Abstract: Principals’ management of teachers’ workload is crucial in determining teacher performance in schools. However, in Thika West Sub-county, teacher performance has been a persistent challenge, with many teachers being unable to cover the syllabus in time, resulting in low student academic performance in examinations. This study sought to examine the influence of principals’ management of workload on teacher performance in public secondary schools. The distributed leadership theory and teacher performance theory guided the study. The study adopted a mixed methodology and, thus, applied a concurrent triangulation research design. The target population comprised 724 respondents: 14 principals, 708 teachers, and 2 Sub-county Directors of Education, from which a sample of 257 respondents was determined using Yamane’s formula. This resulted in a sample of 10 principals, 245 teachers, and 2 Sub-county Directors of Education. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product-Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that teacher performance has been low because many teachers do not cover the syllabus on time, which has led to low student academic performance in KCSE. This has been partially attributed to principals’ management of teachers’ workload. Thus, principals should conduct regular workload audits and redistribute duties fairly, ensuring that teaching, administrative, and co-curricular responsibilities are balanced according to teachers’ capacity, subject demands, and available resources.

Abstract: Involvement of stakeholders is crucial in the provision of infrastructure in schools. However, in junior secondary schools in Embakasi East Sub-county, the provision of infrastructure has been a challenge. Thus, this study examined the influence of the involvement of stakeholders on the provision of infrastructure in public secondary schools. The stakeholder involvement theory and the infrastructure implementation theory guided the study. Mixed methodology was adopted, and a concurrent triangulation research design was used. The target population comprised 550 participants, including 23 headteachers, 134 JSS teachers, 391 members of the school BoM, and 2 Sub-county Directors of Education (SCDEs), from which a sample of 232 respondents was determined using Yamane’s Formula. This consisted of a sample of 10 headteachers, 250 JSS teachers, and 2 Sub-county Directors of Education. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages. Inferential analysis was also undertaken using Pearson’s Product-Moment Correlation Analysis with the help of the Statistical Package for Social Sciences (SPSS Version 25) and was presented using tables. The study found that public junior secondary schools have inadequate infrastructure. There have been shortages of classrooms, laboratories, libraries, furniture, sanitation, and safe spaces. This has been attributed to limited stakeholder involvement in planning, prioritization, or oversight, which can reduce transparency, weaken local ownership, and constrain additional support. Thus, headteachers should often involve stakeholders in key decisions which entail the provision of infrastructure in public junior secondary schools.

Abstract: Principals’ integration of technology in financial management activities is vital in enhancing financial performance in schools. However, in Teso South Sub-county, this was not the case, as many public secondary schools had reported financial challenges. This study sought to determine the influence of principals’ integration of technology on financial performance in public secondary schools. The diffusion innovations theory and the financial performance theory guided the study. The study employed a mixed-methodology and thus adopted a concurrent triangulation research design. The target population comprised 12 principals, 174 teachers, 204 members of the Board of Management, and 1 County Financial Auditor, totaling 391 respondents, from which a sample of 197 respondents was determined using Yamane’s Formula. This consisted of a sample of 10 principals, 126 teachers, 60 BoM members and 1 County Financial Auditor. Questionnaires were used to collect data from teachers, and interviews were conducted with principals, members of the school Board of Management, and the County Financial Auditor. Qualitative data were analyzed thematically in line with the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics, including frequencies, percentages and means and inferential statistics using Pearson’s Product-Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that financial performance has been a challenge due to a lack of accountability and inefficiency, partly because principals are unable to integrate technology into financial management. Thus, principals should fully implement digital financial management systems.

Abstract: Headteachers’ enforcement of infrastructure safety is vital in improving learners’ academic achievement in schools. However, in Machakos Sub-county, many learners manifested academic achievement levels that are below expectations. This study sought to examine the influence of headteachers’ enforcement of infrastructure safety on learners’ academic achievement in public primary schools. The study was guided by the infrastructure management theory and academic achievement Theory. The study adopted a mixed-methodology and applied a concurrent triangulation research design. The target population comprised 852 respondents, including 63 headteachers, 786 teachers, and 3 Curriculum Support Officers, from which a sample of 273 respondents was determined using Yamane’s Formula. This consisted of 15 headteachers, 255 teachers, and 3 CSOs. Qualitative data were analyzed thematically as per the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages, and inferential statistics using Pearson’s Product-Moment Correlation Analysis with the aid of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that learners’ academic achievement in public primary schools has been low and on a downward trend over the last four years (2022-2025). This has been partly attributed to the headteachers’ enforcement of infrastructure safety. The study found that headteachers rarely enforce safety regulations for school infrastructure. Thus, headteachers should prioritize the strict enforcement of school infrastructure safety regulations through regular safety audits, compliance checks, and capacity-building programs for headteachers.

Abstract: Peer support among students during remedial teaching plays a key role in students’ academic performance in schools. However, in Mwala Sub-county, many public secondary schools are registering low academic grades in examinations. This study examined the influence of peer support during remedial teaching on students’ academic performance in public secondary schools. The constructivist theory and the academic achievement theory guided the study. The study adopted a mixed methodology and a concurrent triangulation research design. The target population comprised 1,040 respondents, including 65 principals and 975 teachers, from which a sample of 288 respondents was determined using Yamane’s Formula. This comprised a sample of 16 principals and 272 teachers. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product-Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that many students register low academic performance in KCSE. This is partly attributed to peer support during remedial teaching programmes. The study has found that, despite teachers undertaking these programmes, it has not led to improved students’ academic performance. Thus, teachers should encourage structured peer tutoring and collaborative learning during remedial lessons to enhance student understanding and motivation. As a policy, the Ministry of Education should establish a clear and standardized policy that guides the planning, implementation, supervision, and evaluation of remedial teaching programmes in public secondary schools.

Abstract: Teacher professional development support by principals played a key role in ensuring improved academic performance in schools. However, in Gatanga Sub-county, many public secondary schools register low academic grades in KCSE. Thus, this study examined the influence of teacher professional development support on students’ academic performance in public secondary schools in Gatanga Sub-county. The study was guided by professional development theory and academic achievement theory. The study adopted a mixed methodology and, thus, applied a concurrent triangulation research design. The target population was 597 respondents, which comprised 35 principals, 560 teachers, and 2 Sub-county Directors of Education (TSC & MoE), from which a sample of 242 respondents was determined using Yamane’s Formula. This included 15 principals, 225 teachers, and 2 Sub-county Directors of Education (TSC & MoE). Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that students’ academic performance in KCSE in public secondary schools has been low for the last five years (2020-2024). This has been partly attributed to the fact that principals rarely provide adequate support for teachers’ professional development, a situation that has significantly contributed to low academic performance among students. Thus, the Ministry of Education should allocate resources to enable principals organize regular retraining and mentorship as well as coaching programmes for teachers.

Abstract: Stakeholders play a key role in ensuring improved implementation of the curriculum in secondary schools. However, in Garissa Sub-county, the implementation of the curriculum in secondary schools has been a challenge. Many teachers are unable to cover the syllabus on time, which resulted in low performance among students. This study sought to determine the influence of involvement of stakeholders on curriculum implementation in public secondary schools. The research adopted mixed methodology and employed descriptive survey and phenomenological research designs. The target population was 318 respondents which comprised 12 principals, 304 teachers, and 2 Sub-county Directors of Education (SCDEs), from which a sample of 9 principals, 168 teachers, and 2 Sub-county Directors of Education was determined using Yamane’s Formula. Questionnaires were used to collect quantitative data from teachers whereas interview guides were used to gather qualitative data from principals and SCDEs. 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 25) and presented using tables. The study found that curriculum implementation in public secondary schools has faced numerous challenges with many teachers unable to cover syllabus in time which has led to low academic performance. This is attributed to the irregular stakeholder involvement in key decisions regarding curriculum implementation. Thus, principals should involve stakeholders in specific activities ear-marked for improving curriculum implementation in public secondary schools.

Abstract: Teachers play a key role in ensuring improved implementation of the curriculum in secondary schools. However, in Garissa Sub-county, the implementation of the curriculum in secondary schools is still low, with many teachers unable to cover the syllabus on time, which resulted in low performance among students. This research sought to determine the influence of availability of teachers on curriculum implementation in public secondary schools. The study adopted mixed methodology and concurrent triangulation research design. The target population was 318 respondents, which included 12 principals, 304 teachers, and 2 Sub-county Directors of Education (TSC & MoE), from which samples of 6 principals, 170 teachers, and 2 Sub-county Directors of Education (TSC & MoE) were determined using Yamane’s Formula. Data was collected through questionnaires for teachers and interview guides for principals and Sub-county Directors of Education. Qualitative data were analyzed thematically and presented in narrative form, while quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially through Pearson’s Product Moment Correlation Analysis, using Statistical Package for Social Sciences (SPSS Version 25) and presented in tables. The study found that curriculum implementation has faced numerous challenges with many teachers unable to complete syllabus in time, which has led to low academic performance in KCSE. This has been attributed to the inadequacy of teachers in public secondary schools. Thus, the study recommends that the Ministry of Education should conduct regular recruitment of teachers to attain the required student-teacher ratio.

Abstract: This study investigated the contribution of information and communication technology (ICT) infrastructure in supporting technological advancement in public secondary schools in Longido District Council. The objectives were to; explore how available ICT infrastructure supports technological advancement and determine strategies for improving ICT infrastructure for technological advancement in public secondary schools. Technology Acceptance Model Theory guided the study. Convergent mixed methods design was adopted. Target population was 4335 (4050 students, 271 teachers, 13 school heads and one District Secondary Education Officer (DSEO). The sample size was 200 respondents (98 students, 91 teachers selected by stratified and simple random sampling while 10 school heads and one DSEO obtained through purposive sampling techniques). Questionnaires and interview guides were used for data collection. Validity was established through expert judgment. Reliability of questionnaires determined using Cronbach Alpha Method in Statistical Package for Social Sciences (SPSS) version 25 generated coefficient r = 0.759 for Students’ Questionnaire and r=0.757 for Teachers’ Questionnaire. The trustworthiness of the interview guide was ensured through triangulation and peer debriefing. Descriptive statistics was used to analyze quantitative data and results were presented in tables. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms. The study revealed that teacher training is essential for effective integration of ICT in teaching and learning. In conclusion, strategic planning and needs assessments at the school level are essential for successful ICT integration. The study recommends partnership between the government and private sector entities to supplement public investment in ICT.

Abstract: This study investigated the education stakeholders’ experience in the use of public employee’s performance management information system (PEPMIS) in monitoring teachers’ job performance in public secondary schools in Dar-es-salaam, Tanzania. A convergent research design under a mixed methods approach was employed. The target population comprised 6,617 teachers, 192 school heads, 5 District Secondary Education Officers (DSEOs), and 5 Municipal Information Technology Officers (MITOs). Using a combination of Creswell and Creswell’s (2023) sampling recommendations and the Yamane formula, a sample of 402 participants was drawn, including 377 teachers, 17 school heads, 4 DSEOs, and 4 MITOs, selected through stratified random sampling and total purposive sampling. Data were collected using questionnaires, interviews, and observation guides. Instrument validity was ensured through expert review, while reliability testing of the teachers’ questionnaire yielded a Cronbach’s Alpha coefficient of 0.765. A pilot test and triangulation further strengthened instrument trustworthiness. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Ethical protocols, including informed consent, confidentiality, and anonymity, were observed. Findings revealed that PEPMIS enhances efficiency, accountability, and timely reporting in monitoring teachers’ job performance. However, challenges such as varying digital literacy, system navigation difficulties, and technical issues limit its full potential. The study concludes that PEPMIS is generally usable for monitoring teachers’ job performance in public secondary schools in Dar es Salaam. It is recommended that schools provide regular training and refresher sessions to improve teachers’ digital literacy and confidence in using PEPMIS.