Abstract: This study explored the practices and effectiveness of student records management in secondary schools in Tabora Municipality, Tanzania. A qualitative case study design was employed to gain an in-depth understanding of the experiences of heads of schools, records officers, and teachers. Data was collected from 36 participants through semi-structured interviews with heads of schools and records officers and focus group discussions with teachers from three purposively selected secondary schools. Thematic analysis, guided by Braun and Clarke’s framework, was used to analyze the data. Findings revealed that schools maintained diverse student records, including attendance, disciplinary, academic performance, financial, transfer andleaving, health, and admission/enrolment records, primarily using paper-based systems organized by academic year, class level, or record type. Effective records management enhanced information accessibility, supported monitoring of academic progress and discipline, facilitated administrative decision-making, promoted accountability, ensured policy compliance, and preserved institutional memory. Challenges included limited training, inadequate storage facilities, unclear policies, and inconsistent record-keeping. The study concludes that proper student records management is vital for efficient school administration and recommends training, clear policies, digital systems, and regular audits to strengthen records management practices.

Abstract: The integration of machine learning–based personalized learning systems in secondary education offers significant potential to enhance instructional differentiation, learner monitoring, and academic support. However, adoption depends not only on technological capability but also on institutional readiness across infrastructure, human capacity, and leadership dimensions. This study evaluated institutional readiness and barriers to implementing ML-based personalized learning in secondary schools in Rwanda using a mixed-methods design. Data were collected from 200 institutional staff members across ten secondary schools representing all five provinces. Findings indicate moderate but uneven readiness. Infrastructure indicators show that 55% of schools reported functional ICT laboratories, yet only 42% reported reliable internet connectivity and 36% adequate technical maintenance support. Human capacity gaps were pronounced: while 84% of respondents rated staff digital literacy as high or moderate, only 18% reported high understanding of ML concepts and 22% expressed high confidence in using AI tools. Governance readiness was limited, with 61% reporting data protection policies but only 29% indicating the presence of an institutional AI or digital strategy, and 63% lacking regular data quality audits. Leadership openness to innovation was relatively strong (52%), yet only 33% reported strong ICT budget allocation. The most significant barriers identified were limited technical expertise (64%), insufficient funding (58%), and data privacy concerns (52%), whereas resistance to change was lower (29%). The study concludes that ML-based personalization adoption is constrained primarily by structural capacity and governance gaps rather than institutional resistance, highlighting the need for coordinated readiness strengthening across 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: This study investigated the contribution of Continuous Professional Development (CPD) to students’ academic performance in mathematics in selected secondary schools in Rwanda. Recognizing the pivotal role of teacher quality in student learning, the research aimed to evaluate how CPD influences instructional practices, examine the relationship between CPD participation and student achievement, and identify challenges teachers face in applying CPD knowledge. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, and analysis of student assessment data from 305 learners and 36 mathematics teachers. Quantitative analysis revealed that students taught by teachers who had completed at least 35 hours of CPD scored significantly higher than those taught by teachers with fewer training hours. ANOVA results showed a statistically significant difference (F (2, 33) = 5.94, p < 0.01) among CPD exposure groups, and Pearson’s correlation (r = 0.46, p < 0.01) indicated a moderate positive relationship between CPD and student performance. Qualitative findings supported these results, showing improvements in learner-centered instruction, assessment use, and curriculum alignment. However, challenges such as limited resources, time constraints, overcrowded classrooms, and insufficient mentorship hindered effective implementation. The study concludes that while CPD has a positive impact on teaching practices and learning outcomes, its success depends on consistent delivery, subject relevance, and institutional support. It recommends policy reforms to ensure sustained and equitable CPD access, along with practical strategies to enhance classroom implementation and teacher support systems.

Aloyce Luhamya – Department of Education, Institute of Accountancy, Arusha

Email: harunaabadan@gmail.com

Abstract: This study examined the influence of democratic leadership style on students’ academic performance in public secondary schools in Tabora Municipality, Tanzania. Guided by Participative Leadership Theory and grounded in pragmatism, the study employed a mixed-methods approach, utilizing a convergent parallel research design. The study involved 218 respondents, comprising teachers, heads of schools, and students obtained using random and purposeful sampling techniques. Quantitative data were collected using structured questionnaires administered to teachers, while qualitative data were obtained through interviews with heads of schools and Focus Group Discussions (FGDs) with students. Data were analyzed using descriptive and inferential statistics, and thematic analysis for quantitative and qualitative respectively. The results indicated a strong positive relationship between democratic leadership style and students’ academic performance (r = 0.73, p < 0.05). The findings suggest that school leaders should adopt motivational and inclusive practices, maintain supportive and well-resourced environments, and engage stakeholders to optimize students’ academic performance.

Kpedetin Wilfrid Dieu-Donne Agbodjogbe – Enseignant et chercheur á l’Institut National de la Jeunesse, de l’Éducation Physique et du Sport (INJEPS), Bénin
Email: agbowil2024@yahoo.com

Okry Christophe Nonvignon – Directeur des Sports et de la Formation Sportive, Ministère des Sports, Bénin
Email: nonvignon_okry@yahoo.fr

Abstract: Team sports in secondary schools are hailed to be effective channel of developing positive characters in adolescents. However, some research indicates that sports is only a waste of extra-curricular time. This article aims to explore the influence of volleyball team sports in growth and development of early adolescent volleyball players in the secondary schools of Benin. Employing a quantitative descriptive approach, the study delves into the reasons why early adolescent students join team sports and develop their characters. Stratified random sampling was used to collect the data from 263 volleyball players in 24 volleyball teams displayed in 12 departments of Benin. For data analysis a descriptive statistical method was used. The study finds out that 35.7%, media 23.6% and family members 19% are the main reasons that stimulate early adolescents to join the team sports. The study further revealed that during participation in the team sports at schools, volleyball players importantly developed characters such as team work 18.6%, decision-making 14.4%, social interactions 14.1% and confidence 13.7%. Therefore, it is concluded that participation of adolescents in the volleyball team sports at schools motivated by friends, family members, media and help to build as well as nurturing positive character of the athletes which is among the missions of education. It is therefore recommended that sports trainers should teach adolescents the proper use of media and prevent them to use any substance abuse.

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 research is a response to the experience drawn from teaching practice assessment and observation made in a government’s inclusive secondary school in Tanzania. This paper aims to describe the observed situation of inclusive education in inclusion schools to find possible ways of improving/and if necessary, find better approaches to provide inclusive education and reduce challenges faced by disabled secondary school learners in similar contexts. This is a qualitative study that employs a case study design with purposive sampling of participants involved in data collection through observation, interviews, document review, and field notes, which included education policies on disabilities. The capability approach and social justice perspectives were used to analyse data and St. John’s University of Tanzania’s ethical approval was sought; further permission from the Prime Minister’s Office Regional and Local Government (PMORALG) to collect data in other government-inclusive schools where the original teaching practice assessment was not conducted, but within the same region was also sought. The findings in this analysis indicated a dire need for psychosocial support and robust research in other regions across Tanzania, intending to improve the provision of inclusive education and the inclusion of schools’ facilities across the country.

Peace B. A. N. Atsyaya – Murang’a University

Waititu Muchoki Michael – Kenyatta University

Email: mohaabays@gmail.com

Abstract: Teachers’ use of improvised resources for classroom teaching and learning prepares learners for mastery of concepts since learners acquire knowledge through interaction with familiar materials within the environment. However, in Wajir West Sub-county, learning of Islamic Religious Education being inadequate with learners registering low grades in IRE. Thus, the study examined the influence of teachers’ use of improvised resources on learning of IRE in public secondary schools. The study adopted mixed methodology and applied both descriptive survey and phenomenological research designs to enable the researcher to implement quantitative and qualitative methods. Target population was 2319 respondents which comprised 10 principals, 70 teachers and 2239 students from which a sample of 340 respondents was determined using Yamane’s Formula. This sampling procedure enabled the researcher to sample 4 principals, 16 teachers and 320 students. Questionnaires were used to collect data from students whereas interview guides from principals and 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 linear regression analysis with the help of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that learning of IRE is still low manifested by low academic performance in KCSE. Teachers improvise materials to improve classroom pedagogy and thus, improve learning of IRE. However, many teachers rarely improvise materials to help learners master concepts in IRE. Thus, teachers should continue to use improvised resources to improve classroom pedagogy.

Abstract: This study examined the influence of teacher in-service training in Chemistry on students’ academic performance in secondary schools in Uasin Gishu County, Kenya. Anchored on Bruner’s Constructivist Theory (1966), the study adopted a descriptive survey research design. The target population included 1,176 Chemistry teachers and Form Three students, from which a sample of 298 respondents was drawn using stratified and simple random sampling techniques. Data were collected through questionnaires and interview schedules, and content validity was ensured through expert review. Data analysis was conducted using SPSS version 28.0, employing descriptive statistics (means, frequencies, and standard deviations) and inferential statistics, specifically Pearson correlation. The findings revealed a statistically significant positive correlation between teacher in-service training and student academic performance in Chemistry (r = 0.622, p < 0.05). This indicates that teachers who undergo regular in-service training are better equipped with updated pedagogical skills and subject knowledge, which positively influences student outcomes. Respondents widely agreed that in-service training significantly impacts student performance in Chemistry, underscoring the importance of continuous professional development for educators. The study concludes that targeted in-service training enhances teaching effectiveness and recommends the development of training programs tailored to the specific needs and challenges of Chemistry teachers in the region. It also advocates for peer collaboration and mentoring to facilitate knowledge sharing and professional growth. These initiatives are essential for improving the quality of Chemistry instruction and, consequently, student academic performance.