Abstract: The study focused on the management strategies of principals on learners’ academic achievement, despite government funding being similar, schools in Nyamira North sub-county perform below average. The study was guided by two objectives: assessing the principal management of infrastructural facilities and financial resources on learners’ academic achievement. Systems theory was used; descriptive research design was employedd. Data collected by questionnaires and interviews schedule. The target population was 54 principals and 580 teachers. A sample size of 16 principals was purposively sampled, and 163 teachers were randomly sampled. The study used stratified sampling,purposive and simple random sampling. Multiple linear regression technique was used in sampling. Data was collected and analysed both quantitatively and qualitatively. Pilot study and University experts assisted in validating the instruments while reliability was measured by test-retest method and the scores obtained were applied on Cronbach alpha to a certain the recommended threshold coefficient of ≥ 0.7. Quantitative data was analysed by use of descriptive statistics inform of frequencies, averages, percentiles using SPSS while qualitative data inferential statistics was used. Quantitative data was presented on tables and graphs while for qualitative was presented in form of narratives where main ideas were quoted. The researcher also upholds the ethical consideration of the respondentsts, the study conclude that efficient management of resources has a positive impact on learners’ academic achievement. The study recommended that the Ministry of Education and school leaders should ensure sufficient funding is offered for renewal of infrastructural facilities to enhance student learning.

Abstract: This study examined the Extent to which the Collaboration Management Strategy Employed by Heads of Public Secondary Schools Enhances Teaching and Learning of Mathematics Subjects in Iringa Region, Tanzania. Guided by the System Theory by Ludwig Von Bertalanffy (1940s) and Contingency Theory by Frid Fiedler (1960s). The study adopted a convergent design using a mixed-methods approach. The target population 9,898 included QAs, DSEOs, HoSs, mathematics teachers, and Form Four students. A sample of 434 participants was selected using census and total population sampling, and data were collected through interview guides, questionnaires, and observation checklists. Instrument validity was ensured through expert review, while reliability was ensured using Cronbach’s alpha technique, which yielded a coefficient of 0.857 for mathematics teachers and 0.815 for students, as well as inter-coder agreements for qualitative tools. Quantitative data were analyzed using descriptive statistics, and qualitative data through thematic analysis. The Ethical research was considered. Findings indicated that heads of public schools ensured collaboration to a high extent through departmental meetings, inter-school mathematics clubs, mentoring programs, and parental involvement. However, time shortages, teachers, and resources hinder consistent and effective implementation. The study concludes that Heads of Schools collaborate with mathematics teachers to a high extent through departmental meetings, mathematics clubs, teachers’ mentorship, and parental involvement, which enhance teaching quality. The study recommends that the MoEST should institutionalize structured collaborative teaching under the MEWAKA, support fund, and teacher capacity building, to ensure sustainable collaboration and enhance the teaching and learning of mathematics subjects.

Abstract: Secondary Education Quality Improvement Project (SEQUIP)-Alternative Education Pathway (AEP) is one of the Tanzania’s most innovative responses to challenges which undermine the potential of learners, particularly girls and other marginalized groups in secondary education. Despite such response, limited research is documented on how the SEQUIP-AEP transformed learning environments for boys and girls. Therefore, this study specifically explores strategies used by SEQUIP-AEP to foster inclusive and gender-responsive learning environments; and assess impact of SEQUIP-AEP on boys’ and girls’ participation, engagement, and academic outcomes. The given objectives were achieved using pragmatic research philosophy, mixed approach and sequential design. The data were collected using documentary review, structured questionnaires, in-depth interviews, and focus group discussion from 216 participants, sampled using purposive and stratified techniques. The data were analysed using thematic analysis, descriptive statistics and paired t-test. The findings reveal that the strategies used include flexible learning schedules, teacher professional development, mentorship and guidance, psychological support and learning materials and resources. Furthermore, clear improvements across all measured areas i.e. notable increased attendance, classroom engagement, and self-reported academic confidence. SEQUIP-AEP has successfully created inclusive and gender-sensitive learning environments by offering flexible schedules, teacher support, mentorship, psychosocial guidance, and access to essential learning materials, leading to higher attendance, greater classroom participation, and stronger academic confidence among learners who were previously excluded. These results emphasize the value of learner-centered and gender-responsive strategies in education to promote meaningful engagement, empowerment, and equity.

Abstract: This study is about strategies that enhance collaboration between teachers and parents. Interviews were employed for gathering data using a qualitative methodology, and the results were subjected to a thematic analysis. The findings demonstrate the significance of communication in fostering stronger teacher-parent connections, which are bolstered by meetings, technological improvements, and cultural observance. It has been determined that shared responsibility between educators, parents, and students improve academic performance and engagement. The report also highlights the necessity it
is for educators to receive continuing education to provide them the skills they need to establish trusting bonds with parents. Policies that promote organized interactions and involvement by parents in school activities were also shown to be essential elements for improving education. These results aid in the development of methods of instruction that improve student learning and, in the end, provide a more positive and friendly learning environment.

Felistus Mwikali Patrick – The Catholic University of Eastern Africa

Wilkins Ndege Muhingi – Jomo Kenyatta University of Agriculture and Technology

Email: elizabethakoth26@gmail.com

Abstract: The reintegration of institutionalized children into family settings remains a critical challenge in contexts marked by socio-economic instability. This study examined the influence of family socio-economic factors on the reintegration of children institutionalized in Catholic Church-run institutions in Lang’ata and Kibra Sub-Counties, Nairobi City County, Kenya. Guided by Attachment Theory and Social Network Theory, the study adopted a convergent parallel design targeting 40 participants, including directors, counselors, social workers, and caregivers, selected through census sampling. Data were collected using questionnaires and interview guides, with quantitative data analyzed using descriptive statistics in SPSS version 26 and qualitative data analyzed thematically. Findings revealed that low income, financial instability, inadequate housing, and high debt significantly hinder reintegration, while job insecurity limits families’ ability to sustainably provide for children. Although education and healthcare were less consistently cited, they remain barriers for disadvantaged families. Stable employment emerged as the most critical enabler of reintegration. Key strategies identified include financial support, vocational training, and family counseling to strengthen resilience and stability. The study recommends enhancing employment opportunities, expanding socio-economic support systems, and designing tailored reintegration programs to improve outcomes for institutionalized children.

Abstract: The rapid growth of electronic commerce has made information security a critical concern for businesses operating online. This study examines security challenges and mitigation strategies in Kenya’s tour and travel e-business sector, where sensitive customer data and financial transactions are particularly vulnerable to cyber threats. Through a mixed-methods approach incorporating surveys of 57 Nairobi-based e-tourism businesses and interviews with 28 ICT security professionals, the research identifies significant gaps in current security practices. Findings reveal that 96.4% of respondents acknowledge deficiencies in their information security measures, with viruses and malware (60.7%), human error (28.6%), and system vulnerabilities (17.9%) emerging as the most prevalent threats. Particularly alarming is that 85.7% of surveyed businesses operate without a formal security framework. The study evaluates various mitigation strategies, including technological solutions, employee training programs, and policy frameworks, with particular focus on adapting ITIL principles to the e-business context. Results demonstrate that a comprehensive approach combining technical controls with organizational policies and staff awareness yields the most effective protection against security threats. The research concludes with recommendations for developing context-specific security frameworks that address the unique challenges of e-business operations while remaining adaptable to evolving cyber threats. These findings contribute both to academic discourse on information security and to practical strategies for e-businesses in developing economies.

Abstract. The study explored the internal school managers’ strategies of financial resources mobilization for complementing fee free education in Meru District Public secondary schools. Resource dependence theory together with a case study design under qualitative approach were adopted. Systematic random and purposive sampling were used to sample 53 participants from 1878 including head of schools, bursars, school board members and teachers. Data were collected through questionnaire, interview guide and analysed thematically and descriptively. Expert review ensured Trustworthiness of research instruments. The findings showed that, the internal school managers’ strategies of financial resources mobilization are school project, fundraising and student handcraft. The study concludes that, the internal school managers’ strategies of financial resources mobilization are ineffective as funds generated are not enough compared to funds needed for schools’ operation. The study recommended that school administrators and board members should have convincing power and attend training, teachers should encourage students in extracurricular activities.

Abstract: This study investigated the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region, Tanzania. Objectives were to; assess the status of teachers’ performance in public secondary schools and determine the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region. Motivation management and Walberg’s achievement theories guided the study. Mixed methods approach and concurrent triangulation research design were adopted. Questionnaires and an interview guide were used to collect data from 88 teachers and 8 school heads. Stratified and simple random sampling techniques were employed to select teachers while school heads were purposively sampled. Validity was established through expert judgment. The reliability index, TQ; r=0.78for questionnaire was obtained using Split Half method. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis in the SPSS version 23. Results were presented in tables. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings established that many teachers were not able to cover syllabus in time which occasioned low CSEE performance, partly attributed to inadequate motivation strategies adopted by school heads. In conclusion, any form of motivation plays an important role in improving teachers’ timely syllabus coverage and improved students’ academic performance. The study recommends that school heads should create new strategies for motivating teaching staff to boost their morale. Education stakeholders should provide funds to provide conducive working environment through comfortable accommodation, accessible healthcare services and security.

Abstract: This study investigated the coping strategies among first year students and its influence on their university education in Arusha Region, Tanzania. Objectives were to assess the challenges facing first year students and their influence on their university education and examine the coping strategies to the challenges facing first year students in universities in Arusha Region. Coping Theory guided the study. Convergent mixed methods design was adopted. Sample size consisted of 150 (100 students, 35 lecturers, 10 Non-Academic Staff – NAS and 05 deans of students) in 5 universities. Students and lecturers were obtained through stratified and simple random sampling techniques. NAS and deans of students were purposively sampled. Questionnaires and interviews were employed to collect data. Validity was established through expert input. Reliability was determined using Guttman split half method and reliability index, SQ; r=0. 760, LQ; r=0. 738 and NASQ; r=0. 676, was reported. Credibility of qualitative instrument was established through detailed reporting of the research process. Descriptive statistics was used to analyse quantitative data in the SPSS version 23 and results were presented in tables. Qualitative data underwent thematic analysis and was presented in narrative forms. Results show that first-year students arrive in university unprepared to handle many challenging and stressful conditions such as homesickness, financial management and unsafe hostels that await them. In conclusion, the transition from secondary school and home environment to university life requires psychological adjustment. Recommendations were made for parents/guardians and university management to guide and counsel first year students to adapt coping strategies in the university.

Abstract: The present study examined various strategies for the implementation of inclusive education in public primary schools within Same District. The research was carried out in the Kisima, Hedaru, and Same Wards and encompassed three primary schools. The research employed a case study design utilizing a qualitative technique. Secondary data in the form of documentary reviews was utilized, alongside in-depth interviews with participants, as the primary means of data collection. A purposive sampling method was employed to choose a group of 24 respondents, consisting of 6 regular teachers and 3 head teachers, 3 education officers serving as key informants. Besides, 6 pupils with special learning needs, and 6 normal pupils. The thematic analysis technique was employed for data analysis. The results indicated that the implementation of inclusive education in public primary schools within Same district is hindered by several significant problems, including a lack of suitable solutions, unfavorable attitudes exhibited by instructors towards inclusive education, and insufficient financial resources. The study suggests that the successful implementation of inclusive education in Same district and other regions of Tanzania necessitates the a doption of regional and culturally suitable solutions. It is imperative for the government to make concerted efforts towards augmenting the money allocated for inclusive education. This initiative will contribute to the increased accessibility of inclusive educational materials and resources within inclusive learning environments.