The Cradle of Knowledge: African Journal of Educational and Social Science Research
The Cradle of Knowledge: African Journal of Educational and Social Science Research is a peer reviewed interdisciplinary and quarterly publication of the Society of Educational Research and Evaluation in Kenya. This journal provides immediate open access to its content on the principle that making research freely available to the public, supports a greater global exchange of knowledge. Freely available to read, download and share. Articles are published under the terms of a Creative Commons license which permits use, distribution and reproduction in any medium, provided the original work is properly cited. The journal covers and not limited to: Social Science and Humanities, Sociology, Social Welfare, Law, Anthropology, Religious Studies, Visual Arts, Political, Cultural Aspects of Development, Tourism Management, Public Administration, Psychology, Philosophy, Political Science, History, Education, Women Studies, Business and Marketing, Economics, Financial Development, Accounting, Audit, Banking, Management, Human Resources etc.
Society of Educational Research and Evaluation in Kenya
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Institutional Policy Support and Doctoral Studies Completion at the University of Nairobi, Kenya
Doctoral education underpins a nation’s capacity for knowledge production, yet completion rates remain low: fewer than 30% of doctoral candidates in Kenya complete their studies, and fewer than 11% of those in public universities do so. This study examined whether institutional policy support is related to doctoral studies completion at the University of Nairobi, the oldest and largest public university in Kenya. A descriptive survey design was adopted within a convergent mixed-methods approach, triangulating the views of doctoral graduates, supervisors, and faculty deans. From a target population of 1,839 (1,183 supervisors, 646 graduates, and 10 deans), Taro Yamane’s (1967) formula yielded a sample of 329 questionnaire respondents (182 supervisors and 147 graduates), selected through stratified random sampling; the 10 deans were purposively selected for interviews. An overall response rate of 76.7% was achieved (260 of 339 questionnaires, plus 8 of 10 dean interviews). The Kaiser–Meyer–Olkin measure and Bartlett’s test of sphericity supported construct validity, and Cronbach’s alpha (≥ .70) confirmed internal consistency. Quantitative data were analysed in SPSS 25 using descriptive statistics and simple linear regression; qualitative data were analysed thematically in NVivo 15. Institutional policy support was not a statistically significant predictor of completion for either graduates (β = .035, p = .727) or supervisors (β = .064, p = .417), although both relationships were positive. Both groups nonetheless rated policy support highly (grand means of 3.95 and 4.34 on a five-point scale). This combination suggests that policy frameworks exist but do not, by themselves, distinguish completion outcomes; the qualitative strand attributed this gap to a distinction between policy existence and policy enactment. Policy enactment should be tested as a moderating condition in future research across Kenyan universities.
Doctoral studies completion; Institutional policy support; Higher education governance; Mixed methods research
Copyright (c) 2026 Author https://creativecommons.org/licenses/by/4.0
Influence of Artificial Intelligence on Evidence Collection in Criminal Investigations in Kilifi County, Kenya
Artificial Intelligence (AI) has emerged as a transformative technology in criminal investigations by improving evidence collection, documentation, and management. Despite its increasing adoption globally, empirical evidence on its effectiveness in decentralized and resource-constrained environments remains limited. This study examined the influence of Artificial Intelligence on evidence collection in criminal investigations in Kilifi County, Kenya. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and Procedural Justice Theory, the study adopted a descriptive mixed-methods research design. Data were collected from 301 respondents, comprising police investigators, forensic analysts, legal professionals, and victims or witnesses, using questionnaires and interviews. Quantitative data were analyzed using descriptive statistics, regression analysis, and Analysis of Variance (ANOVA), while qualitative data were analyzed thematically. The findings revealed that AI significantly enhances evidence collection by improving accuracy, completeness, reliability, and traceability, and reducing human errors. Regression results indicated a positive and statistically significant relationship between AI utilization and evidence collection effectiveness (R² = 0.399, p < 0.001), demonstrating that AI accounted for 39.9% of the variation in evidence collection outcomes. Qualitative findings further showed that AI-supported systems improved evidence documentation, organization, retrieval, and overall investigative efficiency. However, inadequate technological infrastructure, limited user training, and concerns regarding data quality were identified as key implementation challenges. The study concludes that AI is a valuable tool for strengthening evidence collection, enhancing procedural integrity, and improving accountability in criminal investigations. The study recommends increased investment in AI infrastructure, continuous capacity building for investigators, and the development of appropriate legal and ethical frameworks to support the responsible adoption of AI within Kenya's criminal justice system.
: Artificial Intelligence; Evidence Collection; Criminal Investigations; Evidence Management
Leadership Practices of School Heads in Fostering Creativity for Competency-Based Education Implementation in Kisii County, Kenya
The continuous reform of curriculum is critical in ensuring educational systems address the demands of society, the economy, and technology. The major educational shift aimed at fostering the acquisition of competencies, creativity, and innovation through learner-centred approaches is the implementation of Competency-Based Education (CBE) in public junior schools in Kenya. However, the significant investment made by the government in teacher training, instructional materials, and infrastructure development has seen the sustainability of CBE face challenges of leadership preparedness, resistance to change, and lack of supportive innovative teaching practices among School Heads (SHs). This formed the focus of the study. The study, examined Leadership Practices of School Heads in Fostering Creativity for Competency-Based Education Implementation in Kisii County, Kenya. The study utilized the mixed methods research design incorporating both quantitative and qualitative approaches. Data was collected through questionnaires and interview guides. Quantitative data was analyzed descriptively, while qualitative data was analyzed thematically. The results revealed that fostering creativity by (SHs) was moderate. The mean score and standard deviation for fostering creativity was (M = 3.87, Std Dev = 0.62). The study established that the leadership practices of (SHs) are significant in fostering creativity and sustaining CBE implementation in public junior schools. The study proposed continuous building of leadership capacity, enhancement of supportive instructional systems, establishment of collaborative cultures in schools, and enhancement of innovation focused leadership practices among (SHs) to improve the sustainability of CBE.
Empowerment of teachers; implementation of curriculum; sustainability of curriculum; leadership in education; management of change; culture of schools; collaborative leadership
Unpacking the Black Box: A Systematic Review of Psychological and Behavioural Mediators between Perceived Green Human Resource Management and Employee Engagement between the Years 2021 and 2026
This systematic review, titled "Unpacking the Black Box: A Systematic Review of Psychological and Behavioral Mediators Between Perceived Green HRM and Employee Engagement (2021–2026)," addresses the lack of an integrated, multi-stage framework mapping how individual cognitive and behavioral mechanisms interact when translating Green Human Resource Management (GHRM) policies into workforce engagement. Adopting a narrative literature synthesis methodology across five electronic databases, the study narrowed down 1,245 retrieved and screened articles into 46 rigorous empirical studies via the Mixed Methods Appraisal Tool. The findings reveal a dual-stage sequential mediation cascade in which perceived GHRM serves as a macro-signal that constructs a Green Psychological Climate (24 studies) and fosters Organisational Identification (19 studies), thereby driving employee vigour and dedication. These cognitive paths sequentially fuel behavioural mediators, such as Green Organisational Citizenship Behaviours (15 studies), that anchor deep task absorption. However, these pathways are heavily contingent upon boundary conditions, where green transformational leadership (16 studies) amplifies positive signal transmission, whereas corporate greenwashing (9 studies) completely violates the psychological contract and triggers systemic detachment. Ultimately, it is recommended that modern organizations reject superficial compliance checklists in favor of authentic GHRM architectures that delegate green autonomy and leverage sustainable leadership to cultivate a genuinely invested workforce.
Perceived Green Human Resource Management; Employee Work Engagement; Green Psychological Climate; Green Organizational Citizenship Behaviors; Greenwashing Perceptions
Exploring Instructional Methodologies Used by Student Teachers During Teaching Practice: A Case Study at the University of Nairobi, Kenya
Pedagogical practices are at the core of teaching, serving as a bridge between pedagogical theory and classroom reality. Globally, expectations have shifted from teacher-centred approaches to practices that promote 21st-century skills among learners. Kenya’s Competency-Based Curriculum emphasises innovative pedagogies such as project-based learning. However, empirical research shows that despite this shift, school contexts continue to reflect traditional lecture-based instruction. This limits learners’ engagement and higher-order thinking. The purpose of this study was to investigate student teachers’ pedagogical practices during teaching practice, specifically to establish the instructional methodologies they used. The study aimed to provide insights into student teachers’ preparedness to apply innovative pedagogical practices that support meaningful learning. It was guided by constructivist learning theory, which emphasises that knowledge is constructed through exploration and collaboration. Using a descriptive survey design and structured questionnaires, data were collected from 162 University of Nairobi student teachers. Data were analysed using content analysis and descriptive statistics. Findings show that the majority of student teachers (63%) found teacher-centred methods more relevant, while (65%) found learner-centred methods time-consuming. The majority of the student teachers (89%) found learner-centred methods effective, and (93%) were able to switch between various methods. The preferred but underemployed methods included technology-based pedagogies (22%) and learner-centred methods (14%). The study concludes that although student teachers recognise the value of innovative methods, institutional barriers and their own lack of innovation hinder the implementation of these methods. The study recommends investing in ICT facilities in schools and strengthening teacher preparation.
Student teachers; Pedagogical practices; Teaching practice; Innovative pedagogies; Instructional methodologies
Influence of Pre-Primary Teachers’ Instructional Skills for Competency-Based Education on Learner Achievement in Mathematical Activities in Bungoma County, Kenya
Pre-primary teachers’ instructional skills within Competency-Based Education (CBE) may predict learners’ lifelong achievement in numerical development. The integration of game-based, task-based, and peer tutoring instructional skills boosts numeracy development. The use of traditional methods tends to put many learners at risk of getting stuck in the ‘approaching’ and ‘below’ expectation grade bands. This study sought to investigate the influence of pre-primary teachers’ instructional skills for CBE on learners’ achievement in mathematical activities in Bungoma County, Kenya. Positivism and interpretivism paradigms, entrenched in a mixed methods approach, with a Solomon Four-Group Design, across 16 purposively sampled schools (260 learners, 16 teachers). Questionnaires, observation, interview schedules, and pre/post-test tools were used to collect data that was analyzed using SPSS version 17 software. Qualitative data were analyzed thematically, anchored on three components of the study, and triangulated with quantitative data to determine the influence of pre-primary teachers’ instructional skills on learners’ achievement in mathematical activities. Verbatim discourse was also recorded. Findings indicate that, while 93.8% teachers’ self-reports show high readiness in instructional skills, only 43.75% consistently use game-based learning in the classroom. Although the experimental group, exposed to enhanced CBE training, obtained a post-test mean score of 58.82, significantly higher than the control group’s 37.32 (p = 0.001, the utilization of traditional methods, limited space and resources, and infringements on peer-tutoring and task-based instructional skills, thereby detracting from learning gains. The results imply that structural barriers hinder the translation of skills into practice. Therefore, this study recommends ongoing, contextually relevant professional development for educators in 21st-century instructional pedagogies. Policy interventions and school management support are required to provide instructional resources and reduce classroom congestion.
Competency; Education; Instruction; Achievement; task; learning; peer-tutoring; meeting expectations; game-based
Core Technical Competencies in Ghana’s Fashion Technical and Vocational Education and Training Sector: A Comparative Analysis of Student Outcomes and Workplace Requirements
The purpose of this paper is to examine the extent to which the technical competencies acquired by fashion students in Ghana’s technical universities align with the performance requirements of the fashion industry. Specifically, the paper seeks to identify competency gaps across fashion product collection development involving product planning, design production, and product marketing, and to evaluate whether current curricula adequately prepare students for strategic core technical competency demands in the workplace. A mixed-methods design was employed in Greater Accra and Volta, purposively selected for their relevance to fashion education and industry engagement. A total of 252 participants, involving 200 fashion student-interns and 52 industry operatives, were sampled across five competency domains: product planning, design production, product finishing and quality control, product marketing, and equipment operation. Data were collected through surveys, documentary analysis, semi-structured interviews, and the Planning-Production-Promotion (P3) Competency Psychometric Scale (Cronbach’s α = 0.81). This methodological integration ensured validity, combining statistical generalizations with qualitative insights to rigorously assess competency gaps and the alignment between technical university training and industry performance requirements. Consistent competency gaps emerged across domains. Students showed strengths in creativity, pattern making, and garment construction, but were less proficient in strategic skills such as data-informed product planning, iterative design, and machinery operation. Mann-Whitney U tests (p>0.001) confirmed significant differences across technical, digital, and transversal domains. These findings underscore the need for curriculum reforms that integrate advanced machinery training, data-driven planning, and iterative design to enhance employability and strengthen Ghana’s fashion Technical and Vocational Education and Training (TVET) sector.
Fashion TVET; Competency-Based Training; Human Capital Theory; Industry-Academia Alignment; Employability; Iterative Design
Bridging the Perception-Security Gap: Closed Circuit Television Surveillance in School Safety in Public Boarding Secondary Schools in Meru County, Kenya
School safety is widely considered a hallmark of effective education, yet traditional security measures are constantly being challenged by emerging internal and external threats. In the Kenya case, schools were constantly on alert against terror and student arson attacks from 2015 to 2018. The purpose of the study was thus to investigate the impact of CCTV surveillance technology on the school safety of public boarding secondary schools in Meru County, Kenya. Using a descriptive survey research design, the study sought to examine: the impact of CCTV surveillance technology on student safety; and the challenges faced in implementing CCTV surveillance technology in schools for safety. Interview schedules and questionnaires were administered to 246 respondents, including students, security guards, and principals, to help gather the relevant data. The study established that the main role of CCTV surveillance technology was monitoring students’ activities and deterring offenders. While 100% of principals endorsed CCTV as a vital deterrent, only 24.5% of students perceived it as significantly enhancing their personal safety. The findings reveal a critical trust gap exacerbated by punitive surveillance perceptions and the identified vulnerability of dormitories and perimeter fences. The study identifies that CCTV effectiveness is frequently hampered by high maintenance costs and a lack of specialized personnel. Furthermore, the study situates these findings within the 2025/2026 legal framework, noting that most institutions remain non-compliant with the Office of the Data Protection Commissioner (ODPC) Guidance Note on Children’s Data (2025). The article concludes that for technology to be effective, schools must transition from passive monitoring to a human-centric privacy-by-design security ecosystem. Recommendations include the integration of technology-driven anomaly detection, the establishment of school-level Data Protection Policies, and the fostering of soft security through improved student-teacher dialogue to mitigate the psychological tensions of surveillance. Other suggested alternative measures include proper fencing of schools and the hiring of additional security personnel.
CCTV Surveillance; Data protection Act; School Safety; Student Protection; Security; governance
Logical Framework as a Tool for Monitoring and Evaluation for Food Security, Lower Kuja Irrigation Scheme, Nyatike, Migori County, Kenya
The application of the Logical Framework Approach (LFA) is an essential method for effective management of food security projects. The purpose of this desk review was to analyse the Logical Framework as a tool for monitoring and evaluation for food security in Lower Kuja irrigation scheme, in Nyatike Sub-County, Migori County. The objectives were to determine approaches to mainstreaming monitoring and evaluation into projects and to determine the influence of the Logical framework approach as a tool for evidence-based Monitoring and Evaluation by focusing on monitoring and evaluation. The results of this review would be useful to policy makers at various levels of the government, non-governmental organizations and private sector to formulate a workable and all-inclusive monitoring and evaluation systems for better organizational performance. Existence of a reliable knowledge on application of the logical framework approach is essential for success of food security initiatives. Additionally, it would also help ensure adequate relevant stakeholders’ involvement in monitoring and evaluation activities so as to enhance relevance and customer satisfaction in the programs output. The study was purely based on review and analysis of existing literature. The study findings revealed that compliance to legislative clauses for M&E as in the Constitution of Kenya 2010 that advocate for public participation at various levels to ensure that every project organization put measures and structures for M&E into their programs is lacking. Formulation and implementation of quality management systems that match global best practices also help ensure that M&E are mainstreamed into all organization policies and programs. Again, establishment or creation of M&E positions with sole responsibility of conducting M&E activities in the organizations ensure that the exercise is done as there are officers who are fully in charge of the activities. The review recommends that formal M&E approaches e.g. goal, process and impact should also be considered to help address certain specific areas of concern in food security.
Mainstreaming; Monitoring; Evaluation and Logical Framework
Balancing Benefits and Risks of Artificial Intelligence in Academic Research and Policy Development
This study explores the expanding influence of artificial intelligence in academic research, ethics, and policy, emphasizing its integration throughout the research lifecycle, from ideation to dissemination. Through a systematic literature review of peer-reviewed studies published between 2019 and 2025, guided by UNESCO and EU AI governance frameworks, the analysis identifies six key result domains with significant implications. Firstly, AI-driven idea generation and research design optimization enhance creativity and methodological rigor, allowing researchers to tackle complex problems more efficiently. Secondly, AI enhances data management and analytical accuracy, bolstering reproducibility and evidence quality while necessitating robust data governance. Thirdly, AI-assisted writing tools like ChatGPT streamline drafting, editing, and language refinement, improving clarity and accessibility but raising concerns about authorship and originality. Fourthly, automation in publishing, including peer review support and quality screening, accelerates dissemination and reduces administrative burdens, yet requires transparency to maintain trust. Fifthly, ethical challenges related to bias, accountability, data ownership, and intellectual integrity highlight the need for human oversight and explainability. Sixthly, AI's application in evidence-based policy development enhances decision-making through predictive analytics and scenario modeling, suggesting stronger connections between research outputs and public policy. In conclusion, AI serves as a powerful catalyst for innovation in research and policy while simultaneously introducing complex ethical risks. The study recommends integrating AI ethics into academic curricula, mandating disclosure of AI use in scholarly work, adopting explainable and human-in-the-loop AI systems, establishing institutional AI ethics committees, and creating policy laboratories and regulatory sandboxes alongside open, ethically governed research repositories to ensure responsible, transparent, and inclusive academic practice.
Artificial Intelligence; Academic Research; Policy Development
Circular Economy and Its Influence on Customer Satisfaction Among Star-Rated Hotels in Kenya: Water Management Perspective
Most economies in the world depend on the tourism industry as a significant contributor to their foreign exchange. Notwithstanding its positive contributions, the tourism industry has inherent challenges that cannot be ignored. Climate change and resource depletion are some of the challenges. It is estimated that tourism and hospitality contribute 8% of the GHG emissions globally. These challenges require the adoption of business models that support long-term sustainability. This research sought to assess the relationship between the adoption level of water management strategies and their influence on customer satisfaction among star-rated hotels in Kenya. The study targeted the 48-star-rated hotels. A sample size of 367 was obtained from a population of 8731 hotel customers from 48 star-rated hotels in the Coast Region of Kenya using Israel’s formulae of 1992. The study used a mixed-method research design. Stratified sampling was used to select the 2-to-5 star-rated hotels. Disproportionate sampling was employed to apportion questionnaires to hotels, while simple random sampling was employed to select customers. Data was collected through questionnaires, interview schedules, and an observation checklist. The data from questionnaires were coded into Statistical Package for Social Sciences (SPSS v.29). A multiple regression analysis established statistically predictive estimates of water management on customer satisfaction (B=1.154, t=8.308, p=.000<.05). This implies that water management initiatives positively impact customer satisfaction. The study recommends that, hotels should communicate their water management initiatives to the guests. The knowledge gained may make them appreciate, the initiatives better, hence enhancing their satisfaction.
Circular Economy; Customer Ssatisfaction; Water Management; Star-rated hotels
Effect of Customer Orientation on Performance of Dairy Farmers’ Ccooperatives in Western Region, Kenya
This study examined the effect of customer orientation as a core competence on the performance of Dairy Farmers’ Cooperatives in the Western, Kenya covering Kakamega, Bungoma, Vihiga and Busia counties. The research adopted descriptive and causal research designs. The study targeted lead farmers and CEOs of Dairy Farmers’ Cooperatives. The sample size was 210 comprising of Lead farmers and CEOs from sampled cooperatives. Data was collected using closed-ended questionnaires, supplemented by interviews with County Cooperative Commissioners for qualitative insights. Stratified and simple random sampling techniques were employed. Reliability was assessed using Cronbach’s alpha while validity was assessed through content, construct, and criterion perspectives. Performance was measured by using 5-point Likert scale by soliciting for responses on volume of milk intake, farmers payment rate, milk sales volume and profit margin. Data was analyzed using descriptive and inferential statistics. The findings revealed that customer orientation significantly influenced Dairy Farmers’ Cooperatives’ performance (B = 0.74; P = 0.000). The study concluded that Dairy Farmers’ Cooperatives should invest in customer-oriented practices, prioritize customer needs, and ensure consistent delivery of quality products and services. The primary value of this research is its demonstration that strengthening customer relationships and enhancing satisfaction are critical strategies for improving productivity and, ultimately, the performance of Dairy Farmers’ cooperatives.
Customer Orientation; Core Competence; Dairy Farmers’ Cooperatives; Performance
Copyright (c) 2025 Ben Kangale Mwanja, Jackline Akoth Odero , Evans Kwendo (Author) https://creativecommons.org/licenses/by/4.0
An Evaluation of the Kilimanjaro Women Information Exchange and Community Organization Project on Decreasing Gender-Based Violence in Primary Schools, Tanzania
Gender-based violence is violence directed at a person’s gender. However, there is more violence directed against girls. In response to the pandemic of violence against girls, Kilimanjaro Women Information Exchange and Community Organization (KWIECO) established a project to decrease GBV against girls in primary schools in Siha District. This study was a formative evaluation of the project, employing a Convergent parallel design. The study targeted 4 primary schools as study sites; both probability sampling and non-probability sampling methods were used to sample 72 students, 4 heads of primary schools, 8 teachers, 1 KWIECO’s officer, and 20 parents, for a total sample of 105. The study employed In-depth interview guides and questionnaires as instruments for data collection. Content validity of the evaluation instruments was assessed, and the reliability was calculated. Quantitative data were analyzed in terms of means, frequencies, and percentages. The qualitative data were transcribed, coded, and similar themes were linked together, followed by translation and interpretation. The study found that the project was effectively implemented, though there was poor involvement of parents and students, which promoted GBV against girls. However, the study found that students were included in the implementation of the project, and they were educated and saved from GBV against girls. The study recommends that intensified GBV awareness for parents improve case reporting. Additionally, there is a need for the second phase of the project because the practices of GBV require continuous monitoring by all educational stakeholders.
Keywords: Gander-Based Violence; Violence; Project; Primary schools; Tanzania; Implementation; Gender.
Copyright (c) 2025 Mwanaisha Mussa Mang'oro, Joseph Malusu (Author) https://creativecommons.org/licenses/by/4.0
Strengthening Public Sector Governance through Ethical Leadership: A 4V Model Perspective from Dodoma Water Supply and Sanitation Authority in Tanzania
This study examined the impact of ethical leadership on good governance in public institutions, with a specific focus on the Dodoma Water Supply and Sanitation Authority in Dodoma, Tanzania. Ethical leadership was analyzed through four dimensions: ethical values, ethical voice, ethical virtue, and ethical vision. Good governance was measured through transparency and accountability. The study employed a quantitative research design using structured questionnaires administered to 239 respondents. Data analysis involved descriptive statistics, Pearson correlation, and regression analysis to determine the relationship between variables. Findings revealed a strong positive relationship between ethical leadership and good governance. Specifically, ethical values and virtues were found to enhance fairness, trust, and institutional integrity, while ethical voice and vision played crucial roles in fostering transparency and inclusivity in decision-making. Despite these positive indicators, certain limitations were identified, such as insufficient open feedback channels and inconsistency in leadership practices across departments. The study was guided by the 4V Model of Ethical Leadership, which emphasizes values, voice, virtue, and vision as essential components for ethical conduct and organizational success. The results support this model and underline the importance of integrating ethical principles in leadership practices to enhance governance outcomes in public institutions. Based on the findings, the study concludes that ethical leadership is a key driver of good governance in public organizations. Strengthening ethical leadership practices across all leadership levels is vital for improving transparency, accountability, and public trust. Practical recommendations are proposed to institutionalize ethical behaviors and foster a governance culture grounded in integrity and responsibility.
Ethical leadership; good governance; leader’s values; leader’s virtue; leaders' vision; leaders' voice
Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0
Influence of Administrative Practices on Teachers’ Job Satisfaction in Public Secondary Schools in Isinya Sub-County, Kenya
Worldwide, job satisfaction persists as a critical issue, closely linked to administrative practices. This study examined how teacher involvement and administrative support for professional development influence teachers’ job satisfaction in public secondary schools in Isinya Sub-County, Kenya. The study was guided by Herzberg’s Two-Factor Theory of Motivation and employed a descriptive survey design within a mixed-methods approach. The Sample size included 97 teachers, 11 principals, and 8 county education officers, from whom data were collected using structured questionnaires and semi-structured interviews. Quantitative data were analyzed through descriptive statistics and Pearson correlation, while qualitative data were examined using thematic content analysis to provide deeper insights. The findings indicated a strong positive correlation between teacher involvement in administration and job satisfaction (r = 0.846, p = 0.001), as well as between professional development support and job satisfaction (r = 0.891, p = 0.000). Teachers expressed greater satisfaction when actively engaged in decision-making, delegation of responsibilities, and governance, and when afforded opportunities for continuous professional growth. The study concludes that participatory leadership and consistent professional development initiatives play a critical role in strengthening teacher motivation, satisfaction, and retention. It recommends institutionalizing inclusive administrative practices and harmonizing professional development support across schools to enhance sustainability in the teaching profession.
Administrative practices; teacher involvement; professional development; job satisfaction; participatory leadership; public secondary schools; Isinya Sub-County; Kenya
Universities’ Brand Identity on Attachment Strength: Evidence from the Republic of South Africa
The paper examined the influence brand identity has on the strength of international students’ attachment to their South African public universities. The study was grounded on Cognitive psychology theory as its theoretical underpinning. A sample of 205 international students was drawn through purposive sampling techniques using questionnaires from participants across the various public universities. The data was analyzed using Structural Equation Modelling (SEM) statistical technique with Smart PLS version 3.0 software to determine the relationship between the stated hypotheses. The findings revealed that the brand identity of the universities in South Africa has a greater influence on international students’ satisfaction, attachment, and commitment levels but their willingness to recommend South African Public universities to prospective postgraduate students was not significant. International students’ commitment to recommend South Africa’s universities to prospective students in general was highly significant where as their levels of satisfaction and trust intent to recommend were not significant. The study contributes to the ongoing research in probing the linkage between branding and higher institutions. Implications for theory and practice were also provided.
Internationalisation; Postgraduate International Students; Brand attachment; Identity
Learners’ Punctuality, Regularity and Academic Achievement: A Thematic Exploration of Millennium Precious Achievers School in Gomoa East Municipality of Ghana
The study explored learners' punctuality and regularity on teaching-learning outcomes among Basic 8 learners at Millennium Precious Achievers Preparatory School in Gomoa-East Municipality, Ghana. Adopting an exploratory case study design, the researchers involved 11 participants: 8 learners selected via census sampling, 2 teachers and a headteacher chosen through purposive sampling. Grounded on Behavioural and Constructivist Theories, data was collected through in-depth interviews and classroom observations. This data was transcribed and analyzed thematically using NVivo 12, with participant validation ensuring confirmability. Findings revealed a strong positive correlation between punctuality and academic performance, with punctual learners achieving significantly higher exam scores and demonstrating greater classroom engagement. Teachers reported substantial instructional time loss and classroom disruptions due to irregular attendance, negatively impacting lesson delivery and classroom cohesion. Key challenges identified included socioeconomic barriers, cultural norms, insufficient attendance monitoring, and peer influences. The study concluded that punctuality and regular attendance are critical determinants of academic success and effective lesson delivery. It recommends that the Ghana Education Service strengthen school attendance policies and enforcement through robust monitoring systems with clear consequences and positive reinforcement. Also include implementing socioeconomic support like transport subsidies, community childcare, particularly for vulnerable learners, and designing programmes to raise learner awareness about the importance of punctuality and regularity for academic success and future employability; build teacher capacity in class attendance management and enhancing parental and community engagement in school activities. These findings underscore the importance of a holistic approach to improving attendance behaviours to enhance teaching and learning outcomes.
Academic achievement; classroom interactions; learning outcomes; learners’ participation; punctuality; regular attendance
Copyright (c) 2025 Francis Kwesi Nsakwa Gabriel-Wettey, Mohammed Yusif, Davis Mawuena Aweso, Diana Agbenyo (Author) https://creativecommons.org/licenses/by/4.0
Surviving Floods using Psychological Preparedness and Socioeconomic Assets in Ghana’s White Volta Basin
This study focused on the annual Bagre dam spillage-induced floods in Ghana’s White Volta Basin and households’ resilience. We take up this issue because there are limited studies that delved into the drivers of household’s resilience to the perennial floods. We draw on the protection motivation theory and relevant literature across the world to provide guidance on the analysis of the data. This study explored the drivers of household’s resilience to floods using in-depth interviews involving 40 participants residing in communities affected by flooding. The data gathered were analyzed using thematic analysis. The findings indicated that the drivers that influenced households’ resilience to floods are hopefulness, inspiration, self-determination, social relationship support and emotional support. The findings of this study underscore the need for policymakers to prioritize proactive flood protection and ensure timely response, recovery, and restoration efforts.
Copyright (c) 2025 William Aduah Yorose, Frederick Apwah , Ebenezer Kofi Narte (Author) https://creativecommons.org/licenses/by/4.0
Influence of Teachers' In-Service Training Content on Implementation of Competence-Based Curriculum in Public Primary Schools in Kilifi County, Kenya
The global shifts towards Competence Base Curriculum (CBC) implementation in education has necessitated the pivotal role of trainers in-service training content. Equipping teachers with relevant content during the in-service training sessions impacts on the success of CBC implementation. This study examined the relevance of in-service training content on implementing Competency-Based Curriculum (CBC) in public primary schools in Kilifi County, Kenya. The study objectives sought to assess how these training programmes equip teachers with the knowledge and skills necessary for CBC. Using a mixed-methods approach, the study analysed educators' survey responses regarding their training experiences. Results revealed a mixed evaluation: 56.5% of educators found the school-based training model inadequate, 62.9% rated curriculum support officers as adequate, and 30.3% still found them lacking. The Kenya Institute of Curriculum Development (KICD) was deemed adequate by 49.3% of educators, and 43.2% found the Ministry of Education's training satisfactory, yet 17% reported inadequacies. Notably, 72.3% of educators reported that training lacked sufficient interactive and hands-on elements, and 77.2% found the training duration inadequate. The study concludes that while current training programmes offer valuable insights, refinement is needed. The study recommends that there is need of increasing practical and interactive components in training sessions to engage educators better and improve hands-on application. Furthermore, there is quest of enhancing ICT integration and modern teaching techniques, extending training duration and tailoring content to specific educator needs are crucial for effective CBC implementation.
Competence-Based Curriculum; In-service Teacher Training; Innovative Teaching Strategies; Instructional Delivery and Assessment; Professional Development
Copyright (c) 2025 Mumbe Kailo, Lucy Njagi, Jeremiah M Kalai, Reuben G Mutegi (Author) https://creativecommons.org/licenses/by/4.0
Effect of Mathematics Pedagogical Simulation Methods on Mathematics Attainment of Grade Three Children in Loitokitok Sub-County, Kajiado County, Kenya
Based on Gardner’s theory of multiple intelligence, which argues against one-sided teaching, this study aimed to investigate the effects of different types of mathematics pedagogical simulation methods on the mathematics achievement of third-grade children. The study employed a quasi-experimental research design with two non-equivalent study groups to investigate the effects of different types of mathematics pedagogical simulation methods on mathematics achievement. The study sample consisted of 1842 participants selected through stratified random sampling. Data collection tools included pre-tests, post-tests, and classroom observation questionnaires. Quantitative data were analyzed using a quantitative statistical approach, employing the Pearson Chi-Square test. Qualitative data were analyzed thematically. Ethical considerations included obtaining informed consent and protection from psychological distress. The study showed that the percentage of above-average attainment in the experimental group increased from 62.30% to 92.90%. The study found that different types of mathematics pedagogical simulation methods resulted in positive attitudes and significantly improved mathematics attainment. The study recommends the inclusion of different types of mathematics pedagogical simulation methods in the grade three children mathematics curriculum, ongoing teacher professional development training on non-routine mathematics pedagogical simulation strategies, flexible supportive mathematics teaching and learning policies, and further research on the long-term effects of the mathematics pedagogical simulation methods, especially in the affective domain, so that no child is left behind in the learning in the mathematics classroom. These strategies can promote children’s engagement and improve mathematics outcomes in early primary schools. Multiple intelligence-based mathematics learning gives children who are gifted in areas other than logical-mathematical intelligence the opportunity to fully utilize their competency-based minds and abilities in mathematics learning.
Types of mathematics pedagogical simulation methods; mathematics attainment; positive disposition
Copyright (c) 2025 Harrison Mbogo Njau, Justus Okeo Inyega, Boniface Njoroge Ngaruiya, John Mwangi Thiongo (Author) https://creativecommons.org/licenses/by/4.0
Nexus Between Informatory Leadership Role of Management of Emotional Intelligence: A Case of Learner Single Parenthood in Uasin Gishu County, Kenya
Teachers play a vital informatory leadership role in addressing the needs of single parents and their impact on learners’ emotional intelligence. The article sought to investigate nexus between informatory leadership role of teachers and management of emotional intelligence of learner single parenthood in Uasin Gishu County, Kenya. The study used a convergent mixed research design which involved quantitative and qualitative data. The study used a purposive random sampling technique to sample students in secondary schools. The study involved 191 participants’ male and female students from 4 secondary schools sampled out of 22 schools through probability and non-probability sampling. The study adopted the main theoretical models of attachment and social cognitive theories. In addition, the study adopted an open-source tool, the EI (Pc-Sc) scale) to measure personal and social competence, which measures six facets of emotional intelligence. The first part measured personal competence, which encompasses self-awareness. The second part concentrated on social competence such as social awareness, social skills, emotional receptivity and the interview guide as the instruments for data collection. The quantitative data were analyzed descriptively and presented in tables, frequencies, percentages, pie charts and bar graphs. The respondents’ test was utilized to compare emotional intelligence scores by demographic details such as gender, the influence of single parenting on students’ emotional intelligence and Pearson’s correlation analysis between single parenting and emotional intelligence. The analysis revealed that there is a significant gender difference. There was no gender-related difference between the total score, with a significant difference in self-regulation and self-motivation among the students from traditional or nuclear and blended families. The analyzed data revealed that single parenting influences emotional intelligence. Students from blended households are emotionally stable compared to individuals from nuclear families. This study suggests integrating emotional intelligence abilities into the curriculum with the help of teachers and parents. These results could be used as a learning tool and professional development in the therapy area to equip Teachers, parents and mental health service providers with new insights on the influence of single parenthood in secondary schools in Uasin Gishu county, Kenya and aiming at improving learner academic achievements.
Nexus; informatory leadership role; Emotional Intelligence; Single parenthood
Copyright (c) 2024 Author https://creativecommons.org/licenses/by/4.0
Contribution of Teaching Practices on Pupils Academic Performance in Public Primary Schools in Kenya
The study examined the contributions of various teaching practices on learners' academic performance in public primary schools in Nambale Sub-County, Kenya. Using a descriptive survey design, the research focused on timely syllabus coverage, frequent homework assignments, and regular testing as key teaching practices. Data was collected via questionnaires and analyzed thematically for qualitative data and using linear regression for quantitative data. The findings revealed that teaching and learning practices significantly influenced academic achievement in the schools studied, with regular testing being particularly significant. Additionally, the study concluded that most schools managed timely syllabus coverage. The recommendations included a call for government policy review to enhance teaching and learning practices and ultimately improve academic performance.
Teaching and learning practices; syllabus coverage; assignments; testing; performance
Critique of Admissibility of Expert witness in justice delivery among courts in Nigeria in comparison with United States of America and United Kingdom
The Use of expert witnesses is now an integral part of justice administration and delivery across the globe. In an increasingly complex society, faced with complex multi-dimensional challenges and increasing crime rates, the need for expert witnesses to solve these challenges has become inevitable. It follows that in the adjudication of conflicting claims, the courts are bound to confront more expert witnesses in the immediate future. However, the courts are now being confronted with divergent and not-up-to-standard expert opinions. It has become increasingly necessary to have definitive rules and standards that regulate the admissibility of expert witnesses in Nigeria to be able to separate a scientific based expert report from a sham. Unreliable, biased and questionable evidence can be inadvertently admitted and relied upon by a court of law when there are no clearly defined admissibility standards or regulations. This paper focuses on providing a step-by-step analysis of the factors that the court takes into consideration in deciding whether or not to admit an expert witness and to evaluate the effectiveness of such criteria. This paper adopts the use of comparative doctrinal methodology to evaluate the requirements of the admissibility of expert evidence in Nigeria and its inadequacies. By way of a comparative study, lessons are drawn from the admissibility criterion of expert witnesses in the United States of America and the United Kingdom. The paper recommends more robust requirements for the admissibility of expert witnesses in Nigeria and a review of the current practice.
Expert witness; opinion evidence; admissibility; Daubert standards
Kinyarwanda Reading Teaching Techniques in Lower Primary Schools: Enabling and Hindering Factors. A Case of Kirehe and Kicukiro Districts in Rwanda
This study sought to find out the components of early grades literacy emphasized by teachers, the teaching techniques used in reading, draw a comparison in the use of reading teaching techniques between rural and urban schools and the challenges facing the teaching of Kinyarwanda reading. Using cross-sectional design, quantitative and qualitative data were collected and analyzed to gauge the participants’ opinions. The study targeted Primary 2 and Primary 3 Kinyarwanda teachers in Kirehe and Kicukiro Districts in Rwanda. It used a sample of 8 schools and 44 teachers purposively selected. A Likert-scale questionnaire and a lesson observation check list were used to collect data. The study revealed that teachers know the essential components of early grade literacy and use appropriate reading teaching techniques. Phonological awareness use is different between rural and urban schools (mean urban=3.733 mean rural=4.0972). Challenges impeding Kinyarwanda reading competency include lack of support, insufficient time for reading and self-efforts. The Ministry of Education should ensure learners get ample time for reading through single shift while the parents should dedicate time to support the children at home.
Reading competency; literacy; phonological awareness; phonics and word recognition; use of fluency tips
Neuro-leadership Research Challenge for Systematic Literature Review in Kenya: A Documentary Analysis
The purport of this literature review was to synthesize and present subsisting cognizance on neuro-leadership, including concepts, theories, and research findings, with the aim of incrementing understanding of its potential to inspire a replicable study in Kenya. Neuroscience-predicated approaches have had little presence in studies in the field of leadership and healthcare leaders in public hospitals. Neuro-leadership, an emerging field that bridges cognitive neuroscience and leadership and holds great promise in enhancing leadership efficacy. While the paucity of research shows neuro-leadership is neglected in Kenya, it is a promising area that coalesces neuroscience and leadership to provide a comprehensive understanding of leaders and to amend decision making quality.
neuroscience; leadership; neuroleadership; neuroplasticity
Responsive Curriculum Development for the 21st Century Education, Innovations and Development in Kenya
The 21st century education triggers the expectation that institutions of learning should teach technical skills with emphasis on life skills, learning new things and the development of the abilities to deal with global changes and challenges emerging from the real situations in the world. In order to cope up with the world in the 21st century, curriculum developers through their collaboration with other stakeholders are required to design and develop a responsive curriculum that focuses on the needs of the learner and the society with clear aim, goals and objectives in education. This paper addresses the need for a responsive curriculum as a projection for the 21st century education for innovation and development in Kenya. This paper employs the exploratory research design to delve into the existing literature to examine the various levels, components, designs, types, curriculum responsiveness, factors prompting/causing responsive curriculum and the process of developing a responsive curriculum. This is in line with the new changes under the Competence Based Curriculum (CBC) and Competency Education (CE) that envision a curriculum that enables every learner to become empowered through excellent teaching, good learning environment and provisions of teaching and learning resources towards effective and efficient education that promotes the achievement of the desired skills, knowledge and values for the 21st Century development agenda.
Responsive Curriculum; Curriculum Design and Development; 21st Century Education; Competency Based Curriculum; Effective and Efficient Education; Innovations and Development
Balancing Childcare with Work: Experiences of Head-Porters who are Nursing Mothers in Ghana
The concerns of working mothers as they attempt to perform the dual roles of mothering and working are being increasingly noticed and addressed in the formal corporate world in Ghana. Yet, little is known about the situation and strategies of those in the informal and the self-employed sector, specifically, among nursing mothers who are head porters (kayayie nursing mothers). This qualitative study, guided by an interpretivist research paradigm explored the strategies used by head porter nursing mothers to balance childcare with work, the challenges they faced and the perceived solutions to ease the predicament that kayayie nursing mothers encounter while dividing their energy and capabilities between parenting, work and self. The role strain theory was used to support the study. Drawing on purposive sampling, semi-structured interviews and thematic analysis, the study identified carrying children at the back, peer support as well as employer support as the main strategies head porter nursing mothers used to balance work with childcare. Also, the study identified low patronage of services, low productivity and frequent ill health among their children as challenges encountered by head porter nursing mothers. The study recommends the establishment of affordable childcare centres and health posts around the work environment of the kayayie, usually the market area. Furthermore, it is recommended that the Ministry of Gender, Children and Social Protections should form alliance with Kayayie and build their capacities in work knowledge, skills and proper care of themselves and their children.
Childcare; Work; Head porter; Nursing mothers; Kayayie
Influence of Teachers Service Commission Promotion Policies on Female Teachers’ Progression to Management Positions of Public Secondary Schools: A Case Study of Kajiado County, Kenya
The study examined the influence of Teachers Service Commission promotion policies on Female Teachers’ progression to management positions of public secondary schools in Kajiado County, Kenya. It assessed how the promotion policies used by the Teachers Service Commission influence the number of Female Teachers’ Progression into Management of Public Secondary Schools in Kajiado County, Kenya. It was anchored on Equity Theory of Employees. Data was collected using questionnaires administered to 419 public secondary school teachers holding management positions of Heads of Departments, senior teachers, deputy and principals managing public secondary schools. Interview schedule was used to collect data from the five (5) Sub County directors of education in Kajiado County. Stratified sampling technique was used to sample 205 public secondary school teachers in management positions in Kajiado County where 4 TSC Sub County Directors of Education were purposively sampled. The qualitative data was analyzed using content analysis and presented in a narrative form where the findings of the quantitative data were presented by use of tables and charts. The study used Pearson correction analysis to test if there was a linear association between independent variable and dependent variable where null hypothesis was tested. The data analysis software used was Statistical Package for Social Sciences (SPSS). From the study it was established that performance in one’s teaching subjects was taken into a large extent as the main policy used in promotion of teachers while participation in co-curricular activities was the least emphasized policy guiding the teachers’ progression into management of public secondary schools. The study suggested that in consultation with other stakeholders, the commission should review its current policies guiding the promotion of female teachers into management positions so as to cater for their needs. Such policies include scrapping delocalization policy, allocating more female teachers than males to management positions in mixed secondary schools and providing them with more training, motivation and opportunities for growth like sponsoring them to further education.
Female teachers’ progression; school management; institutional policies
Pains of Imprisonment: Narratives of Women Imprisoned for Murder in Uganda
Although there is considerable research on the pains experienced by female prisoners, little if any is known about the pains experienced by women imprisoned for murder in Uganda. To fill the identified gap, I conducted a phenomenological study with 30 women convicted of murder in Uganda. This paper provides insight into the pains that women experienced inside the prison. Data were collected using face-to-face in-depth interviews and analyzed using NVivo 12 software. This involved transferring interview notes to the software to create a coding structure and specific categories where themes that form the discussion of this paper were generated. Women reported the following pains of imprisonment: loneliness and separation from children, the agony of death sentence, tribulations of old age, delayed / no response from the Court of Appeal and Supreme Court and, pains of re-entry. Recommendations for policy formulation and practice are discussed.
Murder; Pains of Imprisonment; Uganda; Women
Identification of Communication Abilities among Learners Living with Autism for Adaptive Skills Acquirement in Kenya: Analysis of Discrete Learning Method
Reduced hiccups in expressive and receptive language in verbal and nonverbal communication may serve as foundation for smooth integration in society among autistic learners. However, inadequacies may undermine social integration efforts, causing a feeling of rejection. Developing adaptive skills may be predicated on accurately established communicative capacities in discrete learning method. The study examined impact of communication skills identification on acquisition of adaptive skills in discrete learning approach among autistic learners. Constructivism and weak central of coherence theories guided the study. Theories advanced that autistic learners overcome deficits in conceptualization by exposure to practical learning which creates stimulative experiences for adaptive skills acquirement. Mixed-methods research design that utilizes qualitative and quantitative data analysis examined the impact of communication abilities identification on adaptable skills in learners with autism. The study participants included 30 parents sampled conveniently, 151 autistic learners and 73 teachers purposively sampled. Data was obtained using achievement tests, questionnaires, observation guides and FDGs and analyzed utilizing inferential and descriptive statistics. Quantitatively, Linear regression determined relationship between identification of communicative abilities and adaptive skill development that exhibited a statistically significant positive link (Beta =.932, p <.001). Qualitatively, respondents ascertained an increase in attainment of adaptive skills following rightful communication abilities identification. In conclusion, identification of communication skills escalated adaptive capacities attainment among autistic learners. Recommendations; A collaborative and apprenticeship culture of skill identification, integration of comprehensive identification processes into general educational programs for uniformity across schools. Further research on communication skill identification influence on critical thinking and decision making among autistic learners.
Adaptive Skills; Autistic Learners; Communication Abilities; Discrete Learning