East African Journal of Education Studies

Internal School Supervision Practices and Students’ Academic Performance in Government-Aided Secondary Schools in Luwero District, Uganda

Harriet Ludigo, PhD — 2025-07-23

The primary aim of this study was to investigate the relationship between internal school supervision and students’ academic performance in government-aided secondary schools in Luwero District. The objectives of this study were threefold, namely: (1) to analyze the relationship between classroom visitation and students’ academic performance in these schools; (2) to examine the connection between reviewing teachers’ records of work and students’ academic performance; and (3) to explore the relationship between evaluating students’ work records and their academic performance. A correlational and cross-sectional research design was employed, utilising a quantitative research approach with a sample of 95 respondents. The collected data were presented using frequencies and percentages to illustrate the distribution of respondents across various items. Data were analysed using Pearson’s Linear Correlation Coefficient (PLCC) and regression analysis. The study findings indicated a significant positive relationship between classroom visitation, reviewing teachers’ work records, evaluating students’ work records, and students’ academic performance. The study concluded that all three factors are positively correlated with students’ academic performance. Therefore, researchers recommend that school administrators regularly conduct classroom visitations, review teachers’ work records, and increase the evaluation of students’ work records to enhance academic performance. Consequently, it is essential to implement these practices

A Conceptual Review of Managerial Competencies for the 21st Century Education Academe

Deborah Manyiraho — 2025-07-23

Education in the 21^st century is characterised by broad and changing demands requiring that educational managers possess key skills and competencies if the institutions they lead are to achieve their goals and objectives. Evolving educational contexts demand that educational managers have a deeper understanding of the competencies required for improved education service quality. This article analyses the various managerial competencies required for effective educational management in the 21^st century across different contexts worldwide. Using a desk-based review of literature approach, a conceptual depth was sought to inform the historical, contextual and theoretical grounding of the concept of managerial competences in order to identify the key concepts and their practical implications. It was revealed that the critical competencies include technical, cognitive, strategic, and interpersonal competencies, all of which play a crucial role in enhancing modern educational management. The article further established that despite the required competencies, there are peculiar managerial problems in various education institutions and it goes ahead to highlight the policy implications for future success. The paper therefore argues that the traditional roles of managers have evolved towards servant leadership; education itself has changed in nature of provision from service to a business model with emphasis on efficiency and competitive positioning. This implies that educational managers need to migrate to a business model of management to enhance institutional success. This calls for various strategies, including technical skills, strategic planning and interpersonal relationships to differentiate an institution from others of a similar nature and to ensure long-term sustainability in the competitive education landscape

Influence of Cohesive Devices on Quality of Academic Essays Written by Secondary School Students in Njoro Sub-County, Kenya

Victolyne Chepkemoi Korir — 2025-07-28

This study investigated the influence of cohesive devices in compositions written by secondary school students in Njoro Sub-County, Kenya. The research examined the types and frequencies of cohesive devices used, assessed their appropriate application, and analysed their influence on writing quality. Using stratified random sampling, fifty compositions were selected from sixteen secondary schools, comprising fifteen public and one private institution. The study employed Halliday, & Hasan's (1976) taxonomy of cohesive devices for analysis. Data collection included textual analysis of student compositions and teacher questionnaires. Results revealed that lexical cohesive devices dominated student writing (70.15%), with repetition being the most frequent device (69.9%). Personal references constituted 14.31% of total usage, while other devices showed minimal representation. Statistical analysis demonstrated a strong positive correlation (r = 0.787, p < 0.001) between cohesive device usage and writing quality. Although students showed high accuracy in basic cohesive device usage (99.62%), they exhibited limited variety in device selection, particularly avoiding substitution (0.04%) and ellipsis (0.01%). Teachers identified inadequate teaching materials (62.9%) as the primary challenge in cohesive device instruction. The findings suggest a need for enhanced vocabulary instruction and more diverse teaching approaches to improve students' mastery of advanced cohesive devices. This study contributes to understanding cohesion in second language writing and provides practical implications for English language teaching in Kenyan secondary schools

Teachers’ Perception of Alternative Assessment Practices in Public Senior High Schools in Sefwi Wiawso Municipality, Ghana

Derrick Antwi Adjei — 2025-07-29

This study explores teachers’ perceptions of alternative assessment practices in public senior high schools in the Sefwi Wiawso Municipality, Ghana. The study is grounded in a positivist paradigm and informed by constructivist learning theory and cognitive development theory. A descriptive survey design and a quantitative approach were employed. The study population comprised 210 teachers from public senior high schools in the municipality, all of whom were selected using a census approach. Data were collected using a self-constructed questionnaire aligned with the research objectives, with reliability coefficients ranging from 0.88 to 0.97. Descriptive statistics (frequencies and percentages) and inferential statistics (one-sample t-tests) were used to analyse the data. The findings revealed that teachers held favourable perceptions of alternative assessment. Additionally, teachers reported using the results of alternative assessments to design appropriate learning strategies, encourage students to take responsibility for their learning, and promote self-reflection. The study recommends improving the teacher-student ratio to reduce large class sizes, which make alternative assessment tasks time-consuming and challenging. Also, school authorities should allocate sufficient funds to heads of departments to procure essential logistics and resources, and to finance alternative assessment activities and projects that support students' knowledge and skills development

Impact of Punishment on Behaviour of Junior High School Students

Kassim File Dangor — 2025-07-29

The study examined the impact of punishment on the behaviour of Junior High School (JHS) students in the Sissala East Municipality. A descriptive survey design was employed for the study. A total of 291 respondents were sampled from an accessible population of 1,208 JHS Two students using probability sampling techniques. A closed-ended questionnaire was used to collect data for the study. The data was analysed using Means and Standard Deviations. The study found that JHS students in the Municipality have negative attitudes towards teachers who use punishment in behaviour management. More so, respondents reported that punishment has both positive and negative impacts on the behaviour of students. The study therefore recommended that teachers stop the use of corporal punishment such as caning, insulting, and asking students to kneel. Teachers are also encouraged to use alternatives to corporal punishment to manage disruptive behaviour. Also, the study encourages teachers to take a cue from pitfalls in the application of punishment to avoid rather than reinforcing undesirable behaviours through punishing students to sweep

Implementation of Integrated Teacher Education Programme (ITEP) In India: Strengths and Challenges

Faiza Altaf, PhD — 2025-07-29

Teachers are considered nation builders, and it is largely acknowledged that they acquire their expertise through training rather than innate ability. To develop skilled and competent educators for the 21st century, various teacher education programs have been ongoing for decades across different levels of education. Analyzing the history of education pre- and post-independence reveals that numerous commissions, policies, and programs have consistently emphasized the importance of cultivating competent teachers for our children. Periodic updates to policy initiatives have been implemented within teacher education programs. In this context, India's New Education Policy (2020) offers hope for reforming teacher education by introducing a four-year integrated teacher education program across all teacher education institutions. The policy recommends that, from 2030 onwards, teacher engagement will be exclusively through the Integrated Teacher Education Program (ITEP); therefore, a comprehensive analysis of all aspects of ITEP is essential for its successful implementation. A sample of 16 teacher educators was selected, and their perspectives on the strengths, challenges, and proposed measures for effective ITEP implementation were collected through semi-structured interviews. The data was qualitatively analyzed through coding and categorization of responses into various themes. The findings of this study highlight the strengths of ITEP and also identify issues related to its successful implementation. Additionally, this paper discusses the suggestions provided by teacher educators for the effective implementation of ITEP. The results of this research will be valuable to policymakers and other stakeholders in the education sector

Challenges and Implications of Mental Health on Educational Outcomes in Sub-Saharan Africa

Evelyn Owomugisha — 2025-07-31

Mental health is vital to overall well-being and educational outcomes. However, it is often under-addressed in Sub-Saharan Africa. The purpose of this review was to explore the mental health challenges faced by educational systems in Sub-Saharan Africa and to examine their implications for educational outcomes. Therefore, this article examines the challenges of mental health in the region’s education systems and their implications regarding education outcomes and proposes recommendations for addressing these issues. This study employed a qualitative approach combining literature review, case studies, and secondary data analysis. The findings reveal that mental health problems, including stress, depression, anxiety, and post-traumatic stress disorder, are prevalent among students and teachers in the Sub-Saharan region. This has worsened due to socio-economic disparities and insufficient mental health care, resource constraints, underdeveloped mental health policies, lack of psychosocial support systems, inadequate access to mental health care, shortage of trained workers, and insufficient policy frameworks. The review concludes that addressing mental health in education is essential for improving educational outcomes. The strategies for enhancing mental health include policy reforms, integrating mental health education into curricula, training educators, community-based interventions, and collaborations between governments and non-governmental organisations

Teacher Classroom Management Practices and Students’ Discipline in Selected Government-Aided Secondary Schools in Mbarara City

Shillah Nyamate — 2025-08-04

Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government-aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction and students’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City should invest in strengthening classroom management practices by improving classroom layout, enhancing instructional delivery, and creating platforms for teachers to reflect on their classroom practices. Teachers should be empowered to frequently monitor students’ work and maintain interactive engagement during lessons to support discipline and learning outcomes.

Developing Life Skills through Science Education: Enhancing Values and Communication for Holistic Learner Growth

Waninga Willy, PhD — 2025-08-04

Life skills are essential competencies that empower learners to effectively navigate personal, academic, and societal challenges. This article examines the definition, categories, values, and benefits of life skills within the context of science education. It highlights three core categories: intrapersonal skills (living with oneself), interpersonal skills (living with others), and cognitive-critical thinking skills (making effective decisions). The review explores key values that underpin life skills such as empathy, responsibility, integrity, and inclusivity and outlines the diverse benefits these competencies bring to science teaching, including improved academic achievement, civic engagement, and emotional resilience. Methodologically, the article is based on a qualitative integrative review of literature published between 2015 and 2025. Thematic analysis was conducted using a multi-stage coding process: open coding to identify emergent themes, axial coding to relate these themes to pedagogical strategies like inquiry-based learning, collaborative projects, reflective practices, and ICT integration, and selective coding to derive fifteen specific roles that science tutors and lecturers play in nurturing life skills among student teachers in Uganda. These roles include mentorship, role modelling, curriculum integration, inclusive pedagogy, and ethical leadership. The article concludes by emphasising the implications for science education and teacher training, providing practical guidance for educators to equip learners with holistic competencies necessary for sustainable development and transformative citizenship

Determinants of Academic Performance of Chemistry in Public Secondary Schools in Chesumei Sub-County: A Justification of the Teaching Methods

Evans Kiprono Tarus — 2025-08-04

Chemistry is an important science subject. It determines the overall mean grade of the students and entry into various courses in universities and tertiary colleges. Good grades in Chemistry is considered important in determining the career progress of students seeking to pursue courses in medicine, pharmacology, engineering and dentistry. This study aimed at investigating the contribution of teaching methods to learners' academic performance in chemistry in public secondary schools in Chesumei Sub-County, Nandi County, in Kenya. The research adopted an explanatory sequential design in the study. Questionnaires were administered to chemistry teachers and students to collect data. Qualitative data were obtained through semi-structured interviews with randomly selected teachers and students, allowing for in-depth exploration of their experiences, perspectives, and insights into the relationship between teacher-related factors and academic performance. The results showed that teaching methods had a significant positive influence on student academic performance in chemistry (β=0.141, p=0.001). The study concluded that teaching methods enhanced the learners' academic performance in chemistry in government secondary schools in the Sub-county of Chesumei. The study recommended the adoption of mixed teaching methods in schools to achieve high academic performance in Chemistry. This study was beneficial to policymakers by guiding policy formulation on teacher development.

Learning Challenges to Inclusive Learning in Pre-Primary Schools in Eldoret East Sub-County, Uasin Gishu County, Kenya

Betty Chepkoech Kimalel — 2025-08-06

The purpose of this study was to investigate the learning challenges to inclusive education in pre-primary schools in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study targeted pre-primary school teachers, head teachers, and education stakeholders. The study selected a sample size of 201 respondents through stratified random sampling. Data was collected through a descriptive survey design with key instruments including questionnaires and interview guides. Major findings revealed significant challenges in the implementation of inclusive education, with 67.7% of respondents indicating inadequate teacher training for supporting diverse learning needs, while 74.6% reported insufficient resources, including teaching aids and infrastructure. Additionally, 69.7% of respondents identified negative community attitudes as a barrier to inclusive learning. These challenges were echoed in the head teacher interview, where limited teacher preparedness and resource constraints were highlighted as critical issues. The study concluded that effective inclusive education is hindered by gaps in teacher training, inadequate resources, and a lack of government support, as well as negative community perceptions. Based on these findings, the study recommends the investment in comprehensive teacher training, increased government funding for school infrastructure, and community awareness programs to foster positive attitudes toward inclusive education. These measures are essential to improving inclusive learning environments and ensuring that learners with diverse needs receive the support they require to thrive in pre-primary schools.

Authenticity of Artificial Intelligence (AI) as a Citation Tool in Institutions of Higher Education: Review of Literature

Annerose Wanjiku Wang’ang’a — 2025-08-06

The swift advancement of AI tools such as ChatGPT, Gemini, and Claude has ignited significant debate within learning facilities regarding their appropriate function in reviews in higher education. Although these tools present innovative opportunities for enhancing learning, creativity, and the exploration of knowledge, they are frequently misused as replacements for traditional search engines. Unlike established platforms like Google or Bing, which continuously update by indexing real-time web content, AI systems generate responses based on pre-existing, static training data. Thus, the data produced may be outdated, unverifiable, and lacking in clear source attribution, raising important concerns around reliability and clarity. In scholarly settings, researchers typically rely on search engines and scholarly databases that provide direct access to abstracts, references, and peer-reviewed literature. Conversely, AI-generated content may mimic scholarly writing but often lacks citations or includes unverifiable claims. A particularly troubling issue is known as "AI hallucination," where AI tools may invent data or references, giving the illusion of authority without factual grounding. Because of these issues, this paper emphasises that AI should not be viewed as a credible or primary source for academic evidence. Rather, such tools should serve a supportive role, helping users generate ideas, summarise complex texts, or clarify difficult concepts. To ensure responsible integration of AI in scholarly applications, academic facilities must create clear protocols and offer training that enables critical analysis of AI outputs, validation of information, and ethical usage. This article aims to explore the authenticity of AI as a citation tool and its limitations in higher education. In conclusion, this discussion promotes a careful, informed utilisation of artificial intelligence in scholarly contexts. With proper surveillance and a clear understanding of its limitations, AI can complement traditional investigative methods while preserving rigour in addition to the trustworthiness of academic scholarship.

Perceptions of Boys towards English Language Subject in Secondary Schools in Uganda: Implications on Performance

Nicholas Itaaga — 2025-08-07

The purpose of this study was to investigate why boys perform poorly in the English language in secondary schools in Uganda. An explanatory case study research design was adopted for the study. The population were English language subject teachers, head teachers, director of studies and students in two secondary schools, one mixed boarding private secondary school and one mixed day government secondary school. The sample size included 02 head teachers, 02 directors of studies, 06 subject teachers and 10 students. Purposive and Random sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation check-list and document analysis. The findings revealed that boys feel that the English language is meant for girls; they see no career paths through the English language subject; and there is a challenge of the teachers’ self-fulfilling prophecy towards boys. The study concludes that boys’ poor performance in the English language subject in Uganda is due to their perception that the subject is for girls. In addition, boys find English language lessons time-wasting to concentrate on reading an English textbook. They do not see career paths through the English Subject. It was recommended that teachers should use pedagogical approaches specifically targeted at engaging boys in the English Language subject. Teachers should always encourage boys to work harder in all subjects English language inclusive because it determines their grade

School-Based Variables’ Influence on Performance in the Kenya Certificate of Secondary Education in Sub-County Schools in Kakamega County, Kenya

Charity Bwonya Gitira — 2025-08-08

This study was conducted to examine the potential influence that school infrastructure has on KCSE performance in Kakamega Central Sub-County, in Kakamega County, Kenya. The objective of the study was to establish the influence of libraries, science and computer laboratories on KCSE performance in Kakamega Central Sub-County category of schools. The education production function theory, which links school variables such as infrastructure to student achievement, guided the study. The study employed the descriptive research design and was conducted in Kakamega County in Kenya. The target population was 25 school principals, 300 teachers and 2319 students. Purposive sampling was used to sample the principals, while simple random sampling was used to sample the teachers and students. The sample size included 11 school principals, 90 teachers and 464 students, totalling 565 individuals. Data was collected using questionnaires, interviews and observation checklists. Data triangulation and expert judgment were used to guarantee the content validity of research instruments. Piloting was done in 2 schools with poor performance in KCSE in the last 5 years to refine the questionnaires used in the study. Quantitative data was analysed using descriptive and inferential statistics and the Statistical Package for Social Sciences (SPSS version 20). Data was presented in pie charts, bar graphs and frequency distribution tables. Qualitative data was put into similar themes and presented through narration and verbatim. The study revealed that schools in the region experienced constraints with physical facilities. Some schools did not have libraries, science and computer laboratories, among other facilities. Others encountered inadequate stocking of the laboratories and library facilities, which limited students' options for reference materials, lab equipment and reagents. The study concluded that the inadequate and, in some cases, lack of physical infrastructure negatively influenced KCSE performance in the sub-county. The study recommends that the schools in the region should engage in a resource-sharing network between schools that have facilities and those that lack them, and set up a donation drive, inviting the community and other non-governmental organisations to donate these resources to supplement the government funding that they receive

An Assessment of the Impact of Library Resources on Academic Performance among Secondary School Students in Tanzania

Obadia Samson Kabuje — 2025-08-11

This paper presents the findings from a study conducted to assess the impact of library resources on the academic performance of secondary school students in Tanzania, with a case study of Mbeya City. The research employed a survey research design, and both systematic and purposive sampling techniques were used to select 261 participants. Data were collected using closed-ended questionnaires designed with five-point Likert scale items, open-ended questions, interviews, and a document analysis guide. Respondents included teachers, students, heads of schools, school librarians, the Municipal Education Officer (MEO), and relevant office documents, all of whom provided both quantitative and qualitative data. Quantitative data were analysed using frequencies, percentages, and the Pearson correlation coefficient. It was found that, although Mbeya City schools have made progress in establishing library spaces, their educational impact is limited by inadequate facilities, insufficient materials, untrained staff, and poor digital integration. Effective improvement in academic performance requires not just infrastructure and technology but also qualified librarians, relevant resources, and deliberate incorporation of libraries into teaching. The challenges are multifaceted, spanning structural, technological, managerial, and cultural issues. Based on these findings, this study recommends that efforts on staffing, resource equity, infrastructure, community engagement, and digital access can transform secondary school libraries into vibrant educational hubs.

Institutional Support and Supervisory Practices as Predictors of Competency Acquisition among Teachers on School Practice in Southwestern Uganda

Irene Aheisibwe — 2025-08-12

This study investigated the influence of institutional support and supervisory practices on competency acquisition among student teachers during school practice in South Western Uganda. Teacher education has been recognised as critical for national development, yet challenges such as inadequate resources, inconsistent supervision, and weak collaboration between training institutions and practicum schools hinder effective competency development. Using a mixed-methods approach, data were collected from 151 student teachers through questionnaires, interviews, and observation checklists. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were thematically analysed to enrich understanding. The findings revealed a significant positive relationship between institutional support, including provision of teaching materials, curriculum guidance, and professional environment and the acquisition of key teaching competencies such as lesson planning, classroom management, and assessment aligned with the Competency-Based Curriculum (CBC). Supervisory practices, characterised by constructive feedback, mentorship, and regular visits, also showed a substantial impact on competency development. Importantly, the combined effect of institutional support and supervisory practices was found to be a stronger predictor of competency acquisition than either factor alone, underscoring the need for integrated support systems. Despite these positive influences, gaps remained, particularly in ICT integration and equitable supervision. The study recommended policy reforms to strengthen resource allocation, standardised supervision, and collaborative frameworks between training institutions and practicum schools. These findings provided valuable insights for improving teacher education quality and enhancing learner outcomes in Uganda and similar contexts

Parental Influence and Students’ Academic Resilience Moderated by Teacher Support in Universal Secondary Education Schools in Luweero District, Uganda

Justine Nansamba — 2025-08-13

The study examined the relationship between parental influence and students’ academic resilience, moderated by teacher support in universal secondary education schools in Luweero district, Uganda. Specifically, the study tested whether parental influence and teacher support predicted students’ academic resilience, and the moderating effect of teacher support on the relationship between parental influence and students’ academic resilience. Based on Cassidy (2016), academic resilience was studied in terms of perseverance, help-seeking behaviour, and positive affect of a student. The study adapted a correlation research design on a sample of 324 senior four students in universal secondary education schools in Luweero district. Data was collected using a self-administered questionnaire. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that parental influence and teacher support positively and significantly predicted students’ academic resilience. Further, the results also revealed that teacher support did not moderate the relationship between parental influence and students’ academic resilience. The study concluded that while teacher support was an insignificant moderator of the relationship between parental influence and students’ academic resilience, parental influence and teacher support are a prerequisite for improving students’ academic resilience. The study recommended that to improve on students’ academic resilience, head teachers need to implement measures that promote parental influence. Further, head teachers need to promote measures that enhance teacher support in order to intensify students’ academic resilience.

Self-Awareness and Mathematics Achievement among Ordinary Level Secondary School Students under the Competency-Based Curriculum in Mbarara City

Irene Aheisibwe — 2025-08-18

The study explored the relationship between self-awareness and academic achievement in mathematics among ordinary-level secondary school students in Mbarara city, Uganda. A quantitative research approach using a cross-sectional design was adopted. A sample of 235 ordinary level students randomly selected from both private and public secondary schools participated in the study. Data on self-awareness was collected using the self-awareness scale developed by Scheier and Carver (1985), while academic achievement was measured using standardised end-of-term mathematics scores. Descriptive statistics and the Pearson product moment correlation coefficient were used to analyse the data. The findings revealed a moderate positive correlation (r =.543, p ≤ .01) between self-awareness and mathematics achievement among ordinary level secondary school students in Mbarara city. The study concludes that fostering self-awareness is a valuable intervention in enhancing achievement in mathematics. Recommendations for future research include conducting longitudinal studies on self-awareness among college and university students.

Integrating Indigenous Knowledge into Uganda’s Primary School Curriculum: Strategies for Decolonisation and Cultural Reclamation

Florence Munyonyo Asiimwe — 2025-08-18

Uganda's education system, like those in many postcolonial countries, has been profoundly influenced by colonial legacies that prioritise Western epistemologies over Indigenous Knowledge Systems (IKS). This pervasive Eurocentric approach has resulted in the marginalisation of Uganda's rich cultural heritage, inadequately preparing learners to address local challenges and perpetuating a disconnect from their cultural roots. The integration of IKS into Uganda's primary education curriculum is a critical step towards decolonising education, fostering inclusivity, and preserving indigenous identity. This paper adopted a qualitative research design, specifically employing document analysis and key informant interviews with Headteachers and teachers, to explore perceptions, practices, and possibilities for integrating IKS into the national curriculum. Through this interpretive and exploratory methodology, the study sought to understand the socio-cultural dynamics and educational policies that shape curriculum choices. The paper further proposed pragmatic strategies for decolonising Uganda's education system by reimagining the primary education curriculum to balance Western-influenced knowledge with indigenous knowledge processes. By adopting this approach, learners will become well-versed in global knowledge systems while developing a deep appreciation for their cultural heritage. Ultimately, this will equip learners to contribute meaningfully to the sustainable development of their communities, fostering a new generation of leaders who are grounded in their cultural traditions and equipped to navigate the complexities of an increasingly globalised world

Investigating the Influence of Training Resources and Materials in In-Service Teacher Training on the Implementation of the Competence-Based Curriculum in Public Primary Schools in Kilifi County, Kenya

Mumbe Kailo — 2025-08-19

This study investigates the adequacy and effectiveness of training resources and materials in supporting in-service teacher training for implementing the Competency-Based Curriculum (CBC) in Kenya. The findings highlight significant gaps in resource provision, particularly in ICT tools and textbooks, emphasizing the need for enhanced support to ensure effective curriculum delivery and teacher preparedness. Findings revealed that over one-third (32.2%) of respondents reported that textbooks were adequate, while 40.7% indicated that ICT tools were adequate, which influenced teacher preparedness and curriculum delivery. Furthermore, it was noted that materials like teacher manuals and lesson plans were perceived as moderately effective (39.4%). On the other ICT resources and e-learning tools were reported as largely ineffective by 52.3% of respondents. Chi-square analysis highlighted statistically significant associations between the availability of key resources and instructional delivery, assessment, and professional growth. The study underscores the need for comprehensive teacher support, recommending enhanced provision of quality training materials, investment in ICT infrastructure, regular resource evaluation, and strengthened professional development programs. These measures are critical for the successful implementation of CBC and the realization of its objectives in Kenya’s education sector

Teachers of Mathematics: Induction and Its Effect on CBC Implementation and Mathematics Performance among 4th Grade Pupils in Machakos Sub-County, Kenya

Daniel Mumo Nzuki — 2025-08-20

Despite the introduction of the Competency-Based Curriculum (CBC) aimed at improving practical skills and competencies, persistent problems remain, including inadequate teacher training, limited resources, and large class sizes. The research was guided by the objective of establishing how Mathematics teachers' induction on CBC affects performance in Mathematics; the study adopted the constructivist theory of learning. This study employed a mixed-methods research design. The target population included all primary schools, head teachers, 4th grade mathematics teachers, and 4th-grade pupils from both public and private primary schools. The sample size consisted of 64 public primary and 17 private schools, 24 head teachers, 24 4th grade mathematics teachers, and 337 4th-grade pupils. A Simple random sampling technique was used to select respondents. The reliability of the instruments was assessed using Cronbach Alpha. The quantitative data were analysed in percentages and frequencies using SPSS Version 28, while qualitative data was analysed using Thematic Analysis. The results of the study demonstrated that teachers were adequately inducted on CBC. The study recommends that the Ministry of Education should create comprehensive and ongoing professional development programs that focus not only on the theoretical aspects of the Competency-Based Curriculum (CBC) but also on practical application in the classroom. They should ensure that schools have sufficient teaching resources and materials aligned with the CBC framework, implement robust accountability systems for teachers to ensure consistent participation in professional development programs and adherence to CBC standards, and encourage schools to actively involve parents and communities in the learning process, especially in mathematics education

Community Stakeholder Engagement and Operational Sustainability of Kenya Equity in Education Project in Turkana County

Abraham Mwiti Mutheki — 2025-08-20

Operational sustainability of education initiatives in under-resourced and crisis-affected contexts depends heavily on meaningful community stakeholder engagement. This study examined the influence of community stakeholder engagement during project execution on the operational sustainability of the Kenya Equity in Education Project (KEEP) in Turkana County. Grounded in the Ladder Theory of Participation and Stakeholder Theory, the research employed a descriptive design. The sample population comprised 194 respondents, drawn using stratified and simple random sampling techniques to ensure representativeness across key stakeholder groups. Specifically, 11 project staff, 26 teachers, and 154 parents were selected through this approach. In addition, purposive sampling was employed to select three key informants, namely, the Project Manager, the KEEP Education Officer, and the Chairperson of the Parent-Teacher Association, to provide specialised insights into project implementation and sustainability. Data were collected through questionnaires, focus group discussions, and key informant interviews. Questionnaires were administered to parents, teachers, and project staff; Focus Group Discussions were conducted with illiterate parents; and interviews with key informants were conducted. Findings show that while 63.3% of community members contributed labour and 31.6% participated in management committees and received training, there was no community contribution of materials or funds due to widespread poverty. Correlation analysis demonstrated a strong, significant relationship between community stakeholder engagement in project implementation and operational sustainability (r = 0.641; p = 0.000). However, the project's full reliance on donor funding resulted in limited financial and technical sustainability after project completion, as key activities such as scholarships, remedial classes, and facility construction ceased. Managerial sustainability persisted, as trained committees continued to manage existing facilities. The study recommends making community representation in project management and local resource contributions mandatory funding requirements. It also calls for actively involving community members in project planning, building their capacity in resource mobilisation and management, and adopting participatory approaches throughout project implementation to ensure long-term operational sustainability.

Implementing History Curriculum in Basic Schools: Techniques and Challenges

Albert Amoakwa — 2025-08-20

Effective nurturing and adding worth to our customs, traditions, and culture signalise the significance of History in the school curriculum. History is a potent subject that requires the employment of diverse techniques to motivate learners' desire to understand the subject. Nevertheless, History as a subject has been plugged with a myriad of challenges that need to be addressed swiftly. The study sought to inquire about the effective implementation of the History curriculum in basic schools. A descriptive survey research design was adopted. A convenience sampling technique was used to gather data from 32 public school History teachers who resided in the municipal educational circuit with the researchers. Three independent experts in History education who did not have an interest in the study scrutinised the questionnaire items to ensure face, content and construct validity. Data were analysed using frequencies and percentages. The findings of the study showed that History teachers most of the time employed discussion, brainstorming and lectures during instructional delivery. However, debates and field trips were the least practised instructional delivery techniques. Also, inadequate teaching and learning resources, poor continuous professional development of teachers, inadequate funds for field trips, and limited content knowledge of History teachers were some challenges that limit the effective teaching and learning of History in basic schools. The study recommended that adequate provision of teaching-learning aids, in addition to continuous professional development for teachers, would improve their content knowledge in the subject. This would further improve the implementation of the History curriculum.

Teacher Career Development and Teachers’ Retention among Private Secondary Schools in Sheema Municipality, Southwestern Uganda

Hadijah Tukahirwa — 2025-08-21

Introduction: Teacher retention remains a critical challenge in private secondary schools, with career development opportunities increasingly recognised as a key determinant of teacher commitment. Guided by McGregor’s Theory Y and Herzberg’s Two-Factor Theory, this study examined the relationship between teacher career development initiatives, specifically professional training, mentoring, coaching, and job rotation, and teacher retention in private secondary schools in Sheema Municipality, Uganda. Methodology: The study adopted a cross-sectional research design, employing a quantitative approach with data collected from a random sample of 136 teachers selected from a population of 208 teachers in the 13 private secondary schools in Sheema municipality. The study also collected data from a census sample of 13 head teachers and 13 deputy head teachers in the 13 selected schools to complement the data from teachers. Two separate structured questionnaires were used to gather data from teachers on one hand and head teachers and deputies on the other hand, but were aggregated during analysis. Data was analysed using Pearson correlation analysis. Results: The findings revealed a strong positive relationship between career development opportunities and teacher retention, indicating that teachers who perceive themselves as valued and empowered through continuous professional growth are more likely to remain in their schools. Conclusions and recommendations: Based on these findings, the study concludes that fostering structured and ongoing professional development enhances teacher satisfaction, loyalty, and performance, thereby reducing turnover. It recommends that school administrators institutionalise regular training programs, mentorship schemes, coaching sessions, and job rotation opportunities, while policymakers should prioritise competence management policies that promote equitable access to career development, particularly for female teachers, diploma holders, and newly recruited staff.

The Relationship between Occupational Stress and Job Satisfaction among Administrators in International Schools, Nairobi City County, Kenya

Stanley Khaemba Kasembeli — 2025-08-22

Occupational stress is a global concern, particularly among educational administrators. This study examined the levels of stress, levels of satisfaction, and the relationship between occupational stress and job satisfaction among administrators in international schools in Nairobi City County, Kenya. Guided by Herzberg's two-factor theory and Lazarus' cognitive theory of stress, a correlational research design was employed. The study population comprised 33 international schools affiliated with the Kenya Association of International Schools (KAIS). Data were collected via questionnaires from 126 school administrators (30 principals, 30 heads of prep schools, 33 heads of kindergarten, and 33 deputy principals) and 9 quality assurance personnel (8 SCQASOs and 1 KAIS Quality Assurance Manager). Descriptive statistics (percentages, means, standard deviations) and inferential statistics (correlation and chi-square analysis) were used to analyse the data. Results indicated that 78.4% of respondents experienced moderate to high levels of occupational stress, while 21.6% reported low stress levels. More than half of the respondents acknowledged the significance of relationships with co-workers, students, and parents. A significant relationship between occupational stress and job satisfaction was found {χ²(2) = 18.435, p < 0.001}. The study recommends further research into additional factors influencing job satisfaction and the impact of occupational stress on workforce productivity in diverse educational settings