Reviewed Journal International of Education Practice

INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL LEADERSHIP PRACTICES ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA

2025-02-16T16:57:18-06:00

Instructional leadership is associated with practices which the school principal does with the intention of enhancing students’ academic achievement. This research sought to find out whether the instructional leadership practices influenced learners’ academic achievement in KCSE in public secondary schools in Nakuru County. The study determined the influence of principals’ instructional leadership practices on students’ academic achievement in KCSE in public secondary school in Nakuru County. The objectives of this study were; to determine the influence of goal setting skills of the principal on KCSE performance of students in public secondary schools in Nakuru county, to determine the influence of principals’ instructional supervisory practices on students’ achievement in KCSE in Nakuru county, to establish the influence of principals’ promotion of staff professional development on learners’ achievement in KCSE in public secondary schools in Nakuru county and to determine the influence of principals’ fostering of conducive learning environment on the learners’ academic achievement in KCSE in public secondary schools in Nakuru county. The study was guided by Carrier’s (2014) instructional leadership model which demonstrated an experimental illustration that deliberated on how the staff and the leader’s crossing point resulted into institutions’ desired achievement The study used mixed methods research design which used both quantitative and qualitative approaches. The study was conducted in Nakuru County. The target population included 285 teachers and 33 principals of public secondary schools in Nakuru County. Therefore, the total sample size for the quantitative phase was 30 principals and 166 teachers totaling up to 196 respondents. The study employed the use of purposive sampling to select schools and principals. Simple random sampling technique was also used to select teachers in the selected schools. The study used questionnaires for both teachers and principal and interview schedules for the principals. Content validity was established by seeking expert judgement from specialists in the department of Educational Management, Policy and Curriculum studies. The reliability was tested using Cronbach’s alpha to determine whether the questions in the questionnaire reliably measured what was intended. Qualitative data was analyzed thematically and presented in form of narrations. Quantitative data was analyzed using SPSS presented using frequency distribution tables and bar graphs. A multiple linear regression test was used to establish the influence of principals’ instructional leadership practices on KCSE achievement. The major finding from the study was that the principals did carry out school programmes with the main aim of attaining the set goals. The study recommended that the roles of other instructional leaders like the heads of department, deputy principals and senior teachers should be explored. Additionally, the ministry of Education and TSC should take appropriate measures to curb continuous decline in KCSE performance in Nakuru County, Kenya.

TEACHERS’ PREPAREDNESS TO INTEGRATE THREE DIMENSIONAL COMPUTER ANIMATION IN TEACHING DEOXYRIBONUCLEIC ACID REPLICATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA

2025-04-03T03:31:40-05:00

The integration of 3D computer animation in education presents a transformative opportunity to enhance the teaching of complex scientific concepts. Despite its proven effectiveness in improving conceptual understanding, its adoption has remained limited in Kenyan secondary schools. This study examined the preparedness of teachers of Biology in Murang’a County, Kenya, to integrate 3D computer animation into their teaching practices, specifically in the instruction of Deoxyribonucleic Acid (DNA) replication. The study was guided by the Technology Acceptance Model (TAM), which explored how perceived usefulness and ease of use influenced the adoption of 3D computer animation among teachers. The research design adopted descriptive methods together with mixed-methods paradigms. Structured questionnaires combined with interviews and lesson observations schedules served to measure teachers' knowledge bases and skill levels and attitude development regarding 3D computer animation integration in their educational practice. A thematic analysis approach was applied to the qualitative data while quantitative data underwent descriptive and inferential statistical analysis to study patterns and relationships and draw correlations between variables. Most teachers displayed positive feelings toward 3D computer animation but they lacked both technical competencies and sufficient institutional backing needed to implement it properly in their classrooms. The adoption of new technology faced multiple obstacles because teachers lacked digital resources and needed better training and their institutions had insufficient Information communication technology (ICT) infrastructure. Teachers who had ICT training before showed increased adoption of 3D computer animation technology because of their existing skills and knowledge. The research demonstrates that teacher education improvement combined with digital resource availability enhancement and institutional backing represent vital elements for advancing 3D computer animation implementation in Kenyan secondary education. Educational policymakers together with curriculum developers and teacher training institutions should use these findings to prove the importance of using modern teaching technologies in science education. The resolution of current obstacles will make 3D computer animation into an effective educational resource for enhancing student comprehension and achievement of complex biological concepts.

EXAMINING ECDE TEACHERS’ VIEWS ON LEARNER CLASSROOM SOCIALIZATION IN COMPETENCY BASED EDUCATION

2025-06-08T12:00:45-05:00

The study explored Early Childhood Development Education (ECDE) teachers' views on learner classroom socialization within the Competency Based Education (CBE) framework in Bungoma County. While CBE is gaining global traction as a preferred educational approach, social concerns surrounding its implementation persist, particularly in early education settings. This research aimed to examine these concerns from the teachers’ viewpoint and propose strategies to address them. Anchored in Symbolic Interactionism and Social Exchange Theory, the study employed a descriptive survey design, combining qualitative and quantitative methods. Data were collected from 201 ECDE teachers using questionnaires, while interviews and focus group discussions involved the County director of education and parents of Preprimary One and Two learners, respectively. An observation schedule and pilot study were also utilized to ensure the reliability and validity of data. Analysis involved thematic narrative methods for qualitative data and SPSS (Version 26) for quantitative data. Key findings indicated significant challenges in implementing CBE: 83% of teachers cited inadequate teaching and learning facilities; the teacher-pupil ratio stood at 1:43, far exceeding the recommended 1:25; 86% had inadequate CBE training; and 74% noted lack of parental support. The study recommended improving infrastructure and facilities, integrating digital tools, enhancing teacher training, and addressing teacher-pupil ratios. It also called for further research to promote access, equity, and inclusion in CBE at the pre-primary level, emphasizing the need for systemic support to successfully implement the CBE model in early education settings.