DSpace Collection:

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

2026-02-19T00:00:00Z

Title: Relationship between principals' level of training and financial management in public secondary schools in Kenya Authors: Mathuva, Paulous Mutwii; Cheloti, Selpher K.; Mwanza, Rose Abstract: 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. Description: 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

2025-12-03T00:00:00Z

Title: The bible as a social organizational tool in African urban Pentecostalism: The case of Christ is the answer ministries, valley road Authors: Mwangi, Paul N. Abstract: 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. Description: DOI: https://doi.org/10.36615/9hpy8n96

Principals’ supervision of teachers’ class attendance and learners’ academic performance in Kenya

2025-08-28T00:00:00Z

Title: Principals’ supervision of teachers’ class attendance and learners’ academic performance in Kenya Authors: Muthami, Catherine; Cheloti, Selpher K.; Mulwa, Janet K. Abstract: The purpose of this study is to investigate the influence of teacher’s class attendance on learners’ academic performance in Kyuso sub-county, Kenya.This study was based on the system theory by Ludwig Von Bertalanffy 1969. The study objective sought to establish the influence of Principals’ Supervision of Teachers’ Class Attendance on students’ Academic Performance in Kyuso sub county, Kitui County Kenya. The target population included all the 23 principals from 23 schools. Stratified random sampling method was used to select a sample of 210 respondents out of a population of 440 secondary school teachers in Kyuso sub county. Further the study used questionnaires as a tool for data collection. Data analysis was done using descriptive statistics. The collected data was analyzed and presented in form of tables, graphs and charts for easier understanding and interpretation. The findings of the study were that there was a strong positive relationship r (200) = 0.656, p<0.05 between supervision of teachers’ class attendance and Learner’s performance, strong positive relationship r (200) = 0.732, p<0.05 between supervision of teachers’ professional documents and Learner’s performance, strong positive relationship r (200) = 0.744, p<0.05 between Supervision of use learning resources and learners performance and strong positive relationship r (200 = 0.861, p<0.05 between supervision of learner’s work and Learner’s performance. From the analysed data, there is a strong relationship between supervision of teachers’ class attendance and learners’ academic performance. In this regard, the study makes some substantive recommendations that principals should make impromptu class visitations to ensure that teachers are attending classes. Description: DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0443

Influence of regular peer mentor-mentee meetings on students’ academic performance in public secondary schools in Machakos Sub-County, Kenya

2025-01-01T00:00:00Z

Title: Influence of regular peer mentor-mentee meetings on students’ academic performance in public secondary schools in Machakos Sub-County, Kenya Authors: Mutiso, K. A; Mwania, Jonathan M.; Wafula, J. A Abstract: The global pursuit of academic excellence in secondary education faces significant hurdles in resource-constrained environments. In Kenya, high student-to-teacher ratios limit individualized support, necessitating scalable, cost-effective interventions. Peer mentorship has emerged as a high-impact strategy, yet its effectiveness is highly contingent on implementation quality, particularly the consistency of mentor-mentee engagement. This study aimed to quantitatively determine the influence of the regularity of peer mentor-mentee meetings on the academic performance of students in public secondary schools in Machakos Sub-County, Kenya. The study employed a descriptive survey design with a mixed-methods approach. A stratified sample of 338 students and 165 teachers from public secondary schools in Machakos Sub-County participated. Data were collected using structured questionnaires with 5-point Likert scales to measure perceptions of meeting regularity and its impact on academic performance. The data were analyzed using descriptive statistics and Pearson correlation analysis to test the formulated hypothesis. The findings revealed a powerful, positive, and statistically significant relationship between the regularity of mentor-mentee meetings and academic performance. The correlation was exceptionally strong from the perspective of both teachers (r = .701, p < .001) and students (r = .723, p < .001). However, the study uncovered a critical implementation gap: while over 75% of respondents acknowledged the benefits of consistency, a vast majority of students (over 75%) reported that meetings were irregular and the time allocated was inadequate. The study concludes that the consistency of mentor-mentee interaction is a foundational determinant of a peer mentorship program's success. Ad hoc or sporadic meetings yield limited impact. The findings provide a clear, evidence-based mandate for educational administrators to institutionalize mentorship by embedding regular, protected time for meetings into the school timetable. This transforms mentorship from a peripheral activity into a core component of the academic support system, offering a viable pathway to enhance student achievement in challenging educational contexts.