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Item Principal’s Visionary Leadership and Financial Management in Secondary Schools in Meru County, Kenya(EdinBurg Peer Reviewed Journals and Books Publishers, 2023) Mungai, Sarah Njeri; Mwirichia, Severina; Gichohi, PaulAn 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 advancement.Item 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 Investigating the Influence of Social Support Factors on Retention of Boys in Public Secondary Schools in Marsabit County(Journal of Education and Practice, 2022-09) Aga, Safina Mohammed; Mwirichia, Severina; Murithi, SabinaPurpose: To investigate the influence of social support factors on retention of boys in public secondary schools in Marsabit county. Methodology: The research design used was mixed methodology because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County. The target population was 8 secondary schools in Marsabit County that had boys’ students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students and 48 parents present at Board of Management. Class teachers and parents were selected using simple random sampling method with an application of Krejcie & Morgan table or formular to obtain 48 and 42 class teachers and parents respectively. The sample technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Questionnaires and interview guides were answered by students, teachers and parents respectively. The pre-test study was conducted in two public secondary school in Isiolo which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised of 5 class teachers, 10 students and 4 parents at BOM. Reliability and validity were also measured. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers and parents did not adequately portray clear need on why they should remain in school. The results were presented using tables and explanation. Results: As per the questionnaire, 46(60%) strongly agreed and 17(22%) agreed that parents were so supportive to their completion of secondary school education (Median-5). Additionally, 23(29%) strongly agreed and 39(51%) agreed that the community has always wished students well in academic endeavors and are always present when needed (Median-4). Nevertheless, 53(69%) strongly disagreed and 14(18%) disagreed that the school had provided conducive classes and meals among other resources to the students (Median-2). Additionally, 39(51%) strongly disagreed and 33(42%) agreed that the government had provided reliable and qualified teachers who were committed to see students succeed in secondary education (Median-2). The study interviewed teachers and parents of public secondary schools of Marsabit County. The type of support accorded to the boys to remain in school included moral support to shape their manners, financial support to provide schools fees; religious support to check their status with God; and counseling support to offer advice and listening ear to the issues boys underwent through. The ways through which social support was administered included assignments to do at home hence keeping them busy while the parents indicated that they offered them tasks such as cleaning houses, utensils, taking care of the cattle, assisting them in running the businesses and sending them to library to keep them busy. Further, the motivating factors that were put in school which attract students to remain in school included different meals; flexible curriculum hence a choice to choose favorable 8 subjects; school uniform and books; library; entertainment days; school clubs; and cocurricular activities such as drama, soccer, rugby, basketball, tennis and badmintonItem How Physical Facilities affect Students’ Selection Decisions for Public TVET Institutions in Nairobi County, Kenya(International J ournal of Professional P ractice (IJPP), 2023-08) Mutungi, Glory K.; Kibaara, Tarsila; Mwirichia, SeverinaPublic Technical and Vocational Education and Training (TVET) institutions have received enormous support from the government through the establishment of TVET Act, Kenya Universities and Colleges Central Placement Service (KUCCPS), and Higher Education Loans (HELB). The formation of these bodies aimed to encourage pursuance of technical education and students’ enrolment in the TVET institutions. However, these reforms caused an influx of students in some TVET institutions, while some have experienced low enrolment; hence, the question on students’ selection decision. The study aimed to investigate the influence of physical facilities on students’ decisions in selecting government TVET institutions in Nairobi County, Kenya. The study was informed by Jackson model. It utilized descriptive survey research design. It targeted 3505 respondents comprising of module three trainees, officers in charge of admission, and principals. Purposive sampling and stratified random sampling techniques were used in drawing a sample size of 361 respondents which comprised of 6 principals, 6 admission officers and 349 module three trainees. Questionnaires and interviews were used to collect data. The validity and reliability of research instruments was ascertained accordingly. Quantitative data was analyzed using SPSS, then computed descriptive and inferential statistics, while qualitative data was analyzed by categorizing information gathered into themes. The study’s findings indicated that adequacy, availability and updatedness of training resources were important aspects of consideration when choosing a career in TVET institution. Thus, the study concluded that physical facilities had significant influence on students’ decisions in selecting public TVET institutions. The study recommends that the government avail funds to develop new and modern physical facilities, while TVET institutes’ managements should implement a maintenance plan for old facilities. This has implications on funding by national government, and further indicates need for collaborations with development partnersItem Trainees Employability Skills and Students’ Decisions in Selecting Public TVET Institutions in Nairobi County, Kenya(International Journal of Professional Practice, 2023-06) Mutungi, Glory K.; Kibaara, Tarsilla; Mwirichia, SeverinaCareer choices among young people is essential since it determines their future prospects. As such, careful consideration ought to be undertaken at career selection stage to enable students make rightful decisions for both the course and the TVET institute where to undertake training. Subsequently, TVET institutions have adopted measures to ensure that students make informed career education decisions, and also acquire employable skills needed in the job market. Regular revision of curricula to fit employers’ needs, integration of technologies in training, deployment of modern equipment, and partnership with industries and secondary schools are critical. Nevertheless, TVET institutions have continued to experience issues in enrolment even as complaints on employable skills gaps continue to be cited by many employers. This study aimed to assess the influence of trainees’ employability skills on students’ decision in selecting public TVET institutions in Nairobi County, Kenya. It adopted descriptive survey research design. The target population of 3505 participants comprised officers in charge of admission, principals and module three trainees. Purposive sampling and stratified random sampling techniques were used in drawing a sample size of 361 respondents, which comprised of 6 principals, 6 admission officers and 349 module three trainees. Data was collected by means of questionnaires and interviews. The validity and reliability of research instruments was ascertained accordingly. Quantitative data was analyzed using SPSS, then, computed descriptive and inferential statistics. The qualitative data was analyzed thematically. The findings of the study indicated that TVET institutions produced competitive graduates who are equipped with employable skills required for employment. The study concluded that there was a significant relationship between trainees’ employability skills and students’ decision in selecting public TVET institutions. Consequently, The TVET Authority and National Industrial Training Authority should collaborate with public TVET management for effective enforcement and establishment of follow-up mechanisms to ensure industry linkages during the training.Item Students' Attributes Influence on the Adoption Of The English Language as a Medium of Instruction at Somali National University(African Journal of Emerging Issues, 2022-10) Ohirsi, A. Ibrahim,; Mwirichia, Severina; Kanyi, CharlesBackground: The adoption of English as the language of instruction has continuously been on the rise globally. In Somali, teaching English is done as a subject both at the primary and secondary levels. In contrast, at the tertiary level, students and academic staff indicate low levels of English proficiency. This led to this study investigating students' attributes influence on the adoption of English language as an instructional language at Somali National University. Krashen's monitor theory informed the study. Methodology: A mixed methods approach was employed, whereas the design used for this study was a descriptive survey research design. The target population for this study consisted of lecturers, students, senior management staff and the Director of Education. A sample size of 30 students, 88 lecturers, 15 senior management officers and 1 Director of Education was considered. The sample size was selected using a simple random and proportionate stratified sampling technique for lecturers and students, whereas the purposive sampling technique was employed for the Senior Management Officer and Director of Higher Education. The collection of data was through questionnaires, interviews and focused group discussion. The reliability of the data was tested using Cronbach's Alpha. Percentages and regression were used in the analysis. Results: The study noted that the language of instruction was a big challenge at Somali National University, where Somali and Arabic were predominantly used inside and outside the classroom. The challenges were attributed to the weak implementation of the language and schooling system. The study concluded that students' attributes influence English adoption as an instructional language. It recommended that the government of Somalia develop a policy to ensure that students joining universities have a background in English.Item Utilization of Listening Assistive Technologies and the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya(International Journal of Professional Practice, 2022-10) Murithi, Sabina; Mwirichia, Severina; Gichohi, Paul MakuThe government of Kenya has established measures such as training and employment of teachers to deliver quality education to learners with hearing challenges. However, the academic performance in primary schools for learners with hearing impairments has been poor. This study investigated the effect of utilizing assistive technologies on the academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya. It specifically examined the effect of listening assistive technologies on academic performance. It was guided by the capability theory. The three hearing-impaired special schools in Meru and Tharaka Nithi County were the study's sample. There were 91 pupils, 13 teachers, and 9 technical support personnel. Three school principals and 2 County Educational Directors for Education were interviewed. The study design used was a cross-sectional survey. Questionnaires, an interview guide, a focused group discussion, and document analysis were utilized to collect data. Descriptive statistics and correlation were used to analyze the quantitative data, while the thematic technique was used on qualitative data. The findings were presented using tables, figures and identified themes. To address the validity and reliability of the research instruments, a pre-test was conducted. The study discovered a positive link between the use of listening assistive devices and academic achievement in primary schools for students with hearing impairments. It also noted a low usage of listening assistive technologies, which was ascribed to listening assistive device inadequacy, a lack of skills for utilizing them, poor equipment maintenance, and a lack of appropriate support from schools, government, family, and the community. The Ministry of Education should develop a strategy to acquire all the necessary listening assistive technology equipment for students with hearing impairments in all primary schools. Head teachers were advised to develop training strategies for complicated listening assistive devices to reduce the rate of breakages and breakdowns. The findings have implications on curriculum, hiring of teaching and non-teaching staff, funding, and teaching practices.Item How Utilization of Augmentative and Alternative Assistive Technologies affect the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya(International Journal of Professional Practice, 2022-10) Murithi, Sabina; Mwirichia, Severina; Gichohi, Paul MakuDespite the government of Kenya supporting the training and employment of teachers to deliver quality education to learners with hearing challenges, the academic performance in primary schools for learners with hearing impairments has been poor. The objective of this study was to assess the effect of augmentative and alternative assistive technology devices on academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya. The study was guided by the capability theory. The mixed-methods approach and descriptive research design were adopted. The target population was the three primary schools for learners with hearing impairments in Meru and Tharaka Nithi Counties. It interviewed head teachers and County Educational Directors of Education and issued questionnaires to learners. Staff participated in a focused group discussion. The learners, teaching and non-teaching staff, were selected using simple random sampling technique, while the three head teachers and the two County Educational Directors of Education were selected purposively. Descriptive statistics and correlation were used in the quantitative data analysis, while thematic technique was used on qualitative data. Analysis of data was done by computing inferential and descriptive statistics using SPSS. Dismal academic performance was reported in the three primary schools. The study noted inadequate and poorly maintained augmentative and alternative assistive technology devices, inadequate learners’ skills, weak guidelines for using the devices and insufficient support from the government. The utilization of augmentative and alternative assistive technology devices was low. The study recommended that the Ministry of Education should purchase all the required augmentative and alternative assistive technology devices, allocate adequate funds for their maintenance and establish a policy that fosters the utilization of augmentative and alternative assistive technology devices in the school. The findings suggest changes in the curriculum, qualification of staff, funding, and teaching pedagogies.Item Parental Occupation and Parental Involvement in Education Among Public Day Secondary Schools in Moyale Sub-County, Marsabit County, Kenya(EdinBurg Peer Reviewed Journals and Books Publishers, 2022-10) Guyo, Madina Duba; Mwirichia, Severina; Kibaara, TarsillaSeveral obstacles have been proposed as potential roadblocks to parental involvement in schooling. This study sought to examine the influence of parental occupation on parental involvement in education among public day secondary schools in Moyale Sub-County, Marsabit County. This study used a descriptive cross-sectional design. The target population included 10 public day schools with a total enrollment of 1861 students. The sample size was 329 students, who were selected using simple random sampling. The findings indicated that parental occupation had a positive and significant relationship with parental involvement in education. The study concluded that parental occupation contributed significantly to parental involvement in education. The study recommended that school management should create awareness among parents about the role their occupation plays in their children’s education. Parents should be able to strike a balance between work and getting involved in the education of their children.