Abstract: This study examined influence of headteachers on resource mobilization for implementation of Competency-Based Education (CBE) in Chepalungu Sub-County, in Bomet County, Kenya. The study employed a mixed methods descriptive survey research design to investigate influence of leadership practices on availability of resources for CBE implementation. The study population included headteachers, teachers, and learners, with a sample size of 175. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was employed to analyze the qualitative data. Based on the Resource-Based Theory, the results suggest that headteachers select and apply customary resource allocation strategies to address needs-based resource challenges, leverage social capital, but do not exploit innovative resource allocation strategies and entrepreneurial initiatives related to school-based resource mobilization. The study concludes that low levels of entrepreneurial literacy among administrators and a reliance on the state budget are major barriers to building sustainable CBE practices. The study recommends that school leadership adopt an entrepreneurial stewardship approach and institutionalize curriculum specialists in the budgeting process to align pedagogical ideals and resource allocation. Additionally, it recommends professional development workshops for headteachers focused on educational entrepreneurship and the management of endowment funds, as a way to diversify income beyond government-supplied capitation grants

Abstract: This study assessed the contribution of teaching practice (TP) in improving pre-service teachers’ competency in public secondary schools. It focused on: the extent TP contributes in improving pre-service teachers’ competency in public secondary schools and the strategies for the TP activities towards improving pre-service teachers’ competency. Teacher’s Practical Theory guided the study. Mixed methods approach was adopted. The target population of 340 consisted of 170 TP teachers, 68 academic teachers, 68 quality assurance teachers and 34 school heads. Sample size comprised of 51 TP students’ teachers, 20 academic teachers, 20 quality assurance teachers and 10 school heads. Stratified random and purposive sampling techniques were used to select sample size. Questionnaire and interviews were used as data collection instruments. Validity was established through expert judgment whereas reliability was determined using test-retest technique. Reliability index, r=0.839, was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained through multiple analysts and reporting of research process. Descriptive statistics analysed quantitative data in SPSS version 25 and results were presented in tables, while qualitative data were analysed thematically along research questions and presented in narrative forms. The findings revealed that TP is a critical bridge between theoretical instruction and practical application in real-world classrooms. It not only enhances teaching skills but also improves the professionalism of pre-service teachers by embedding values, ethics, and practical means. In conclusion, TP is a pillar in teacher education for developing competent, ethical, and confident pre-service teachers. This study recommends that educational stakeholders should collaborate to strengthen TP programmes.

Received October 10, 2020; Reviewed October 17, 2020; Accepted October 19, 2020

Abstract: This study aimed at determining contribution of learner competence in six Biology practical process skills on form two learners’ achievement in Gucha South sub-County, Kisii County in Kenya. Solomon’s four non-equivalent control group design was used. The objectives for the study were: To determine the contribution of Biology Practical Process Skills Teaching Approach (BPPSTA) to learners’ achievement in biology and to establish the gender difference in achievement among learners taught using BPPSTA. The study was guided by Constructionism theory as proposed by Seymour Papert. The sample size comprised of 401 form two students out of a target population of 2,946. Data was collected using Biology Practical Observation Schedule (BPOS), Process Skills Assessment Test (PSAT) and Biology Achievement Test (BAT). Means and standard deviations were used to compare the group performances then one-way ANOVA and t- test at α = 0.05 significance level were used to test the hypotheses. The study found that BPPSTA positively contributed to learner achievement with males significantly achievement higher than females. It is concluded that BPPSTA led to an improved learner attainment in biology however, this performance did vary by gender. The study findings may provide insights to the Biology teachers on the appropriate improvement in the administration of practical activities in Biology lessons. The study recommends that biology instruction should lay emphasis on the use of BPPSTA with a greater effort being put in place to engage the female learners more.