Secondary Schools In Kenya Research Articles

Hundred percent transition policy and learners’ academic achievement in public secondary schools in Meru county, Kenya

The main aim of introduction of hundred per cent transition policy by the ministry of education Kenya was to guide efficient transition of all pupils from primary to secondary schools without repetition. However, the transition of hundred per cent transition policy seems to adversely affect the quality of secondary schools in Kenya. The purpose of the study was to determine the relationship between the hundred per cent transition policy and learners academic achievements in public secondary schools in Meru county Kenya. The objectives of the study were to examine the relationship between school over enrolment, inadequate teaching/learning resources and learners’ academic achievement in public secondary schools in Meru County. The study utilized correlational research design. The researcher utilized Krejcie and Morgan table of sample determination to determine a sample size of 291 respondents from 1200 target population. The 273 secondary school teachers and 18 principals were selected using simple random technique and purposive sampling technique respectively. The study population was 1200 individuals. Questionnaire was used to collect data from 291 respondents. The reliability coefficient of 0.72 was obtained from questionnaires. Data was analysed using statistical package of social sciences version 26. The researcher adopted linear regression statistics at 5 per cent significant level. The findings of the study were that hundred per cent transition policy is significantly related to learners’ academic achievement in public secondary schools. The researcher concluded that there was significant relationship among over enrolment, inadequate teaching/ learning resources and learners’ academic achievement in Meru County. Therefore the researcher recommended that the government should establish more day secondary schools to minimize cases of over enrolment in secondary schools. The researcher further recommended that teachers and school administrators should involve parents in improvisation of teaching/learning resources to minimize congestion on use of few and limited learning resources in schools.

Achievement Goals, Perceived Teacher Support, and Mathematics Achievement: The Mediating Role of Academic Disidentification

In a competency-based curriculum (CBC), the development of logical and critical thinking skills in mathematics is essential. As a cornerstone of Science, Technology, Engineering, and Mathematics (STEM), mathematics is pivotal for addressing real-world challenges. However, overall pass rates remain unsatisfactory in Kenyan secondary schools, particularly in Kisii County. This study investigated the mediating role of academic disidentification in the relationship between achievement goals, perceived teacher support, and mathematics achievement. Grounded in the revised 3x2 Achievement Goal Model, Self-Determination Theory, and Expectancy-Value Theory, a correlational design was employed with a random sample of 418 Form Three students from thirty seven schools in Kisii County; Kenya in 2023. Multiple linear regression analysis revealed that academic disidentification partially mediates the relationship among achievement goals, perceived teacher support, and mathematics achievement. School categories differed significantly in avoidance motivation, with co-educational schools exhibiting the highest levels. Based on these findings, the study recommends that mathematics teachers prioritize fostering approach motivation, especially in co-educational schools, to enhance student achievement in mathematics.

Physical Facility Availability and Students’ Academic Performance in Public Secondary Schools in Trans Nzoia East Sub-County, Kenya

Education is essential for individual growth and national progress, but its success largely depends on the institutions that sustain it. Identifying how these institutional factors contribute to or hinder academic success is vital for overcoming challenges in the education sector and promoting academic achievement. This study seeks to examine how physical facility availability influences academic performance of learners in public secondary schools in Trans Nzoia East Sub-county, Kenya. The study set out to ascertain the following effects: the influence of science laboratories and computer laboratories in the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; assess the influence of library resources on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; to evaluate the effects of dormitories on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; and the impact of sanitation facilities and open fields on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County. Based on the principle of the Education Production Function, the study was conducted utilized a mixed-methods, descriptive approach. The research targeted a population of 4574 persons consisting of 73 principals, 1,280 serving instructors and 3221 senior students in government secondary institutions. Participants were selected using random sampling to appoint the sample of principals, teachers and students. A sample of 354 individuals were identified using the Krejcie & Morgan table (1970) of choosing the appropriate number of sample. The sample consisted of 6 principals, 99 serving teachers and 249 form four students. To collect data, the study used interviews, questionnaires, document analysis and observation. The instruments were piloted in three public secondary schools in Trans Nzoia West region. Validity testing was done by the researcher being assisted by professionals who expertise in various aspects of validy. In reliability, test-retest method was administered and determined by the Cronbach alpha coefficient of a 0.7 threshold. . The analysis of quantitative data employed descriptive and inferential statistical techniques, with the aid of SPSS version 26 while qualitative data were categorized into themes corresponding to the study’s key objectives. The key findings indicated a statistically significant association between physical facilities and the academic performance of students. A Pearson correlation analysis demonstrated a significant positive relationship(0.968)between the availability of physical facilities and students’ academic performance indicating that students in schools with better facilities achieved higher scores academically. These results confirm that the presence of adequate physical facilities support better learning condition and hence improve students outcomes. It is recommended that educational policymakers invest in enhancing physical facilities to improve academic outcomes for students in public secondary schools.

Influence of Strategy Implementation on Academic Performance in Public Secondary Schools in Kenya: Case Study of Bungoma County

Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools

Effects of Age on Teachers’ Self-Efficacy: Evidence from Secondary Schools

The study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was α = 0.996. The Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis. Qualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers’ self-efficacy was not significant, Wilk’s λ (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers’ self-efficacy in classroom management. The Kenyan Teachers’ Service Commission should carry out periodical assessment of teachers’ self-efficacy to identify teachers that are vulnerable to low self-efficacy. Keywords: effects, age, self-efficacy, teachers, secondary schools, Kenya

Evaluating the Role of Electronic Security Surveillance in Enhancing Safety in Secondary Schools: A Case Study of Trans Nzoia County, Kenya

Secondary school safety is critical to sustaining comparable academic performance outcomes. However, there are so many threats that affect the safety of schools that make up this necessity throughout the world. Security challenges in secondary schools in Kenya includes fires, theft and radicalization have been witnessed in school. Nevertheless, the application of electronic security surveillance systems still remains rather low. They work under very high risks and many schools in Trans Nzoia County are especially vulnerable leaving the school community at risk. This research aimed at evaluating the extent to which these systems enhance safety. Based on Situational Crime Prevention Theory and Contingency Theory, the study adopted descriptive survey research design and targeted 14 second schools with previous security threats and deployed with surveillance systems. Participants were 14 principals, 14 boarding teachers, 14 security personnel, 70 students- 10 students from each of the 7 schools, County Director of Education, and the Chief Fire Officer. The sample size for the study was 128 respondents. Data was collected using questionnaires, interview schedules and Focus Group Discussions. The data was analysed through using Social Package for Social Sciences version 25. Regarding electronic surveillance system improvement of school security, 80.8 percent of respondents supported its effectiveness. When national ICT and school safety policies had been included, it was found that the improvement of these systems for the safety of schools has proved 40.9% different (R² = 0.409, F (2, 75) = 26.003, p = 0.000). Of all the forms of surveillance, the study noted that CCTV cameras were the most widely used in secondary schools. That being said, the efficiency of their use in achieving safety objectives was somewhat hampered by operational obstacles. The study therefore suggests that while emphasizing on the use of additional technologies like fire alarms, burglar alarms, Metal detectors and Biometric systems, the school management boards in collaboration with Ministry of education and ICT should devise way of extending the use of such gadgets. Secondly, to guarantee full coverage of the school premises, it is necessary to step up investment in electronic security systems, and improve the support of personnel pertaining to the detection of threats.

Influence of Simulations on Students' Achievement in Physics in Secondary Schools in Nandi East, Kenya

Many secondary schools in Kenya are yet to incorporate Mobile Technologies into their educational practices, despite widespread ownership and use by both students and teachers. This study investigated the influence of simulations on students' achievement in physics in secondary schools in Nandi East, Kenya. The dismal performance in physics locally and nationally may be linked to slow technological integration, hence the need for the study. The target population consisted of Form Three physics students and 30 Heads of Department (HODs) from 31 secondary schools. A descriptive survey design was utilized. Random and purposive sampling was used to select participants, and data collection involved questionnaires and interviews. Using Taro Yamane’s Formula, the sample size was determined to be 300 students, 30 HODs, and 30 schools. Data were analyzed using SPSS, providing descriptive statistics such as frequencies, percentages, pie charts, means, and standard deviations (SD). The reliability of the questionnaire items was confirmed with a Cronbach Alpha coefficient above 0.7. The findings emphasize the significant benefits of integrating simulations on students' academic achievement in secondary school physics learning. While the study offers important insights, its geographical limitation, technological access issues, and narrow scope constraints must be considered. These results have implications for various stakeholders including learners, parents, teachers, school administrators, curriculum developers, and policymakers. Learners will benefit from improved effectiveness, engagement, and personalized instruction, while policymakers will gain insights for future improvements. The study recommended learners be allowed to bring their own devices to school to ensure equality and equity in access to digital learning materials.

Influence Of Resource Availability On Effectiveness Of Performance Management System In Public Secondary Schools In Nairobi County, Kenya

The Teachers Service Commission introduced performance management in public secondary schools in Kenya in 2016. However, the performance management system did not work as per plan and has not attained the expected teaching and learning outcomes. The purpose of this study was to examine the influence of resource availability on the effectiveness of the performance management system in public secondary schools in Nairobi County, Kenya. This research was anchored on the resource-based view theory and used the positivism research philosophy. The study population was 7,797 drawn from 109 public secondary schools in Nairobi County which included 109 principals, 121 deputies, and 7,567 teachers. Multi-stage sampling was applied to select a sample of 369 teachers, 5 principals and 6 deputy principals. A structured questionnaire was applied to gather data and analysis of the collected quantitative data was through descriptive statistics (frequencies, percentages and means) and inferential statistics (simple linear regression analysis). The research findings established that resource availability had a positive and significant influence on effectiveness of PMS in public secondary schools in Nairobi, Kenya (β = 0.810, t = 23.707, p < 0.05). The study recommends that policymakers in education such as the Ministry of Education and Teachers Service Commission to ensure that public secondary schools have the necessary resources, such as teaching materials, technology, and infrastructure, to support effective performance management system. Public secondary schools should also invest in technology that supports performance tracking and management, including software for tracking student progress and teacher performance

Legal and Ethical Implications of Data Privacy in Artificial Intelligence: A Review of Data Privacy among Learners in Kenyan Secondary Schools

Legal and Ethical Implications of Data Privacy in Artificial Intelligence: A Review of Data Privacy among Learners in Kenyan Secondary Schools

Challenges and Academic Performance of Re-Admitted Teenage Mothers in Kenyan Secondary Schools

Aims: The purpose of this study is to examine the influence of challenges faced by admitted teenage mother students on the academic performance in secondary schools in Kenya. The study addressed two specific objectives to achieve its aims These were to examine the challenges faced by the teenage mothers in the learning environment upon being re-admitted to school and its influence on their academic performance; and to explore the family and community perception of teenage mothers and its influence on the academic performance of admitted teenage mothers. Study Significance: The study assesses the impact of re-entry policy on teenage mothers' academic performance in Kenyan secondary schools, highlighting the need for improved support systems. It aims to inform educational practices, enhance program delivery, and contribute to achieving Vision 2030 goals. Study Design: The study a Mixed Methods Design that used a convergent parallel approach. Place and Duration of the Study: The research was conducted in Kenya in four counties namely: Trans Nzoia,xWest Pokot,xUasin Gishu andxElgeyo Marakwet. The variables ofxthe study included challenges faced by teenage mother and academic performance of the admitted teenage mother. The study was conducted in 2022. Methodology: The study used random, stratified and purposive approaches to select the 596 respondents from 102 schools in selected counties. Of this 458 responded to the questionnaire and interviews (72 Principals comprising 52 females and 20 males between 42 – 54 years; 74 Guidance and Counselling teachers 48 females and 24 males with an average age of 38 years; 66 Directors of Studies comprising 50 males and 16 females with a modal age of 36 years; 246 teenage mothers with an age range of 16 – 21 years). Results: The study found out that the challenges the teenage mothers experienced were both from home and the school environment which contributed to their academic performance. The teenage mothers found support from teachers while in school upon being admitted. Conclusion: Parents, schools and even other stakeholders should work in unity to ensure that the teenage mother do not go through challenges that can contribute to poor academic performance.

Models of Valuing Used by Christian Religious Education Teachers to Enable Secondary School Learners Acquire Social, Spiritual and Moral Insights Secondary Schools in Kenya

This investigation was motivated by the extant evidence which indicates that social, economic and political vices are on the rise in Kenya. For example the Kenya police report indicates that nationally crime among the youths stood at 22% between the years 2004 and 2006 from 08% in the period 1998 to 2003. Kisumu East was among the most hit areas with the crime index at 38% in 2006. In addition to this school dropout stood at 31% whereas HIV and AIDS prevalence stood at 12.5% in the same period. This scenario created a need to examine the mechanisms put in place by the Kenyan society to enhance moral growth of the learner more so in Kisumu East district. The study sought to determine the valuing methods used by the Christian Religious Education (C.R.E) teachers in secondary schools with the view of establishing whether or not, the methods equipped the learners with the ability to use valuing models in societal context. The design of the study was descriptive survey and it was conducted in Kisumu East District of Nyanza Province in the Republic of Kenya. The study population consisted of forty seven schools, forty eight teachers and three thousand two hundred and twenty five form two students. Using stratified sampling technique, fifteen mixed secondary schools, five from each of the three administrative units in the district were randomly selected for the study. A population of three hundred and forty three students determined by use of the Fischer formula and then simple randomly sampled formed the sample. Added to the above sixteen C.R.E teachers within the study schools were sampled purposively for the study. Data was collected as follows: the teachers were observed using a rating scale as they taught C.R.E. Secondly, the learners were given a test to ascertain their affective achievements with regards to value identification in societal context and an in-depth interview was conducted with the teachers. Data was also generated through documents analysis in which the teacher's schemes of work, the syllabus and curriculum guides were scrutinized to determine their adequacy in addressing the learners' value needs. To ensure the usefulness of the instruments in collecting data, they were piloted to ascertain their reliability. They were also critiqued and corrected by the experts from the faculty of Education to determine their face validity. Quantitative data was analyzed by use of descriptive statistics such as frequency counts, means and percentages then presented in form of tables. Information from the interviews and documents was analyzed qualitatively by transcription and organization into categories as per the emergent themes then reported and presented in narrative form. The research revealed that the teachers were not acquainted with the valuing models that are supposed to be used in teaching morals to enable learners to acquire social and spiritual insights in societal context. The research concluded that moral decadence experienced in Kisumu East district is due to teachers' inability to use the right valuing models of teaching values using C.R.E. Due to this, there is an urgent need to review the C.R.E. teaching curriculum guide to emphasize on valuing skills. The findings of this study are useful to the designers of curriculum at Kenya Institute of Curriculum Development, the Quality Assurance and Standards Officers in the Ministry of Education as well as the C.R.E teachers in a secondary school classroom since it contributes to the theory and practice of value education.

Analyzing Usability Requirements for Effective Implementation of Biometric Technology: A Case Study of Kenyan Secondary Schools

Analyzing Usability Requirements for Effective Implementation of Biometric Technology: A Case Study of Kenyan Secondary Schools

Influence of Time allocated for Teaching of Integrated English on Learners’ Achievement of Linguistic Skills in Public Secondary Schools in Bungoma County, Kenya

Despite the efforts made by teachers of English in enhancing the performance of English in Kenyan secondary schools, there have been persistent challenges in teaching thus students’ learners’ achievement of the linguistic skills is compromised. This study aimed to determine the Influence of time allocated for teaching integrated English on Learners’ Achievement of Linguistic Skills in Secondary schools in Bungoma County, Kenya. The study utilized a descriptive survey research design using a mixed methods approach. A sample size of 251 teachers and 134 heads of the language department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interview schedules, and classroom observations. The instrument's validity was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data was analyzed using frequencies and percentages. Pearson correlation analysis was used to test the relationship between independent and dependent variables. Qualitative data was analyzed thematically and presented in narrations and quotations. The study found that time allocated for teaching integrated English had a positive association with learners’ acquisition of linguistic skills in secondary schools in Bungoma County, Kenya (r=.492; p=.000). Thus, a large amount of time allocated/utilized by teachers in teaching integrated English leads to enhanced reading, listening, writing, and speaking skills among learners. The study recommends that adequate time needs to be allocated for the teaching of integrated English. This can be achieved through teaching of integrated English during the weekends and holidays as a way of early syllabus coverage.

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.

THE INFLUENCE AWARENESS OF THE RE-ENTRY POLICY ON ACADEMIC PERFORMANCE OF RE-ADMITTED TEENAGE MOTHERS IN KENYA

Teenage pregnancy is a global concern and interventions have been undertaken by governments to return them to school. In Kenya, it is established that over 380,000 school girls between the ages of 12-18 get pregnant annually constituting 18.1%. The purpose of the study, was to analyze whether the awareness of re-entry policy influences the academic performance of teenage mothers in secondary schools in Kenya. The study found out that several issues within awareness may contribute to academic performance of teenage mothers within the re-entry policy that include; a public awareness on teenage mother’s re–admission to school and some persons in the society were against the re- admission of teenage mothers back to school. Further, the re-entry policy of teenage mothers had inconsistent guidelines and how schools are to support the teenage mothers. Lastly, many teenage mothers drop out of school due to lack of awareness of the re-entry policy leading to failure of the policy. KEY WORDS: academic performance, re-entry policy, teenage mothers

The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya

Purpose: Sheng’ is a linguistic code based primarily on the Kiswahili structure and grammar with the lexicon drawn from Kiswahili, English and the various ethnic languages of Kenya; that are mostly spoken in towns and other urban areas. The purpose of this paper was to examine the effects of Sheng’ vocabulary on the learning of Kiswahili grammar in public secondary schools in Kenya. Methodology: Krejcie & Morgan sampling table was used to sample the schools. Stratified random sampling, simple random sampling and purposive strategy were used to sample the public secondary schools to participate. Krejcie and Morgan sampling table was used to sample 55 teachers of Kiswahili and 360 students to take part in the study. Data was collected using observation schedules, focused group discussion guides and a writing task for students. Questionnaires and interview guides were used for teachers of Kiswahili. Qualitative data collected was analyzed thematically to generate information that was summarized in graphics and discussed in narrative form. Quantitative data was analyzed with the help of Statistical package for social Studies. Findings: The findings of the study further revealed that Sheng’ vocabulary influenced written Kiswahili grammar as learners wrote Sheng’ words whereas they were expected to write standard Kiswahili. Unique Contribution to Theory, Policy, and Practice: School administrators should come up with a school-based language policy so as to control learners’ language environment. The ministry of education should encourage the culture of drama, music and debate competition among schools. The Kenya Institute of Curriculum Development should also ensure language use is stipulated in Kiswahili curriculum and Sheng’ be considered as an independent language code in the country.

Mattering And Satisfaction with Life: Gender and Age Differences Among Kenyan Secondary School Students

This study examined how mattering related with satisfaction with school life among secondary school students in Kenya (N= 446, M = 17.40, SD = 1.22; 55.8 % Male). Age and gender differences were also explored. Mattering had a moderate correlation with school life satisfaction. Both age and mattering explained 11 % variance in satisfaction with school life. Age and gender did not moderate the prediction of satisfaction with school life by mattering. The relationship was similar for middle and late adolescent students, but prediction was only significant among the middle adolescent group. No significant gender differences were reported among the study variables. The findings suggest that when students feel important and when their age is taken into account, they are more likely to have higher levels of satisfaction with their school experience.

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

Nature and Extent of Electronic Security Surveillance Systems in Secondary School Safety in Kenya

Secondary safety is paramount to the sustainability of school performance; however, threats leveled against schools globally are interfering with safety. Schools in Kenya have experienced a horde of threats such as fire and theft coupled with radicalization. There is hardly the use of electronic security surveillance systems to mitigate threats. In Trans Nzoia County, secondary schools have been a recipient of security threats threatening the safety of the school community. Against this backdrop, this study assessed the influence of electronic security surveillance systems on the sustainability of secondary school safety in Trans Nzoia County, Kenya. The specific objective of the study was to establish the nature and extent of electronic security surveillance systems in secondary schools in Kenya. The descriptive survey research design was used to study electronic security surveillance systems in secondary school safety in Trans Nzoia County. The study population was composed of 14 secondary schools that had previous security threats and had installed electronic security surveillance systems (unit of analysis). The sampling strategy in this study was simple random and purposive sampling. Quantitative data was analyzed descriptively and inferentially with the aid of SPSS version 25. The data was analyzed at a 0.05 probability level and presented in tables and figures in percentages and frequencies. Results: CCTV was installed in all the secondary schools surveyed sampled. It was agreeable by the respondents (76.9%) that the nature and extent of electronic security surveillance systems in secondary schools promoted safety in the school community. The interaction between the electronic security surveillance systems installed in schools and the implementation of national ICT policy and school safety policy had a 29.9% impact on promoting safety in secondary schools (R2 = 0.299, (F (2, 75) = 15.966, p = 0.000). About 80.8% of the respondents agreed that electronic security surveillance systems effectively promote safety in secondary schools.

Impact of Chaplaincy Programs in Deterring Students’ Unrest in Secondary Schools in Kenya: An Assessment of Selected Africa Inland Church Christian Sponsored Boarding Secondary Schools in Nandi County

The study assessed the impact of the chaplaincy program in deterring unrest in secondary schools in Nandi County. This has been motivated by the persistent media reports of unrest and indiscipline in secondary schools, a fact that projects a grim picture that Kenyan schools are not as safe havens as thought. The study was based on the Chaos Theory which offers lessons for managing periods of extreme instability in a system. The researcher used a mixed-method approach. Phenomenological and descriptive survey designs were employed. Purposive sampling techniques were used to determine the sample size. Data obtained was analyzed both quantitatively and qualitatively. The study confirmed that chaplaincy programs if implemented and done correctly, are effective in influencing student behavior toward deterring unrest. The R2 and adjusted R2 values of 0.769 and 0.787 respectively both indicated that over 70% of the variance in the dependent variable can be explained by the regression model. The t-test results for the individual regression coefficient were as follows: Chaplaincy programs (t =10, p < .05) and unrest (t = 20, p < .05) indicating that the variables were statistically significant at 0.05 levels. In light of these findings, it is recommended that the Government of Kenya should emphasize the recruitment of school chaplains and equip them adequately to effect, monitor, and evaluate the implementation of chaplaincy programs.