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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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
Influence of Teachers Service Commission Implementation of 2017-2021 Collective Bargaining Agreement on Professional Development and Teachers’ Job Satisfaction in Public Primary Schools in Kenya
The purpose of the study was to investigate the influence of Teachers Service Commission implementation of 2017 2021Collective Bargaining Agreement (CBA) on professional development. Guided by the descriptive survey design; the study had a target population of 188,765 KNUT registered teachers from whom 399 were included in the study (sample) using stratified sampling by use of Slovin’s formula. In addition, two legal officers (from TSC and KNUT) were also included in the study; translating to a sample of 401 respondents. A questionnaire for teachers was used to collect data while interview schedules were used to obtain views from the legal officers. Quantitative data was fed into SPSS and used to generate frequencies, means and standard deviations used for interpretations. The qualitative data was interpreted by searching commonalities in study themes. The overall level of job satisfaction was established to rate below average, µ=2.0969. The effect of implementation of the CBA by the TSC rated below average regarding professional development µ=2.0256. The study recommends that CBA on professional development be implemented for enhancement of teachers’ job satisfaction. A recommendation was made that another study be conducted among secondary school teachers to determine whether significant differences exist between primary and secondary school teachers on the variables under investigation.
Influence; Primary Schools; Teachers Service Commission; Implementation, Professional development; Job Satisfaction; Industrial Relations; Kenya
Influence of Police Front Desk Attendance Skills on the Public Trust in Police Stations Within Mvita and Changamwe Sub Counties, Kenya
Public trust in the National Police Service is crucial for the effective and professional performance of police officers. This study examined the influence of police front desk attendance skills on public trust in police stations within Mvita and Changamwe Sub-Counties. The research focused on three main objectives: evaluating the impact of police front desk communication proficiency, assessing the influence of problem-solving aptitude, and determining the effect of empathy and respectfulness on public trust. Guided by social capital theory, the study employed a stratified random sampling method, targeting 260 respondents, including members of the public, complainants, suspects, visitors, and police officers. Data collection involved interviews and questionnaires, with ethical clearance and NACOSTI licensing obtained beforehand. Quantitative data were analyzed using SPSS Version 26, while qualitative data were analyzed thematically. The findings revealed that effective communication, problem-solving skills, and empathy/respectfulness at the front desk significantly enhanced public trust. However, inconsistencies in response times highlighted the need for consistent service delivery. The study also identified challenges in addressing perceived inequalities and information provision. These results underscore the importance of efficient, transparent, and fair front desk operations in building public trust and improving community-police relations. The study provides valuable insights for policy recommendations and interventions aimed at strengthening the relationship between the National Police Service and the public.
Police trust; Police front desk attendance skills; National Police service
Firm Specific Factors and the Profitability of Listed Non-Life Insurance Firms in Kenya
Insurance as a subset of the financial industry plays a critical function in economic growth of countries. The subsector drives economic sustainability through indemnification of the stakeholders covered in various policies. This is through recompense of parties with insurable interest thus insulation against economic losses. The insurance sector’s contribution to Kenya’s GDP is relatively low (2.24 percent in 2021) compared to other major sectors such as agriculture, but it can be considered as a key enabler particularly in minimizing financial losses in various sectors. Non-life insurance accounted for 55.2 percent of the total Kenya underwritten insurance premium as of 2021 but the sector witnesses performance hurdles with a recurrent persistent underwriting loss. A similar trend is further observed among the listed non-life insurance firms who recorded mostly negative profits after tax. Against this backdrop, balanced panel data for the four listed non-life insurance firms in Kenya covering 2015-2022 period, obtained from their annual financial statements was analyzed using appropriate panel models to achieve the objective of this study which was to estimate the effect of firm specific factors on profitability of listed non-life insurance firms in Kenya. The estimated econometric model used the endogenous variables, return on assets (ROA) and return on equity (ROE), as measures of profitability. The firm specific factors included in the model were firm size, leverage, firm growth, liquidity, underwriting risks, and age of the firm. There was inclusion of gross domestic product growth rate, inflation rate, and interest rate as macroeconomic moderating or control variables.
Return on Assets; Return on Equity; Profitability; Non-Life Insurance; Gross domestic product growth rate; Firm specific factors; Insurer; Underwriting
Terrorism Consequences on Human Security in Nairobi County, Kenya
The study delves into the multifaceted consequences of terrorism on human security in Nairobi County, Kenya. The study aims to examine terrorism radicalization's consequences on human security in Nairobi County, Kenya. To evaluate terror intelligence consequences on human security within Nairobi County, Kenya, to assess internet use consequences in terrorism on human security in Nairobi County, Kenya, and to evaluate human rights violation by terrorism on human security in Nairobi County, Kenya. This research drew upon theories which are, Globalization, Routine Activity, and Information Cascade. These theories guided the interpretation of empirical findings. A mixed method approach that entails collecting, analyzing, and interpreting both qualitative and quantitative data was used. The data collected was analyzed using SPSS 24 for quantitative data and qualitative content analysis for interviews and textual data. Descriptive statistics, regression analysis, and trend analysis were applied to quantify changes and identify statistical significance. A pilot study was conducted to validate research instruments, refine the questionnaire, and to test the feasibility of data collection methods The target population was 200 and it included anti-terror police, the National Counter-terrorism Center, citizens, NIS, and Jamia mosque. Inferential analysis was also done through regression and Analysis of Variance. The aim was to test the relationship between variables. The study used primary data. The findings contribute to a deeper understanding of the complexities, surrounding terrorism’s effects on human security agencies, and humanitarian organizations in crafting effective strategies to mitigate these consequences of terrorism and enhance resilience within affected areas in Nairobi County, Kenya.
Terrorism; Human Security; Radicalization; Terror Intelligence
Influence of Social-Economic Status on the Prevalence of Economic Crimes in Mariakani Township, Kilifi County
The study aimed to investigate the influence of socioeconomic status on the prevalence of theft, fraud, and embezzlement in Mariakani Township, Kilifi County, Kenya. Drawing upon Social Disorganization Theory and Rational Choice Theory, the research sought to elucidate the complex interplay between poverty and criminal behaviour within the specific context of Mariakani Township. A descriptive research design was adopted, utilizing guided questionnaires, interview schedules, and analysis of crime reports to systematically explore the research objectives. Sampling procedures involved purposive sampling to select Mariakani Township as the study area, followed by systematic random sampling to ensure unbiased representation of residents. Data analysis techniques included descriptive statistics to summarize quantitative data and thematic analysis to identify recurring themes within qualitative data. The study results revealed a widespread belief among respondents regarding the correlation between low socioeconomic status and theft occurrence, with a significant portion reporting frequent encounters with theft related incidents in economically disadvantaged areas. Similarly, concerning proportions of respondents recognized the influence of socioeconomic status on fraud and embezzlement, with a substantial portion encountering these crimes frequently for fraud and for embezzlement in low socioeconomic status neighbourhoods. The findings underscore the significant impact of socioeconomic status on the prevalence of economic crimes in Mariakani Township, aligning with existing literature and highlighting poverty as a significant predictor of economic crimes. Addressing these disparities through targeted interventions, such as community-based initiatives, enhanced law enforcement efforts, public awareness campaigns, and policy reforms, will be crucial to effectively mitigate economic crimes and improve the socio-economic well-being of the community.
Socioeconomic status; Theft; Fraud; Embezzlement
Factors Driving Smuggling Businesses in Coastal Region: A Case of Tanga Region in Tanzania
Tanzania initiated combating smuggling, including tighter tax laws, better border security, and better customs processes. Smuggling continues despite these efforts, indicating continued issues with enforcement and the efficacy of regulations. This paper aimed to assess the factors driving smuggling businesses in the coastal region of Tanzania, specifically in the Tanga Region. Specifically, on the assessment of influence attitude towards smuggling business, subject norms, and perceived behavioral control on smuggling business activities. A cross-sectional survey design was employed, using a quantitative approach to gather data, which included a questionnaire as a data collection method. The sample consisted of 120 individuals from the coastal region of Tanga, though only 110 valid responses were obtained, about 91.7%, which were selected randomly from Tanga, and data was analyzed by descriptive statistics and multiple regression analysis. The findings revealed that attitudes towards smuggling, subjective norms, and perceived behavioural control all played significant roles in influencing smuggling activities in the region. Specifically, positive attitudes and supportive subjective norms were associated with higher engagement in smuggling activities, while perceived behavioural control was found to impact individuals' ability to control their involvement in smuggling. The study recommends implementing community-based awareness programs, enhancing law enforcement efforts, and fostering collaboration between local authorities and international partners. These measures aimed to address the psychological and social factors contributing to smuggling and improve overall enforcement strategies. The study provided valuable insights into the dynamics of smuggling in coastal regions and highlighted the need for comprehensive approaches to tackle this persistent issue effectively.
Attitude; Smuggling; Business; Subjective Norms; Perceived; Behavior; Control
Effect of Nature of Technical Vocational Education and Training Academic Programs on Employment Category Status of Graduates of National Polytechnics in Kenya: A Multinomial Logistic Approach
This paper looks at determinants of the employment category status of Technical and Vocational Education and Training (TVET) graduates in Kenya. The study’s objective was to examine how the structure of TVET programs— specifically whether modular or non-modular—affected the employment outcomes of graduates from national polytechnics in Kenya. The study was anchored on the job search theory. Employing stratified and simple random sampling methods, data was collected through interviews from a sample of 1834 graduates who were part of the 2016 admission cohort at selected national polytechnics in Kenya. Results of the multinomial logistic regression showed that; the nature of course was a significant determinant of employment with the non-modular programs relative to modular programs having a lower relative risk for finding employment. Additionally spell duration, migration patterns, reservation wage, and jobs search intensity were significant determinants of employment category status. For example, When the spell duration increased by one month, the relative risk of finding self-employment in one's field of study to unemployment increased by 12.25% holding other variables constant (RRR=1.1225, p =0.000). Further, by increasing the number of job applications by one, the relative risk of finding employment in one’s field of study to unemployment increased by 27.43% holding other variables constant. Additionally, for graduates who migrated, the relative risk of finding employment in their field of study was 84.73% higher compared to those who never migrated. The paper recommends TVET institutions to lay more emphasis on modular programs and offer training on dynamic job search mechanism that can assist young graduates have a smooth transition from college to the world of work.
Employment; Unemployment Spell; Nature of Course; Relative Risk Ratio
Effects of Police Operational Factors in Managing Juvenile Gang Crime in Kisauni Sub County, Kenya
For many years, Kisauni has always been known as a crime zone with Juvenile criminal gangs terrorizing the residents. Despite the Kenya police service presence, crime is still on the increase than decrease trend. Hence this paper sought to examine the effect of operational factors in managing of Juvenile gang crime. The research was predicated on a case study research design. The study comprised of 288 main respondents and used interview method to collect data which was analyzed using NVIVO software. Descriptive statistics such as use of histogram was used to present data while content analysis was used to interpret data and presented it using verbatim quotes. Operational factors such as poor communication network, systemic corruption in the police department and political influence, inadequate training of officers and poor transport network were found to affect the Kenya police service officers' responses in managing juvenile gang crimes in Kisauni sub county. Major recommendations made by this study include legal and policy frameworks that tame activities of Juvenile criminal gangs whose networks are transnational in nature, Strengthening the police- community collaboration in the spirit of community policing, increase police funding to facilitate police operations, increase police training reforms, indulgence of non-governmental organizations in wealth and job creations for the youth and in eradication of poverty.
Police; Operational Factors; Managing; Juvenile Gang; Crime
Influence of Board of Management’s use of motivational speakers on students’ discipline in public secondary schools in Machakos County, Kenya
Various disciplinary strategies have been tried to maintain students’ discipline in secondary schools as a result of the ban on corporal punishment. The purpose of the study was to investigate influence of board of management’s use of motivational speakers on students’ discipline in public secondary schools in Machakos County, Kenya. The study embraced the Systems Theory. A mixed methods design was employed for the study. A sample of 35 principals, 381 teachers, 70 students, 70 disciplinary committee members and 35 boards of management members was selected through stratified, simple random and purposive sampling techniques. Questionnaire and interview guides were used to collect data. The pilot study was conducted in two schools to ascertain the validity and reliability of the study instruments. The content, face and construct were ensured through expert and peer review. Split-half technique was used to determine the instruments’ reliability. The descriptive statistics of frequencies and percentages and inferential statistics ANOVA were used to analyze the quantitative data using the Statistical Software for Social Sciences (SPSS). The information was presented in Tables. Qualitative data was analyzed using themes and presented using narratives. The study established that there is a statistically significant difference between use of; motivational speakers and students’ discipline (F= 462.841, p < 0.000) hence, p-value of less than 0.05 significant level.
Motivational speakers; board of management; Discipline
Influence of Ethical Leadership Practices on Governance in Kilifi County Government, Kenya
The study aimed to establish the influence of ethical Leadership practices on governance in Kilifi County Government, Kenya. Drawing upon Servant Leadership Theory and Transformational Leadership Theory, the research sought to elucidate the interrelation between ethical leadership practices and governance within the specific context Kilifi County's governance. Governance was measured by transparency, accountability, integrity and fairness. A descriptive research design was employed utilizing guided questionnaires, interview schedules and analysis of ethical leadership practices to systematically explore the study objectives. The study targeted County Executive Committees, Chief Officers and citizens who come to seek services from the various county offices. The target population was 186 respondents. The study utilized census sampling technique. Data analysis technique included descriptive statistics to summarize quantitative data and thematic analysis to identify recurring themes within qualitative data. The study found that transparency have a positive impact on public trust in Kilifi County government. The study also found that accountability measures contribute to better decision-making. The study further found that leaders who demonstrate integrity are likely to gain public trust in Kilifi County government. The study concluded that accountability measures contribute to better decision-making, and that ethical leadership practices have a significant impact on the overall governance performance in Kilifi County government. The study suggests ethical leaders prioritizing ethical conduct in the workplace improves service delivery. By acting ethically, leaders can encourage employees to follow suit. The study emphasizes that ethical leaders should treat followers with respect and consideration.
Copyright (c) 2024 Rosemary Adhiambo Ayieko, Obadia Miroro Okinda (Author) https://creativecommons.org/licenses/by/4.0
Teacher Preparedness in the Implement of the Teacher Performance Appraisal Development Tool and its implications on Learning Outcomes in History and Government in Kwale County, Kenya
Teacher performance appraisals are designed to evaluate teachers’ performance across various competencies such as lesson planning, instructional skills, classroom management, leaners assessment and professional ethics. This promotes a culture of accountability among teachers. Kenya launched the Teacher Performance Appraisal Development tool in 2016. This study sort to establish levels of teacher preparedness in the implement of the Teacher Performance Appraisal Development tool in History and Government in selected secondary schools in Kwale County. Questionnaire and Key informant interview were utilized to collect both qualitative and quantitative data. The study targeted 61 Sub County Public Secondary Schools in Kwale County, 61 Principals, 61 Heads of Subject and 100 History and Government teachers totaling to a target population of 222 participants. The study sample size was 15 Sub County Secondary, 15 Principals 15 Heads of Subjects and 30 History and Government teachers totaling sample size of 60 participants and respondents. Piloting was conducted in two public Sub County Secondary Schools not in the sample to validate the study tools. Quantitative data was analyzed using Statistical Package for the Social Sciences to generate descriptive statistics while qualitative data was run to get inferential statistics. The study finding revealed that teachers were not adequately prepared to implement the TPAD tool, gaps were identified in professional development programs. This study concluded that the TPAD tool implementation has gaps and challenges that have implications on learning outcomes. The study recommended a review of teacher preservice training to include performance appraisals, that teacher employer, collaborates with school administrators to prioritize targeted retooling, availing of sufficient resources, and reduce teacher workload to enhance preparedness.
Teacher Performance; Appraisal; Development Tool; Preparedness