Journal Articles
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Item Assessing how Dropping-Out of School due to FGM Influences Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County((IJPP) International Journal of Professional Practice, 2025) Glory, Nkatha; Lucy, Ikiara; Johnson, Ikiugu KaburuGirls’ transition from primary to secondary schools is essential for their socioeconomic development and achievement in education for all. However, public primary schools report low transition rates (40% in 2024) of girls from primary to secondary schools, leading to their exclusion. Despite the presence of 100% transition guidelines and the Millennium Development Goals (MDGs) goal two that requires all children to complete full course of primary education and transit to secondary schools, challenges persist in achieving this. This study investigated how drop- outs resulting from female genital mutilation impacts girls’ transition to secondary schools in Narok South Sub-County, Narok County. The study drew upon liberal feminism theory. The research employs a mixed-methods approach, utilizing a descriptive survey design. The target population included 179 head-teachers, 1,288 teachers and 6,998 girls. Krejcie and Morgan 1970 table was used to get a sample size of 118 head-teachers, 291 teachers and 361 girls that were proportionately stratified and randomly selected. Head-teachers were purposefully selected. Data collection tools included questionnaires for teachers and learners; and focus group discussions head-teachers, with validity and reliability assessed for all of them. The quantitative results were presented descriptively using tables and figures, while qualitative ones were presented thematically. The study confirmed that FGM practices negatively affected girls’ transition to secondary schools. Consequently, the study concludes that high dropout rates among girls caused by early marriages, teenage pregnancies, hemorrhage, prolonged healing process, psychosocial and psychological effects significantly impact the transition to secondary schools. The study recommends that Teachers Service Commission prioritize recruiting highly qualified and experienced guidance and counselling teachers in schools, and to fund sanitary kits. The ministry of education should come up with back-to-school policies, implement early drop-out detection guidelines, and build boarding facilities and girl conducive toiletries with water to ensure girls retention for improved transition.Item Determining the Influence of Teacher Motivation on Academic Performance in Public Secondary Schools in Masinga Sub- County, Kenya(INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING, MANAGEMENT & APPLIED SCIENCE (IJLTEMAS), 2025-07) Nzivo, Mwende Junesther; Lucy, Ikiara; Johnson, IkiuguPurpose: This research examined how teacher motivation affects academic performance in public secondary schools within Masinga Sub-County, Kenya. The study developed a theoretical model to explain differences in stakeholder perceptions regarding motivation effectiveness. Methodology: The research utilized a convergent parallel mixed-methods approach involving 364 participants comprising 7 principals, 83 teachers, and 274 students from 25 public secondary schools. Stratified purposive sampling-maintained representation across different school categories. Data gathering employed validated questionnaires demonstrating strong reliability (Cronbach’s α = 0.903-0.907) alongside semi-structured interviews. Power analysis verified sample adequacy for detecting medium effect sizes (d = 0.5) with 80% statistical power. Data analysis incorporated descriptive statistics, Independent Samples t-tests with effect size calculations, multiple regression modeling, and thematic analysis achieving high inter-rater reliability (κ = 0.85). Results: Professional development demonstrated universal acceptance (73.5% teacher, 56.2% student consensus), whereas considerable perception disparities emerged for reward mechanisms and welfare initiatives. Teacher welfare exhibited the most substantial perception differences (teachers: M = 4.56, students: M = 3.92; t(91) = 4.54, p < 0.001, d = 1.02). Multiple regression demonstrated that motivation variables accounted for 34% of academic performance variation (R2 = 0.34, F(3,359) = 62.1, p < 0.001), with professional development serving as the primary predictor (β = 0.42). Qualitative findings identified implementation inconsistencies and communication breakdowns as fundamental sources of perception differences. Conclusions and Recommendations: This investigation presents the “Stakeholder Perception Alignment Model,” illustrating how motivation transparency and communication quality affect stakeholder consensus. Results indicate that motivation approaches require effective execution combined with clear communication channels to maximize effectiveness. Recommendations encompass creating standardized motivation frameworks, improving stakeholder communication systems, and emphasizing universally appreciated professional development opportunities. This research advances Self-Determination Theory by showing how environmental factors influence motivation effectiveness within resource-limited settings.