Director Of Education Research Articles

The extent of female biology teachers awareness of scientific enlightenment

The aim of the current research is to study the extent of female biology teachers awareness of scientific enlightenment by answering the following question, For the purpose of answering this question, the author prepared a scale for scientific enlightenment that includes seven areas, which are (Biological knowledge, the mutual relationship between biology, society and the environment, translation of terms, science processes, scientific directions, scientific inclinations and scientific assessment), The scale consists of 50 items that distributed equally over the seven areas of scientific enlightenment. The items for the first four areas were objective which means the answer was either true or false (takes 0-1), as for the last three areas the answer alternatives were three-fold (agree, hesitant, disagree) or (3-2-1). The research sample consisted of female biology teachers of Baghdad/ Al-Rusafa Third Education Directorate, amounting to 105 biology schools, who were chosen randomly from the middle, secondary, and preparatory schools about 150 schools. The results of the research concluded that biology teachers possess scientific awareness, depending on these results, the author developed recommendations and proposals to complement this research.

Performance Appraisal Practices and Teacher Performance in Public Secondary Schools in Kenya: A Case of Busia County

Purpose: The purpose of the study was to investigate the relationship between performance appraisal practices and teacher performance in Busia County, Kenya. The Systems theory and the Ability-Motivation-Opportunity (AMO) theory informed this study. Methodology: The study was anchored on a pragmatic paradigm and adopted a mixed methods approach. The study targeted 185 public secondary schools in Busia County. The study categorized respondents into 3 strata: Principals, Mathematics Head of Department (HODs) and County Director of Education (CDE). Simple random sampling was then utilized to select samples from each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Thematic analysis was applied in the analysis of qualitative data. Data analysis and interpretation was based on descriptive statistics such as frequencies, percentages, mean, standard deviation and inferential statistics such as correlation and regressions. Findings: The findings of the study was that there is a statistically significant relationship between performance appraisal and teacher performance (r = 0.440, p<0.05), hence the study rejected the null hypothesis. The study concluded that a unit improvement in performance appraisal is likely to result to an improvement in the teacher performance by 44% (b = 0.440, t= 0.855, p<0.05). The study holds substantial academic and policy implications. Unique Contribution to Theory, Practice and Policy: The findings contribute to the understanding of the complex relationships between performance appraisal practices and teacher performance. The study provides actionable insights for education managers, empowering them to take strategic measures to address performance gaps and improve teaching standards in the unique setting of public secondary schools in Kenya. By understanding the dynamics between performance appraisal practices and teacher performance, educational institutions can tailor strategies to optimize the effectiveness of their teaching staff in Science, Technology, Engineering and Mathematics STEM subjects.

Exploring enablers and barriers to pharmacists becoming designated prescribing practitioners

The introduction of the Initial Education and Training Standards for Pharmacists reforms outlined that trainee pharmacists will be able to qualify as independent prescribers (IPs) on registration from 2026. To enable this transformation, sufficient numbers of designated prescribing practitioners (DPPs) are required to supervise the IP element of their training. A regional survey identified 12 DPPs, which highlights a potential workforce challenge. This study expanded on the findings of the survey, aiming to explore the experiences of DPPs to understand how to increase capacity and inform the next steps towards implementing the reforms. In a descriptive, qualitative study, a series of two focus groups were conducted with DPPs and a chief pharmacist. Training and funding of DPPs was reported as the key enabler to increasing capacity whilst time constraints was the most significant barrier. Cross-sector supervision was considered possible provided there was time and funding. NHS England Workforce, Transformation and Education Directorate (NHSE WT&E) are a national organisation leading on this work stream and should consider targeting some of the immediate enablers (training and funding) and barriers (time) as identified from this study to increase DPP capacity in preparation for 2026. NHSE WT&E should consider developing plans to address other important themes identified such as whether DPPs can provide supervision cross-sector supervision as well as funding showing that the themes identified do not exist in isolation but intricately linked to one another.

Influence Of Free Day Secondary Education (FDSE) Capitation Grants On Participation Rates In Public Secondary Schools In Makueni County, Kenya

Adequate funding of the education sector is crucial to the provision of quality education for all (OECD, 2016). Financing of education is the greatest enabler of learners to participate in education and flow through education system from entry to exit. The purpose of this study was to investigate the influence of Free Day Secondary Education (FDSE) on participation rates in public secondary schools in Makueni County, Kenya. The study adopted a descriptive survey design. The targeted respondents included School Principals and their Deputies from 196 secondary schools in Makueni County as well as 9 Sub County Directors of Education from Makueni County. Data collection instruments included questionnaires for Principals, Deputy Principals and interview schedule for Sub-county Directors of Education. The instruments were ascertained through piloting and by research experts to ascertain content validity while reliability was achieved through piloting and testing reliability. Data collection registered a response rate of 91.8%. The data was analyzed by use of SPSS version 22. Descriptive statistics such as frequencies, percentages, means and standard deviations and inferential statistics were used to analyze the quantitative data. Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistically significant relationship between FDSE capitation grants and participation rates in public secondary schools in Makueni County. This was at R values of 0.67 which was positive and significant with values of 0.014. From this result the study concludes that Free Day Secondary Education (FDSE) capitation grants influence students’ participation rates in public secondary schools in Makueni County, Kenya. The qualitative results also confirmed that education subsidies influence students’ participation rates in public secondary schools in Makueni County, Kenya. The study recommends that government should sustain and increase capitation grants to schools and also partner with other stakeholders in financing education to enhance students’ participation rates in education

Influence of Education Financing By Non-State Agencies on Participation Rates in Public Secondary Schools in Makueni County, Kenya

Governments around the world agree that the ability to provide quality education for all and to respond to new priorities depends on the availability of adequate funding in education (OECD, 2016). Financing of education is the greatest enabler of learners to participate in education and flow through education system from entry to exit. The purpose of this study was to investigate the influence of financing by non-state agencies on participation rates in public secondary schools in Makueni County, Kenya. This study adopted a descriptive survey design where the targeted respondents included School Principals and their Deputies from 196 secondary schools in Makueni County as well as 9 Sub County Directors of Education from Makueni County. Data collection instruments included questionnaires for Principals, Deputy Principals and interview schedule for Sub-county Directors of Education. The instruments were piloted and tested for content validity and reliability. The response rate from the data collection exercise was 91.8%. The data was analyzed by use of SPSS version 22. Descriptive statistics such as frequencies, percentages, means and standard deviations and inferential statistics were used to analyze the quantitative data. Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistically significant relationship between education financing by non-state agencies and participation rates in public secondary schools in Makueni County. The adjusted R square of 0.630 indicated that 63% of the variation in the participation of students in schooling in public secondary schools in Makueni County could be explained by provision of funding by non-state agencies in financing education. From this result, the study concludes that financing by non-state agencies does influence students’ participation rates in public secondary schools in Makueni County, Kenya. The qualitative results also confirmed that education subsidies influence students’ participation rates in public secondary schools in Makueni County, Kenya. The study recommends that government should increase funding to schools and also enhance the partnership with other stakeholders in financing education to enhance students’ participation rates in education

Literacy And Artificial Intelligence: Applications And Concerns

Background: The intersection of literacy and Artificial Intelligence (AI) holds transformative potential for education. AI can significantly enhance literacy by offering personalized learning approaches, automated assessments, and diverse educational applications. In this paper, specific examples of AI's role in literacy are provided, alongside discussions of challenges such as reduced human interaction and the risk of perpetuating educational inequalities. Emphasizing the ethical and social considerations in developing and using AI in education is crucial. Materials and Methods: Our research falls under exploratory studies and aimed to capture the current state in the field of Primary and Secondary Education educators regarding Artificial Intelligence. It was conducted through data collection via an anonymous questionnaire. The questionnaire was sent to all school units in the country through the Primary and Secondary Education Directorates in December 2023. Data were collected through the Google Form platform, and statistical processing was done using SPSS 28. The research sample was formed from the voluntary participation of N=1736 educators. A unique aspect of our research was that after the demographic information, participants were asked not to proceed with completing the questionnaire if they answered "Not at all" to question A1: How well do you know what Artificial Intelligence is? Thus, the first data showed that 51% of the participating educators knew nothing about AI, while 49% knew a little, a lot, or very much. After filtering out incomplete questionnaires, our sample was N=866, and data processing was based on this. Results: Our research aimed to explore educators' perceptions regarding the application of AI in literacy development and to identify the key factors influencing these perceptions. The theoretical framework highlighted the potential benefits of AI in education, such as personalized learning, automated assessment, and increased student engagement. Our findings largely align with this framework, indicating that educators recognize the positive effects of AI, particularly in areas such as efficient teaching methods and enhanced learning. Conclusion: The conclusion highlights the importance of harnessing AI for literacy development while fostering students' critical thinking to mitigate potential negative impacts. Initial findings from exploratory research on AI in education are also presented.

WHO LEADS THE PACK? PROFILING SCHOOL LEADERS’ DEMOGRAPHIC BACKGROUNDS FOR INSTRUCTIONAL LEADERSHIP PRACTICES IN GHANAIAN PUBLIC BASIC SCHOOLS

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

An Interview with Valentina Kuryliw, Director of Education of the Holodomor Research and Education Consortium (HREC)

An Interview with Valentina Kuryliw, Director of Education of the Holodomor Research and Education Consortium (HREC)

The Influence of Using the Electronic Teaching in Self –Education and Its Cognitive, Kinetic Content of The Skill of Sending and Receiving of Volleyball for Girls at The Secondary Stage at The Directorate of Education in Irbid District

The Influence of Using the Electronic Teaching in Self –Education and Its Cognitive, Kinetic Content of The Skill of Sending and Receiving of Volleyball for Girls at The Secondary Stage at The Directorate of Education in Irbid District

Investigating the Psychological Effects of Social Networking Sites among High School Students from Zagora Directorate of Education, Morocco

The pervasive integration of Social Networking Sites (SNS) into daily life has sparked considerable academic interest, particularly concerning their intricate relationship with, and influence on, young adults. This study examines the psychological impacts of social networking sites (SNS) on high school students in the Zagora Directorate of Education, Morocco. Employing a mixed-methods approach, the research combines quantitative surveys and qualitative interviews to gather comprehensive data from a sample of 75 students. The findings reveal a complex relationship between SNS usage and various psychological outcomes, including anxiety, depression, and social connectedness. Frequent SNS users report higher levels of anxiety and depression, compared to moderate and low users. Conversely, moderate SNS engagement is associated with enhanced social connectedness and peer support. Qualitative data suggest that the content and context of SNS interactions significantly influence these psychological effects. The study underscores the need for educational interventions and policy guidelines to mitigate the negative impacts while fostering the positive aspects of SNS use among adolescents, especially in a remote area such as Zagora. These insights contribute to a broader understanding of digital behaviour and its implications for youth mental health in educational settings.

Embodied with data: Early childhood education and care centre director's stories about living with datafication

This article presents autoethnographic short stories that describe an early childhood education and care (ECEC) centre director's work for one year in a municipality in Finland. The purpose of this article is to provide a glimpse into what it is like to enter into an ECEC director position and live everyday ECEC life with economic data that are produced by frequently fluctuating child–staff ratios. This study contributes to a better understanding of the transformational implications of datafication by providing insight into affective interrelations held together by economic aspirations. It shows that datafication is a powerful tool to affect and to be affected in the female-dominated care work of ECEC. The study highlights the possibilities of using an autoethnographic analysis to recognise how data affect the body in data dominated ECEC and how to utilise this very recognition as resistance.

ORGANIZATIONAL AND LEGAL ASPECTS OF THE REGULATION OF LABOR RELATIONS OF AN EDUCATIONAL ORGANIZATION AND AN ADVISER TO THE DIRECTOR OF EDUCATION

Legal aspects of regulating labor relations with the participation of an educational adviser ("adviser to the director of education and interaction with children's public associations"), in the context of a significant number of publications, instructions and the professional standard "Specialist in the field of education", gaps remain in the practice of an educational organization. Law enforcement practice demonstrates problems in the field of concluding an employment contract and its essential conditions, securing a list of labor functions, securing a position in the staffing table, calculating wages, etc. The purpose of the article is to identify organizational and legal gaps in the regulation of the work of educational advisers. The subject of the study is the Institute of labor relations with the participation of teaching staff, since the position of adviser is attributed to the positions of teaching staff. The result of the study is the systematization of gaps in the organizational and legal aspects of regulating the work of an educational adviser. The novelty of the research lies in the generalization of the regulatory and legal practice of ensuring the activities of an adviser in an educational organization. For the science of labor law, the article is of interest, since it has been proved that the position of an education adviser belongs to the positions of teaching staff based on an analysis of the specifics of labor relations. The author's assessment of the adviser's place in the structure of educational legal relations, due to the peculiarities of the legal status of the employee, becomes a component of scientific novelty.

The Degree of Possession Digital Skills by Science School Teachers in Ein Al Basha Directorate of Education, from their point of view

The Degree of Possession Digital Skills by Science School Teachers in Ein Al Basha Directorate of Education, from their point of view

Special Exercises to Develop Some Visual Abilities and Defensive Movement Skills for Players of the Middle Euphrates Education Handball Teams

The purpose of this paper is to preparing special exercises to develop some visual abilities and the skill of defensive movements for the players of the educational teams of the Middle Euphrates in handball, preparing tests for some visual abilities for the players of the educational teams of the Middle Euphrates in handball, and identifying some visual abilities and defensive movement skills of players of the Middle Euphrates handball teams. The research objectives addressed by the researchers are what determine the nature of the method used, so the researchers used the experimental method in the style of two equivalent groups (control and experimental) with pre- and post-tests to suit the research objectives. The research community was determined by handball players for the teams of the Middle Euphrates region's education affiliated to the general education directorates in the governorates, distributed according to the governorates (Karbala, Najaf, Babylon, Muthanna, Diwaniyah), totaling (150) players. The research sample was chosen randomly and represented the players of the Karbala Education team affiliated to the holy Karbala Governorate, numbering (30) players who represent if the goalkeepers were excluded due to the specificity of the exercises, numbering (2) and (4) players were absent from performing the exercises, and the total number of the sample became (24) where they were randomly divided into two equal groups (control and experimental) with (12) players for each group, thus representing the research community, its sample and the percentage. The exploratory sample was 8 players from the Education of Babylon Governorate. One of the most important results reached by the researcher is that: The tests prepared by the researchers gave real results for visual abilities in handball, and the special exercises contributed to developing visual abilities and the skill of various defensive movements better among the members of the experimental group. One of the most important recommendations recommended by the researchers is that: Necessity of using special exercises to develop special visual abilities and the skill of defensive movements that were not studied with the same sample and other samples, and preparing special tests for visual abilities for each game according to the nature of its performance and needs

A MULTILEVEL ANALYSIS OF THE NATIONAL TEACHERS' STANDARDS' IMPACT ON MATHEMATICS TEACHERS' INSTRUCTIONAL PRACTICES

<p>The study examined the impact of the National Teachers’ Standards on the instructional methods of mathematics educators in the Sekyere Central District of the Ashanti Region of Ghana, guided by the Concerns-Based Adoption Model. A cross-sectional research design was adopted. The target population was all basic school teachers in the district, whereas the accessible population was all junior high school mathematics teachers, thus, through the census sampling technique, a sample size of 82 respondents participated in the study. The researchers deployed a closed-ended questionnaire to unravel the impact of the National Teachers’ Standards on instructional methods among mathematics teachers. Reliability coefficients for NTS and instructional practices constructs were 0.92 and 0.85, respectively, indicating strong reliability. Data analysis utilized frequency, percentage, mean, standard deviations, simple linear regression, and Pearson’s correlation. The findings revealed prevalent practices such as question-based learning support and group engagement, with limited emphasis on low-cost materials and gender-responsive pedagogy. Teachers demonstrated a robust understanding of NTS and the curriculum framework, though variability existed. Notably, teachers’ NTS knowledge significantly predicted instructional practices, highlighting its crucial role. Hence, it was recommended, among others, that the Sekyere Central Directorate of Education should invest in the design and delivery of evidence-based, teacher-centered professional development interventions and collaborative learning networks to enhance teachers' pedagogical content knowledge and facilitation skills in alignment with the National Teachers Standards, thereby improving teaching quality, student learning outcomes, and overall educational effectiveness.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0407/a.php" alt="Hit counter" /></p>

Nomadic Education Policy's Effectiveness in Enhancing Access to Primary Schools by Learners in Balambala Sub-County, Garissa County, Kenya

Primary schools in Kenya play a vital role in providing a strong foundation for education by imparting fundamental skills like reading, writing, and communication. Unfortunately, low access, retention, and completion rates have contributed to high levels of illiteracy in the country, according to the Republic of Kenya (2019). The purpose of the study was to investigate nomadic education policy's effectiveness in enhancing access to primary schools by learners in Balambala sub-county, Garissa County, Kenya. The design used in the investigation was descriptive. The target population was 33 public primary schools in Balambala Sub-County. The specific respondents were the 199 Sub-County Director of Education, Sub-County Director of TSC, Headteachers, teachers, Student Council representatives, and the Board of Management of Primary Schools. The data collection was achieved by utilizing questionnaires and interview guides. The researcher issued questionnaires and sufficient time was provided to allow them to respond to the instruments accurately. Quantitative data was analyzed using descriptive statistics including frequencies, mean, and standard deviation, and inferential statistics like single regression. Qualitative data was analyzed thematically as per the research objectives. A pilot study was conducted with 40 participants from ASAL Primary schools in Dadaab Sub County. Data was presented using tables, figures, and charts. The findings revealed a strong positive correlation (r = 0.750, p < 0.001) between the implementation of the nomadic education policy and access to education. Notably, the study revealed positive perceptions regarding the effectiveness of nomadic education policies, particularly in improving access and retention rates in schools. The study recommends that a longitudinal study should be conducted to assess the long-term impact of education policies and integrated solutions on access and retention rates in primary schools in Arid and Semi-Arid Land (ASAL) regions.

The Effect of Using the CoRT Program on Jordanian EFL Ninth-Grade Students’ Speaking Skills

This study aimed at exploring the effect of using the CoRT Program on Jordanian EFL ninth-grade students’ speaking skills. The participants of study were 68 female students from Maysaloun Basic School for Girls, which is part of the Directorate of Education in Jordan who were distributed randomly and equally into two groups; experimental and control. This study followed a quasi-experimental design. Data were collected through a pre-/post-test for both control and experimental groups. To achieve the purpose of the study, the experimental group was taught though the CoRT Program and the control group was taught using a conventional teaching method. The results showed that showed that there were statistically significant differences at (a= 0.05) in the subscales (Accuracy, Fluency) due to instruction (the CoRT program vs. conventional instruction) in favor of the experiments group. In light of the findings of the study, the study recommends to use the CoRT Program in different EFL skills and different levels of students.

DETERMINATION OF THE CLASS REPETITION RATES FOR 2011 COHORT OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN TRANSZOIA WEST, KENYA

Education remains the most critical component for economic development and social progression in any society. Governments, policymakers and civil societies have emphasised the need to invest more in education and ensure that systems of education are efficiently managed. The internal efficiency of a school is the capacity of the school system to produce graduates in the best way, without repetitions and dropouts, to ensure that resources invested in the learner do not go to waste. Class repetition and pupil absenteeism are some of the internal inefficiency issues in public primary schools of Trans Nzoia West. Comparing pupil lesson attendance rates in public primary schools in Sub-Counties of Trans Nzoia, pupil lesson attendance was lowest in Trans Nzoia West Sub County. The purpose of the study was to determine the internal efficiency of education as reflected in the repetition rates of the 2011 cohort in public primary schools in Trans Nzoia West Sub-County. The specific objectives of the study were to determine the class repetition rate in the 2011 cohort Transzoia West Sub-County. The study was anchored on the transactional-ecological model of the development framework. The study used a descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers, 57 head teachers and 1 Sub-County Director of Education (SCDE). Saturated sampling was used to select 52 head teachers, 66 class 8 teachers and 1 SCDE, while 404 class 8 pupils from the 5 zones of Trans Nzoia West Sub-County were selected using stratified random sampling. The reliability of the instruments was determined through a pilot study carried out with 1 head teacher, 1 class 8 teacher and 7 class 8 pupils per zone in the 5 zones to pre-test the instruments. It was calculated using Pearson’s Product-Moment correlation coefficient. This resulted in a correlation coefficient of r= 0.760, which validated the reliability of the questionnaires used. The study revealed that teachers considered poor parental support as the most crucial factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary-level education by girls. The study recommends that the school administration should abolish forced class repetition from both parents and teachers in primary schools. The school administration should instead implement early intervention programs targeted at pupils showing signs of low academic performance or risk of repetition. These programs could include additional tutoring, mentoring, or personalized learning plans to address individual pupil needs and prevent repetition.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0704/a.php" alt="Hit counter" /></p>

Life Skills - The 21st Century Skills

“Skills have become the global currency of the 21st century, but this currency can depreciate if it isn’t used” said Andreas Schleicher, Deputy Director for Education at the OECD Forum (25 May 2012). Our educational system gives more importance to learning of 3 R’s- reading, writing and arithmetic. It is concentrated more on the cognitive dimension rather than on reflective and psychological dimensions. It is achievement oriented than child oriented. But today changes and challenges of fast-growing society demands more contextual approach in education to meet actual use in real life situations. In 21st century India there is raising problem of unemployment, inequality, violence and environmental destruction, etc., demands a new set of skills, and creative problem-solving potential. Life skills are group of psychological competencies and interpersonal skills that help people make informed decisions, communicate effectively and develop coping and self-management skills to lead a healthy and productive life. Life skill learning should be made integral part of the curriculum to promote the well-being of the youth

Influence of Boards of Management Practices on Teachers Performance in Public Secondary Schools in Kenya: A Case of Manga Sub-County Nyamira County, Kenya

The purpose of the Basic Education Act No. 14 of 2013 is to increase professionalism in the administration of public elementary schools by establishing Boards of Management. The purpose of this research is to analyse the effect that Boards of Management policies have on student achievement in public primary schools in the Manga sub-county of Kisii County, Kenya. The study set out to answer several questions about the impact of various factors on students' academic success, including the availability of instructional resources, the quality of the school's physical environment, the quality of the teaching staff, and the effectiveness of the school's management's efforts to motivate its employees. The research was based on the open systems theory and the Path Goal Leadership Theory. The study used a variety of research strategies. Concurrent triangulation, a research strategy that blends quantitative and qualitative data, was used for this investigation. Principals, BOM members, and the Sub County Director of Education made up the study population. Sampling was performed using a stratified random sampling technique. Strata were designated as learning environments. Questionnaires and interview scripts were used to compile the data. The researcher piloted the surveys with two elementary schools in Manga Sub County that have certain demographic and social characteristics with the study area. Pearson's Product Coefficient was used to verify reliability. Co-efficient. If the dependability co-efficient was lower than 0.7, then the instruments would need to be improved. The instruments' validity and reliability were established by having them crafted under the watchful eyes of the supervisors and by consulting with subject-matter experts. Both qualitative and quantitative techniques were used to analyse the data. Descriptive and inferential statistics were used in the quantitative approaches. Descriptive statistics included measurements of central tendency and dispersion, such as means and standard deviations. Chi-square tests and spearman rank order correlations were used for inferential statistics. Analysing qualitative data required making sense of the responses and contrasting them with prior research. Frequency tables, percentages, and other numerical were used. Ethical considerations were taken into account during the investigation. The vast majority of respondents agreed that their schools' ability to provide necessary teaching and learning resources was facilitated by adhering to a schedule of events. The majority of respondents said that BOM members are capable of accurately forecasting and budgeting for physical infrastructure on their own. All respondents said that those working in BOM were trustworthy because of their moral rectitude and upright character. The research concluded that the Ministry of Education should institute safeguards to guarantee that only qualified individuals serve on public elementary school governing boards. It is imperative that steps be taken to guarantee the exchequer allocates sufficient funds for the purchase of physical infrastructure for public elementary schools