School of Education and Human Resource Development

HEAD TEACHERS’ SELF-EFFICACY ON PUPILS’ ACADEMIC ACHIEVEMENT IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

Thu, 01 Jan 2026 00:00:00 GMT

HEAD TEACHERS’ SELF-EFFICACY ON PUPILS’ ACADEMIC ACHIEVEMENT IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA LODENYO, JOYCE NGINA Primary school education serves as a critical foundation for national development in Kenya. Despite substantial investments in headteachers‘ development by the Teachers Service Commission (TSC), public primary schools in Kakamega County have experienced a consistent five-year decline in pupils' academic achievement as measured by Kenya Certificate of Primary Education (KCPE) scores. The purpose of this study was to investigate the effect of head teachers' self-efficacy on pupils' academic achievement in public primary schools in Kakamega County, Kenya. The study objectives were to: determine the effect of headteachers' instructional supervision on pupils' academic achievement; assess the impact of headteachers' classroom management on pupils' academic achievement; evaluate the role of headteachers' leadership on pupils' academic achievement; and investigate the relationship between involvement of parents and pupils' academic achievement. Guided by Bandura's Self Efficacy Theory, the study adopted a descriptive correlational research design employing mixed methods. The target population was 916 headteachers and 12 Sub County Directors of Education (SCDE). A sample of 317 headteachers was selected through stratified and simple random sampling, and 12 SCDE selected purposively totaling to 329. The instruments were piloted on 28 head teachers and 2 SCDE from public primary schools in the neighbouring Bungoma County. Content and construct validity of the instruments were tested prior to the study and the reliability of the instruments was ascertained using the test-retest technique and yielded a threshold correlation coefficient of < 0.70. Permission for data collection was sought from NACOSTI, through the research office, Kisii University. Data was analyzed with the aid of Statistical Package for Social sciences (SPSS) version 27. Qualitative data was transcribed and analyzed thematically. Data was collected using three instruments: questionnaires, interview schedules and document analysis. Ethical consideration was observed through confidentiality of information in many aspects. Pearson and Spearman correlations, simple and multiple linear regression, and thematic analysis were used for data analysis. The study revealed statistically significant positive relationships in the four self-efficacy dimensions and pupils' academic achievement. Parental involvement showed the strongest correlation (r = .622, p < .01), followed by classroom management (r = .591, p < .01), instructional supervision (r = .572, p < .01), and leadership skills (r = .540, p < .01). The multiple regression model explained 52.3% of variance in academic achievement (R² = .523), with parental involvement emerging as the strongest predictor (β = .348, p < .001). The study concludes that headteachers' instructional supervision had a significant effect on pupils' academic achievement, headteachers' classroom management had a significant impact on pupils' academic achievement, headteachers' leadership play a significant role in pupils' academic achievement and parental involvement had a strong positive relationship with pupils' academic achievement. It is hoped that the findings of the study may be of significance for schools in developing training programmes to strengthen classroom management and the Ministry of Education to formulate policies to enhance parental involvement in pupils‘ education. The study recommends that TSC develop training programmes that focus on enhancing headteachers' instructional supervision, schools to develop institution-based training programmes that focus on equipping teachers with classroom management skills, TSC to develop and enhance school based training programmes to strengthen teacher communication skills, motivation and delegation of responsibilities for improved academic achievement and the Ministry of Education develop policies aimed at strengthening parental involvement in pupils' education.

ANALYSIS OF PRINCIPALS’ CULLED HUMAN RESOURCE SKILLS ON MANAGEMENT OF STUDENT DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Thu, 01 Jan 2026 00:00:00 GMT

ANALYSIS OF PRINCIPALS’ CULLED HUMAN RESOURCE SKILLS ON MANAGEMENT OF STUDENT DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA CHEPKWONY, EZEKIEL ARAP Effective management of student discipline is a cornerstone for maintaining a conducive learning environment and improving academic outcomes in public secondary schools. However, indiscipline among students continues to pose a major challenge in many schools across Kenya, affecting not only academic performance but also overall school harmony and administration. This study examined how selected human resource skills employed by principals affect the management of student discipline in public secondary schools in Bomet County, Kenya. The objectives of the study were to establish the effect of principals’ interpersonal skills on the management of student discipline; to explore the effect of principals’ strategic planning skills on the management of student discipline; to examine the effect of principals’ problem-solving skills on the management of student discipline; and to determine the effect of principals’ decision-making skills on the management of student discipline in public secondary schools in Bomet County, Kenya. The study was guided by Human Capital Theory. A descriptive survey research design was adopted. The target population comprised 572 respondents, including 5 Sub-County Education Directors, 189 principals, 189 deputy principals, and 189 senior teachers. A sample size of 235 respondents comprising 78 principals, 78 deputy principals, 74 senior teachers, and all 5 Sub-County Education Directors was determined using Yamane’s formula. Simple random sampling was used to select principals, deputy principals, and senior teachers, while a census approach was applied for the Sub-County Education Directors. Data were collected using structured questionnaires for principals, deputy principals, and senior teachers, and interview schedules for Sub-County Education Directors. A pilot study was conducted in Kericho County to test the validity and reliability of the research instruments. Quantitative data collected from questionnaires were coded and analyzed using the Statistical Package for Social Sciences (SPSS) version 24. Descriptive statistics such as frequencies, means, and percentages were used to summarize the data, while inferential statistics, including regression analysis, were used to determine relationships between the variables. Qualitative data obtained from interviews were analyzed thematically through content analysis to gain deeper insights into participants’ views and experiences. The study findings revealed that principals’ interpersonal skills (β₁=0.186, p=0.009), strategic planning skills (β₂=0.247, p=0.000), problem-solving skills (β₃=0.225, p=0.007), and decision-making skills (β₄=0.261, p=0.005) all had positive and significant effects on the management of student discipline in public secondary schools. The study concluded that effective mastery and application of interpersonal, strategic planning, problem-solving, and decision-making skills enhance principals’ roles in promoting and managing student discipline. The findings provide valuable insights to the Teachers’ Service Commission and the Ministry of Education in formulating policies regarding the appointment, training, and supervision of principals, as well as in fostering strategies to improve student discipline in schools.

ASSESSMENT OF EDUCATIONAL TECHNOLOGY ADOPTION IN TEACHING AND ITS INFLUENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

Thu, 01 Jan 2026 00:00:00 GMT

ASSESSMENT OF EDUCATIONAL TECHNOLOGY ADOPTION IN TEACHING AND ITS INFLUENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA Lyanda, Joanne Nabwire Governments worldwide have invested in technology to improve teaching and learning in schools. Many developing countries have invested heavily in technology infrastructure, equipment, and teacher professional development. However, the adoption of technology in education has remained slow and limited. The purpose of this study therefore was to assess educational technology adoption in teaching and its influence on students’ academic performance in public secondary schools in Kakamega County, Kenya. The study was based on the following objectives: to examine the influence of technology adoption strategies on students’ academic performance; to determine school administration support systems for technology adoption and its influence on students’ academic performance; to find out accessibility of educational technology and its influence on students’ academic performance; and to determine teacher attitude towards educational technology adoption and its influence on students’ academic performance. The study population included 409 Principals, 2454 Teachers, 2045 Heads of Department and 409 Technical staff of public secondary schools in Kakamega County. From this,77 principals, 138 heads of departments, 67 technical staff, and 461 teachers were sampled through multistage stratified, saturated and random sampling techniques. Questionnaires, interview schedule, observation checklist and document analysis were used to collect data. A pilot study was conducted to test the reliability of questionnaires. A Cronbach's alpha reliability quotient of 0.812 for teachers, 0.799 for head of departments and 0.807 for technical staff was attained for each set of questionnaires. The collected data was sorted, coded and processed using Statistical Package for Social Science (SPSS). Inferential statistics were analysed using linear regression which was useful in hypothesis testing. Qualitative data was transcribed and reported thematically to triangulate with the quantitative data. The study found that most schools had put educational technology adoption strategies in place; the school administration had support systems for technology adoption; accessibility to educational technology for teaching was enabled and that teacher’s attitude towards technology adoption was positive. The regression analysis results pointed to the independent variables having a significant influence on the dependent variable of the study. The study will inform policy and institutional strategies for effective adoption and management of educational technology in schools. It also highlights support and training needs for teachers to enhance technology integration and improve students’ academic performance. The study concluded that proper training and provision of technical support were strategies employed by schools which were associated with student academic performance; school administration had put adequate structural support systems in place which were linked to student academic performance; access to technology resources was enabled in a limited way which had an effect on student academic performance; and teachers positive attitude towards use of educational technology was related to student academic performance. The study recommends structured, needs-based professional development focused on pedagogical use of educational technologies, supported by sustainable funding for continuous teacher training. It further emphasizes the importance of instructional leadership, ongoing technical and mentorship support, and institutional policies that prioritise equitable instructional access to technology. Finally, the study highlights the need to foster a supportive school culture that promotes collaboration, incentives, and positive attitudes toward technology adoption in teaching and learning.

Teacher Transfers and their Influence on Students’ Academic Achievement in Public Secondary Schools in Kakamega County, Kenya

Wed, 01 Oct 2025 00:00:00 GMT

Teacher Transfers and their Influence on Students’ Academic Achievement in Public Secondary Schools in Kakamega County, Kenya Omulama, Aston Angote Teacher transfers are historical occurrences in education systems, yet their effects on teacher stability and curriculum coverage remain significant. The focus of this study was to assess the influence of teachers’ transfers on students’ academic achievement in public secondary schools in Kakamega County, Kenya. Objectives were to: determine teachers’ perceptions of transfers, establish their satisfaction with the working environment, assess the effects of controlling transfers, evaluate the contribution of teacher retention, and examine the influence of teacher involvement in transfer management on academic performance. The study was anchored on the Education Production Function Theory (EPFT), Theory of Constraints (TOC), and Social Exchange Theory (SET). The target population comprised 268 public secondary schools, 1,500 teachers, 268 principals, and one County staffing officer. A sample size of 30% was selected using simple random, stratified, and systematic sampling techniques. Data was collected through questionnaires, interviews, and document analysis. Validity was confirmed by research supervisors, while reliability was established at 0.7 for teachers and 0.89 for principals using the test-retest method. Frequencies and percentages were used to analyze quantitative data, while tables were employed for clear data presentation. Inferential statistics (correlation and regression) were analyzed via SPSS, Version 23. Key findings revealed that teachers perceived promotions (79% satisfaction), forced transfers, and denied transfer requests as major factors influencing academic performance. Controlling transfers improved teacher stability, with 75% of teachers reporting reduced living costs and better family proximity, enhancing classroom attendance. Retention analysis showed that 59% of teachers left voluntarily, while 31.7% exited involuntarily, indicating a link between job satisfaction and performance. Teacher involvement in transfer decisions increased satisfaction (0.869 correlation), whereas denied applications negatively impacted performance (0.344 correlation). The study recommended the need for balanced transfer policies that consider teachers’ needs while meeting institutional demands such that posting teachers closer to their homes and involving them in transfer decisions can enhance job satisfaction and academic outcomes based on the findings. The findings contribute to policy discussions on teacher management and educational productivity in Kenya.