School of Education (JA)

Effect of teaching and learning resources on academic performance in public secondary schools in Kitui County, Kenya

Thu, 01 Jan 2026 00:00:00 GMT

Effect of teaching and learning resources on academic performance in public secondary schools in Kitui County, Kenya Ngulutu, Nicholas K.; Mulwa, Janet K.; Mwania, Jonathan M.; Mwanzia, Ruth The purpose of this research was to investigate the effect of teaching and learning resources on academic performance in public secondary schools in Kitui County, Kenya. Academic performance is a key indicator of success in learning and teaching in institutions. The study adopted a descriptive survey research design. The design enabled the collection of detailed information on principals’ quality assurance practices and their influence on students’ academic performance in public secondary schools. Based on these official figures, the target population for this study comprised all 374 principals and 590 HoDs across the public secondary schools in Kitui County. Heads of Department (HODs) were selected using simple random sampling from each sampled school, allowing every HOD an equal chance of being included in the study and ensuring unbiased representation across departments. A total of 112 schools, representing approximately 30% of the 374 public secondary schools in Kitui County, were sampled. A representative sample was computed using Yamane’s statistical formula, while a structured questionnaire was adopted for collection of data. Analysis of the data was conducted using SPSS statistical software version 26 . The results showed that majority of the respondents, 53% indicated that principals supervise the instructional activities of teachers to a great extent, while a further 28.4% noted that this is done to a very great extent. This suggests that principals are highly involved in supervising teaching practices to ensure that classroom activities align with curriculum expectations. Furthermore, 68.2% of the heads of department reported that principals engage in discussions with teachers regarding trends in the use of teaching and learning resources to a great extent, with another 15.3% indicating this is done to a very great extent. The promotion of constant assessment was also mentioned as a widespread supervisory practice. Approximately, 69.1% of the respondents acknowledged that the use of continuous assessment is encouraged by principals to a great extent whereas 19.1% stated that this is encouraged to a very great extent. This is indicative of a culture of leadership in which continuous assessment is considered a channel towards improving effectiveness in teaching and monitor students’ progress. This suggests that school leaders recognize the importance of integrating technology into the teaching and learning process. The findings show that the Teaching and learning materials are inadequate in Kitui County secondary schools; however, the few resources are effectively used by teachers. Academic performance in Kitui County Secondary schools can be improved in a Sustainable way if the principals and teachers emphases the use of teaching and learning materials and attend regular appropriate training to enable them to use the available teaching and learning materials.

Leveraging technological proficiency for effective financial management among principals in Kenya: evidence from Makueni County public secondary schools

Thu, 02 Apr 2026 00:00:00 GMT

Leveraging technological proficiency for effective financial management among principals in Kenya: evidence from Makueni County public secondary schools Mathuva, Paulous M.; Cheloti, Selpher K.; Mwanza, Rose The ever-raising demand for financially efficient schools by educational stakeholders and the general public the world all over not be overemphasized. Financial management in public schools is one of the key functions of the school principal and revolves around the sourcing and utilization of all school funds in order to meet the school goals. This study established the relationship between principals' level of training and financial management of public secondary schools in Makueni County, Kenya. This article is an extraction study that was carried out in Makueni County and anchored on the Agency Theory as postulated by Jensen and Mackleng. The study used a descriptive survey and a target population of 391 public secondary principals, 391 bursars, 391 parents and school auditors. Data was collected using questionnaires for both principals and bursars, observation checklists for PA chairpersons and interviews guides for sub-county school auditors. The collected data was analyzed using ATLAS-ti software. The quantitative data analyzed was presented using frequencies, percentages, and tables to give meaning while qualitative data was interpreted in the form of themes and narratives. The study established that there is a positive relationship of r = (84) =0.622, p<0.05 between principals' technology proficiency and financial management. The findings therefore implied that, although most of the principals in Makueni (52.9 %) had attended ICT proficiency training, there exists a good number of 47.1% who did not possess any form of ICT skills for use in financial management of school finances. This points to the conclusion that the proportion of principals that did not train on ICT skills use in performing financial management were not able to confidently undertake such financial management tasks in public secondary schools in Makueni County of Kenya. Based on these findings, the study therefore concluded that the TSC should make it mandatory for all principals to undergo technological proficiency training prior to their being promoted to become principals. https://rsisinternational.org/journals/ijrsi/uploads/vol13-iss3-pg1068-1085-202604_pdf.pdf

Relationship between principals' level of training and financial management in public secondary schools in Kenya

Thu, 19 Feb 2026 00:00:00 GMT

Relationship between principals' level of training and financial management in public secondary schools in Kenya Mathuva, Paulous Mutwii; Cheloti, Selpher K.; Mwanza, Rose The ever-rising demand for financially efficient schools by educational stakeholders and the general public the world all over can not be overemphasized. Financial management in public schools is one of the key functions of the school principal and revolves around the sourcing and the utilization of all school funds in order to meet the school goals. This study established the relationship between principals' level of training and financial management of public secondary schools in Makueni County, Kenya. The article is an extraction study that was carried out in Makueni County and anchored on the Agency Theory as postulated by Jensen and Meckling. The study used a descriptive survey and a target population of 391 public secondary principals, 391 bursars, 391 Parents Association (PA) chairpersons, and 7 school auditors. Data was collected using questionnaires for both principals and bursars, observation checklists for PA chairpersons and interviews guides for sub-county school auditors. The collected data was analyzed using ATLAS-ti software. The quantitative data analyzed was presented using frequencies, percentages and tables to give it meaning while qualitative data was interpreted in the form of themes and narratives. The results of the study established that there is a strong positive relationship (of r (85) =0.879, p<0.05) between principals' level of training and financial management of public secondary schools. The study concluded that training for principals led to improved school financial management and that lack of training for some principals who had not attended any in-service training on financial management led to poor management of finances in some schools. The study recommended that the Ministry of Education (MoE) should provide continuous in-service training on financial management for all principals so as to equip principals with the requisite financial management skills for improved schools. DOI: 10.47772/IJRISS.2026.1026EDU0084

The bible as a social organizational tool in African urban Pentecostalism: The case of Christ is the answer ministries, valley road

Wed, 03 Dec 2025 00:00:00 GMT

The bible as a social organizational tool in African urban Pentecostalism: The case of Christ is the answer ministries, valley road Mwangi, Paul N. African urban Pentecostalism has attracted growing scholarly attention for its complex social and cultural dynamics. A key factor in its development is the strong resonance between African cultural values—especially the centrality of family—and Old Testament social structures. This article examines how the Bible functions as a tool of social organization within African urban Pentecostalism, shaping communal life amid the disruptions of urbanization, industrialization, and capitalism. Focusing on Christ is the Answer Ministries (CITAM), Valley Road, and using grounded theory to analyze qualitative data, the study argues that African urban Pentecostalism emerges from a tension between the traditional extended family and the increasingly dominant nuclear family. The findings show that many urban Africans turn to CITAM to navigate these pressures, drawing on biblical interpretation to build alternative or supplementary social networks that foster cohesion and well-being. The article demonstrates that the Bible is not merely a spiritual authority but a vital cultural resource that enables African Pentecostals to reconstruct supportive social structures in an otherwise fragmented urban environment. DOI: https://doi.org/10.36615/9hpy8n96