Abstract: Headteachers’ supervision plays a key role in the implementation of digital literacy programmes (DLP) in schools. However, in Marsabit North Sub- County, implementation of digital literacy programmes has not been smooth. This study sought to determine the influence of headteachers’ supervision on implementation of DLP in public primary schools in Marsabit North Sub- County, Marsabit County, Kenya. The study was guided by the supervision theory and network society theory. The study adopted mixed methodology and concurrent triangulation research design. Target population was 138 respondents which comprised 18 headteachers and 120 teachers from which a sample of 102 respondents was determined using Yamane’s Formula. This consisted of 6 headteachers and 96 teachers. Questionnaires were used to collect data from teachers and interviews for headteachers. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that few public primary schools have implemented DLP. This is partly since headteachers rarely supervise the process. Thus, headteachers should take a more active role in supervising the use of technology, ensuring that it enhances teaching practices. The Ministry of Education should develop an official policy which requires the Teachers’ Service Commission to recruit ICT teachers to increase their number in schools.

Abstract: Communication practices adopted by headteachers are important in the implementation of competency-based curriculum in schools. However, in Matungulu Sub- County, implementation of CBC has not been smooth since many learners manifest low competencies in key CBC learning areas. This study sought to assess the influence of headteachers’ institutional communication practices of implementation of competency-based curriculum. This study was guided by the communication management and curriculum implementation theories. The research adopted mixed methodology and concurrent triangulation research design. Target population was 1459 respondents which comprised 84 headteachers, 1371 primary school teachers and 4 Curriculum Support Officers (CSOs) from which a sample of 312 respondents was determined using Yamane’s Formula. This comprised 20 headteachers, 288 teachers and 4 CSOs. Questionnaires were used to collect data from teachers and interviews for headteachers and CSOs. There was also document analysis guide. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that CBC implementation is a challenge since many teachers do not cover syllabus in time characterized by low learner competencies. However, many learners manifest good levels of creativity. This has been attributed to headteachers’ institutional communication practices. Though, they have adopted communication approaches geared towards CBC implementation. Thus, headteachers should adopt effective communication strategies and approaches to constantly share crucial information about CBC with teachers.

Abstract: This study aimed to investigate the influence of communication practices employed by principals in public secondary schools on academic performance within Matuga Sub-County, Kenya. The study focused on three key areas: determining the influence of setting school performance targets, investigating how communicating goals and standards influence students’ performance, and examining how conducting feedback forums influence students’ performance. Using a descriptive research design, the study targeted all the 34 principals, 758 teachers, and 20, 090 pupils at public secondary schools in Matuga Sub-County. Sample size was determined using Nassiuma’s 2008 and Daniel’s (1999) formulae. Data was collected from 101 teachers and 410 students through structured and unstructured questionnaires respectively. Piloting was conducted in Kinango Boys’ secondary school in Kinango sub county. Data analysis entailed descriptive statistics. The study results demonstrate that principals’ communication practices significantly influence academic performance. Both teachers and students consistently reported frequent utilization of these communication practices on academic performance. The findings indicated consensus among teachers and students regarding the clarity of educational targets and the importance of involving staff in goal development. Both groups also recognized the value of using student performance data for academic goal setting. However, a slight variance in perceptions emerged concerning the effectiveness of communicating the school’s mission, with teachers holding a more positive view than students. The findings may contribute to academic literature and practical use in school community fraternity i.e., principals, deputy principals, senior teachers, heads of departments, entire teachers, and students with goal of enhancing the academic performance.