Abstract: This study examined the impact of selected human resource management (HRM) challenges on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. CBE was introduced in Kenya in 2017 to equip learners with skills and competencies relevant to the 21st century. However, its success depended largely on effective management of human resources, particularly teacher recruitment, training, motivation, and supervision. The study adopted a descriptive research design to analyze how HRM challenges affected CBE implementation. A sample of 317 respondents, including head teachers, teachers, and sub-county directors, was drawn using stratified random sampling. Data were collected using teachers’ questionnaires and interviews guides for headteachers and Sub-county Director of Education and analyzed through descriptive and inferential statistics. The findings revealed that inadequate teacher training, weak recruitment strategies, lack of induction and continuous professional development, limited communication between teachers and policymakers, and high workloads significantly hindered effective CBE implementation. Teachers also exhibited resistance to change, partly due to insufficient preparation for the new pedagogy. Although regression analysis indicated that HRM challenges explained only a small portion of the variance in CBE implementation, qualitative data confirmed their pervasive influence on instructional quality and teacher motivation. The study concluded that addressing HRM constraints through structured training, effective recruitment, mentorship, workload rationalization, and strengthened feedback mechanisms is vital for sustaining CBE reforms. It recommended institutionalizing continuous professional development and improving teacher support systems to enhance curriculum delivery and learner outcomes.

Abstract: This study examined teacher utilization practices and their influence on teacher welfare in public and private primary schools in Nakuru East Sub-County, Kenya. Guided by Maslow’s Hierarchy of Needs, Herzberg’s Two-Factor Theory, and the Resource-Based View (RBV), the study adopted a descriptive research design. Data were collected from 430 teachers through structured questionnaires and analyzed using descriptive and inferential statistics. Findings revealed that teachers were deployed across diverse roles extending beyond classroom instruction. The highest involvement was reported in academic assessment (95.5%, M = 4.11, SD = 0.861), parental engagement programs (98.2%, M = 4.08, SD = 0.816), and extracurricular activities (95.7%, M = 3.97, SD = 0.845). Teachers also reported substantial participation in career coaching (95.1%, M = 3.81, SD = 0.838), school clubs (94.5%, M = 3.81, SD = 0.876), and administrative duties (89.8%, M = 3.77, SD = 0.963). Direct instructional work remained central, with 88.6% acknowledging regular classroom teaching hours (M = 3.64, SD = 0.865). However, supportive practices were less consistently embedded: only 84.6% were engaged in mentorship programs (M = 3.39, SD = 0.911), 81.4% in peer collaboration (M = 3.27, SD = 0.923), and 77.4% in learner counselling (M = 3.21, SD = 0.970). The study concludes that while teachers are effectively utilized in core and co-curricular functions, workload imbalances and gaps in mentorship and collaboration limit holistic professional support. It recommends institutionalizing structured mentorship, peer collaboration, and counselling systems to complement existing roles.

Abstract: The general objective of this study is to assess the effect of project resource management practices on the performance of Rice Meal project in Rusizi District. The population of the study was 346. A sample size of 186 was calculated using Slovin’s formula. Statistical Package for Social Sciences (SPSS) 25 was employed to analyze collected data, applying descriptive, correlation and regression analysis. Specifically, a unit increase in human resource management results in a 0.277 increase in project performance (B = 0.277, t = 6.442, p = 0.000), confirming its significance. Similarly, a unit increase in financial resource management leads to a 0.245 increase in project performance (B = 0.245, t = 6.622, p = 0.000). A unit increase in material resource management contributes to a 0.362 increase in project performance (B = 0.362, t = 9.282, p = 0.000), indicating the highest effect among the variables. Lastly, a unit increase in technology resource management results in a 0.206 increase in project performance (B = 0.206, t = 4.478, p = 0.000), confirming its significant role in enhancing project outcomes. The study recommended that project managers focus on enhancing human resource management, financial oversight, material procurement, and technology utilization to improve the performance of Rice Meal Project.