Abstract: The study focused on the management strategies of principals on learners’ academic achievement, despite government funding being similar, schools in Nyamira North sub-county perform below average. The study was guided by two objectives: assessing the principal management of infrastructural facilities and financial resources on learners’ academic achievement. Systems theory was used; descriptive research design was employedd. Data collected by questionnaires and interviews schedule. The target population was 54 principals and 580 teachers. A sample size of 16 principals was purposively sampled, and 163 teachers were randomly sampled. The study used stratified sampling,purposive and simple random sampling. Multiple linear regression technique was used in sampling. Data was collected and analysed both quantitatively and qualitatively. Pilot study and University experts assisted in validating the instruments while reliability was measured by test-retest method and the scores obtained were applied on Cronbach alpha to a certain the recommended threshold coefficient of ≥ 0.7. Quantitative data was analysed by use of descriptive statistics inform of frequencies, averages, percentiles using SPSS while qualitative data inferential statistics was used. Quantitative data was presented on tables and graphs while for qualitative was presented in form of narratives where main ideas were quoted. The researcher also upholds the ethical consideration of the respondentsts, the study conclude that efficient management of resources has a positive impact on learners’ academic achievement. The study recommended that the Ministry of Education and school leaders should ensure sufficient funding is offered for renewal of infrastructural facilities to enhance student learning.

Abstract: This study was conducted to investigate effectiveness of public employee performance management information system (PEPMIS) in management of teachers’ professional activities in secondary schools in Monduli district. Objectives were to; examine the role of PEPMIS in facilitating data-driven decision-making for teacher management and assess how effective was PEPMIS in monitoring teachers’ performance. The study was guided by Management by Objectives Theory. The study employed convergent mixed design. The target population included 1 district education officer (DEO), 7 ward education officers (WEO), 7 school heads, 7 academic teachers and 105 teachers in public secondary schools in Monduli district with final size being 127. School heads, DEO, WEO and academic teachers were obtained by criterion purposive sampling and by simple random sampling. Validity was established through expert review. While reliability was measured using Cronbach’s alpha and coefficient alpha value was 0.91. Qualitative data was presented in themes while the results from quantitative data were analyzed using descriptive statistics in SPSS version 22, the findings were presented in tables. The results show that PEPMIS was effective in enhancing punctuality, classroom attendance, and planning but faced challenges such as inconsistent use and delayed data entry. The study recommends that government should invest in improving infrastructure and ensuring reliable internet connectivity in public secondary schools, School administrators should implement regular monitoring systems, government should provide continuous digital literacy and training programs for teachers and school leaders, and head teachers should ensure that feedback provided through PEPMIS is clear, actionable, and specific.

Abstract: This study examined the Extent to which the Collaboration Management Strategy Employed by Heads of Public Secondary Schools Enhances Teaching and Learning of Mathematics Subjects in Iringa Region, Tanzania. Guided by the System Theory by Ludwig Von Bertalanffy (1940s) and Contingency Theory by Frid Fiedler (1960s). The study adopted a convergent design using a mixed-methods approach. The target population 9,898 included QAs, DSEOs, HoSs, mathematics teachers, and Form Four students. A sample of 434 participants was selected using census and total population sampling, and data were collected through interview guides, questionnaires, and observation checklists. Instrument validity was ensured through expert review, while reliability was ensured using Cronbach’s alpha technique, which yielded a coefficient of 0.857 for mathematics teachers and 0.815 for students, as well as inter-coder agreements for qualitative tools. Quantitative data were analyzed using descriptive statistics, and qualitative data through thematic analysis. The Ethical research was considered. Findings indicated that heads of public schools ensured collaboration to a high extent through departmental meetings, inter-school mathematics clubs, mentoring programs, and parental involvement. However, time shortages, teachers, and resources hinder consistent and effective implementation. The study concludes that Heads of Schools collaborate with mathematics teachers to a high extent through departmental meetings, mathematics clubs, teachers’ mentorship, and parental involvement, which enhance teaching quality. The study recommends that the MoEST should institutionalize structured collaborative teaching under the MEWAKA, support fund, and teacher capacity building, to ensure sustainable collaboration and enhance the teaching and learning of mathematics subjects.

Abstract: This research investigated the nature of influence of principals’ discipline management strategies on students’ academic performance of public secondary schools. Investigation was guided by General Systems Theory and Theory of student participation. Mixed methodology and descriptive design were used. The research target population was 2, 212 participants, 1 Sub-County Director of Education, 4 principals, 94 teachers, 1, 627 students and 486 parents. By use of Yamane’s formula, a sample of 339 participants including 1 Sub-County Director of Education, 4 principals, 40 teachers, 194 students and 100 parents were selected. Questionnaires, interview guide and focus group guide tools were used to collect data. Testing for validity of instruments was done through vetting by experts where content validity was done with consultation with supervisor, but face validity was improved through preliminary testing. The instrument’s reliability was tested using Cronbach’s alpha formulae and adjusted to increase reliability coefficients to 0.70. Quantitative information was analyzed by use of frequency tables, but qualitative data analysis was done thematically then presented in narration while use of Karl Pearson correlation coefficient to test relationship was applied then results interpreted by use of graphs, percentages a long with frequency tables. Based on the research findings, it was revealed that discipline management needs to be effective, fair and consistent to facilitate academic performance of students. The study recommends motivation practices such as teachers’ capacity building to help teachers develop enthusiasm to aid in change of attitude and creation of morale among students to study hence reducing cases of students’ indiscipline.

Abstract: The study purposed to assess the influence of school boards on the management and administration of public secondary schools in Arusha district. Specifically, the study aimed to: assessed the effectiveness of school boards and investigated strategies for improving school board participation. Democratic governance theory guided the study. A mixed-methods approach with a convergent design was used. A total of 937 individuals including 778 teachers, 39 heads of schools and 120 school board members were targeted. A sample of 90 respondents was selected. Data were collected using questionnaires for teachers and school board members and interview guides for heads of schools. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data respectively. Three experts in education management and administration validated the instruments. Results of reliability testing by Split half method indicated that the reliability coefficient for teachers’ questionnaire was 0.89 while the one for the school board members was 0.92. The study found out that involving school boards members in decision-making processes, positively impact on student achievement and effectively address disciplinary issues. Moreover, strategies such as regular training sessions and better communication were identified to enhance school board participation. The study concluded that school boards play a critical role in the management and administration of public secondary schools in Arusha district. It was recommended that policymakers prioritize initiatives to enhance school board participation through adequate funding and supportive policies and that the government to develop training programmes to improve the effectiveness of school board members.

Abstract: The study assessed the guidelines followed in the use of capitation grants and their influence on management of secondary school in Arusha District Council. Specifically, the study highlighted the guidelines followed in the allocation and the use of capitation grants and strategies for improving the use of capitation grants for effective management of public secondary schools in Arusha District. Contingency Theory guided the study. The study employed mixed approach methods, especially convergent parallel design. The target population of 1120 comprised 1050 teachers, 35 school heads and 35 board chairpersons. The sample size was composed of 105 teachers, 9 school heads and 9 board chairpersons. Validity and reliability (r= 0. 831) of instruments was determined before they were administered to the target sample. Data were collected by using questionnaires and interview guide and were analysed using descriptive statistics for quantitative data in the SPSS version 25, and qualitative data were analysed through the content analysis method. The study found that grants are often allocated based on students’ enrollment to ensure equitable distribution of resources; and schools must submit periodic financial reports to the relevant education authorities detailing how the grants have been utilized. In conclusion, the guidelines for allocating capitation grants are critical particularly in shaping the financial and administrative practices of public secondary schools. It was recommended that there is a need for the government to train school heads, develop and disseminate clear and detailed guidelines for grant utilization to ensure all schools understand the requirements and expectations.

Firmina Humri
Ilkiding’a Secondary School, Arusha.
Email: firminasarme@gmail.com

Abstract: This study investigated the effectiveness of School Management Teams’(SMTs’) strategies on conflict resolution in public and private secondary schools. Distributive Leadership Theory guided the study and Sequential Explanatory Design was employed to collect data in a sequential manner in which both quantitative and qualitative data were collected in phases. Correlational research design was also adopted and hypotheses were tested using Chi-square. Teachers were selected by stratified random sampling whiles MTs and school heads were conveniently and purposively selected from a population of 312 SMTs and 662 teachers from 39 publicand120 SMTs and 346 teachers from 15 private secondary schools. Questionnaire and structured interview were used to collect data. Cronbach coefficient alpha was employed to test for reliability of instruments; TQP= 0.737 & TQPr=0.721. Credibility of qualitative data was established through detailed reporting of the research process. Chi-square test for hypotheses was conducted using SPSS version 23. The study revealed that there is no significant difference on the strategies used by SMTs in conflict resolution between public and private secondary schools {H01; χ2 (4) = 5.028, p=0.284}. Similarly, there is no significant difference on the effectiveness of the SMTs’ strategies in conflict resolution between public and private secondary schools {H02; χ2 (2) = 3.611, p=0.164}. In conclusion, since p>0.05the null hypotheses are not rejected. This study recommends that school administrators and SMTs should receive continuous training and preparation on issues of leadership and conflict management upon appointment.

Abstract: This study investigated the collaboration between the Kenya Government and Catholic Church in management of Catholic Church-sponsored public secondary schools in Nandi County, Kenya. Its research questions were: (1) In what ways do the Catholic Church and the Kenya Government conduct their shared managerial roles in Catholic Church-sponsored public secondary schools in Nandi County? (2) How do the Catholic Church and Government’s collaborative management activities influence curriculum implementation in the schools? A descriptive survey research design was used to guide the study. The target population of the study included all Catholic Church-sponsored public secondary schools found in Nandi County, all Principals and teachers of these schools and their PTA Chairpersons. It also included all the Sub-County Directors of Education, all Catholic Fathers in-Charge in Nandi Deanery and the Diocesan Education Secretary of Catholic Diocese of Eldoret. Stratified, purposive and simple random sampling procedures were used to select a representative sample. Questionnaires and Semi-Structured Interview Schedules were used to collect data. The data were analyzed using descriptive statistics. The study established that the Government and the Catholic Church played participative role in school management. It recommended that: wider consultations between the Catholic Church and TSC need to be done prior to agreeing on who should head a particular school; Catholic Church should second competent people in Board of Management; both parties should support poor and bright students in these schools; and they should strive to provide enough teachers to these schools.

Abstract: In the context of higher education, active Church involvement in Curriculum Management and Quality Assurance plays a crucial role in the 21st century. A Concurrent triangulation research design employing mixed methods approach was used in this study to obtain findings from 471 (93% of respondents) from four universities selected using stratified, purposive, and simple random selection techniques. The questionnaire, interview guide, observation check list and documentary analysis were used to collect data. The findings indicated that among the respondents of the study, 62.2% were males and 37.8% were female; with 73% possessing master’s degree while 11% with a PhD. The Anglican Church of Uganda (ACOU) involvement in curriculum management and quality assurance was low, with M: 1.999 SD: 1.084. It was recommended that the Province of the ACOU should empower and support the provincial directorate of Education and Commission for higher education to get fully involved in Curriculum Management and Quality Assurance through routine monitoring and support supervision of her universities of higher learning.

Abstract: The study examined how social cultural and belief affect girl students’ menstrual hygiene management in Tanzania. The study adopted exploratory research design. This study employed qualitative approach with semi-structured interviews and focus group as data collection tools. A total of 29 students from four different private and public school in Dodoma city were involved. The study found that social cultural and beliefs affect girl students’ menstrual hygiene management; majority of girls were not allowed to cook, touch, or gather with others and avoided to talk anything about menstruation instead of taking instruction from members of the family. They were not allowed to plant and harvest when menstruate, if they did its believed that crops will wither, though only few school have few knowledge which support girl students during menstrual period. The study recommends that; society must abandon their poor traditional customs which discouraged girls from participating in a particular activity when they were in the menstruation period. Traditional leaders and female guardians should play a pivotal role in teaching girls on menstrual hygiene management (MHM) and resolved challenges among school girls.