Academic Excellence for Africa

This study examined the relationship between the availability and utilization of laboratory resources and the teaching and learning of Integrated Science in public junior schools in Kajiado West Sub-County, Kajiado County, Kenya. The study adopted a convergent mixed-methods design. The target population comprised 83 public junior schools, 83 head teachers, 216 Integrated Science teachers, and 2,992 Grade 9 learners. A sample of 8 schools, 8 head teachers, 16 Integrated Science teachers, and 299 Grade 9 learners was selected. Of the 299 learners sampled, 259 participated in the study, representing an 86.6% response rate. Schools and learners were selected through stratified and simple random sampling, respectively; teachers were selected through census sampling, while head teachers were purposively selected. Data were collected using teacher and learner questionnaires, head-teacher interview schedules, and an observation schedule. Quantitative data were analysed using descriptive statistics and Pearson product-moment correlation, while qualitative data were analysed thematically. The findings indicated that laboratory resources were associated with positive teaching and learning experiences in Integrated Science. Teachers and learners reported that laboratory resources enhanced active engagement, motivation, application of scientific knowledge to real-life situations, retention of knowledge and skills, collaboration, creativity, and perceived performance. Pearson correlation analysis showed a statistically significant positive relationship between laboratory resource availability and teaching and learning, r = .224, p < .001, and between laboratory resource utilization and teaching and learning, r = .481, p < .001. However, laboratory resources were generally inadequate and their utilization was limited. Only 6 (37.5%) teachers reported that their schools had operational science laboratories, while 2 (12.5%) considered the available resources adequate for all learners. Laboratory resource availability and utilization were positively associated with teaching and learning of Integrated Science, although inadequate facilities, limited resources, insufficient financial support, and weak infrastructure for virtual laboratories constrained practical science instruction. Strengthening laboratory infrastructure, providing adequate instructional resources, enhancing teacher professional development, and expanding appropriate virtual laboratory opportunities could support more effective practical learning in public junior schools.

This study investigated the influence of the level of parental engagement practices on learners’ digital literacy skills development in public junior schools in Gatundu South Sub-County, Kiambu County, Keny. The research question that was used to guide the study was: What is the level of parental engagement in supporting learners’ digital literacy skills in public junior schools in Gatundu South Sub-County, Kiambu County? The study was anchored on Epstein's Theory of Overlapping Spheres of Influence, complemented by Vygotsky's Sociocultural Theory of Cognitive Development and Bronfenbrenner's Ecological Systems Theory. The study adopted a mixed-methods approach; specifically, a convergent parallel design was used, which was a combination of a cross-sectional survey and phenomenology to collect quantitative and qualitative data, respectively. The target population included 58 public junior schools, 58 heads of institutions, 164 teachers, 2644 parents, and 2644 Grade 9 learners. The study adopted stratified sampling to sample 17 public junior schools, purposive sampling to sample 17 heads of institutions, stratified and simple random sampling to sample 49 teachers, systematic sampling to sample 347 learners, and purposive sampling to sample 347 parents to ensure fair representation of respondents. The study used questionnaires for teachers, parents, and Grade 9 learners; semi-structured interviews for heads of institutions, document analysis, and an observation guide to collect data. The Alpha coefficients of the study constructs were between 0.853 and 0.948. Descriptive statistics, Pearson correlation, and multiple linear regression were used to analyze quantitative data, whereas thematic analysis was used to analyze qualitative data and combine them with quantitative results. The study revealed that the level of parental engagement practices significantly influenced learners’ digital literacy skills development in public junior schools. Higher parental involvement through digital guidance, monitoring, resource support, and encouragement enhanced learners’ confidence and competence in using digital technologies. The study concludes that parental engagement is essential for effective digital literacy development and recommends strengthening parent awareness programmes, digital skills training, and collaboration between schools and families.

The transition from teacher preparation to independent classroom practice requires sustained professional support, particularly during the early years of teaching. This study examined the professional development programmes implemented for novice teachers in public junior schools in Mukaa Sub-County, Makueni County, Kenya. The study adopted a convergent mixed-methods design. Quantitative data were collected from 78 novice teachers using questionnaires, while qualitative data were obtained through semi-structured interviews with all 20 principals of public junior schools in the sub-county. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Six professional development activities were examined: one-on-one mentoring by senior teachers, workshops on classroom management, peer observation and feedback, school policy and curriculum training, stress management and emotional support, and preparation of professional documents. The findings showed that one-on-one mentoring was the most consistently experienced activity. The remaining activities such as classroom-management workshops, peer observation and feedback, school policy and curriculum training, stress management and emotional support and preparation of professional documents were considerably less consistently experienced. Qualitative data indicated that school leaders reported implementing a broader range of activities, including mentoring, collaborative planning, classroom-management guidance, curriculum and policy orientation, psychosocial support and professional-document preparation. The divergence suggests that professional development was frequently embedded in informal mentoring and school-based support rather than consistently experienced as formal, identifiable programmes. The study concludes that novice-teacher professional development in Mukaa was predominantly mentoring-based, with complementary activities implemented less consistently. The study recommends strengthening the formalization, visibility, monitoring and resourcing of induction-related professional development while retaining mentoring as a central component.

This study examined the relationship between principal-led in-service training and teacher job performance in public junior schools in Nyahururu Sub-County, Laikipia County, Kenya. The guiding research question was: How do principal-led in-service training programs influence teacher job performance in public junior schools in Nyahururu Sub-County, Laikipia County, Kenya? The study was anchored on Transformational Leadership Theory and complemented by Instructional Leadership Theory and Adult Learning Theory (Andragogy). A convergent parallel mixed-methods design was employed. The target population comprised 482 Teachers Service Commission (TSC)-deployed teachers and 28 school principals in 28 public junior schools. Stratified random sampling yielded 219 teachers, while 15 principals were purposively selected for interviews. Data were collected using teacher questionnaires and interview guides for principals, with documentary evidence used to support triangulation. Quantitative data from 190 teachers were analyzed using descriptive statistics and inferential statistics, while qualitative data from 15 principals were analyzed thematically. Teachers reported a positive perception of principal-led in-service training (M = 3.76, SD = 0.92). The strongest-rated aspects concerned overall instructional performance (M = 3.88, SD = 1.09) and lesson preparation and planning (M = 3.86, SD = 1.10). The one-way Analysis of Variance (ANOVA) revealed a statistically significant difference in teacher job performance across varying levels of in-service training participation (F(2, 187) = 12.65, p < 0.001).The corresponding shared variance was approximately 40.7%. Qualitative findings indicated that principals organized CBC orientation, refresher courses, instructional methodology training, and assessment-focused training, with emphasis on curriculum alignment, practical application, and follow-up support. Funding constraints, teacher workload, and limited time emerged as major implementation challenges. The findings suggest that principal-led in-service training is associated with teacher job performance, particularly when training is relevant to classroom needs and accompanied by follow-up, observation, feedback, and adequate time and resources. The study recommends strengthening school-level instructional leadership capacity, protected time for professional learning, needs-based training, and systematic post-training support.

The purpose of the study was to examine influence of teachers’ emotional exhaustion on learners’ academic performance in public junior schools in Baringo Central Sub-County, Kenya. The study’s research question was: To what extent do teachers’ emotional exhaustion influence learners’ academic performance in public junior schools in Baringo Central sub-county? The study is grounded on Maslach’s Burnout Theory. A mixed methods research approach guided by a convergent design was employed. The quantitative component adopted a cross-sectional survey design, while the qualitative component was guided by a phenomenology design to capture participants’ lived experiences. The target population comprised of 78 public junior schools, including: 78 heads of institutions, 274 junior school teachers, 3 quality assurance and standards officers, and one sub-county director of education. Sampling techniques used included stratified sampling for schools, stratified and simple random sampling for teachers, and criterion purposive sampling for heads of institutions, QASOs, and SCDE. This resulted to a sample of 8 schools, 8 heads of institutions, 74 junior school teachers, 3 QASOs, and 1 SCDE. Data collection instruments used were questionnaires for teachers, interview guides for heads of institutions, QASOs, and the SCDE, a document analysis guide, and an observation guide. Teacher burnout was measured using the Maslach Burnout Inventory-Educators Survey (MBI-ES). Findings were presented using tables. Instrument validity was ensured through face, content, criterion, and construct validity, while reliability was tested using Cronbach’s Alpha (≥0.81). Qualitative data were analysed thematically using NVivo, guided by credibility, dependability, transferability, and confirmability, with ethical considerations observed. The study found that teachers’ emotional exhaustion significantly influenced learners’ academic performance in public junior schools in Baringo Central Sub-County, with highly exhausted teachers demonstrating reduced instructional effectiveness, limited learner support, and decreased classroom engagement. The study concluded that addressing teacher emotional exhaustion is essential for improving learning outcomes. It recommended strengthening teacher welfare programmes, providing psychosocial support, promoting manageable workloads, and enhancing school-based interventions aimed at improving teachers’ emotional well-being and instructional effectiveness.

The purpose of the study was to examine influence of availability of digital tools on the effectiveness of communication as a management function among managers and stakeholders in Muhoroni sub-county, Kisumu county, Kenya. The study’s research question was: To what extent does the availability of digital tools influence the effectiveness of communication as a management function among managers and stakeholders? It was anchored on the Diffusion of Innovations Theory by Everett Rogers (2023), the study adopted a mixed methods approach using a convergent parallel design. The target population included: 115 public junior schools, 115 heads of institutions, 300 teachers, three Quality Assurance and Standards Officers (QASO), and one Sub-County Director of Education (SCDE). Stratified sampling was used to select 10 junior schools, simple random sampling to select 74 junior school teachers, and purposive sampling to include 10 heads of institutions, QUASOs), and the SCDE. Data was collected using questionnaires for teachers and interview guides for heads of institutions and education officials. Reliability of research instruments was established using a Cronbach’s Alpha coefficient of 0.7. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was analyzed thematically. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed throughout the study. The study found that the availability of digital tools significantly influences communication effectiveness as a management function by enhancing information sharing, decision-making, collaboration, and stakeholder engagement. It concluded that accessible and reliable digital communication platforms improve managerial efficiency and strengthen relationships among organizational stakeholders. The study recommends investment in appropriate digital technologies, continuous training for managers and stakeholders, and development of supportive policies to promote effective utilization of digital communication tools.

The purpose of the study was to examine influence of instructional supervision roles by quality assurance and standards officers on the implementation of competency-based education in public junior schools in Gatanga Sub-County, Murang’a County, Kenya. The study’s research question was: How do instructional supervision roles by Quality Assurance and Standards Officers influence the implementation of Competency-Based Education in public junior schools in Gatanga Subcounty, Murang’a County, Kenya? The study was anchored on Systems Theory. A convergent parallel mixed-methods design was adopted, combining a descriptive survey with a phenomenological approach. The study targeted 266 respondents (211 teachers, 53 principals, and 2 QASOs), selected through simple random, stratified random, purposive, and census sampling, and achieved a 91.7% return rate: 190 teachers, 53 principals, and 1 QASO. Questionnaires generated quantitative data from teachers, while semi-structured interviews with principals and the QASO generated qualitative data; the two were triangulated thematically. The findings showed that QASOs’ instructional supervision roles positively influenced CBE implementation, with teachers and principals reporting favorable perceptions. Instructional supervision, teacher capacity building, curriculum compliance monitoring, and monitoring and evaluation were significantly associated with CBE implementation. The combined QASO roles explained 35.9% of the variation in CBE implementation, with curriculum compliance emerging as the strongest predictor. Qualitative findings confirmed that QASO supervision enhanced curriculum delivery and teacher support, although limited staffing and resources constrained effectiveness. The study recommends strengthening QASO capacity, visitation schedules, professional development, and feedback mechanisms.

The purpose of the study was to examine the relationship between parental academic support and psychological well-being among adolescent learners in public junior schools in Kiambu sub-county, Kenya. The study’s research question was: What is the relationship between parental academic support and the psychological well-being of adolescent learners in public junior schools in Kiambu Sub-County? The study was guided by the Theory of Psychological Well-being by Carol Ryff. An explanatory sequential mixed-methods research design was adopted, involving the collection of quantitative data through questionnaires and qualitative data through interview guides and document analysis. The target population comprised 21 public junior schools, 6,294 learners, 122 teachers, and 63 parents. Stratified random sampling was used to select six schools, while simple random sampling was used to select 362 learners and 36 teachers. Purposive sampling was applied to select 18 parents for interviews. Data collection instruments included structured questionnaires, the Carol Ryff Psychological Well-Being Scale, interview guides, and document analysis guides. Instrument validity was established through expert review and pilot testing, while reliability was determined using Cronbach’s alpha coefficient. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis, whereas qualitative data were analyzed thematically and presented through narrative descriptions and verbatim quotations. The study found that parental engagement significantly influenced adolescent learners’ psychological well-being, with academic support showing the strongest relationship (r = .730, p = .000). Emotional support, role modelling, and school participation also contributed positively. The study concluded that consistent parental involvement enhances confidence, resilience, motivation, and belonging, recommending stronger parent-school partnerships and supportive parenting practices to promote learners’ well-being.