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 The Influence of Idea Generation by Non-Teaching Staff on Service Delivery in Secondary Schools in Embu County((IJPP) International Journal of Professional Practice, 2025) George, Mbijiwe Mungeera; Severina, Mwirichia; Paul, Gichohi MakuThe engagement of the non-teaching staff in secondary schools is expected to contribute to effective service delivery. However, in Kenyan secondary schools, poor service delivery continues to be reported despite the critical role the non-teaching staff play in school development. The main focus of the study was on the effect of idea generation by the non-teaching staff on service delivery in secondary schools in Embu County. Adopting a cross-sectional survey research design, and grounded on 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 sample size of 337 respondents was achieved with 10 principals selected from 5 sub-counties, 10 BoM chairs from 5 sub-counties and 317 non-teaching staff from 140 secondary schools. The study utilized questionnaire tools on the non-teaching staff, an interview guide on principals and focused group discussions for the BoMs. Validity and reliability of the instruments were confirmed through construct, content, and face validity, and Cronbach’s alpha coefficient. Data analysis involved descriptive statistics (mean and standard deviation), and correlation analysis for quantitative data; and thematic analysis for qualitative data. Results were presented using tables, and themes. The results indicated that idea generation was low with key barriers including fear and intimidation, poor communication channels, lack of confidence and low self-esteem, lack of opportunities and platforms, and resource constraints. However, drivers such as effective communication, inclusive leadership, recognition, collaborative leadership, regular staff development forums and training emerged as essential for fostering innovative work behaviour, trickling down to enhanced service delivery by non-teaching staff. The study concluded that there is a positive and significant relationship between idea generation and service delivery in secondary schools in Embu County. The study recommends that school management, led by principals and supported by Boards of Management (BoM), establish structured and inclusive platforms for harnessing idea generation among non-teaching staff in secondary schools.Item Knowledge Sharing ICT Tools in the Managing Explicit Knowledge in Secondary Schools in Meru Central Sub County(International Journal of Professional Practice (IJPP), 2022) Arimi, Harriet Karwitha; Paul, Gichohi; Dorothy, BundiKenya’s Vision 2030 acknowledges the centrality of the role of knowledge management systems in boosting international competitiveness, wealth creation and improving the general social welfare. However, the influence of ICT tools for knowledge sharing has not been investigated in Kenyan secondary schools. The purpose of this study was to assess the influence of ICT tools in knowledge sharing for managing explicit knowledge in secondary schools in Meru Central Sub County. Mixed methodology was used to collect data from 16 secondary schools. The schools were sampled using simple random sampling method to sample 30% of the 51 private and public secondary schools to obtain 16 sampled secondary schools. 16 secondary school principals, 143 secondary school teachers, 16 school board chairpersons, and 16 head prefects participated in the study. The teachers were sampled using proportional simple random sampling method. Interviews and questionnaires were used to collect data. Pre-testing was done in Nkuene Girls’ Secondary School, Nkubu High School and Ntharene Day Secondary School in Imenti South Sub-County in Meru. These secondary schools were selected using simple random sampling method. Content, criterion and face validity were observed throughout the study. SPSS software version 25 was used to analyze the data. Descriptive statistics such as percentages, frequencies and mean were utilized in analyzing data and the findings presented in tables and explanations. The results showed that many opportunities were lost due to lack of explicit knowledge mechanisms in secondary schools in Meru Central Sub-County. The study recommended adoption of developed ICT framework for knowledge sharing.