Mount Kenya University

Email: evansoloko94@gmail.com/ pochieng@mku.ac.ke/ jmkamau@mku.ac.ke

Abstract: This study examined headteachers’ learner discipline management practices and their influence on the implementation of the Competency-Based Curriculum (CBC) in public primary schools in Ugunja Sub-County, Siaya County, Kenya. The study was anchored on Operant Conditioning Theory. A descriptive survey research design was adopted. The sample size comprised 257 respondents, including 1 Sub-County Director of Education, 1 QUASO, 15 head teachers, and 240 teachers. Simple random and purposive sampling techniques were used. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings revealed that discipline management practices significantly influence CBC implementation. The study concluded that some of the current discipline management practices are not fully aligned with CBC requirements and recommend adoption of learner-centered discipline approaches and training of headteachers.

Abstract: Headteachers’ supervision of teachers is crucial in improving academic performance in schools. However, in public primary schools in Moyale Sub-county, academic performance has been low. Thus, this study sought to examine the influence of headteachers’ supervision of teachers on academic performance in public primary schools. The study was guided by systems theory and academic achievement theory. The study applied mixed methodology and thus adopted concurrent triangulation research design. Target population comprised 38 headteachers, 347 teachers and 2 Sub-county Directors of Education (SCDEs), which totaled 387 respondents from which a sample of 198 respondents was determined using the Yamane’s Formula. This comprised 10 headteachers, 186 teachers and 2 SCDEs. Questionnaires were used to collect quantitative data from teachers whereas interviews were used to gather qualitative data from headteachers and SCDEs. Data analysis began by identifying common themes. Qualitative data were analyzed thematically based on the objectives 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 academic performance has been on the decline, which has prompted headteachers to adopt a multiplicity of teacher supervision practices. However, the study found that many headteachers are not actively involved in supervising teachers, which has contributed to a noticeable drop in academic performance. Hence, the Ministry of Education should provide adequate administrative workload for headteachers to enable them to undertake instructional supervision.

Abstract: The study investigates the impact of headteachers’ decision-making skills on learners’ academic achievement in public primary schools in Uriri Sub-County, Migori County, Kenya. Headteachers play a vital role in determining academic success through their leadership in areas such as resource allocation, curriculum implementation, and staff motivation. This descriptive survey design was employed to systematically examine how these leadership traits influence learners’ performance in the Kenya Certificate of Primary Education (KCPE). Data were collected from headteachers, teachers, and pupils using questionnaires, interviews, and document analysis. The study revealed that schools with strong decision-making practices, particularly in resource allocation and democratic leadership, performed better in KCPE results. The findings suggest that leadership development programs aimed at improving decision-making skills could enhance educational outcomes in rural schools. Recommendations include training for headteachers in decision-making and promoting participatory leadership practices.

Abstract: This study investigates the management of academic records in public primary schools within Chalinze District, focusing on identifying the types of academic records managed, the practices employed, and the methods used to maintain these records. Employing a mixed-methods approach, the study utilized a descriptive research design incorporating questionnaires and interviews. Data were collected from 87 respondents, including heads of schools, assistant head teachers, and academic teachers, using a 49-item Likert scale questionnaire. Analysis involved mean scores and t-tests to assess significance. Findings indicate that primary schools in Chalinze District manage various records such as certificates, transcripts, academic performance records, attendance lists, and financial records. Head teachers play pivotal roles in ensuring comprehensive records management, including enrolment, attendance monitoring, and oversight of academic documentation. They also facilitate access to records for stakeholders and collaborate to ensure accuracy and completeness, particularly for students with special needs. Key records management practices identified include document capture, creation and classification of records, maintenance of storage, retention of valuable records, and disposition of obsolete records. The study concludes that effective records management is critical for school administration and recommends capacity-building initiatives and improved administrative practices to enhance records management in primary schools.