School of Education and Social Sciences
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Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
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Item Influence of Leaders’ Collaboration and Empowerment on Resilience to Violent Extremism among Boys’ Secondary Schools in the North Eastern Counties of Kenya(Journal of Education, 2025-07-30) Adan, Happi Happi; Tarsilla, Kibaara; Esther, ThubaThe purpose of the study was to assess the influence of leaders’ collaboration and empowerment on resilience to violent extremism among boys’ secondary schools in the north eastern counties of Kenya. The study utilized a cross-sectional approach that collated both qualitative and quantitative data to meet the purposes of the study. The large study sample included 5,870 male secondary school learners, 18 Directors of Education, 18 Deputy County Commissioners (DCCs), and 108 school administrators spread across Garissa, Wajir, and Mandera counties. To obtain 375 study subjects, stratification and simple random methods were used on the entire population. A pre-test study was conducted in Lamu County. SPSS version 26.0 was used for purposes of analysis. The quantitative data was examined through statistical description methods incorporating frequencies, percentages, and table representation. Moreover, correlation examined cross-relationships between study variables. On the other hand, qualitative data was examined through thematic analysis, thus ensuring its alignment with research objectives. The study reveals strong student-school leader collaboration on safety and peace, fostering trust, open dialogue, and student empowerment. While schools promote resilience against extremism, gaps remain in mentorship, unity-focused activities, and community partnerships. Interview respondents recommend institutionalizing student engagement and multi-stakeholder collaboration for stronger preventive frameworks. The findings affirm that leaders who practice collaboration and empowerment foster a collective sense of ownership in the fight against violent extremism. Empowered staff members and students are more alert, proactive, and engaged in maintaining the safety and unity of the school environment. By involving staff in decision-making and sharing responsibility, school leaders build a culture of shared leadership and vigilance. School leadership should prioritize collaboration and empowerment by creating opportunities for teachers and students to take part in decision-making processes. Training and development programs that emphasize collaborative skills, teamwork, and shared responsibility should be implemented.Item Physical Facilities Improvement Strategies and CBC Implementation in Private Universities in Nairobi County, Kenya(Journal of Popular Education in Africa, 2025-09) Ann, Mukiri Kiaira; Johnson, Ikiugu; Rosemary, KirambiaThe purpose of this study was to examine capacity building strategies for faculty members that support CBC implementation in private universities in Nairobi County. A cross-sectional descriptive design that employed. Target population for the study was 26 private universities in Nairobi County. The study population comprised of 26 deans of schools, 26 chairs of departments, and 260 faculty members from the private universities in Nairobi, county, Kenya. The universities were categorized as Faith-based; church-based and private, private universities. Semi-structured questionnaires and an interview guide were used to collect data. The study used descriptive and inferential statistics to analyze data. Qualitative data was analysed thematically and presented in themes. Findings indicated a significant and positive effect of physical facilities improvement strategies and implementation of CBC (β = 0.087, t=3.833, p = 0.000). Transitioning to competence-based education necessitates significant investments in infrastructure, such as flexible learning spaces and tech-enhanced classrooms. Universities are seeking external funding to meet these challenges, indicating their commitment to overcoming financial barriers. Adequate resources are important for effective CBC implementation. Maintaining a low teacher-to-student ratio is also essential for individualised attention. The government and stakeholders should enhance financial support for universities to upgrade infrastructure and faculty training. Private universities should focus on continuous professional development, integrating modern teaching methods and technology in CBC. Strong assessment systems are necessary for evaluating CBC effectiveness, guided by feedback from various sectors.Item Capacity Building Strategies for Faculty Members and CBC Implementation in Nairobi County, Kenya(Journal of African Interdisciplinary Studies, 2025-08) Ann, Mukiri Kiaira; Johnson, Ikiugu; Rosemary, KirambiaThe purpose of this study was to examine capacity building strategies for faculty members that support CBC implementation in private universities in Nairobi County. A cross-sectional descriptive design that employed. Target population for the study was 26 private universities in Nairobi County. The study population comprised of 26 deans of schools, 26 chairs of departments, and 260 faculty members from the private universities in Nairobi, county, Kenya. The universities were categorized as Faith-based; church-based and private, private universities. A combination of semi-structured questionnaires and an interview guide were used to gather data. The study used descriptive and inferential statistics to analyze data. Qualitative data was analysed thematically and presented in themes. Findings indicated a significant and positive effect of capacity building strategies and implementation of CBC (β = 0.078, t=4.487, p = 0.003). The implementation of CBC in Nairobi's private universities involves capacity-building strategies such as professional development workshops, peer mentoring, faculty learning communities, and administrative support, enhancing innovative teaching and assessment practices. However, challenges like insufficient training and financial limitations remain, necessitating continued investment in faculty development and collaboration among universities, government and stakeholders. The study recommends continuous training in modern teaching methods, technology integration and partnerships to share resources and best practices to support CBC implementation.Item Principal’s Visionary Leadership and Financial Management in Secondary Schools in Meru County, Kenya(Journal of Education, 2023-05) Njeri, Mungai Sarah; Severina, Mwirichia; Paul, GichohiAn ideal funding system in a secondary school provides a key avenue for ensuring that its operations are running smoothly. It should have reliable structures of administration with competent staff such as the bursars and accounts clerks. Nevertheless, that has not been the case due to delays caused by the government when releasing funds and fees paid by the students to secondary schools. The purpose of the study was to investigate principals' visionary leadership and financial management in secondary schools in Meru County, Kenya. The study used a survey research design that was descriptive and cross-sectional. The target population was 389 secondary schools which were sampled through a random sampling method to get schools. It further used a purposive sampling method to obtain 117 principals and 117 bursars. The study administered questionnaires and also collected secondary data. Piloting was done in twelve secondary schools in Tharaka Nithi County. The study analysed quantitative data using descriptive statistics such as frequencies, percentages, and mean. It also carried out correlation analysis to test hypothesis. The study found that there was low professional advancement of staff working in the accounts office which was attributed to a failure of principals to push for the same, fearing that the staff may leave the school for greener pastures after the training. The study recommends that principals should make the initiative of ensuring that they motivate the accounting staff by equipping themselves with the skills and expertise for career advancementItem Influence of Principals’ Innovation on Financial Management in Secondary Schools in Meru County, Kenya(International Journal of Professional Practice, 2023-07-23) Mungai, Sarah Njeri; Mwirichia, Severina; Gichohi, Paul MakuPrincipals’ receptivity to innovative ways of running the operations of their institutions should be based on methods that minimize costs, save time and allow excellence. However, there is inadequate financial resources that disallow adequate use of digital resources in secondary schools. The purpose of this study was to investigate the influence of principals’ receptivity to innovation on financial management in secondary schools in Meru County, Kenya. The study used descriptive research design, and targeted a population of 389 secondary schools. The study used simple random sampling method to get a sample of 117 secondary schools. It further used purposive sampling method to obtain 117 principals. The study used drop and pick method to administer questionnaires to the respondents. Piloting of research instruments was done in twelve secondary schools in Tharaka Nithi County. The study analysed quantitative data using descriptive statistics such as frequencies, percentages and mean. It also carried out correlation analysis to test hypothesis. The results revealed that 80(92%) were in agreement on a mean of 4.93 that donors and sponsors were more convinced in investing their financial resources in the schools. However, 66(76%) were not in agreement on a mean of 2.82 that the school had made plans to ensure that all departments adopted various technological and social innovation. The Pearson correlation coefficient was r=0.286** at α < 0.000 and 99% significance level, hence as a positive influence; thereby rejected the null hypothesis. The study concluded that digitalization was only used by the management, while departments required to prepare departmental budgets manually. This slowed the process of decision making for the principals. The study recommended that the ministry of education considers increasing annual funding for secondary schools. Principals should also explain to the management boards the need to digitalize the whole school as opposed to a few departments.Item Influence of Parent Involvement on Academic Performance of Students in Public Day Secondary Schools in Thika West and Gatundu North Sub-Counties, Kiambu County, Kenya(Journal of Popular Education in Africa, 2021-09) Katumbi, Ngee Esther; Mathuva, Eric; Nzaro, GibranParental involvement contributes significantly in students’ academic success in national examinations. This has forced secondary school administrators to involve parents while preparing students for Kenya Certificate of Secondary Education (KCSE). Parental involvement influence student’s natural talent, improves behavior, increase classroom attendance and promotes classroom compliance which affects the student`s academic performance. In this study, investigation on parental involvement in public day secondary school performance in Thika West and Gatundu North Sub-Counties, Kenya, was done. The study was guided by the Ecological Systems Theory with the use of descriptive research design. Teachers and students in the public secondary schools in Thika West and Gatundu North Sub-Counties were targeted. Questionnaires were used in this study. Demographic data and research questions were analyzed using descriptive statistics. Tables were used for the representation of data obtained in this study. The relationship between dependent and independent variables were analyzed using linear regression. Ethical issues were adhered to during the study. The study showed that good parent- student communication is a prerequisite for high academic achievement. In conclusion, schools which adhered to students’ performance management policies showed higher academic performance. The study recommends that school administration should involve parents in preparation of calendar of events defining the role of parents in their children’s academic performance. In addition, counseling department should be reinforced to deal with students problems that emanates from parents. School administrators and policy makers should make efforts to have open forums for parents, teachers and students in order to be able to interact with each other and communicate schools` expectations to parents and parents to be given a chance to express their viewsItem Influence of Pupils' Councils in Decision Making on Academic Performance in Kenya Certificate of Primary Education Examinations in Kieni West Sub-County, Nyeri County, Kenya(Journal of Popular Education in Africa, 2022-09) Mutua, Alice Wangari; Ngeera, Flora Gacheri; Mungai, SarahThe purpose of this study was to evaluate the influence of pupils ‘councils’ involvement in decision making on academic performance in Kenya Certificate of Primary Education Examination among public day primary schools in Kieni West Sub County Nyeri County. Specifically, the study assessed the influence of pupils’ councils’ and involvement in administrative function, Path-goal theory guided the conceptualization of study variables. The study adopted longitudinal research design with 21 primary schools fully engaging pupils’ councils targeted. The target population for this study was 699 comprising of 21 head teachers, 216 teachers, 21 Board of Management board chairpersons and 441 pupils’ council’s members. Simple random sampling method was applied in sampling respondents through 10% random selection to make a total sample size of seventy (70) participants comprising of 2 head teachers, 2 chairpersons of the Board of Management, 22 teachers and 44 pupils’ council members. The study employed KCPE mean index data in the cohort periods 2010-2013 and 2016-2019 for secondary data. Questionnaires and interview guides were utilized to collect data. Content analysis was applied for secondary data, while quantitative primary data was analysed using descriptive and inferential statistics with the help of the Statistical Package for Social Sciences version 23. Qualitative data was analysed through themes and patterns. The analysed data was presented using charts and tables, upon which inference, conclusions and recommendations was made. The study results showed significant relationship between the study variables, with involvement in welfare activities decision making being the most significant factor influencing KCPE performance in the studied schools. Generally, pupils’ councils’ involvement in decision making process had a moderate effect on KCPE performance in the study area. Secondary data showed increase in KCPE performance after 2013 when the pupil’s councils were established. Further, there was higher engagement in discipline, administration and welfare management meetings for the pupils’ councils. The study concluded that pupils’ councils have a significant but moderate effect on KCPE performance in Kieni West Sub County public primary schools. The study recommended that first, pupils councils should be more engaged in discipline decision making, especially in designing punishment for offenders.Item Teacher Factors Influencing the Implementation of Curriculum Learning Outcomes in Public Primary Schools in Ndavaya Zone, Kwale County, Kenya(Journal of Popular Education in Africa, 2020-07) Mwashashu, Ronaldah Chari Mwashashu; Muli, Samuel; Mwawasi, Benjamin MwandoeThe purpose of this study was, to investigate the teacher factors influencing the implementation of curriculum learning outcomes in public primary schools in Ndavaya Zone, Kwale County, Kenya. It was guided by the following objective; identify the influence of working conditions of teachers in the implementation of the curriculum learning outcomes, in public primary schools in Ndavaya zone, Kwale County. The research study was guided by the hierarchy of needs theory by Abraham Maslow. It adopted a descriptive survey design and the targeted population was 29 public primary schools in the zone, 29 head teachers and 306 teachers. The sampled size was 20 head teachers and 60 teachers from 20 schools. Piloting of research tools was done in 5 public primary schools. This was to ensure validity in the study, and reliability of the research instruments. The Data collected was analyzed using descriptive and inferential statistics. Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities and participants did not write their names on the questionnaires. Concerning the school environment, enrolment and staffing, the study found out that, there is a shortage of teachers in Ndavaya zone, though qualified to implement the curriculum learning outcomes. Teachers have no challenges during lessons preparations but lacks proper time management skills in the implementation of curriculum and the instructions. The finding shows that, the library classes are not conducted due to lack of library facilities in the zone. Schools also have inadequate teaching and learning aids. The researcher recommended that: teachers should be employed and be distributed fairly, schools should seek for donor aids to acquire more books, and teachers should improvise teaching and learning aids. Parents in the zone to be sensitized to buy books for their children. The researcher recommended further studies to be conducted on; the influence of teaching and learning resources on implementation of curriculum learning outcomes in public primary schools in Kenya. In conclusion, there is a challenge in library lessons in the zone, majority of the respondents stating that there are no library lessons conducted in the zone. Lack of library sessions hinders teachers’ implementation of the curriculum learning outcomes in the zone due to shortage of resources like books. The zone is also facing a shortage of teaching and learning materials like textbooks in schools. Such facilities are key in enhancing the implementation of curriculum learning outcomes.