Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive correlational and concurrent triangulation designs. The study targeted a sample population of 373 respondents that included 53 principals, 53 Board of Management chairs, 1 Curriculum Development Assessment and Certification Council chair, 265 Heads of Departments and 1 Technical and Vocational Education and Training County Director. Questionnaires were administered to Board of Management chairs and Head of Departments, while interviews gathered insights from Technical and Vocational Education and Training County Director and Curriculum Development Assessment and Certification Council chair. Qualitative data was analysed through thematic analysis where patterns and themes were identified in respondents’ narratives and interpreted in relation to the study’s objectives. Quantitative data was analysed using descriptive statistics. For inferential data Linear regression analysis was used to determine extent to which quality assurance practices influence implementation of Competency-Based Education and Training. The data was analysed using SPSS Version 30 and findings presented in form of tables and charts for clarity and ease of interpretation. Research findings demonstrated that when quality assurance practices are well executed, they promote instructional practices and assessment process within Technical and Vocational Education and Training institutions resulting to instructional practices and assessment processes being outcome-based, competency-based and aligned with industry needs.

Abstract: This study assessed the contribution of socio-economic practices on school dropout among students in public secondary schools. The study was grounded in the Social Reproduction Theory. The research objectives included to: investigate how socio-economic practices contribute to dropout among students and to explored strategies for mitigating the impact of socio-economic practices on students’ dropout in public secondary schools. The study employed convergent design under the mixed approach and it targeted, 16 heads of schools, 16 school board chairpersons, 15 ward education officers and 395 teachers. The study sample were 133 participants, including 5 heads of schools, 5 school board chairpersons, 5 ward education officers, and teachers. The study employed both probability and non-probability sampling procedures to sample the targeted population. The instruments were validated using research experts and reliability was determined through split half method whereby the reliability coeffient was 0.88. Data was collected through questionnaires, interviews and document analysis guide. Descriptive statistics, including frequencies, percentages and means were used to analyze quantitative data. The study revealed that domestic work reduces students’ time for academic engagement and disrupts concentration in class. Strategies such as enhancing parental involvement, strengthening policy frameworks, and increasing community sensitization are essential. In conclusion, socio-economic practices such as child labour, early marriages, pastoralist lifestyles, and poverty significantly contribute to high dropout rates. In recommendation, leaders should prioritize community sensitization campaigns to raise awareness about the importance of education, and the government should formulate and enforce policies that address the root causes of school dropout.

Abstract: Headteachers’ performance appraisal practices play a key role in ensuring improved classroom pedagogy and improved teacher performance. However, in Kitui Central Sub- County, teacher performance in many public primary schools is still low since many are not able to complete syllabus in time which has caused low academic performance among learners. Thus, this research examined the influence of headteachers’ performance appraisal practices on teacher performance in public primary schools. The study adopted a mixed methodology and applied concurrent triangulation research design. Target population consisted of 757 respondents, which comprised 78 headteachers and 679 teachers, from which a sample of 260 respondents was determined using Yamane’s Formula. This comprised 20 headteachers and 240 teachers. Qualitative data was analyzed thematically based on objectives and presented in narrative form, whereas quantitative data was analyzed inferentially using Pearson’s Product Moment Correlation Analysis in Statistical Package for Social Sciences Version 25) and presented using tables. The study revealed that many teachers struggle to cover the syllabus on time, resulting in poor performance. Despite headteachers conducting regular performance appraisals of teachers, teacher performance has not fully improved as envisaged. Thus, the Ministry of Education should continue equipping headteachers with skills on how to undertake performance appraisal of teachers in line with Teacher Performance Appraisal and Development tools as a strategy for improving teachers’ pedagogical activities and thus, improve students’ academic performance. The Ministry of Education should continue enforcing regular training of headteachers on aspects of school management as a key step towards understanding how to improve teacher performance.

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 assessed the cultural practices andtheircontribution towards quality education in public secondary schools. Objectively, the study examined the contribution of cultural practices towards quality education in public secondary schools and the strategies for improving cultural practices for quality education in public secondary schools. Cultural Capital Theory directed the study. A total of 94 respondents (18 teachers, 10 parents, 6 schools heads and 60 students) were selected to represent the target population of 1632. The study adopted Ethnography and cross-sectional survey design with mixed methods approach. The study used questionnaires and interviews guide to gather data. School heads and parents were purposively selected while stratified and simple random sampling was employed to select teachers and students. Two experts enhanced validity of instruments for collecting quantitative and qualitative data. Reliability of quantitative instruments were ensured using Cronbach alpha index; SQ=0.62 & TQ=0.91. For qualitative instruments, reliability was ensured through triangulation of data sources. Descriptive statistics in the SPSS version 25 was adopted in quantitative data analysis while thematic analysis was utilized for qualitative data. The study exposed intercultural exchange, encouraging collaborative decision making and promotion of ethical values as cultural practices that contribute towards quality education. Educating the community, enactment of by-laws and enforcing them are strategies for improving cultural practices. In conclusion, the aspects of culture that negatively affects quality education should be looked at and appropriate by-laws formulated and implemented for guidance. The study recommends that cultural practices that negatively affect quality education in secondary schools should be prohibited.

Abstract: Globally, academicians are aware of the necessity of well-organized management of educational institutions. This research sought to look at the influence of stakeholders’ participation practices on institutional performance in selected 6 national polytechnics. It was guided by the Strategic Choice Theory and the Theory of Performance. Mixed method approach and the concurrent triangulation model with descriptive correlational designs were used. The total target population for this study was 42,284 participants. The Sample was 642 participants which consisted of 252 lecturers, 384 students and 6 principals. Interview schedules were conducted among the principals. The researcher requested the specialists from the university to examine tools face to face and content validity tools. In terms of reliability, test-retest technique was utilized with the Cronbach’s Alpha to establish the reliability. A rate of 0.700 was attained and the instruments were termed dependable. Concurrent triangulation was utilized to guarantee credibility. An in-depth interview was done to establish dependability of qualitative tools. Quantitative data was analyzed using descriptive and inferential statistics and presented in tabular forms, frequencies and percentages. The linear regression method for inferential statistics was adopted. Qualitative information was analyzed through thematic analysis and presented in narrative format and verbatim citations. The study’s findings indicated that there was need to enhance stakeholders’ participation for better institutional performance. It was recommended that both the National and County Governments involve stakeholders in management of the national polytechnics, provide adequate funds and lecturers to enable better outcomes. Further study was recommended on the issue using various approaches.

Abstract: This study assessed the role of human resources management (HRM) practices in enhancing students’ performance in public and private secondary school in Mbulu district. The objectives of the study were, to investigate the influence of HRM practices on students’ performance in public and private secondary schools in Mbulu district and to identify the best HRM practices for enhancing students’ performance in public and private secondary schools in Mbulu district. This study adopted concurrent triangulation design and mixed-methods research design for a target population from 32 public secondary schools with 592 teachers and 32 head of schools; 7 private secondary schools with 147 teachers, 7 school heads, and one District Educational Officer (DEO) in Mbulu district. Stratified and random sampling was used to select 80 teachers while 8 heads of school and one DEO were interviewed. The university experts evaluated the instruments to determine content validity and the reliability test (TQ=0.91) was conducted by using Cronbach alpha. The collected, data were analysed using descriptive statistics in the SPSS version 25 and the result were presented in tables. The study found out that HR managers should focus on compensation and benefits that are competitive and attractive in retaining high-quality teachers and staff. Additionally, they should provide support to employees to ensure a smooth transition when necessary. In recommendation, the government and other stakeholders should support HRM for performance both in public and private secondary schools. Similarly, continuous evaluation and improvement of HRM practices based on feedback and self-assessment should also be prioritized.

Abstract: Globally, academicians, policy planners and experts in education identify the necessity for effective and well-organized management of education systems. The purpose of this article was to look at the influence of situational analysis practices on institutional performance in selected national polytechnics in Kenya. The research was steered by the Strategic Choice Theory and the Theory of Performance. The research adopted mixed methodology and the concurrent triangulation model with descriptive correlational designs. Target population was 42,284 participants comprising of 6 TVET principals, 735 lecturers, and 41,375 students. The Central Limit Theorem enabled simple random selection of 252 lecturers and 384 students. The principals were selected purposively. Interview schedules were conducted among the principals. The researcher requested the specialists from the university to inspect tools for face to face and content validity. In terms of reliability, test-retest technique was utilized with the Cronbach’s Alpha to establish the reliability of tools. A rate of 0.700 was attained and the instruments were termed dependable. Concurrent triangulation was utilized to guarantee credibility. In-depth interview was done to establish dependability of qualitative tools. quantitative data was analyzed in descriptive and inferential statistics and presented in tabular form, frequencies, percentages. Linear regression in inferential statistics was adopted. qualitative information was analyzed through thematic scrutiny and presented in narrative format and verbatim citations. It was recommended that the central and county governments involve stakeholders in management of the colleges and provide adequate funds and trainers to enable better outcomes.

Abstract: School based comprehensive sexuality education that addresses Menstrual Hygiene Management (MHM) knowledge practices – including hygiene practices and management of menstrual pain may be an avenue for addressing both poor MHM practices and absenteeism, if they are locally adapted and practiced. Inadequate knowledge, lack of access to quality sanitary materials, cultural beliefs and taboos around menstruation and MHM, are common challenges that can negatively affect Education, Employment, Health and psychosocial outcomes. The study aimed at examining Menstrual Hygiene Management Knowledge, Attitudes and Practices in public primary schools in public Primary schools in Kisumu west sub-county. The respondents consisted of class 6-8 girls, teachers, Head teachers, and MoE officials who were key informants for the study. Data was collected using structured questionnaires and interview schedules. The data analyzed using Statistical Package for Social Sciences (SPSS) version 22 software. Both quantitative and qualitative findings were presented in the study. The study revealed that there is high prevalence of poor MHM among adolescent girls, and there exist a strong association between poor MHM and low knowledge. The study concluded that menstrual hygiene management in public primary schools is greatly influenced by knowledge, attitudes and practices of school management and girls’ perceptions. The study recommends the need for comprehensive education interventions in school settings, delivered during early adolescence to reach pre-menarche girls, particularly in rural settings for improve menstrual hygiene practices. The government should have a clear monitoring tool to ensure pupils receive accurate and timely information on menstruation and menstrual hygiene management.