Publications

Organization of Learning Environment in Teaching Language Activities: A Focus on ECD Learners

Nabwire Violet Kafwa; Celestine Cheptoo Chepkwony; Anne Syomwene Kisilu

This paper examines how teacher’s environmental organization relates to learning language activities in ECD. Organization of learning environment is a vehicle for getting learners from where they are to where they need to be an academic year later. To obtain the results for this study environment organization was examined using observation schedule. It examined the organization of learning environment used by teachers to prepare ECD learners cope with instruction of English language in lower primary. The study was founded on the theory of behaviorism by B.F. Skinner who believes that environmental factors govern language development. Descriptive Survey research design was used to have an in depth focuses of this study. The target population was 335 ECD teachers, 225 ECDE centers. Therefore sample size was 34 teachers and 22 centers. The results demonstrated that environment organization was associated with improvement in learner’s language activities performance. It also shows that most of the basic and favorable learning environment were lacking in most of the centers. The study therefore concluded that, majority of learners in ECD were not effectively prepared in language activities to cope with instruction of English language in lower primary. The study then recommended that, the Ministry of Education and KICD to organize regular seminars for head teachers, lower primary teachers and preschool teachers, so as to develop an organized programme that will ensure uniform preparation process of ECD learners in language activities to cope with instruction of English language in lower primary.

Unveiling the Gig Economy: Exploring Work Arrangements and Job Performance in Kenyan Organizations

Laura Mamuli; Catherine Kagucia

The contemporary workplace is undergoing profound transformation with the proliferation of the gig economy and alternative work arrangements, which pose both challenges and opportunities for organizations globally. Despite this transformation, a comprehensive understanding of how these modern work structures impact employee job performance within Kenyan organizations remains limited. This study addresses this gap by investigating the effects of the gig economy and alternative work arrangements on job performance in Kenyan contexts, contributing to the field of Human Resource Management. This is an empirical study employing purposive sampling to select organizations in Kenya, including Safaricom, Jumia, and M-KOPA, and is complemented by a systematic literature review. By synthesizing empirical evidence and theoretical insights, the study aims to illuminate the intricate mechanisms through which the gig economy and alternative work arrangements influence employee job performance in the Kenyan organizational landscape. The findings are anticipated to provide valuable implications for HR practitioners, policymakers, and organizational leaders, guiding strategic decision-making and planning efforts. Ultimately, this research aims to enhance understanding and inform strategic responses within Kenyan organizations, enabling them to effectively navigate the evolving landscape of contemporary work arrangements. By offering insights derived from empirical evidence, the study aims to contribute to a holistic understanding of how the gig economy, alongside alternative work arrangements, shapes employee job performance within the unique context of Kenya's organizational environments. Key Words: Gig economy, alternative work arrangements, employee job performance

Task-Oriented Leadership Behaviour and Management of Curriculum Changes in Lower Secondary Schools in Uganda

Kyalo Wambua; Rose Akullo

This study examined the influence of headteachers’ task-oriented leadership behaviours on the management of curriculum changes in secondary schools within the Karamoja sub-region, Uganda. Specifically, it sought to (1) establish the status of headteachers’task-oriented leadership behaviours, (2) assess the extent of curriculum change management, and (3) determine the effect of task-oriented leadership on curriculum change management. Guided by the Path-Goal Leadership Theory and underpinned by a pragmatic philosophical stance, the study employed a mixed-methods convergent design integrating both quantitative and qualitative approaches. The sample size comprised 256 key education stakeholders, including headteachers, deputy headteachers, directors of studies, NCDC staff, MoES staff and teachers across 23 secondary schools. Participants were selected using purposive, stratified, and simple random sampling techniques. Data were collected through Self-Administered Questionnaires (SAQs) and interview guides. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined thematically. Findings revealed that headteachers’ task-oriented leadership behaviour significantly influenced the management of curriculum changes (r = .225, p = .000 < .05), explaining 22.5% of the variance in effective curriculum change management. The results indicate that when headteachers adopt structured, goal-driven, and performance-focused leadership practices, curriculum changes are more successfully implemented in their schools. The study concluded that a strong and statistically significant relationship exists between task-oriented leadership and the management of curriculum changes in secondary schools in the Karamoja sub-region. It emphasised that headteachers’ ability to plan, coordinate, and monitor tasks directly enhances curriculum reform implementation. The study recommends that educational authorities promote structured, goal-focused leadership training for school leaders, particularly in resource-constrained and change-sensitive contexts such as Karamoja. However, it also underscores the importance of balancing task orientation with stakeholder engagement and relational leadership to foster sustainable educational transformation.

Adhocracy Culture and Strategy Implementation: An Application within Professional Bodies in Kenya

Anne W. Njagi; Joseph Ngugi Kamau; Charity W. Muraguri

Strategy implementation presents the most complex aspects of an organization. This study aimed at establishing the relationship between adhocracy culture and strategy implementation in professional bodies in Kenya. To accomplish the main study objective, a descriptive research design was conducted and anchored on Cameron and Quin’s theory of Competing Values Framework (CVF) supported by McKinsey 7S Framework. A sampling frame of 168 respondents from 28 active professional bodies registered with the Association of Professional Bodies in East Africa (APSEA) was targeted. Data were collected using a structured questionnaire. Purposive sampling was used to select six (6) top managers in constant touch with the strategy implementation of their organizations. The study tested a null hypothesis and the results were analyzed through regression ANOVA to establish the relationship between adhocracy culture and strategy implementation. From the results, it was found that adhocracy had a significant positive effect on strategy implementation. The study concluded that adhocracy culture and strategy implementation in professional bodies in Kenya have a significant relationship. The study recommends that the leadership of an organization should work to establish a structure that accommodates adhocracy within the organization. Both operational and business level management should be structured in such a way that there is adhocracy culture within the ranks of the organization. The study further recommends a similar survey across the East African region including more professional bodies and further pursuit of adhocracy culture to test its suitability in other organizations other than professional bodies.

Principals’ Scope of ICT Use in Curriculum Implementation in Public Secondary Schools in Kenya

Kafwa N. Violet; Mutwiri M. Laban; Kyalo M. Marcella

The appreciation of school principals’ leadership role in enhancing the use of Information and Communication and Technology (ICT) in recent years has driven many countries and institutions of learning in particular to focus more on their inputs in driving integration of ICT in education. The study sought to analyze the principals’ scope of ICT use in curriculum implementation in public secondary schools in Meru County. The study sampled 211 public secondary schools from Meru County through stratified sampling technique. The sample comprised of 335 teachers, 1441 students selected through simple random sampling method and 211 principals selected through purposive sampling. Data collection was done through use of interview schedules, questionnaires, and observation checklists. Data was analyzed using descriptive statistics where qualitative data was discussed under suitable themes derived from the objectives of the study while quantitative data was analyzed using frequencies and percentages. The study established that the principals’ scope of ICT use in curriculum implementation is minimal. The study concluded that, limited use of ICT by principals in teaching and learning has negatively affected their leadership role in enhancing the use of ICT in curriculum implementation. It recommended that the Ministry of Education should play greater role in developing and improving ICT pedagogical skills in principals to be role models in the use of ICT in curriculum implementation.

Preparation to teach science in Kenya’s primary schools

Sammy M. Mutisya

This study determined Primary Teacher Education (PTE) Trainees’ perceptions regarding their conceptual understanding of science subject content and Science Process Skills (SPS). The study further determined trainees’ opinion regarding teaching of science in primary schools. A descriptive survey research design was used and stratified proportionate random sampling technique was used to select 131 trainees from science and 169 trainees from arts options. The study found out that overall trainees rated their conceptual understanding of science content and SPS to be average. More trainees in the science option than in the arts option rated their conceptual understanding of science content and SPS to be high and further indicated that subject specialization was necessary and only those trainees who specialize in science should teach science in primary school. They also indicated they would opt to teach science during training and after training. Hence trainees specializing in science were more prepared to teach science than trainees specializing in arts subject. The study recommends that subject specialization be abolished in PTE or teachers who specialize in science during training teach science in primary schools.

Monitoring of Educational Technology Progress to Enhance the Quality of Graduate Teachers From The Kenyan Universities

Benjamin Kyalo Wambua; Marcella Mwaka; Anne Syomwene; Kisilu Kitainge

It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university’s teacher preparation strategy. Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers. The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities. The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design. Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study. Data was collected from forty lecturers from the selected universities using the questionnaire. This study established that there are low interaction levels between lecturers and head teachers. The flow of information on changes in the schools to lecturers’ profession was found to be slow. The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development. Universities also need to establish communication structures that connect all relevant stakeholders in teacher education, which will consequently enable them to identify challenges relating to use of educational technology for both students and lecturers and deal with them.

The National Goals of Education in Kenya: Interrogating the Achievement of National Unity

Violet Nabwire Kafwa; Marcella Mwaka; Josephine Kemboi Musamas; Benjamin Kyalo Wambua

Education is critical in promoting political, social and economic development of any country. It is expected to provide an all-round development of its recipients to enable them overcome prevailing challenges and therefore play effective roles in their immediate society. The provision of a meaningful and adequate education is fundamental to Kenya’s overall development strategy (MOEST, 2004). The functions the Kenyan education system seeks to attain are embedded in the three aims of education and further translated in the eight national goals of education. These goals explain the ideals this system seeks to attain in terms of the knowledge, skills, and values the country wishes its learners to acquire. The formulation of the eight goals of education is meant to specify more precisely, what qualities are thought most desirable to develop among the Kenyan citizens. Kenya as a country has made efforts to direct its educational endeavours towards its national goals; however, an examination of products of this system and a critical analysis of the state of the society points to the need for more effort. For instance, since independence, the national goal of national unity has continued to feature prominently among Kenya’s national goals of education due to its significance in a state with divergent characteristics. The happenings witnessed in the country especially during the post-election violence of 2007- 2008 and the elusive attainment of nationalism and patriotism seem to suggest that this goal is far from being achieved. This paper interrogates the national goals of education in Kenya with a focus on the goal of fostering national unity. It examines the achievements with regards to this goal and highlights critical issues that prevent its successful attainment. It also attempts to identify gaps which require attention, research and implementation to enable sustainable solutions to one of the society’s key needs.

Utilization of Digital Technologies in Doctoral Thesis Supervision at the University of Nairobi: Implications for Quality Assurance

Nyonje, R.; Kigwilu, P.

The utilization of online digital technologies in higher education teaching and learning has gained impetus in the post-COVID-19 era. A number of higher educational institutions have invested in capacity-building programmes related to the utilization of online digital technologies for teaching and learning. However, the utilization of these technologies in doctoral supervision is hampered by challenges related to access to digital devices, internet connectivity and the general attitude among digital technology users. Furthermore, despite supervisors’ efforts to reinforce mentoring, the lack of in-person engagement between supervisors and students portends a greater challenge. Therefore, the study sought to determine the influence of doctoral students’ gender on their thesis progression, the relationship between the frequency of engaging supervisors and thesis progression, the preferred mode of supervisor engagement and the level of student utilization of digital technologies in their doctoral work. The study sampled 109 students from a population of 150 PhD students of the University of Nairobi. Data were gathered through questionnaires and interviews that were administered to doctoral students and their supervisors respectively. The results showed a weak negative correlation between student and supervisor engagement and their stage in theses writing. The study also established low utilization of digital technologies in doctoral thesis supervision. Nonetheless, the results showed that student-supervisor engagement has an impact on their progression and that a significant number of doctoral students were comfortable with engaging their supervisors through a combination of face-to-face/in-person and virtual/online sessions. The study recommends that universities should adopt a blended doctoral supervision model to leverage the strengths of both in-person and virtual student-supervisor engagement. Further, there is a need to train both students and supervisors in the use of digital tools to enhance their engagement

Conceptual Understanding of Science Process Skills and Gender Stereotyping: A Critical Component for Inquiry Teaching of Science in Kenya’s Primary Schools

Sammy M. Mutisya; Stephen Rotich; Paul K. Rotich

This paper examined Kenya’s Strengthening of Mathematics and Science Education (SMASE) In-service Education Training (INSET) trainers’ conceptual understanding of basic science process skills (BSPS) and their gender based stereotypes regarding pupils’ ability in BSPS. Teachers Process Skills Questionnaire (TPSQ) was used to collect data from 187 trainers. Data analysis included tabulation of percentages and Chi-squire test of relationship. The findings of this study revealed that (i) SMASE trainers had very poor conceptual understanding of basic science process skills, (ii) SMASE trainers held gender based stereotypes about boys’ and girls’ ability in BSPS and (iii) there was a statistically significant relationship between the gender of the SMASE trainers and their gender stereotypes. The authors recommended that (i) SMASE trainers be inducted in science process skills and be subjected to a science process skill proficiency test before being recommended as INSET trainers, (ii) Primary Teacher Education for pre-service teachers to ensure trainees develops conceptual understanding of science process skills as outlined in the Kenya’s Primary Teacher Education Science Syllabus and (iii) awareness on gender issues in terms of instruction and assessment be created among primary school teacher and pre-service training of primary school teachers.

Conflict Resolution Empowerment: A Panacea or Pacifier for Project Sustainability

Nyonje, R. O; Mwambeo, H. M.; Wambugu, L. N.; Kariuki J.T.

TESSA Open Education Resources: A Springboard for Kenya’s Competency Based Curriculum

Sammy M. Mutisya

Low availability and access to quality educational materials are some of the likely impediments to implementation of a curriculum. This study explored Open Education Practices (OEP) and in particular the use of TESSA Open Educational Resources (OER) for modeling pedagogies for Kenya’s learner centered Competency Based Curriculum. Eighty-six educators participated in the study. A literature review revealed that both CBC and TESSA OERs focus on the learner. The study revealed that some teachers had access to digital devices and Internet thus could easily access TESSA OERs. The majority (74.0%-100%) agreed that: TESSA OERs content was relevant, a core part of the curriculum, understandable and usable in teaching and modeling learner-centered pedagogy. Teachers also agreed that TESSA OERs promote students’ engagement in learning, enabled teachers’ account for learners’ prior knowledge and appropriate for effecting changes proposed in CBC. Teachers finally indicated they were willing to advocate use of TESSA OERs among their peers. The study recommends policy changes by Kenya’s Ministry of Education, Teacher Service Commission and Kenya Institute of Curriculum Development to open uptake of OEPs in the implementation of CBC and retraining of teacher educators to make meaningful change in teachers’ instructional methodology.