Abstract: A competency-based curriculum aims to equip learners with skills rather than theoretical learning. Consequently, competency-based curriculum implementation describes executing, running and managing the curriculum to ensure the successful acquisition of specific competencies or skills rather than simply progressing through a predetermined set of content. However, numerous challenges in Moiben Sub-County have bogged down this process. Thus, this study aimed to investigate teacher preparedness’s influence on implementing CBC in public pre-schools in Moiben Sub-County, Kenya. This research was guided by Critical Social Theory. The study adopted the descriptive survey design and targeted 605 respondents comprising 120 headteachers, 480 pre-primary teachers and 5 Curriculum Support Officers. Questionnaires were used to gather data from pre-primary school teachers, while interview schedules were utilized to collect data from head teachers and Curriculum Support Officers. Quantitative data from questionnaires were analyzed descriptively and inferentially using the Statistics Package for Social Science. Inferential data were analyzed using correlation analysis. Qualitative data were analyzed thematically. The study revealed that most teachers could not integrate educational technology in learning and instruction delivery, with a mean of 2.45 and a standard deviation of 1.48. Teachers’ enumerated workload and inadequate preparation are some challenges impeding the delivery of quality education within the context of the CBC. A major recommendation was that there is a need to develop and upgrade educational infrastructural facilities to make them child and disability-sensitive and provide safe, inclusive and effective learning environments for all learners in ECDE Centres as envisaged in the competency-based curriculum.

Abstract: Hargeisa region in Somaliland has students’ performance at subpar, with low grades reported in national examinations. According to a report by the Somaliland Ministry of Education (2019), out of 8,787 students who took the National Form Four examination, 37% obtained low grades ranging from D+ to E. Furthermore, poor performance was evident in mathematics and science, with no region achieving an average of 35% in math for high school students. Despite these observations, there has been a lack of research examining the relationship between national examination management and students’ academic performance. Thus, the study was guided by a research question; What is the influence of examination setting practices on the academic performance of public secondary school in Hargeisa region, Somaliland? The study was guided by the Self-Determination Theory (SDT) and the self-determination theory. The study employed an explanatory sequential research design with a sample of 52 consisting of 5 principals, 45 teachers, 1 Examination Officer and 1 Sub-Region Director of Education. The study employed questionnaires and an interview guide to collect data. The study found a moderate positive level of relationship between examination setting practices and academic performance (r=.622). The study found that examination distribution practices influence the academic performance of public secondary schools in Hargeisa region, Somaliland. This was through examinations dispatch and distribution of examinations. The study recommends that school principals in public secondary schools in Hargeisa, Somaliland, employ positive examination setting practices to motivate the candidates towards academic performance.

Abstract: There have been controversies regarding the effectiveness of teachers through the Teachers’ Service Commission (TSC), which is a teacher management body in Kenya. This dates back to early 2021 when the TSC launched training on teacher professional development and, consequently, began enrolling teachers across the country. This formed the purpose of the study, which aimed to examine the influence of school supervisory strategies on the performance of teachers in secondary schools in Mandera West sub-county, Mandera County, Kenya. The study adopted the Contingency Management Theory and consisted of a mixed methods approach. The study employed a descriptive research design with a target population of 404 stakeholders in the public secondary schools in the subcounty, and a sample size of 30% (121). The research subjects were selected from the larger categories of stakeholders using a stratified sampling design. Data was collected through questionnaires for BOM (Board of Management) members and teachers, and interviews were conducted with the principals. Secondary data was collected from specified documents through document analysis. The researcher piloted the research instruments using 12 (10% of the sample) secondary schools’ stakeholders in the neighboring subcounty of Mandera County. Descriptive statistics were used to analyze the data, and correlation analysis was used to measure the strength of the relationship between school supervisory strategies and the performance of teachers. Qualitative data was used to triangulate the quantitative findings. The study found that various principal’s supervisory strategies were evident within the public secondary schools in Mandera West subcounty. The strategies were also applied in diverse measures, where some were rated as low priority to high priority. These various strategies are associated with different advantages. The study revealed a strong positive correlation between teacher performance and supervisory strategies (r=0.758) but this correlation was found to be statistically insignificant (α=0.108). The study recommends that school principals employ supervisory strategies that have a dominant influence on teacher performance, including establishing clear reporting channels.

Abstract: Literacy in reading is essential for all learning and achievement in life, particularly in the information age. According to a National Examination and School Inspection Authority (NESA) report, the primary three learners in Rwanda do not meet the standards of English literacy. This study sought to compare reading comprehension levels between primary three learners of public schools and those from private schools. Two hundred and thirteen (213) learners were randomly selected and ten (10) primary English teachers were purposively involved in the study. The study was guided by the Simple View of Reading Theory developed in 1986 by Gough and Tunner and supported by Hoover and Gough (1990). English reading test administered to learners was taken from UNESCO’s Global Proficiency Framework for Reading (GPF) document. The results showed the lower reading comprehension of learners from public schools as compared to those from private schools. It was also revealed in public schools that the unavailability of reading materials, limited time allocated to reading and big class size hinder reading performance. It was recommended that the government should provide enough reading materials in public schools. Parents should support children at home in the reading tasks.

Abstract: Mandera County in Kenya is bordering Ethiopia and Somalia. These places have been continuously attacked by Al Shabaab radicals from Somalia and the Ethiopian pastoralists practicing cattle stealing. Safety of the instructors and learners has been a concern to every education stakeholder, both countrywide and internationally since the Al -Shabaab attacks are on the increase particularly in North Kenyan area. Going by observations and scarce investigations done, the current study answered the question; To what extent does stakeholders’ security plan preparation influence security management outcomes? The study was guided by the Stakeholders’ Theory and the Securitization Theory using mixed methodology. The study targeted a population of 17,756 subjects with a sample size of 738 respondents. Two pairs of questionnaires were used to collect data from teachers and learners while interviews were used for principals, education officers and BoM chairs. An observation checklist was also used to collect data o n security management outcomes. The research instruments were piloted in 2 schools in Wajir County. The instruments were validated by experts in educational planning and management while test-retest technique was embraced to ascertain reliability for each of the questionnaire item yielding a Cronbach’s Coefficient Alpha of at least 0.700. Numerical facts were scrutinized in descriptive and inferential statistics using tables, occurrences, percentages and Chi-square. Non-numerical facts were offered by thematic scrutiny in narrating format. The study found no significant training of safety on the part of the principals, teachers and the non-teaching members of the staff. It is seen that this a is a poor security plan preparation. Therefore, it was recommended that training must be improved and beefed up for better outcomes.

Abstract: This study assessed managerial challenges facing heads of schools on the provision of quality secondary education in public schools in Bukoba district of Tanzania. The study was guided by three objectives: to explore the managerial challenges heads of schools face on provision of quality secondary education, effects of the managerial challenges facing head of schools on provision of quality education and to determine possible measures to curb managerial challenges facing. The study used mixed research approach and convergent parallel research design. The study involved 1 DSEO, 10 heads of schools and 84 teachers. Data were collected using interview questionnaires and observation. The data were analysed by SPSS version 23, also data from interview and observation were analysed through thematic analysis. The findings revealed that heads of schools have the challenge of over whelming by managerial responsibilities, inadequate instructional learning materials, teacher/student ratio exceeds forty students and shortage of laboratories. Moreover, the study disclosed that, teachers have low morale to work. The study recommends that the Ministry of Education, Science and Technology should establish capacity building training and seminars to heads of schools, education policy makers should minimize managerial responsibilities to heads of schools and lastly heads of schools should delegate some responsibilities to their colleagues.

Abstract: When National Rainbow Coalition government in Kenya came into power in 2002 and subsequent Jubilee government in 2013, pupils’ enrolment in primary school has been increasing every year. However, there has been contradicting studies on the influence of Free Primary Education on learners’ performance of the KCPE in schools across the country. Thus, this study delved into exploring some of the FPE dynamics that are influencing the performance in such schools using the Lunga Lunga Sub County public primary schools. The specific objective of the study was to determine the influence of teacher-pupil ratios and pupils’ retention rates on academic performance in public primary schools in Lunga Lunga Subcounty, Kwale County, Kenya. The study used a descriptive survey design with a target population of 41209 participants and a sample size of 27 head teachers and 354 pupils. The study stratified the schools and each stratum contributed 1 head teacher and 13 pupils. Data collection entailed questionnaires to collect data as descriptive and inferential statistics was used to analyse the data. The study findings show that Free Primary Education doubled teacher-pupils’ ratios and possibly affected the ability of the teachers to effectively engage pupils in presentations, discussions, debates and simulations. The study found that the difference in pupils’ retention rates versus their academic performance at 95% confidence interval was significant. The study recommends that the Ministry of education as the main stakeholder in management of public primary schools ought to initiate school retention programmes.

Abstract: Job commitment is a very significant value for both the employer and employee since this has an impact to the organization’s characteristics. According to Vihiga Sub County Education office (Kenya), (2021) statistics showed that some teachers had left teaching to join other institutions. Thus, the aim of carrying out this research was to critically establish how motivational strategies influence the commitment of teachers in public primary schools in Vihiga Sub-County. The specific research question was, “What is the influence of working conditions on the commitment of teachers in public primary schools in the Sub-County of Vihiga?” This study adopted Maslow’s Hierarchy of Needs theory coupled with a descriptive survey design and a target population of 818 teachers (inclusive of 67 head teachers), and 11 education officers. A sample of 36 schools was used to collect data using Observation schedule, a questionnaire and an interview guide. The study findings showed that many teachers in the government sponsored primary schools in Vihiga Sub County were not comfortable with the working conditions. This affected their commitment to their work leading the below average performance of their learners. The study concluded that working conditions influenced teacher commitment in the public primary schools in Vihiga Sub County. The study recommends that all the government sponsored primary schools should be provided with enough and quality school learning facilities such as equipment, clean facilities and maintenance which catalyze the attitudes and commitment of teachers.