Academic Excellence for Africa

This study examined the influence of teacher professional development (TPD) on job performance in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. Anchored in Knowles’ Adult Learning Theory, the study employed a convergent mixed-methods design, targeting 48 administrators, 285 teachers, 300 students, and one Sub-County Director of Education. Stratified, purposive, and systematic sampling were used to obtain 191 participants. Data collection involved questionnaires for teachers, administrators and students while interviews collected data from SubCounty Director of Education. Research tools were subjected through content and face validity through expert review. Quantitative Instrument reliability was ascertained with help of Cronbach’s Alpha which yielded a value of (α = .796). Reliability for qualitative data was ascertained in terms of their trustworthiness specifically for credibility and dependability. Quantitative data were analyzed using Statistical Package for Social Sciences version 25 to generate descriptive statistics that summarized data. The results were presented in frequency distribution tables. Pearson correlations was used to test the hypothesis. Qualitative data from interviews underwent thematic analysis and the results was presented in form of narratives and frequencies. Results revealed low teacher participation in TPD (28%) but significant positive relationships between TPD and performance indicators: lesson preparation (r = .45, p = .002), clarity of explanations (r = .50, p = .001), and motivation (r = .40, p = .005). Students reported notable gains in classroom engagement (81%), while 69% of teachers perceived limited benefits, citing weak leadership support (81%), funding constraints (72%), and content irrelevance (68%). The study concluded that contextually relevant, sustained, and mentorship-driven TPD enhances teacher effectiveness and recommends localized models emphasizing peer coaching, administrative support, and NGO partnerships.

This study investigated how parental alcohol abuse influences students’ attitudes towards alcohol abuse in public secondary schools in Embakasi Sub-County, Nairobi County. Guided by Systems Theory, the study adopted a convergent parallel design, supplemented by cross-sectional and phenomenological approaches. The target population comprised principals, teachers, students, and the Sub-County Director of Education, with a sample of 4 principals, 48 teachers, 285 Form Three and Four students, and 1 SCDE. Data were collected using questionnaires, interviews, focus group discussions, observation, and document analysis, with validity and reliability ensured prior to administration. Quantitative data were analyzed using SPSS to generate frequencies and percentages, while qualitative data were subjected to content analysis. Findings revealed that parental alcohol abuse significantly shapes students’ attitudes by normalizing drinking, reducing parental guidance, and fostering emotional neglect. As a result, students exposed to parental alcohol use were more likely to view alcohol consumption as acceptable, experiment with drinking, and engage in indiscipline. The study concludes that the home environment is a critical risk factor influencing learners’ perceptions and predisposition to alcohol misuse. It recommends that schools, parents, and the Ministry of Education collaborate to implement awareness programs, strengthen counseling services, and sensitize parents on the dangers of modeling alcohol abuse to their children.

The purpose of this study was to examine the Influence of Head Teachers’ Motivational Strategies on Teachers’ Performance in Public Primary Schools in Mashuuru Sub-County, Kajiado County, Kenya. This study contends that effective application of motivational strategies by head teachers plays a crucial role and serves as a major determinant of improved teacher performance. Grounded in Fredrick Herzberg Two-Factor Theory, the study examined how head teachers’ recognition, facilitation of in-service training, involvement of teachers in decision-making, and provision of incentives impacts teachers’ performance. Mixed-method approach was used, specifically convergent mixed method design, qualitatively; phenomenology design and quantitatively; cross-sectional survey design. The study targeted 93 schools, 555 teachers, and 93 head teachers with a sample 28 schools, 166 teachers, and 28 head teachers selected using stratified, simple random and purposive sampling techniques. Data from teachers were collected using questionnaire, while interview was conducted with head teachers. The findings revealed that head teachers’ motivational strategies improve teacher performance but are poorly implemented. However, challenges such as lack of funding, rigid policies and limited school-level decisionmaking power were identified. The study recommends that TSC enhance leadership training, MoE and BoM develop clear guidelines on fair recognition, rewards, and teacher support, and policymakers revise rigid policies. The government to allocate funds specifically to support schoollevel motivational programs.

This study examined the influence of parental level of involvement in school activities on learners’ performance in the Kenya Primary School Education Assessment (KEPSEA) in public primary schools in Kajiado North Sub-County. Guided by Epstein's Theory of Parental Participation, the study sought to establish how parental involvement in school activities relates to learners’ academic outcomes. A mixed-methods research approach using a convergent parallel design was employed, integrating cross-sectional and phenomenological designs for quantitative and qualitative strands respectively. The target population comprised 2,994 Grade Six learners, 15 head teachers, 350 teachers, 800 parents, and one Sub-County Director of Education (SCDE). A sample of 299 learners, 70 teachers, 6 head teachers, 40 parents, and 1 SCDE was selected using stratified random, simple random, systematic random, and purposive sampling techniques. Data collection instruments included questionnaires, interview guides, focus group discussions, observation checklists, and document analysis guides. Reliability was ensured through Cronbach’s alpha for quantitative tools, while validity for qualitative tools was enhanced through member checking, triangulation, and peer review. Findings revealed that parental participation in school activities positively influenced learners’ performance in KEPSEA. Specifically, 57.1% of parents who actively engaged in school functions contributed to improved learner motivation (51.4%) and enhanced performance outcomes (57.2%). However, gaps persisted in parental contact with teachers (50%) and involvement in school decision-making (44.3%), which limited the effectiveness of participation. The study concludes that active parental involvement in school activities significantly boosts learner performance, but limited engagement in teacher communication and decision-making hinders holistic academic support. The study recommends strengthening structured programs to enhance parental participation in school activities, particularly in decision-making processes and teacher-parent engagement forums. Inclusive strategies targeting less-involved parents should be prioritized to improve learners’ academic outcomes in KEPSEA.

Despite the availability of multiple bursary programs in Maralal Ward, significant challenges undermine their effectiveness. The study examined the influence of project leadership management practices on the Performance of Bursary Programs for Needy Secondary School Students in Maralal Ward, Samburu County, Kenya. The specific objective assessed the influence of project decision integration on the Performance of Bursary Programs for Needy Secondary School Students in Maralal Ward in Samburu County, Kenya.The study was anchored on Ethical Leadership Theory and Stakeholder Theory. Convergent parallel design was adopted. The study targeted a population of 2,381 students, 24 school administrators and 6 pivotal bursary committee members, and leaders serving as key informants. A sample of 343 respondents were selected using stratified sampling technique. Data was collected using questionnaires and key informant interviews. Quantitative data were analyzed using descriptive statistics. Qualitative data from interviews were analyzed thematically. Findings were presented using tables. Data were collected from 280 respondents. Key findings indicated that bursary programs in Maralal Ward moderately integrated project decisions, with needy considerations and management awareness rated highly (M = 3.54), but weak adherence to standards (M = 2.72), inconsistent ethical compliance (M = 3.29), and limited training (M = 3.38). On performance, bursaries improved student retention (M = 3.76), transition (M = 3.60), academic outcomes (M = 3.54), and enrolment (M = 3.48), with funds largely used appropriately (M = 3.55). However, delays in disbursement (M = 2.83) and low stakeholder satisfaction (M = 2.83) remained key challenges, despite sustainability strategies in place (M = 3.70). Qualitative evidence reinforced that timely and adequate bursary support is critical to student success. The study recommend that the program should strengthen ethical standards and decision-making guidelines to improve stakeholder satisfaction and maximize student outcomes.

The study examined the influence of teachers' professional development (TPD) on the implementation of Competence-Based Education (CBE) in public comprehensive schools in Mbeere North Sub-County, Embu, Kenya. The following research question guided the study: In what ways does teachers’ professional development influence the implementation of Competence- Based Education? The study was anchored on the Organizational Readiness for Change Theory. The target population included 98 public comprehensive schools with 1216 teachers, 4980 pupils from Grades Seven and Eight, and 98 head teachers. Moreover, 5 Curriculum Support Officers were also targeted. This study used both probability (Simple Random Sampling and Stratified Random Sampling) and non-probability (Purposive Sampling) techniques to obtain a representative sample from the target population. The sample size was 682 participants comprising of 15 Head Teachers, 292 teachers, 370 pupils and 5 Curriculum support officers. Questionnaire was used to collect quantitative data from teachers and qualitative data from Curriculum Support Officers and head teachers through interview guides, and a focus group discussion guide for pupils. Descriptive statistics summarized findings, and Pearson Product Moment Correlation tested relationships between TPD and CBE implementation. The study revealed that regular training, mentorship, and peer learning positively influenced CBE adoption, although inconsistencies in training relevance, resource provision, and follow-up limited effectiveness. It concluded that effective CBE adoption requires strengthened professional development support, sustained mentorship, and resource facilitation by head teachers, school boards, and the Ministry of Education.

The study investigated how the effectiveness of teacher performance appraisal influences innovation in instructional methods in public secondary schools in Tana North sub-county, Tana County, Kenya. Guided by Edwin Locke’s goal-setting theory, it explored the extent to which performance appraisal stimulates teacher innovation, enhances classroom management, and contributes to students’ academic performance. A convergent parallel mixed-methods design was adopted, combining a cross-sectional survey for quantitative data and a phenomenological approach for qualitative insights. The study targeted 1,450 students, 105 teachers, 10 principals, and key education officers, with a sample size comprising 145 students, 83 teachers, 6 principals, and 2 education officials. Data were collected through questionnaires, interviews, focus group discussions, document analysis, and observation, with reliability confirmed using Cronbach’s Alpha (0.8109). Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. Findings revealed that well-structured performance appraisals enhance teacher efficiency by promoting instructional innovation, strengthening classroom management, and fostering professional growth. However, inconsistencies in implementation, lack of adequate training, and limited support hinder effectiveness. The study concluded that teacher performance appraisals are valuable in improving instructional practices but require stronger institutional backing. It recommended that the Teachers Service Commission (TSC) and school administrators improve appraisal mechanisms through regular training, digital integration, and timely feedback. Overall, the findings emphasize that effective performance appraisal is a key driver of innovative instructional practices in public secondary schools.

This study explored the types of religious-based approaches applied in the treatment of individuals with substance use disorders in rehabilitation centers in Kajiado North Sub-County, Kajiado County, Kenya. The objective guiding this study was to examine the types of religious-based approaches used to treat individuals with SUDs. The study was anchored on the Religiosity and Spirituality Theories. The research was conducted in Kajiado North Sub-County, Kenya. Using a descriptive survey design, data were collected via structured questionnaires from 208 participants across nine rehabilitation centers. The target population for this study comprised nine NACADAaccredited rehabilitation centers in Kajiado North, with a population of approximately 208 individuals. Using the census method, the study included the entire population (208) due to its manageable size. The study collected quantitative data using questionnaires. The questionnaires were validated through content, face, and construct validity. Content validity ensured alignment with research objectives, literature, and expert input. Face validity was confirmed via pilot testing on a small group outside the target population. Reliability was assessed using internal consistency (Cronbach’s alpha ≥ 0.7) and test-retest reliability. Quantitative data were analyzed using SPSS, generating descriptive statistics such as frequencies and percentages to summarize the study variables. Results revealed that the most used religious-based strategies included moral teachings (74%), religious activities (72%), spiritual counseling (71%), prayer sessions (66%) and support groups (64%). The study recommends the integration of religious-based and professional medical interventions for a holistic approach to recovery.