http://localhost:8080/xmlui/handle/123456789/14 2026-05-27T23:09:01Z http://localhost:8080/xmlui/handle/123456789/12665 How Do National Education Policies and Quality Assurance Frameworks Influence the Adoption, Governance, and Pedagogical Innovation of Online Teaching, Particularly in Relation to Assessment Practices, Accreditation Processes, and Academic Integrity? Otieno, Robert Liston Omari; Otieno, Tabitha; Ngwudike, Benjamin C The rapid institutionalization of online teaching has intensified debates about the role of national education policies and quality assurance (QA) frameworks in shaping educational quality, legitimacy, and innovation. While online teaching offers expanded access and pedagogical flexibility, its effectiveness is profoundly influenced by regulatory environments governing adoption, assessment, accreditation, and academic integrity. This study examines how national education policies and quality assurance frameworks influence the adoption, governance, and pedagogical innovation of online teaching, with particular attention to assessment practices, accreditation processes, and academic integrity. Drawing on a critical review of policy and quality assurance literature, the study analyzed how regulatory frameworks both enable and constrain institutional practices in digitally mediated learning environments. The analysis reveals persistent tensions between standardization and innovation, especially where quality assurance systems remain anchored in face-to-face teaching assumptions. Findings indicate that policy clarity and alignment with institutional capacity are essential for sustainable online teaching, while enhancement-oriented QA frameworks are more effective than compliance-driven models in supporting pedagogical innovation. The study further showed that surveillance-heavy approaches to assessment and academic integrity raise ethical concerns and may undermine trust and learning quality. The paper argues for adaptive, context-sensitive governance models that balance accountability with pedagogical flexibility. By foregrounding the interaction between policy intentions, quality assurance mechanisms, and institutional enactment, the study contributes to ongoing debates on the governance of online teaching and offers policy-relevant insights for strengthening quality, credibility, and innovation in digital higher education. 2026-02-02T00:00:00Z http://localhost:8080/xmlui/handle/123456789/12661 Exploring Administrative Challenges in the Implementation of Digital Learning in Public Primary Schools Rongo Sub-County, Kenya Adeka, Austin Otieno; Yambo, John M. Onyango; Getange, N. Kennedy Digital Literacy is one of the core competencies in the new Competency Based Curriculum (CBC), it enhances quality and standard of education and therefore intends to help learners achieve their potential both in school and in life. Despite the Kenyan government efforts to achieve one child one laptop (1:1) by 2030, its implementation process in public primary schools in Rongo Sub-County has been met with managerial challenges which has widened the digital and knowledge divides between Kenya and other developed countries in the world. The study primarily explored administrative challenges in the implementation of digital learning in public primary schools in Rongo Sub-County, Kenya. The study was guided by the Technology, Organization and Environment (TOE) model theory. The study employed descriptive survey design with a target population of 199 public primary schools. The study was carried out among 60 sampled public primary schools using a simple random sampling procedure. The study used questionnaires and interview schedules to get information from the respondents. The input of the supervisors was vital in developing and ascertaining the validity of the research instruments. A pilot study was carried out in three randomly selected schools with three headteachers, three deputy headteachers and three grade one class teachers in neighboring sub counties with the same characteristics as the sampled schools. Test-retest technique was used to get a reliability of 0.78, 0.70 and 0.72 for headteachers, deputy headteachers and grade one class teachers respectively. The questionnaires were distributed to headteachers, deputy headteachers and grade one class teachers. The collected data was analyzed using Statistical Package for Social Sciences (SPSS Version 21.0) Windows. The findings were presented using frequency tables, mean, percentages, pie charts and bar graphs. The findings of the study showed that 63.6% (61) of headteachers and deputy head teachers agreed that the government did not allocate enough resources to schools towards the implementation of digital literacy while 67.7% (65) of them said that the available primary curriculum did not support digital literacy in schools. The study concluded that managerial challenges such as administrative challenges, were still major challenges affecting the implementation of digital learning in public primary schools in Rongo Sub- County. The study recommended that the government should uniformly provide ICT resources to all public primary schools. The results of this study are useful in the current implementation of CBC and digital learning in Kenya and beyond. The researcher adhered to research ethical considerations. 2025-05-09T00:00:00Z http://localhost:8080/xmlui/handle/123456789/12460 Principals’ Decision-Making Skills and Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya Chepkwony, Ezekiel; Matere, Audrey; Ndaita, Justina Decision-making is an important set of skills that principals needed in the management of schools. These skills are particularly useful when dealing with student indiscipline. The study examined the relationship between principals’ decision-making skills and their ability to manage student discipline among secondary schools in Bomet County, Kenya. The study was descriptive survey by design. The target population was 572, constituting of 5 Sub-County Education Directors, 189 principals and 189 deputy principals and 189 senior teachers. A sample size of 239 respondents, consisting of 78 principals, 78 deputy principals and 78 senior teachers proportionally distributed and all the 5 Sub-County Education Directors, was obtained using Yamane’s formula. Simple random sampling and purposive sampling were utilised to select respondents. Data was then collected using a structured questionnaire and an interview schedule. Interview data was subjected to content analysis while quantitative data was analysed using SPSS version 24 to generate descriptive statistics. The results of the study revealed that principals’ decision-making skills had a positive and significant effect on the management of student discipline in public secondary schools (β4= 0.261, p=0.005). Therefore, key decision- making skills such as focusing on relevant details, working cohesively with teachers and students, reasoning, considering all available and relevant data, instincts, teamwork, emotional intelligence, brainstorming and organizational skills, among others, helped principals to better address student indiscipline problems in schools. It is therefore recommended that school administrators and teachers should enforce school policies consistently to promote positive student behaviour. School principals and teachers should be trained on how to enforce these policies and respond appropriately to disciplinary issues that arise in the schools. This will help create a positive learning environment and promote student discipline. 2024-09-01T00:00:00Z http://localhost:8080/xmlui/handle/123456789/12457 The Contribution of Principals ‘Strategic Planning Skills on Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya Chepkwony, Ezekiel; Matere, Audrey; Ndaita, Justina One of the major roles of education is to instil discipline in students. Therefore, in any educational institution, training of discipline is incorporated into all the instructional and managerial processes. Kenya has witnessed numerous indiscipline cases among secondary school students in the recent past. These indiscipline cases include boycotting of lessons, dishonesty, disobedience to teachers, prefects and school administration, drugs and substance abuse, violence against fellow students and staff, and arson attacks. The purpose of this research was to investigate the Contribution of Principals ‘Strategic Planning Skills on Management of Student Discipline in Public Secondary Schools in Bomet County, Kenya. The study was guided by human Capital Theory. Descriptive survey design was used in this research. The target population was 572, comprising of 5 Sub-County Education Directors, 189 principals and 189 deputy principals and 189 senior teachers. A sample size of 239 respondents, comprising of 78 principals, 78 deputy principals and 78 senior teachers proportionally distributed and all the 5 Sub-County Education Directors, was obtained using Yamane’s formula. Simple random sampling and purposive sampling was used to select respondents. The research instruments for this study were structured questionnaire and an interview schedule. A pilot study was carried out in Kericho County to ascertain the validity and reliability of the research instruments. Both qualitative and quantitative data were used. Interview data was subjected to content analysis to gain insight into the meanings and consequences of the participants’ responses. For this research, SPSS version 24 was used to code and analyse quantitative data by generating descriptive statistics. The study findings revealed that principals’ strategic planning skills had a positive and significant effect on the management of student discipline in public secondary schools (β2=0.247, p=0.000). The study further concludes that school principals are able to devise possible solutions to students’ discipline issues. Furthermore, they always evaluate the chosen options for dealing with students’ discipline issues. Additionally, the principal soldierly brainstorming sessions to maximize teachers and students’ creativity in problem-solving. Further, time management has helped school principals to stay organized during each stage of the decision-making process concerning student discipline. The researcher recommended that school principals should apply problem-solving skills when dealing with student discipline issues. More importantly, students should be involved in problem solving to reduce their engagement in indiscipline in the first place. 2023-08-01T00:00:00Z