Doctor of Philosophy in Education Leadership and Management

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Institutional Preparedness for the Implementation of Competency-Based Education and Training Curriculum in Public Technical Institutions in Mt. Kenya East, Kenya
(KeMU, 2025) 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.
Implementation Of Workforce Diversity Policies on Service Delivery in Selected Public Universities in Kenya
(KeMU, 2025) 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
(KeMU, 2025) 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
(KeMU, 2025) 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
(KeMU, 2025) 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
(KeMU, 2025) 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.
Internal Efficiency, Leadership Practices and Competitiveness of Technical and Vocational Education and Training Institutions in Nyeri County, Kenya
(KeMU, 2024) Edward, Mutahi; Kahiga
In meeting the changing needs of today's job market, Technical and Vocational Education and Training (TVET) institutions are essential for generating a workforce equipped with a diverse set of skills. However, the competitiveness of these institutions has faced challenges, prompting an investigation into the potential influence of internal efficiency. The purpose of this research, carried out in Nyeri County, was to explore the correlation between internal efficiency, leadership methodologies, and the competitive edge of Technical and Vocational Education and Training (TVET) institutions. The research objectives assessed the influence of institutional capacity, monitoring curriculum implementation, financial management practices, and internal systems. The study also investigated how leadership practices moderate the proposed relationship. It was informed by four theories namely, the Wheeler model of curriculum development, balance score card model, theory of dynamic capability, and the contingency theory of leadership. It employed a mixed-methods approach with a cross-sectional descriptive survey design. The target group consisted of principals, department heads, and students from 11 TVET institutions chosen randomly. A sample size of 11 TVET institutions, eleven principals, 11 students’ presidents and 77 heads of departments. A systematic sampling technique was used to sample TVETs. Each TVET institute provided, a proportionally calculated number of respondents, where each participants from every selected TVETs were purposefully included in the study. Data was collected through questionnaires, interviews, and focus group discussions, and ensured quality through validity and reliability checks. The Cronbach alpha values were above 0.7 for each variable. The mean and standard deviation were computed accordingly, while correlation and multiple linear regression analysis were used to test the research hypothesis and the study's overall purpose. Thematic analysis was applied in analyzing the qualitative data. Information was presented using tables, figures, narration, and excerpts. The study overall response rate was 87%. TVETs show moderate overall competitiveness, excelling in accredited programs and leadership but lacking in facilities, infrastructure, and public perception. Institutional capacity requires improvement, with weak curriculum implementation, monitoring, and financial control systems. Internal operations are strong, but quality assurance and ISO certification need attention. Positive correlations exist between institutional capacity, curriculum monitoring, financial management, internal systems, and competitiveness. Leadership practices moderate internal efficiency's impact on competitiveness. Challenges include insufficient funding, inadequate capacity, and poor management. Recommendations include industry collaboration, expert integration in curriculum development, advisory board engagement, infrastructure enhancement, internships, revenue diversification, and staff development. Implications cover funding models, quality assurance, partnerships, societal perceptions, curriculum, infrastructure, library development, process streamlining, and financial management. Future studies should explore political support, stakeholder perspectives, policy interventions, technology. This research identifies critical areas for improving TVET institutions' competitiveness and efficiency. Future studies can focus on political influence, stakeholder perspectives, policy interventions, technology integration, and industry collaboration.

Doctor of Philosophy in Education Leadership and Management

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