of Parental Involvement on Quality of Education in Public Day Secondary Schools in Igembe Central Sub County, Meru County-Kenya
(KeMU, 2019-11) Thuba, Esther
This study aimed at determining the effect of parental involvement on quality of education in public day secondary schools. The relationship among the variables of the study was moderated by parents’ level of education and their occupations. Specifically, the study intended to establish the effect of school-based parental involvement, home–based parental involvement, and academic socialization by parents on quality of education in public day secondary schools. This study was guided by Ajzen’s Theory of Planned Behaviour and Albert Bandura’s Social Learning Theory. A descriptive correlational study was carried out in public day secondary schools in Igembe Central Sub County in Meru - Kenya. The target population was 28 principals, 7,182 students and 144 parents’ representatives. This made a target population of 7,354 participants from the public day secondary schools of Igembe Central Sub County. This study was guided by logical positivism philosophy which greatly regards methods of scientific inquiry and logical analysis of philosophical problems. Qualitative and quantitative data were obtained from a sample of 352 students, 8 school principals and 32 parents selected through random sampling procedures. Questionnaires, an interview guide, and a focus group discussion guide were used for collection of data from students, principals, as well as parents, respectively. Document analysis guide was also used. A sample of two principals, 88 students and 8 parent from two schools in the neighbouring Igembe South Sub County were used for the purpose of pilot testing and refining the research instruments. The reliability coefficient for the indicators of school–based parental involvement, home–based parental involvement, academic socialization by parents and quality of education was 0.730, 0.951, 0.946 and 0.756 respectively. Data was collected from the respondents by the researcher. Both descriptive and inferential statistics were used in data analysis. The quantitative data was analysed using the Statistical Package for Social Sciences version 21.0 (SPSS 21.0) computer software programme. Descriptive statistics such as mean scores, variances, standard deviation; and inferential statistics namely correlation and multiple regression were used to analyse the data. The results provided statistical evidence that a positive and significant relationship exists between parental involvement and quality of education in public day secondary schools. All the predictors of parental involvement were found to have positive and significant effect on quality of education in public day secondary schools. The study also established that mothers’ characteristics (level of education and occupation) had partial moderating effect on the relationship between parental involvement and quality of education in public day secondary schools. Thematic analysis for qualitative data was done and data was summarized according to similarities and common themes and presented in narratives and relevant quotes to supplement and strengthen the quantitative data. The results obtained led to the conclusions that expanding the role of parents in education improves school attendance, learning behaviours, academic performance and transition to colleges and universities. Secondly, the study established that among all the predictors of quality of education in public day secondary schools, academic socialization by parents and home-based parental involvement are significant in affecting quality of education in a combined relationship. In addition, it was concluded that all parents can participate in the education of their children, regardless of their level of education and occupation so as to improve quality of education in public day secondary schools. This study, therefore, recommends that parents be sensitized by school management on the importance of their roles in education; and the need of their continuous involvement in education of their children.
Preparedness for Implementation of Integration of Digital Learning in Public Primary Schools in Meru County, Kenya
(KeMU, 2020-11) Kiugu, David Kaaria
Digital learning integration (DLI) in schools has positive implications for the education systems. DLI programme was rolled out in Meru County alongside other 46 counties in Kenya in 2016 after several postponements. However, DLI programme adoption is attributed to several preparation challenges. This study looked into the integration preparedness on implementation of DLI programme in public primary schools in Meru County. The objectives were: to analyze teachers’ preparedness, examine the adequacy of digital learning infrastructure, analyze effects of technical support staff, and examine the extent of involvement of parents in DLI. The study was guided by Roger’s diffusion of innovation theory and Boum’s project management cycle. It used descriptive survey design and adopted mixed method approach. The study targeted 710 public primary schools in 9 sub-counties. Data was provided by 710 head teachers, 7032 teachers, 2004 Parent Teachers Association (PTA) executive members, and 25,720 grade 3 DLI programme pioneer pupils. A 10% sample of schools was considered sufficient which was obtained using simple random sampling technique. As a result, 71 head teachers and 703 teachers were obtained. Purposive judgmental sampling technique was used to get 201 PTA members. Further, Sloven’s formula was used to get a sample size of 396 pupils that formed Focus Group Discussion (FGD) each consisting of 8 learners, and 9 SCDEs were purposively sampled. Questionnaires were used to collect data from head teachers, teachers and PTA while interview schedules and FGDs were used to get data from SCDEs and from learners respectively. Observational schedule was also used to provide guide for focusing observation and recording data. The research tools were pre-tested for validity and reliability. The quantitative data was analyzed using IBM SPSS Statistics for Windows version 22. The data was analyzed, interpreted and reported using percentages, measures of central tendency. Univariate regression analysis was used to test hypothesis. Qualitative data was analyzed according to themes based on study objectives and reported in narratives. Through computation of Pearson product moment correlation coefficients confirmed that there is significant positive correlation between variables teachers’ preparedness, adequacy of digital learning resources, effectiveness of technical support staff, and involvement of parents against DLI at 0.05 level of significance ranging from r = 0.753 to r = 0.943. Majority of teachers were not trained and those trained were ill prepared. Resources such as tablets, internet connectivity, computer laboratory and electricity were noted to be inadequate. Repairs, maintenance and application of digital learning tools in the classroom were not possible due to lack of technical support staff in schools. Parents as key stakeholders were not involved though they appreciated the free tablets from the government. Learners who were introduced to DLI appreciated and were always eager to learn using the digital technology. In addition, there was no monitoring or evaluation of the digital programme after roll out by quality assurance and standards officers as per the policy guidelines. The study concluded that preparations for digital programme were inadequate. The findings will be useful to educationists, parents, teachers, and policy makers. The study recommended that MoE should go back to the drawing board, have all teachers computer technology compliant through continuous in-servicing and pre-service courses. Adequate resources such as tablets, desks, computer laboratories, network connectivity and electricity among others should be availed to all schools. Technical support staff should be availed to schools. MoE should own the innovation and facilitate its full adoption by coming up with apt monitoring and control systems. Political objectives should not be allowed to overshadow policy structures such as planning, management and administrative processes.
Approaches Used in Managing Students’ Healthcare in Public Secondary Schools in Meru County, Kenya
(KeMU, 2021-08) Muguna, Mbaabu Silas
There are different approaches for managing school healthcare, but there is noticeable lack of mechanisms, systems and structures for implementing them. The study aimed to analyze the different approaches used to manage students' healthcare in public secondary schools in Meru County. The objectives were to assess school-based health clinic, NHIF, and personal medical insurance as approaches for managing students' healthcare in public secondary schools in Meru County. The last objective was to compare the effectiveness of these approaches across categories of public secondary schools to inform on appropriate healthcare management model. Both the Andersen’s model of health service utilization and theory U informed this study. A descriptive survey research design was adopted where 375 public secondary schools were targeted. Schools were stratified according to categories, and then, proportionate systematic random sampling technique was used to sample 196 public secondary schools. The principals and the chairperson of students’ council from each sampled school filled self-administered questionnaires, while an interview guide was used to collected data from the County Director of Education, who was purposively selected. Cronbach’s coefficient alpha was used to check reliability, while the content and construct validity were ensured on instruments of collecting data. Data was analyzed using SPSS version 24. Frequencies, factor analysis, means and standard deviations were computed, while regression and ANOVA were used to test the hypothesis. Qualitative data were analyzed using the thematic technique. Findings were presented using tables, charts and narratives. Results show that management of student’s healthcare was significantly impacted by the three approaches. However, when integrated, the most effective approach was the school-based health clinics followed by personal medical health insurance, and NHIF respectively. Policy on school health did not moderate the three approaches. Except for NHIF, the study noted that school-based health clinics and personal medical health insurance were uncommon, and that there were different practices of handling them across categories of public schools. For effective management of students' healthcare in public secondary schools, principals ought to take up crucial roles as accounting officers and figurehead who are charged with the duty of directing, coordinating, allocating resources, advocating, and lobbying for a quality healthcare service provision model. The study recommended the Ministry of Education to develop mechanisms for establishing school-based health clinics and institute a policy framework for adopting personal medical health insurance in public secondary schools. Concerted collaborations and partnerships of stakeholders were recommended to aid funding, infrastructural development, buying of requisite healthcare facilities, employment of qualified health professionals, and awareness of a hybrid healthcare system. Results have implications on trainigs, budgetary allocations, and policy framework.
Education Democratization and Students’ Discipline in Public Secondary Schools in Meru County
(KeMU, 2021-08) M’muyuri, Mishek Mutuma
Students’ indiscipline has been a thorn in the flesh in the management of secondary schools in Kenya. It has led to the destruction of properties and the rise of other forms of misconduct among students. The study sought to determine the effect of education democratization on the students’ discipline in public secondary schools in Meru County. The specific objectives were to determine the effect of; banning of corporal punishment, allowing students to elect their leaders, participation of students’ representatives in BOM meetings, and involvement of students in making decisions on students’ welfare matters, and evaluate their influence on students’ discipline. The study was anchored on social learning theory, social systems theory and social factor theory. The descriptive survey research design was adapted. The study targeted 395 public secondary schools in Meru County. Information was collected from principals, deputy principals, and students’ leaders. A sample size of 10 principals, 195 deputy principals, and 384 student’s leaders was considered in this study. Schools were stratified and then, systematic sampling technique was applied in each stratum. The deputy principals in charge of discipline were purposively selected, while simple random sampling was used to select two students’ leaders from each sampled school. Questionnaires, interviews, observation schedules and document analysis instruments were utilized in collecting data. Pre-testing of instruments enhanced determination of their validity and reliability. SPSS was used to analyse quantitative data, where factor analysis, frequencies, percentages, means were computed. Ordinal logistical analysis was used to test the research hypothesis, while the thematic technique was used to analyse the qualitative data. The study found that cases of indiscipline were prevalent in most public secondary schools in Meru County. Corporal punishment cases had reduced. Only fifty-two percent of schools were allowing students to elect their leaders, while in other forty-eight percent, teachers did the appointment. This was attributed to lack of elaborate electoral processes. In addition, many schools hardly allowed students’ representatives to attend BOM meetings. In other instances, students lacked the facilitation to attend such meetings. Students' partial involvement in making decisions on student's affairs was attributable to weak systems, and partly due to unrealistic demands by students. The study noted weak implementation of democratic elements and processes. The study recommended the Ministry of Education to liaise with principals to develop policies, systems and monitoring mechanisms for addressing students’ indiscipline cases; streamline electoral processes; and establish guidelines for involving students in BOM meetings and other student-centred affairs. Principals should organize sensitization meetings for all stakeholders, educate students on electoral processes, and train the elected leaders on effective leadership. The findings of this study shall inject changes in the handling of democratization systems in schools.
Drama Participation as a Strategy in the Management of Discipline among Students in Secondary Schools in Central Region, Kenya
(KeMU, 2021-09) Wambugu, Pachomius
Indiscipline among secondary school students remains as a significant challenge in virtually all countries globally including Kenya. Despite the various educational reforms instituted at national and international levels such as banning corporal punishment, cases of indiscipline in secondary schools had been on the upward trend. Various strategies that are used to inculcate discipline among students in secondary schools have proved to be ineffective prompting debates among stakeholders on the best way to combat the problem of indiscipline. This study is a continuation of this debate. Specifically, the purpose of the study was to interrogate the relationship between drama participation and the management of students’ discipline among secondary schools in central region, Kenya. The study, therefore, sought to determine the influence of drama rules and regulations on students’ discipline; establish the role of drama skills in regulating students’ behaviour; assess how drama activities inculcate responsibilities in students and finally, examine schools’ management use of drama activities in the management of discipline in secondary schools. The study was guided by Skill Acquisition Theory, the Systems Theory and Canter’s assertive behavioural model. The study was premised on a positivist philosophy and used the quantitative approach through the descriptive survey design. The target population was 79 deputy principals, 79 drama teachers, and 1888 drama students and non-drama students in secondary school in Central Region, Kenya. Purposive sampling technique was used to select the schools while deputy principals and drama teachers were selected through a census. Systematic random sampling was used to get a representative sample size of students. Data was collected using semi-structured questionnaires and data collection sheet. Pretesting of instruments was done in schools from Laikipia County. The quantitative data was analysed using descriptive statistics involving percentages, means and standard deviations and inferential statistical techniques such as Pearson’s Product Moment Correlation and Multivariate Linear regression with the aid of Statistical IBM SPSS Statistics version 22.0. The study found that the relationship between strategic rules and regulations in drama and discipline among secondary school students was not significant. However, the relationships between drama skills regulating students’ behaviour, drama rehearsals and drama genres and management of discipline in secondary schools in Central Region, Kenya were all statistically significant. The study, therefore, concluded that drama strategic rules and regulations, drama rehearsals, drama skills and drama genres all significantly influenced discipline management in secondary schools in the area with drama rehearsals having the most prominence. The study therefore recommends that there is need to explore more on the effectiveness of more non curriculum activities on the discipline management in learning institutions. There is need for school administrators to encourage the continual adherence of drama rules and regulations in their institutions. There is need to encourage and support drama activities in all learning institutions. This is evidenced by the fact that rules and regulations are crucial in instilling a culture of punctuality and time keeping. Finally, school administrators should encourage the drama clubs to take in more drama genres so as more students could participate in them to encourage them to be more disciplined.
Nexus Between University Education and Students’ Elite Sports Talent Development in Selected Universities in Kenya
(KeMU, 2021-09) Kubai, James P. Taitumu
The study was designed to establish “Nexus between University Education and Students’ Elite Sports Talent Development in Selected Universities in Kenya”. United States of America and European countries like United Kingdom, Belgium, Germany and the former United Soviet Socialist Republic have the bulk of their national sports teams drawn from the universities. The universities in Kenya have contributed insignificantly to sports talents that represent the country in international sports competitions. This raised a concern and need for research study in the universities in Kenya. The objectives in the study sought to establish the relationship between universities’ education academic policies and students’ elite sports talent development, to analyze the relationship between elite sports management support systems and promotion of students’ talent development, to determine the management challenges in integrating university education and students’ talent development in elite sports and to establish a suitable sports management model that embraces education and elite sports in order to provide a critical link in aligning academics and students’ talent development in the university education in Kenya. The study was anchored on systems theory as the management of sports in the universities is guided and informed by structured sports management sub systems. The subsystems are joined to work together as whole within the principles of input-process-output strategy to achieve desired goals. Talented Students, Coaches, Games Tutors, Directors and Kenya Universities Sports Association (KUSA) officials are the parts or sub-systems that work together towards the desired output. The study using mixed research methods adopted stratified and purposive sampling methods to identify and define the sample. The management of student affairs and structures in the universities as they relate to elite sport management systems defined the sample. The tools for collecting data were questionnaires, interview schedules, observation, content analysis and focus group discussions (FGD). The reliability of the test instruments that were used was established through generating Crobanch’s alpha coefficient of 0.714 which was used as a reliability index of the research instruments. The statistical computation was done under Cross Tabulation analysis. The study findings indicate that, there is an inverse moderately strong and significant relationship between universities’ education academic policies and students’ sports talent development. There was also a positive moderate relationship between financial support and students’ sports talent development. The study further established that, there is a small inverse relationship between the current sports training support and students’ sports talent development. On competition opportunities the study found that, there is a small positive relationship between the current competition opportunities and students’ sports talent development. 87.1% of the talented students being the principal consumers of university services indicated that the main challenge in integrating academics with students’ talent development in elite sports is lack of balancing between academics and students sports talent development in elite sports. To generate an effective model to establish a link between education and students’ talent development in elite sports, universities in Kenya should consider a flexible predictive academic and sports competition schedules to balance both elite sports and academics. The findings and recommendations are expected to lay a stronger foundation for the competency based curriculum (CBC). The study also recommended a ministry of education, youth, sports and culture be created to integrate these domains in one ministry.
Psychosocial Factors Contributing to Juvenile Delinquency: A Case of Pupils in Public Primary Schools in Starehe Sub-County, Nairobi County
(KeMu, 2021-09) Warui, Zipporah Wangui
In normal circumstances, juveniles are expected to negotiate their psychosocial developmental stages smoothly with no maladaptive behaviors. However, worldwide a lot of juveniles have been found to engage in delinquency leading them to behavior maladjustment. This study focused on psychosocial factors contributing to juvenile delinquency in public primary schools in Starehe Sub-county, Nairobi County. The objectives of the study were: to determine individual related factors contributing to juvenile delinquency in Starehe sub-county, to establish family related factors contributing to juvenile delinquency in Starehe sub-county, to establish school related factors contributing to juvenile delinquency in Starehe sub-county, to establish intervention strategies that would help juveniles deal with delinquent behaviors. The study adopted three theories; the Ecological System Theory, Social Learning Theory and General Strain Theory. The design of the study was descriptive. A sample size of four hundred respondents that included three hundred and fifty juveniles and fifty teachers and administrators was obtained by using purposive sampling technique. Questionnaires and interview schedule were used to collect data. Pilot study was administered to ascertain the validity and reliability of the instruments. Quantitative data was analyzed using descriptive statistics such as mean, standard deviation and percentages and presented by use of frequency tables and bar graphs. Qualitative data was analyzed thematically in accordance with the objectives and presented in verbatim. The study findings revealed that parents’ demographic attributes such as unemployment, low education level and unstable marriages had great influence on juvenile delinquency. It was established that individual related factors such as anger, frustrations, threat from peers and worry from exams were leading factors contributing to delinquency. It was also established that low attachment to significant others, parental absence, lack of role models, lack of basic needs and neighborhood factors such as peer pressure contribute to juvenile delinquency. Further, it was established that curriculum related factors and peer influence in school contribute to juvenile delinquency. To address delinquency the participants recommended intervention such as guidance and counseling, family counseling, peer counseling and recreation park activities. To mitigate juvenile delinquency, the study recommended interventions such as provision of functional guidance and counseling in learning institutions and in the community, leisure activities spheres, material and financial support to the needy parents, provision of social and emotional support to juveniles, economic empowerment for parents and to embrace competence based curriculum. Further, recommendations to the researchers are made to find the relationship between effect of juvenile delinquency and academic performance and also to investigate psychosocial factors contributing to juvenile delinquency in other sub counties in Nairobi.
Influence of Teachers’ Trade Unions on Management of Public Secondary Schools in Embu County, Kenya
(2022-10) Mary, Mugambi Mukwairu
The role of teachers' unions is to work closely with schools’ management to ensure good performance of their members working institutions. Several interventions including industrial actions have been done by the trade unions to put pressure on the employer to look into teachers welfare, however Embu County has consistently registered poor performance in KCSE examination. The study purpose was to find out the influence of teachers’ trade unions on management of public secondary schools in Embu County,Kenya. The study therefore investigated the role of trade unions in addressing teachers’ working conditions; examined the effect of negotiations for better terms of service; determined the trade unions influence on resolving disputes among stakeholders and found out the influence of teachers’ trade unions on teachers’ motivational strategies in public secondary schools of Embu County, Kenya. Two theories guided the study: Herzberg's two-factor –Theory of motivation and job characteristic model. The study used qualitative and quantitative approaches which were relevant to this study. Descriptive survey research designs responded to research questions such as what, where, when and how. The scope of the study was all the 205 public secondary schools targeting 2400, 205 principals, one director of education and16KNUT officials, 13 KNUT officials. 10-30% criteria was used to sample 240 teachers, 21 principals and census method on 16 officials of Kenya National Union of teachers (KNUT), 13 Kenya Union of Post Primary Education Teachers officials (KUPPET), and one Director of Education. Schools for the study were randomly selected. Data were collected in a cross-sectional survey using questionnaires and interview schedules as the study instruments. The data were analyzed using SPSS 25 software while quantitative and qualitative data was analyzed using descriptive statistics (percentage, means, standard deviation and standard error) and inferential statistics (simple linear regression). Simple linear regression assessed the relationships between union membership and teachers’ responses towards management of working conditions, motivation strategies, dispute resolutions, and negotiations in public secondary schhols. Using Cronbach’s Alpha correlation coefficient, the reliability of the instruments obtained was above 0.7. The findings revealed teachers trade unions were addressing teachers working conditions with obtained p value less than 0.05 The obtained p value of 0.000 on negotiations for better terms of service for teachers revealed that the trade unions positively influenced management of schools. Objective three a p value of less than 0.05 obtained suggests that trade unions influenced management of schools. The last objective on motivational strategies showed that teachers trade unions influenced management of school as revealed by the obtained p value of 0.000. The study recommended that Teachers’ trade unions continue enhancing teachers working conditions, put more effort into negotiating for teachers’ general welfare, and champion resolving teachers’ disputes with their employer for improved performance in their duties. In conclusion, more campaign be made to encourage teachers’ to register with their membership with trade unions to increase on bargaining power and solidarity. Further studies could be conducted to assess the role of trade unions on teachers' performance in Embu County, Kenya.
Analysis of Determinants for Mobility of Students in Private Universities in Nairobi County, Kenya
(KeMU, 2022-10) Samuel, Mercy Igoki
By ensuring that students have the knowledge and abilities needed to develop and enhance the economy of governments and nations, education helps students assume roles in society. The growing phenomenon of student mobility is connected with globalization and internationalization processes and internationalization. The country has observed a sizable proportion of government and privately funded students opting to transfer from one university to another, despite CUE's attempts to integrate curriculum and the KUCCPS placement method in all universities. This kind of student movement seems to indicate that the culture has hidden preferences on which universities to attend. As the study's target, Nairobi County in Kenya, this demands crucial criteria for mobility amongst pupils. This research was driven by the subsequent specific objectives done in private universities in Nairobi County, Kenya: to analyze the effect of customer care services on student mobility; to determine whether student engagement influences students’ choice of mobility; to investigate whether the quality of learning is a cause of student mobility; to establish the relationship between students’ economic status and mobility and, to find out the relationship between the course completion time and student mobility. The study too pursued to assess the impact of government policies on students’ mobility in private universities in Nairobi County, Kenya. This study employed a descriptive quantitative survey design. This study targeted 26 registered private universities (including private university constituents where mobility rate records are too high) in Nairobi County, Kenya. The research sample size was 180 private university students and nine registrars. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) version 22.0. Descriptive analysis, inferential statistics, and regression analysis were used to analyze the findings. Descriptive statistics such as mean scores, percentages, and standard deviation were computed appropriately. Binary logistic regression analysis was used to establish the extent of the effect on the dependent variables of independent variables. This study found that economic status does not influence student mobility in private universities in Nairobi County, Kenya. The mobility of students in Nairobi County, Kenya is greatly influenced by customer care services, student engagement, quality of learning and course completion times, This study suggests that government organizations, including the Ministry of Education (MOE), Kenya University and Colleges Placement Service (KUCCPS), Commission for University Education (CUE), and Higher Education Loans Board (HELB), review the current learning policies in institutions of higher learning and integrate systematic measures to control the alarming cases of student mobility. To attract potential students to their individual universities, the marketing divisions of the target-area universities should make more investments in customer support services. Private universities should make deliberate efforts in ensuring that there is an improvement in course completion time of their courses. Private universities should invest in their respective infrastructure that is meant to ensure superior learning possibilities.
Assessment of Quality of Education in Secondary Schools in Kiambu County, Based on Selected Metrics
(KeMU, 2022-10) Kihang’a, Nancy Wangechi Kariuki
A quality education is the sum of the effects of all the processes and services that give the learner the skills they need to be economically productive, sustain their livelihoods and have a positive social impact. Academic achievement is one of the most important indicators of the quality of education, where the quality of exam grades determines the level of academic achievement of an individual, organization or class. The academic performance of secondary schools in Kiambu District has been very poor compared to other neighboring districts in central Kenya, despite the fact that the district is endowed with resources. Most of the candidates in the county have relatively low grades, which leads to the fact that few of them are admitted to universities and high schools. This performance leads many students to drop out of school or become delinquents. The aim of the study was to evaluate the quality of education in secondary schools based on selected metrics, which, in addition to school management principles, also included school, teacher and home factors. Descriptive surveys and correlational research designs were used to evaluate various metrics that influence the quality of education in Kiambu County. The sample was selected through stratified and purposive sampling. A sample of 249 students, 191 teachers, 49 principals and 5 county school officials was selected from a target population of 23,849 students, 5,989 teachers, 386 principals and 12 quality assurance and standards officers from Kiambu County. Data was collected by the researcher using questionnaires, interview schedules and document analysis. Qualitative data were analyzed using descriptive statistics such as percentages and means as well as inferential statistics such as correlation analysis. Analysis was performed using SPSS version 22.0 computer software. The study concluded that school-based and teacher-based factors, together with parent/guardian socio-economic factors and principal leadership practices were independently significantly correlated with the quality of education in secondary schools in Kiambu County. However, the findings showed that although school factors had a significant effect on educational quality, when other predictors were held constant, their magnitude ceased to be significant. The other three independent variables (teacher-related characteristics, parents' socio economic factors, and principals' leadership practices were all statistically significant predictors of educational quality in secondary schools in Kiambu County in a combined model. The study recommended that key stakeholders in schools, including principals, teachers, students and parents, should establish clear and comprehensive criteria for measuring the quality of education in schools, which should include the expected standards in the provision of all teaching and learning resources, material and human, as points of involvement/engagement of all stakeholders and the standards expected of each. It is hoped that the findings of the study will serve as a basis for improving policies, planning and decision-making aimed at improving the quality of secondary school education in Kiambu County, Central Region and Kenya in general
Utilization of Assistive Technology in Improving Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya
(KeMU, 2022-10) Murithi, Sabina Bahati
Through the Ministry of Education, the government of Kenya has put in place legal frameworks and policies to support children's education with special needs. It has implemented measures such as training and employing teachers to deliver special needs quality education and increasing budgetary allocations for the same. Despite these efforts, academic performance in primary schools for students with hearing impairments has been dismal, falling below the national average of 250 points. This study aimed to assess the utilization of assistive technologies towards improving the academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya, and determine the moderating effect of learner's attitude in the hypothesized relationship. The study's key objectives were to investigate the impact of listening assistive technology, augmentative and alternative assistive technologies, and alerting assistive technology on academic achievement in primary schools for students with hearing impairments. The last objective looked at how learners' attitudes influenced the hypothesized relationship. The cause and effect theory, capacity theory, and social cognitive theory drove the study. It adopted the pragmatism philosophy and applied a mixed-methods approach. It utilized correlational and descriptive survey research designs. The three primary schools for students with hearing impairments were the target audience, and information was contributed by students, teaching and non-teaching personnel, head teachers, and County Educational Directors of Education. The learners, teaching and non-teaching personnel were selected using simple random, however the three head teachers and two County Educational Directors of Education were chosen on purposively. Data were collected using questionnaires, focused group discussion and an interview guide. Piloting enabled the checking of the reliability and validity of instruments. The quantitative data were analyzed using SPSS. The mean, mode and percentages were computed, while correlation and regression analysis helped to test hypotheses. Thematic analysis was used to assess the qualitative data. Tables, graphs, and identified themes were used to present the findings. The study confirmed that the academic performance in the three primary schools was poor. The schools had few assistive technology devices, which were poorly maintained and limited in variety; hence, their utilization in class and during examinations was conspicuously very low. Moreover, the learners lacked enough skills, while the schools lacked clear guidelines regarding their utilization. The government's support was also negligible. Nevertheless, the three assistive technology devices were statistically significant in influencing the academic performance in primary schools for learners with hearing impairments. The learner's attitude moderated the hypothesized relationship in this study. The study recommends that the Ministry of Education not only purchase all the requisite assistive technology devices but also allocate some funds for repair and maintenance. It should come up with training schedules for learners on assistive devices. Policy was needed to foster the use of assistive technology devices in classes and during examinations. The Teacher Service Commission should liaise with the government to ensure that all the teachers posted to primary schools for learners with hearing impairments are well trained in using the assistive technology devices. Findings have implications on curriculum, funding, and teaching practices of the hearing impaired learners.
Influence of School-Based Environmental Factors on Teachers’ Discretionary Work Effort in Public Secondary Schools in Isiolo County, Kenya
(KeMU, 2022-10) Tharaka, Makero Jenipher
The premise for this study was discretionary work effort. Work effort that an employee could give voluntarily without expecting rewards or recognition from the reward system. Organizations including schools, consider employees’ work effort as a critical factor towards achieving market competitiveness and future sustainability. Understanding how to manage employees’ discretion, adopting a workable school environment, nurturing new innovations and maximizing short-term profits, is an evidence of managers ensuring viable future for their organizations. The purpose of this study was to determine the influence of school-based environmental factors on teacher’s discretionary work effort in public secondary schools in Isiolo County, Kenya. The study focused on the influence of teaching and learning resources, the principal’s leadership style, teachers work characteristics and the influence of school culture on teacher’s ability to expend discretionary work effort. Literatures show that research on employee discretionary work effort is still in its initial stage hence, a need for more studies is evidence especially on academic sector. This study was grounded on Maslow’s hierarchy of needs theory which provides a general framework viable for employee’s professional development. The study adopted mix-method research design since it involved selection of a sample from a large population of subjects, application of both questionnaires and interview schedule as research instruments for data collection was affected. Forty eight principals, 720 teachers and two county directors constituted the target population of 770 individuals. Using 30% criteria, through simple random sampling, a sample of 18 principals, 216 teachers and two county directors purposively sampled was determined totaling to a sample size of 236 participants. Data from principals and teachers was gathered by use of questionnaires while interview schedules were used to get information from both Directors. Research instruments prepared were pre-tested using test-retest to ensure their validity and reliability. Cronbach's Alpha level of above 0.7% for all sentiment was realized. This study adopted both descriptive and inferential statistics to analyze data collected. Analyses show positive and significant relationship between all the independent variables and dependent variable at a positivity rate of 52.7% with work characteristics at 84.74%, school culture at 81.5%, teaching and learning resources at 76.5% and leadership style at 64.30%. Therefore, all the null hypotheses were rejected. The findings will provide TSC with strategies to enhance teacher management processes, provide useful information on how to manipulate school environmental factors to induce teachers’ discretionary work effort, add to existing literature on school environmental factors and teachers discretionary work effort. Finally, the findings will broaden teachers’ knowledge on the benefit of deriving discretionary work effort from work environment. It was recommended that employers should ensure adequacy of teaching and learning resources, principals and managers should practice blended leadership styles and TSC should ensure teachers are conversant with emerging teaching and learning pedagogies. Finally, it is recommended that both principals and teachers should adopt values, practices and work habits that provide unique work characteristics
Influence of Institutional Factors on Student Skills Development in Public Technical Training Institutions in Kenya
(KeMU, 2022-10) Nyangweso, Gladys Kemuma
Technical Training Institutions (TTIS) play a significant role in providing skills that are required in the various sectors of the economy. Knowledge and skills gap in any sector calls for empirical studies aimed at suggesting solutions to the problem. The study was guided by three objectives: to examine the influence of academic admission qualifications, to assess the influence of instructional methods and to explore the influence of instructional equipment on student skills development in public technical training institutions in Kenya and an intervening variable of instructional leadership styles. The purpose of this study was to establish the influence of institutional factors that include academic admission qualifications, instructional methods and instructional equipment while considering the influence of leadership styles on student skills development in Public TTIs in Kenya. The study was anchored on the Pragmatic philosophy. The convergence parallel mixed design methods was applied. Target population included 49 public TTIs, 348 lecturers, 4,199 students and 49 principals making a total of 4, 596 from which a sample of 11 TTIs, 11 principals, 100 lecturers and 100 students was determined making a total of 211 participants using Fisher (1998) and Berttllett et al (2001) formulae. Contacted participants included 8 principals, 80 lecturers and 80 students. Probability and non-probability sampling methods were used in sample selection. This included simple random for lecturers and students and census for principals. Research tools included: questionnaires for lecturers and students, interview schedule for principles, document analysis guide and observation guides. Delphi method was used in the selection and development the tools. Pilot study was conducted in Sikri and Keroka TTIs. Chronbach alpha was used to test reliability of the questionnaires and yielded test re-test results of 0.799 and 0.892 for lecturers and 0.848 and 0.853 for students. Reliability and validity test for qualitative instruments was conducted using a Likert scale. Response rate was at 86.25% for lecturers, 87.5% for student and 100% for principals. Convergence approach was used in data analysis. Quantitative data was analyzed using descriptive and inferential statistics. The study was anchored the Systems theory in education and the Decision making theory. Conceptual framework depicting relationship amongst the study variables. Hypotheses were tested using Chi Square, Kruskall Wallis, Man Whitney and Multiple Regression tests. Kolmoglov- Smirnov test was used for normality test. Variance inflation factor was used to test for multicolineality fitness for the data. Cronbach Alpha was used in managing Likert scale data. Qualitative data was arranged in themes and presented in narrative forms and direct quotes. Quantitative and qualitative results were compared, contrasted and interpreted. The null hypotheses were rejected and the alternatives were retained. A multiple regression test results showed that academic admission qualifications had the highest influence on skills development where p-value=0.035 followed by instructional methods, p=0.061, intervening variable, p=0.295 and instructional equipment variable with the least significance, p=0.554. Null hypothesis was retained: there is no significant statistical relationship between leadership styles and instructional methods and instructional equipment. The study thus concluded that TTIs are highly theoretical. Several recommendations were made among them admission qualifications need to be at par with other middle level colleges, the Technical institutions should offer specialized courses in the psychomotor domain and that TTIs should not be allowed to replicate university courses. To address issues of skills-gap the study suggested a curriculum perceptual implementation model. For further research, the study recommended among others a research on whether it is necessary to abolish the open policy for TTIs.
Analysis of the Antecedents for Adopting English as a Language of Instruction at The Somali National University
(KeMU, 2022-10) Ohirsi, Adam Ibrahim
The English language is increasingly becoming the main language of instruction in many nations across the globe. However, Somali and Arabic languages are used in teaching in universities in Somalia despite the increasing global demand for English language proficiency. Bearing in mind that the Somalia education system introduces the English language at the upper elementary school level, this naturally creates a gap at higher education level. This particular study was postulated to assess the antecedents for adopting English as a pedagogy language at Somali National University (SNU) with a view to propose a framework for its implementation. The study objectives were to: examine how the students' attributes, teaching staff attributes, National Language Policy, multiculturalism, and internationalisation influenced the adoption of English as a language of instruction at SNU. The study also endeavoured to come up with a framework for supporting the application of the same. The Cummins proficiency theory, Krashen monitor theory, structural-functionalism theoretical approach, multiculturalism model, and the network model of internationalisation were critical in informing this study. The mixed methods approach and a descriptive survey research design were adopted. The target population comprised of students and staff of SNU and key players in the Somalia higher education sector. A sample size of 88 lecturers, 30 students, 15 senior officers of the University, and the Director of Higher Education of Somalia participated in the study. Proportionate stratified sampling and simple random sampling techniques were used in sampling lecturers and students, while, purposive sampling technique was used for the University's senior office-holders and the Director of Higher Education. Facts and opinions were collected using survey questionnaires, interview guide and focus group discussion. The construct, content and criterion validity were checked, while Cronbach alpha was adapted to assess the reliability of instruments. Descriptive statistics, correlation and ordinal logistic regression analysis were used to analyse quantitative data while thematic analysis was applied on qualitative data. Information was presented using tables, figures, narration and excerpts. The study noted that the language of instruction was a real challenge at SNU, where, the Arabic and Somali languages were commonly used in teaching and in everyday conversations. The problem was attributed to the schooling system, weak language implementation system, weak policy implementation framework, and limited funding. There was a clear state of unpreparedness for faculty to embrace the English language as a medium of instruction. Some students lacked a background in the English language; hence, difficulties in understanding lessons. There was no legislative framework that acknowledges English as a language of instruction in the University. The five identified antecedents were jointly statistically significant in supporting the adoption of English language as a medium of instruction at SNU. The study recommended English language proficiency tests for students and pre-class orientations for faculty at SNU. The university administrators should revise the curriculum, ensure strict vetting of teaching staff; and introduce training and development programmes, English proficient capacity building programmes, and professional development for the existing faculty. The national government, through the Ministry of Higher Education, should revise the language policy to embrace the need for cross-border integration and internationalisation. A proposed framework for supporting the implementation of the English language as a medium of instruction at SNU was developed