Secondary Schools In Nairobi Research Articles

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

Waste Management Practices and Effect on Teaching and Learning in Public Secondary Schools in Nairobi and Kajiado Counties, Kenya

Waste Management Practices and Effect on Teaching and Learning in Public Secondary Schools in Nairobi and Kajiado Counties, Kenya

Attachment Styles as Predictors of Suicidal Behavior in School Going Adolescents

Purpose: Secondary school students face numerous challenges as they balance academic challenges, parental and peer pressures, emotional issues related to puberty changes and adolescence expectations. They also grapple about not knowing what the future holds in terms of career paths. As a result of these challenges, it is common for adolescents to have suicidal thoughts that may lead to suicide attempts.. Suicide is among the leading cause of death in young people and is prevalent worldwide. Suicidal behavior has been associated with attachment security in studies but few of these studies have been done in Kenyan adolescents. This study filled this gap by investigating whether attachment styles predicted suicidal behavior in students attending secondary schools in Nairobi, Kenya.
 Methodology: The study was correlational in design and was based on the attachment theory. Three hundred and sixty seven randomly selected students completed self-report measures consisting of the Attachment Styles Questionnaire and a Suicidal Behavior Scale.
 Findings: Results of multiple regression showed that that attachment styles significantly predicted suicidal behavior (F = 36.125, P < .000) and 30% of variance in suicidal behavior was attributed to the attachment styles (R2 = .300). Preoccupied (β = .487, P < .001) and dismissing (β = .122, P = .018) attachment styles predicted suicidal behaviors. 
 Unique Contribution to Theory, Practice and Policy: The contribution to knowledge of this paper is that it provides a theoretical and practical contribution on the importance of attachment styles in predicting suicidal behaviours. The results of the study show that attachment security plays an important role in adolescents’ suicide behavior as insecurely attached students have a higher risk of suicide.Basically, the study contributed to a theoretical enhancement of the current level of knowledge on the existing literature on attachment styles and suicidal behaviours, achieved by testing empirically the adolescent behaviour. Therefore, suicide prevention programs should take into account adolescents’ attachment styles.

Navigating antiretroviral adherence in boarding secondary schools in Nairobi, Kenya: A qualitative study of adolescents living with HIV, their caregivers and school nurses.

In Kenya, adolescents spend much of their formative years in boarding secondary schools, which presents a challenging environment for antiretroviral (ART) adherence support among adolescents living with HIV (ALHIV). We examined the experiences of ALHIV, caregivers of adolescents, and school nurses regarding navigating ART adherence in boarding secondary schools. Between July and November 2022, we conducted focus group discussions (FGDs) among ALHIV attending boarding schools in Nairobi, Kenya, and caregivers of ALHIV, and in-depth interviews (IDIs) with school nurses. Clinic records were used to identify ALHIV and caregivers, who were invited to participate based on their availability. We categorized boarding schools into national, county, and sub-county levels and selected two schools from each category. We obtained permission from head teachers and invited school nurses to take part in virtual IDIs. The interviews were audio-recorded, transcribed verbatim, and analyzed thematically. We conducted two FGDs with 11 caregivers, two FGDs with 18 adolescents, and 7 IDIs with school nurses. Most of the ALHIV reported having disclosed their HIV status to a school nurse or teacher during admission. School nurse friendliness, being understanding, fair, and confidential were qualities associated with ALHIV willingness to confide in them. Strategies ALHIV used to adhere to medication included: waiting until students were engaged in other activities, waking up early, stepping away from others, and stating their drugs were for different ailments. Caregivers were nervous about school-based adherence counseling, fearing it could lead to inadvertent disclosure of adolescents' HIV status and stigmatization by fellow students. All school nurses reported lacking appropriate training in HIV adherence counseling for adolescents. ALHIV have devised innovative strategies to navigate pill-taking and enlist quiet support while operating in stigmatized school environments. Establishment of a strong school nurse-adolescent rapport and building nurses' skills are key to improving school-based support for ALHIV.

Relationship between Awareness of Behavioural Risk and Psychosocial Wellness of Students in Public Secondary Schools in Nairobi County, Kenya

Abuse of prescription drugs remains a major challenge among students in spite of numerous interventions aimed at curbing it. This study set out to examine the relationship between awareness of behavioural risk and psychosocial wellness of students in public secondary schools in Nairobi. The study was based on the situated rationality theories and social action theories and adopted the correlational research design. Quantitative data was analyzed descriptively by use of frequencies, percentages and means. It was also analyzed inferentially by use of Pearson correlation. Data from interviews and secondary data sources were analyzed using thematic and content analysis procedures. The study sampled 255 respondents. These included 100 students, 96 teachers, 42 principals and, 17 MOE officials. Out of these, 100 students (100%), 77 teachers (80.2%), 34 principals (81%) and 11 MOE officials (64.7%) responded. The findings show that prescription drug misuse is rampant among students despite the fact that most of them were aware of the associated risks. Pearson correlation showed that all the awareness factors under investigation had statistically significant relationships with psychosocial wellness among students (r=0.473, p<0.05). The study concludes that drug usage is widespread among secondary school students in Nairobi County, in terms of the types, quantity, and frequency of use. In line with the study findings, the study established that awareness of behavioural risk should also be enhanced at school and community levels through guidance and counselling interventions backed by school and government disciplinary policies.

Relationship between Awareness of Morbidity Risk and Psychosocial Wellness of Students in Public Secondary Schools in Nairobi County, Kenya

As governments deploy immense resources to reign in on the trafficking and abuse of illegal drugs such as marijuana, heroin, and cocaine, it remains untenable controlling the abuse of prescription drugs. This study set out to examine the relationship between awareness of morbidity risk and psychosocial wellness of students in public secondary schools in Nairobi. Based on the situated rationality theory, this study adopted the correlational research design. Quantitative data was analyzed descriptively by use of frequencies, percentages and means. It was also analyzed inferentially by use of t-test, Pearson correlation and multivariate regression analysis. Data from interviews and secondary data sources were analyzed using thematic and content analysis procedures. The study sampled 255 respondents. These included 100 students, 96 teachers, 42 principals and, 17 MOE officials. Out of these, 100 students (100%), 77 teachers (80.2%), 34 principals (81%) and 11 MOE officials (64.7%) responded. The findings show that prescription drug misuse is rampant among students, posing a threat not only to the kids who abuse the medications, but also to the nation's well-being, as the youth represent the people's future. The presence of risk and protective factors influences prescription medication addiction. Despite the fact that the students were aware of the risks associated with prescription drugs they continued abusing them. This was buttressed by Pearson correlation showed that awareness of morbidity risk had statistically significant relationships with psychosocial wellness among students (r=0.468, p<0.05). The study concludes that drug usage is widespread among secondary school students in Nairobi County, in terms of the types, quantity, and frequency of use irrespective of students’ awareness of the morbidity risks they posed. The study recommends that there was need to enhance the awareness of morbidity risk associated with prescription drug use through awareness campaigns among other interventions.

Does teachers' self-efficacy influence their organizational commitment?

Self-efficacy has become the focus of attention in the field of teaching. Teachers with higher teaching efficacy portray more enthusiasm for teaching and have greater commitment to teaching. The purpose of this study was to investigate whether self-efficacy has an influence on teachers’ organizational commitment (OC). This study hypothesized that teachers’ self-efficacy would have no significant relationship on teachers’ organizational commitment. The study employed survey research design to establish the relationship between self-efficacy and teachers’ OC. Simple random sampling was employed to draw a study population of 480 teachers in secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires which were distributed randomly to respondents. The data was analyzed through descriptive, correlation and regression analysis. The study established that teachers’ self-efficacy had positive influence on their OC which indicates that teachers with high self-efficacy were more committed to their institutions. The study recommends that teachers’ employer should provide new teachers with guided mastery experiences and come up with ways of building their self-efficacy in order to improve their OC. The study suggests further research on the effect of teachers’ self-efficacy on students’ achievements.

RELATIONSHIP BETWEEN TEACHERS’ PERCEPTIONS OF PRINCIPALS’ ENHANCEMENT OF ICT IN TEACHING AND LEARNING STRATEGY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA

<p>In a rapidly changing era, teachers’ perceptions of the principals’ management of school wide change strategies are crucial. ICT in increasingly being viewed as providing teaching and learning that increases learners’ creative and intellectual resources especially in today’s information society. The success is however dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between Teachers’ Perceptions of Principals’ Enhancement of ICT in Teaching and Learning Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers’ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that there was a statistically significant association between teachers’ perceptions of principals’ enhancement of ICT in teaching and learning strategy and students’ academic performance (p < .001). It was concluded that principals’ enhancement of ICT in teaching and learning was perceived as a factor influencing students’ academic performance. The study brings to light that information and communication technology positively affects students’ academic achievement and retention and ICT was found more compelling, effective and valuable in teaching when contrasted with other techniques of teaching.</p><p> </p><p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p></p>

Effect of Shamiri Layperson-Provided Intervention vs Study Skills Control Intervention for Depression and Anxiety Symptoms in Adolescents in Kenya

Low-cost interventions for adolescent depression and anxiety are needed in low-resource countries such as those in Sub-Saharan Africa. To assess whether Shamiri, a 4-week layperson-delivered group intervention that teaches growth mindset, gratitude, and value affirmation, can alleviate depression and anxiety symptoms in symptomatic Kenyan adolescents. This school-based randomized clinical trial included outcomes assessed at baseline, posttreatment, and 2-week and 7-month follow-up from 4 secondary schools in Nairobi and Kiambu County, Kenya. Adolescents aged 13 to 18 years with elevated symptoms on standardized depression or anxiety measures were eligible. Intent-to-treat analyses were used to analyze effects. Recruitment took place in June 2019; follow-up data were collected in August 2019 and February 2020. Adolescents were randomized to the Shamiri intervention or to a study skills control. All adolescents in both conditions met in groups (mean group size, 9) for 60 minutes per week for 4 weeks. Primary outcomes were depression (Patient Health Questionnaire-8 item) and anxiety (Generalized Anxiety Disorder-7 item) symptoms. Analyses of imputed data were hypothesized to reveal significant reductions in depression and anxiety symptoms for adolescents assigned to Shamiri compared with those in the study skills group. Of 413 adolescents, 205 (49.6%) were randomized to Shamiri and 208 (50.4%) to study skills. The mean (SD) age was 15.5 (1.2) years, and 268 (65.21%) were female. A total of 307 youths completed the 4-week intervention. Both Shamiri and study skills were rated highly useful (4.8/5.0) and reduced symptoms of depression and anxiety, but analyses with imputed data revealed that youths receiving Shamiri showed greater reductions in depressive symptoms at posttreatment (Cohen d = 0.35 [95% CI, 0.09-0.60]), 2-week follow-up (Cohen d = 0.28 [95% CI, 0.04-0.54]), and 7-month follow-up (Cohen d = 0.45 [95% CI, 0.19-0.71]) and greater reductions in anxiety symptoms at posttreatment (Cohen d = 0.37 [95% CI, 0.11-0.63]), 2-week follow-up (Cohen d = 0.26 [95% CI, -0.01 to 0.53]), and 7-month follow-up (Cohen d = 0.44 [95% CI, 0.18-0.71]). Both the Shamiri intervention and a study skills control group reduced depression and anxiety symptoms; the low-cost Shamiri intervention had a greater effect, with effects lasting at least 7 months. If attrition is reduced and the clinical significance of outcome differences is established, this kind of intervention may prove useful in other global settings where there are limited resources, mental illness stigma, or a shortage of professionals and limited access to mental health care. Pan-African Clinical Trials Registry Identifier: PACTR201906525818462.

Influence of Principals’ Emotional Intelligence on the Organizational Commitment of Teachers in Secondary School in County Governments in Kenya

Organizational commitment (OC) has been associated with positive organizational behavior such as decreased employee turnover rate and absenteeism. Research indicate that leader’s emotional intelligence (EI) may influence the OC of employees as they feel good about working with emotionally intelligent leaders since they are more likely to react to problems in a more controlled manner and may be more accommodative to different views of the subordinates. The purpose of this study was to investigate the influence principals’ EI on the OC of secondary school teachers in county governments in Kenya. This study hypothesized that principal’s EI would have no significant relationship with the OC of teachers. The study employed survey research design to establish the relationship between EI and OC. The study population was all the 560 principals in secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya from which a sample of 120 principals was drawn using simple random sampling. 480 teachers that is 4 from schools in which a principal participated in the study were sampled to rate their principals EI and their OC. The method of data collection was through the use of questionnaires which were distributed randomly to respondents. EI questionnaire was constructed through moderation of the Emotional Competence Inventory (ECI) whereas teachers’ OC scale was constructed through moderation of TCM Employee Commitment Survey. The data was analysed through descriptive, correlation and regression analysis, using statistical package for social sciences (SPSS) version 16. This study established that principals’ EI through the dimensions of self-awareness, self-management, social awareness and relationship management had a statistically significant relationship with teachers’ OC. Compared to other EI competencies relationship management was the strongest predictor of teachers’ OC. Self-management also had a strong correlation with teachers’ OC. The study recommends that teachers’ employer needs to put more emphasis on training of EI among principals in secondary schools in Kenya. The study suggests further research on the effect of principals’ EI on their OC.

Influence of school strategies on internal efficiency in constituency funded day secondary schools in Nairobi, Kenya

Influence of school strategies on internal efficiency in constituency funded day secondary schools in Nairobi, Kenya

Influence of principals' self-management on the organisational commitment of teachers in secondary school in county governments in Kenya

Committed employees are likely to work harder and more efficiently, and stay in their jobs longer than less committed employees. Research indicate that the leader’s self-management may influence the organizational commitment of employees as they feel good about working with such leaders since they are more likely to react to problems in a more controlled manner and may be more accommodative to different views of the subordinates. The purpose of this study was to investigate the influence of principals’ (head of secondary schools) self-management on the organizational commitment (OC) of teachers as moderated by teachers’ self-efficacy. The dependent variable in this study is OC, while the independent variable is self-management (a dimension of emotional intelligence) and the moderating variable is teachers’ self-efficacy. This study hypothesized that principal’s self-management has no significant relationship on teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. A survey questionnaire was used to collect data from the respondents. Collected data was analyzed through independent samples t-test, descriptive statistics, correlation analysis and multiple regression. The study established that principals’ self-management had a significant correlation with teachers’ OC. It also established that teachers’ self-efficacy moderated the relationship between principals’ self-management and teachers’ OC and that self-efficacy had positive influence on teachers OC. This study makes useful contribution in the advancement of knowledge on the influence of principals’ self-management on teachers’ OC in Kenya.

Transformative Pedagogy as a Way of Mitigating School Violence in Public Secondary Schools in Nairobi, Kenya

The prevalence of school violence (SV) in public secondary schools in Kenya has resulted into injuries, loss of property and sometimes death. Penalties meted out on students ranging from fines on students, suspension or expulsion of students from school has been introduced in vain. Several commissions of inquiry have also been put in place to address this issue but not much has been achieved. Violence negatively affects students hence the need to identify ways of mitigating school violence. This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values hence the attainment of peaceful coexistence amongst students. Using Mezirow’s Transformative learning theory, the study adopted a Mixed Method Research methodology in which data was drawn from 426 respondents comprising 341 students and 85 teachers in 22 public secondary schools in Nairobi County, 28 Key informants and 7 Focus Group Discussions (FGDs). Data analysis was done using SPSS and N-vivo analysis techniques. The study found out that discussion groups and role play were the major learner centred teaching approaches used in the schools. The paper concluded that effective use of transformative pedagogical approaches positively influences behaviour change in students hence the attainment of a non-violent school community. The study recommended a review of the secondary school curriculum to adopt transformative teaching approaches as opposed to teacher centred learning.

Principal’s Facial Expression, Organization Citizenship Behaviour and Performance of Secondary Schools in Nairobi

Principal’s Facial Expression, Organization Citizenship Behaviour and Performance of Secondary Schools in Nairobi

Influence of School Managers’ Training on Disaster Risk Management in Public Secondary Schools within Nairobi City County Kenya

Disaster risks are very common occurrences within Kenyan secondary schools. Most disasters afflicting Nairobi City schools of the public category include fire outbreaks, student unrest, terror threats and strikes which have caused harm to humans and property in a number of incidences. Nevertheless, the concept of disaster risk management in secondary schools in Nairobi has so far not attracted much attention of researchers. The study objects were: to investigate school managers’ training mode on DRM, how the training had assisted the school managers in DRM, and the influence of school managers’ training on DRM. Emergent Norm theory and Risk Management theory were used to give guidance to the study. The study was a mixed methodology research employing concurrent triangulation design. The population comprised 282 individuals and sample size of 167 respondents determined according to Krejcie and Morgan sampling table. Data was collected through questionnaires and observation checklists for principals, HODs, BOM and interview guides for sub QASOs. Tools were pre-tested among 10% of the target sample, not part of part of the actual study. Instrument consistency was determined through Pearson product Moment correlation where a correlation coefficient of 0.75 was considered acceptable. Expert judgment by supervisors and peer reviewers was used to test the instruments for validity. Instrument dependability was established by employing overlapping procedures including telephone and face to face interviews during field work. Concurrent triangulation was employed for data credibility. Instrument reliability was calculated using Chronbach’s Alpha. Quantitative statistics was descriptively evaluated and shown in figures and tables. Significance of confidence at 95% level was tested using inferential statistics. Qualitative data was analysed thematically and results presented in tables. Conclusions are anticipated to benefit School managers, Teachers’ Service commission, Parents, Principals, the Ministry of Education, Nairobi County. All ethical issues pertaining to research were observed. The study findings are that: School managers were not trained on management of disaster risks. The school managers were trained on school safety through: Red Cross, In-service and Work-shop programs. 71.3% of school managers said that DRM was negatively influenced by the training on disaster risk management. The researcher concludes as: School managers in public schools in Nairobi City are not trained on disaster risk management. 65% have been trained on school safety. School managers are not prepared to manage disaster risk because they lack appropriate training. The recommendations are that: The Government of Kenya should develop a policy for disaster risk management, a Curriculum on management of risks caused by disaster and train school managers, teachers, students and communities on management of disaster risk.

Creativity Level in Chemistry Education by Gender Among Secondary School Students in Kenya

Education is the most critical ingredient in a country’s development process in the social, economic and political realms. Kenya in its vision 2030 hopes to be transformed into a newly industrialised, middle-income country providing a high quality of life to all its citizens in a clean and secure environment by the year 2030.To realise this vision, the country needs to develop through its education system, manpower that is trained to think creatively. The role of Chemistry in the development of the scientific base of a country cannot be over emphasized and Kenya is no exception. Kenya’s secondary school Chemistry, Physics and Biology syllabi recommend the acquisition of creative skills by students. Few studies have been carried out in Kenya with regard to scientific creativity in secondary schools. Studies in Physics and Biology have shown that the level of scientific creativity is low and is influenced by such factors as gender and knowledge. It is not clear whether the low levels on scientific creativity found in Biology and Physics also apply to Chemistry hence there is need to determine the level of scientific creativity in Chemistry and factors influencing the level. Therefore, the purpose of this study was to determine the level of scientific creativity in Chemistry education in Kenya. The study went ahead to find out whether there are gender differences in scientific creativity in chemistry as a whole and in the different aspects of scientific creativity namely; sensitivity to a problem, flexibility, recognition of relationships and planning for investigation. The study involved ex-post facto research with causal-comparative and correlational designs. The population of the study was all Form Three students in National Secondary Schools in Nairobi and Kiambu Counties and all Form Three students in District Secondary Schools in Muranga and Kajiado Counties in Kenya. A sample of 16 schools (4 Boys’ and 4 Girls’ National schools and 4 Boys’ and 4 Girls’ District schools) were involved in this study. National schools were selected through random sampling, while the County schools selection were through purposive random sampling. Participating Form Three stream (class) in the schools were selected through stratified random sampling. A total of 672 students, (275 boys and 397 girls) were involved in the study. Data were collected using the Chemistry Scientific Creativity Test (CSCT) instrument. Quantitative data from CSCQ was analysed using t-test. Chi-square was used to test for the relation between the two variables; gender and scientific creativity in Chemistry. Tests of significance were done at 0.05 alpha level. The findings of this study indicated that the level of scientific creativity in chemistry education is low. The findings further indicated that the level of scientific creativity in Chemistry was not gender dependent. Keywords: Chemistry, Science, Creativity, Gender DOI : 10.7176/JEP/10-20-07 Publication date :July 31 st 2019

School Violence as a Cause of Non-Peaceful Coexistence in Public Secondary Schools in Nairobi, Kenya

Public secondary schools in Kenya have in the recent past experienced several unrests, a situation that has threatened the fabric that holds them together. For quite some time, there have been reported cases of arson attacks and other forms of school violence in public secondary schools in Kenya. The incidences of violence have resulted into injuries, loss of property and sometimes loss of lives. In spite of the tough measures meted out on the students who are found to be involved in such acts, not much has been achieved. Using data collected from a sample of 341 public secondary school students and 88 teachers drawn from a survey of 22 public secondary schools in Nairobi County, the paper has identified various forms, causes and perpetrators of violence in public secondary schools in Kenya. The paper has argued that the earlier the perpetrators, forms and causes of violence are identified and mitigated through acquisition of knowledge and skills on peace education, the more likely the risks will be eliminated to enable the learners to embrace peace values and peaceful coexistence in the community. The study found out that school violence occurs in the form of verbal abuses, physical fights, bullying, and arson attacks. It also emerged that violence occurred during meals, social events and on the way going home from school and that the main perpetrators included classmates, prefects and even teachers. Key contributing factors to school violence were competition for resources, political differences, sexual discrimination and non-tolerance to cultural diversity. The paper concluded that the more effectively the peace values are inculcated into students in public secondary schools, the better well behaved the students are likely to become; hence no or limited school unrests will be experienced.

Perceptions of Principals, Heads of Departments and Teachers Regarding Effectiveness of Principals’ Instructional Supervision in Assisting Teachers in the Implementation of the Curriculum

The purpose of this study was to examine the Perceptions of Principals, Heads of Departments and Teachers Regarding Effectiveness of Principals’ Instructional Supervision in Assisting Teachers in the Implementation of the Curriculum.This study adopted Developmental Supervision Theory by Glickman et al. Descriptive survey design which embraces both quantitative and qualitative approaches, was used. The study was carried out in public secondary schools in Nairobi and Kajiado counties in Kenya. The sample comprised of the following: 38 principals, 151 heads of departments and 289 teachers. This gave a sample size of 478 respondents. Stratified random sampling was used in selecting schools according to the following strata: boys’ public secondary schools, girls’ public secondary schools and mixed public secondary schools. Simple random sampling was used to select principals, heads of departments and teachers for the study. The instruments used to collect data were: Interview guide for principals, Questionnaire for principals, heads of departments and teachers. The validity of the content was determined by seeking expert judgment from specialists in the department of educational management, policy and curriculum studies; while the reliability of the instruments were ascertained by using Cronbach’s alpha technique. The key finding of this study was that : principals did not have adequate skills and knowledge on how to implement the curriculum.majority of principals’ either performed diligently but did not use appropriate skills or they lacked knowledge and skills on how to conduct instructional supervision. It also established that principals faced issues and challenges mainly due to lack of funds and overloaded curriculum; which also interfered with the strategies they put in place to improve instructional supervision. Based on the findings, the researcher recommends that the TSC in connection with the MoE through the Kenya Institute of Curriculum Development (KICD) and Educational Management Institute should frequently organize in-service courses, seminars and workshops to train principals of secondary schools on curriculum development. This would allow them to perform their tasks effectively, and also guarantee effective instructional supervision in curriculum implementation in public secondary schools. The education policy makers need to re-examine the contents of the policy and guide on how instructional supervision could be improved. Secondly, training of principals on instructional supervision should be introduced. Article visualizations:

Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya

Achieving transformational knowledge based economy as provided for in Kenya’s Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.

Influence of Attachment Styles on Academic Performance of Adolescents in High Cost Private Secondary Schools in Nairobi County, Kenya

The purpose of the study was to determine the effect of adolescent attachment styles on academic performance in high-cost private secondary schools. The specific objectives were: to establish the attachment styles exhibited by the adolescents, to determine the relationship between attachment styles and academic performance of students in selected high cost secondary schools in Nairobi and to assess the role of parental bonding on adolescent attachment. Descriptive research design was used. The target population was students drawn from high cost private secondary schools in Dagoreti, Langata and Westlands constituencies in Nairobi County, Kenya. Data was collected by aid of a structured questionnaire with closed and openended questions. Data was analyzed using correlation technique and Mann- Whitney U test. The results showed that there was a weak positive correlation between academic performance and secure attachment style and a negative correlation between academic performance and insecure attachment style. In overall, securely attached adolescents performed better than their insecure attached counterparts. Parents placed too much expectation on their adolescents which increased their anxiety and stress during exams. The implication of this is that parents unknowingly cause psychological harm by pushing their adolescents too much to excel in their education. Counseling practitioners attached to high cost private secondary schools should adopt a tripartite framework of guidance and counseling that involves the participation of parents through mutual understanding and child-centered engagement. Parents of these children should also be realistic even when they set their well-intended bar high for their adolescent children.