Abstract: The study aimed to examine the relationship between temporary withdrawal from class/school activities and pupil discipline. The researcher employed a cross-sectional survey design, utilizing both qualitative and quantitative data collection methods. The study population included 209 teachers and 220 pupils. The sample included 127 teachers and 136 pupils, totalling 263 respondents. The researcher used Krejcie and Morgan’s (1960) table guide to determine the sample size. The researcher analyzed the data using means, standard deviations, correlation coefficients, and regression analysis methods. The researcher correlated temporary withdrawal from class or activities with pupil discipline, finding a correlation coefficient of r =.590. The regression analysis further supported these findings. The B-value for temporary withdrawal from class/school activities and discipline for pupils was 0.565. In conclusion, the study highlights the significant impacts of counselling, guidance, and discipline on pupil discipline. It emphasizes the importance of incorporating these factors into interventions to promote positive outcomes. The study also underscores the role of manual work in promoting the discipline of pupils and the impact of temporary withdrawal from class/school activities on pupil discipline. These findings have implications for creating a rule-abiding environment and fostering pupil engagement in learning. The major recommendations are that it is crucial to prioritize the implementation of comprehensive counselling and guidance programs that are tailored to the specific needs of pupils in the district. These programs should focus on fostering positive communication, conflict resolution, empathy, and cooperation.

Abstract: This study aimed to explore headteachers’ perspectives on the implementation of school infrastructure maintenance guidelines in public primary schools within Babati District, Tanzania. Grounded in the Resource-Based Theory (RBT), which views school infrastructure as strategic resources essential for educational quality, the research examined how effective management of these resources impacts institutional performance. A mixed-methods design was employed, involving qualitative interviews with six headteachers and two School Quality Assurance Officers (SQAOs) and quantitative surveys administered to 240 students. Findings revealed persistent inadequacies in school infrastructure, including overcrowded classrooms, poor sanitation, and limited accessibility for learners with disabilities. Maintenance practices were largely reactive and constrained by insufficient and delayed funding, diminishing community participation due to misconceptions about the Free Education Policy, and a shortage of skilled artisans. Despite leveraging multi-source funding and participatory strategies such as the force account model, schools faced challenges in sustaining infrastructure quality and usability. The study concludes that while maintenance guidelines provide a valuable framework, systemic funding and capacity gaps hinder effective implementation, threatening both safety and learning outcomes. Recommendations include increasing and timely disbursement of capitation grants earmarked for maintenance, adopting preventive maintenance schedules, strengthening technical support through training of local artisans, and revitalizing community engagement via sensitization campaigns. Institutionalizing regular monitoring by the School Quality Assurance Department and promoting infrastructure accessibility through universal design principles are also advocated. Implementing these measures will enhance infrastructure sustainability and foster equitable access to quality education in Babati District.

Abstract: This study compares teachers’ and pupils’ perceptions on factors affecting boy-child retention in public primary schools in Nzega District Council, Tanzania. The study targeted all 12 schools with low retention rate below 70%. Respondents included 94 teachers and 221 standard seven boys. Comparative research design was employed. Questionnaires were used to collect data. Means and Standard deviations were used to analyse descriptive data. The Mann-Whitney U test was used to establish whether there was a significant difference between the perceptions of teachers and pupils on school-based and house hold factors on boy-child retention in school. The findings indicate that school-based and household factors had both positive and negative effects on boy-child retention in school. Mann-Whitney U test yielded p- value of 0.595, which is greater than 0.05 (0.595>0.05.). The null hypothesis was accepted because there was no statistically significant difference between the perceptions of teachers and pupils on school-based and household factors affecting boy-child retention. It was recommended that Tanzania Social Action Fund programs should review on how to assist the boy-child, especially those from poor families. Additionally, the government of the United Republic of Tanzania should formulate and enforce laws that protect the boy-child and improve physical facilities in public primary schools and that school lunches be provided and excessive punishments be reduced.

Abstract: Headteachers’ supervision plays a key role in the implementation of digital literacy programmes (DLP) in schools. However, in Marsabit North Sub- County, implementation of digital literacy programmes has not been smooth. This study sought to determine the influence of headteachers’ supervision on implementation of DLP in public primary schools in Marsabit North Sub- County, Marsabit County, Kenya. The study was guided by the supervision theory and network society theory. The study adopted mixed methodology and concurrent triangulation research design. Target population was 138 respondents which comprised 18 headteachers and 120 teachers from which a sample of 102 respondents was determined using Yamane’s Formula. This consisted of 6 headteachers and 96 teachers. Questionnaires were used to collect data from teachers and interviews for headteachers. Qualitative data were analyzed thematically 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 few public primary schools have implemented DLP. This is partly since headteachers rarely supervise the process. Thus, headteachers should take a more active role in supervising the use of technology, ensuring that it enhances teaching practices. The Ministry of Education should develop an official policy which requires the Teachers’ Service Commission to recruit ICT teachers to increase their number in schools.

Abstract: Communication practices adopted by headteachers are important in the implementation of competency-based curriculum in schools. However, in Matungulu Sub- County, implementation of CBC has not been smooth since many learners manifest low competencies in key CBC learning areas. This study sought to assess the influence of headteachers’ institutional communication practices of implementation of competency-based curriculum. This study was guided by the communication management and curriculum implementation theories. The research adopted mixed methodology and concurrent triangulation research design. Target population was 1459 respondents which comprised 84 headteachers, 1371 primary school teachers and 4 Curriculum Support Officers (CSOs) from which a sample of 312 respondents was determined using Yamane’s Formula. This comprised 20 headteachers, 288 teachers and 4 CSOs. Questionnaires were used to collect data from teachers and interviews for headteachers and CSOs. There was also document analysis guide. Qualitative data were analyzed thematically 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 with the help of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that CBC implementation is a challenge since many teachers do not cover syllabus in time characterized by low learner competencies. However, many learners manifest good levels of creativity. This has been attributed to headteachers’ institutional communication practices. Though, they have adopted communication approaches geared towards CBC implementation. Thus, headteachers should adopt effective communication strategies and approaches to constantly share crucial information about CBC with teachers.

Abstract: Headteachers’ provision of examination assessment resources plays an important role in ensuring that integrity of examinations is upheld in schools. However, in Eldas Sub- County, many public primary schools still report cases of examination malpractices. This study sought to assess the influence of headteachers’ provision of examination assessment resources on academic integrity in public primary schools in Eldas Sub- County, Wajir County, Kenya. The study was guided by the theory of supervisory practice and theory of planned behaviour. The study adopted a mixed methodology and applied concurrent triangulation research design. Target population comprised 35 headteachers, 35 Director of Studies and 134 teachers totaling to 204 respondents, from which a sample of 136 respondents was determined using Yamane’s Formula. This comprised 8 headteachers, 8 Directors of Studies and 120 teachers. Qualitative data were analyzed thematically based on the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study established that there have been many reported cases of examination malpractice which point to lower levels of academic integrity in many public primary schools. This has been partly attributed to the inability of headteachers to provide adequate examination assessment resources. Thus, the study recommends that the Ministry of Education should continue ensuring that schools or examination centers are conducive for learners and safe to guarantee academic integrity.

Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.

Abstract: This study examined the effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: The study investigated the impact of budgeting on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The target population comprised 831 headteachers, 4,156 teachers, and six Sub-County Directors of Education. A sample of 62 headteachers, 308 teachers, and six Sub-County Directors of Education was selected using stratified random sampling for headteachers and teachers, and purposive sampling for Sub-County Directors. Data were collected through questionnaires and interviews. Descriptive and inferential statistics, including multiple regression analysis, were utilized to analyze the data. The findings revealed that budgeting significantly influenced the implementation of inclusive education, with Pearson’s correlation coefficient (r = 0.591, p < 0.05) indicating a positive and significant relationship. Budgeting practices, including stakeholder involvement, preparation, and review cycles, and allocation of resources to priority needs, were critical in enhancing inclusive education outcomes. The analysis further revealed that 35% (R² = 0.350) of the variation in the implementation of inclusive education could be attributed to budgeting. Challenges highlighted included inadequate funds and poor teacher remuneration, which demotivated teachers. The study concluded that effective budgeting enhances the implementation of inclusive education and recommended increasing budget allocations, strengthening stakeholder engagement, and adopting monitoring mechanisms for accountability. The findings contribute to improving financial management practices in public primary schools and advancing inclusive education policies. Future studies should explore the influence of alternative funding models on the sustainability of inclusive education.

Abstract: Despite the introduction of the CBC aimed at enhancing educational outcomes, many schools in Kenya struggle with inadequate classrooms, limited teaching materials, and insufficient outdoor play spaces, which undermine the curriculum’s objectives. The purpose of this study was to assess the level of infrastructure and resource preparedness in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings from the study reveal significant gaps in the infrastructure and resource preparedness for implementing the Competency-Based Curriculum (CB C) in public primary schools in Baringo County. An overwhelming majority of respondents indicated dissatisfaction with the adequacy of infrastructure, including classrooms and laboratories, necessary for effective CBC implementation. A substantial number of teachers reported shortages in essential teaching materials across various subjects, including mathematics, literacy, and creative arts. Additionally, concerns were raised about the insufficient availability of outdoor play spaces and environmental materials. These findings will be useful in addressing the need for improved infrastructure and resource allocation to support the successful adoption and execution of the CBC in the region.