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 investigates the influence of English language usage on students’ academic performance in Physics at public secondary schools in Gakenke District, Rwanda. The specific objectives include assessing students’ academic performance in Physics and examining the relationship between English proficiency and Physics performance in these schools. A descriptive research design employing both quantitative and qualitative methods was utilized, with questionnaires as the primary data collection tool. The target population comprised 1,839 individuals, including 138 administrators, 223 teachers, and 1,478 students from public secondary schools in Gakenke District. A sample of 329 participants was selected using simple random sampling for teachers and students, and purposive sampling for administrators. Data were analyzed using SPSS Version 21 and Microsoft Excel, applying descriptive statistics. Results indicated that 67.8% of respondents disagreed that English was frequently used in classes, and 66.7% felt students lacked strong English skills. Additionally, 91.8% of students expressed dissatisfaction with their academic performance in Physics, while 70.2% reported low engagement in hands-on experiments. Correlation analysis revealed a significant correlation between English language usage and students’ academic performance in Physics (r=0.721, p=0.000). The findings suggest a decline in Physics performance linked to insufficient English language proficiency. The study recommends that the Ministry of Education develop and implement policies that prioritize English language proficiency as a key component of the national curriculum, particularly in science subjects. This includes providing resources and training for teachers to effectively integrate English language instruction into their teaching of Physics and other subjects, ensuring that students are well-equipped to succeed academically in an English-speaking environment.

Abstract-The aim of this paper was to explore the effect of teacher’s qualifications on students’ academic performance in public secondary schools in Rwanda. A case of Kicukiro District”. The study assessed the effect of teachers’ attitude on students’ academic performance in public secondary schools in Kicukiro District. The study was guided by descriptive research design using quantitative and qualitative approaches. The population involved in this study was 166 teachers, 6 head teachers and 1 district Education Officer of eight selected schools from Kicukiro District. Purposive and random sampling techniques were used to sample 121 respondents taken as sample size. In addition, the questionnaire and interview techniques were used to collect the data. SPSS software version 21 was used for statistical analysis. Findings from the study revealed that there is a statistically significant relationship between teachers ‘qualifications (teachers’ attitude) and students’ academic performance thus P =.000 less than 0.01 as the correlation significance level and Pearson coefficient correlation r =.813. This study concluded that teacher qualification can have an impact of 58% on students’ academic performance and the remaining 42% could be affected by other variables. This study recommended that school administrators should create a supportive and collaborative school environment that encourages teachers to maintain a positive attitude towards teaching. This can include recognition programs, stress management workshops, and opportunities for teachers to share their experiences and strategies, ultimately fostering a more motivating atmosphere for both teachers and students.

Abstract: Access to improved sanitation is an important component of human health and wellbeing. Minimum requirements for safe WASH in schools are not provided in most rural schools in Kenya. The current paper investigated the effects of availability and access to safe drinking water on students’ academic performance in secondary school in Muhoroni Sub – County, Kenya. Descriptive research design and mixed methodology was used. The target population was 2354 form three students and 23 teachers. Krejcie and Morgan sample size determination formula was used to obtain a sample size of 331 respondents. Questionnaires and interviews were used to collect data . Validity was determined by consulting research supervisors while reliability was determined through the use of Cronbach Alpha. Quantitative data were analysed by SPSS (version 25) and the findings presented using frequencies and percentages while qualitative data were thematically classified and arranged before they were reported in narrations and quotations. The study found that 65.4% of the learners reported that they were using safe drinking water in their schools. In addition, 63.3% of the study participants reported that their schools had reliable, sufficient and clean water supply. The study concluded that availability of safe drinking water at schools reduces the likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In addition, availability to sanitation facilities influence students’ academic performance among secondary school students. This study will give the current WASH scenario of schools in the study area that can help concerned authorities abide by WASH guidelines to improve the school’s WASH situation.

Received February 12, 2020; Revised February 28, 2020; Accepted March 3, 2020

Abstract: This study assessed the views of stakeholders on the effectiveness of capacity building provided on Big Results Now Education initiative in Ruangwa district in Lindi region, Tanzania. Goal Setting Theory by Locke and Latham (1990) was applied in this study since it puts more emphasis on setting goals for good achievement. Concurrent triangulation research design was applied in this study and included semi structured interview guide, questionnaires and documentary analysis. The sample comprised of 125 participants including teachers, heads of schools, District Secondary Education Officer (DSEO) and Regional Administrative Education Officer (RAEO) from eleven government secondary schools in Ruangwa district in Lindi region, Tanzania. Head of schools, DSEO and RAEO were sampled purposively while systematic random sampling technique was used to obtain teachers’ sample. The findings of the study indicated that stakeholders’ awareness and understanding of the overall objective of Big Results Now education initiative (BRNED) in Tanzania secondary schools was limited; stakeholders were not well informed and educated about the goals of BRNED of increasing pass rates to 60%, 70% and 80% in 2013, 2014 and 2015 respectively. The findings further indicated that teachers as the major implementers of the BRNED were less involved in pre capacity building and planning seminars and workshops. On the basis of the findings, it was recommended that the introduction of any education initiative and/or programme ought to include key stakeholders in a planning process; educational officials should prepare and provide adequate capacity building to programme implementers.