Teachers Service Commission Research Articles

Performance Appraisal and Teacher Performance in Public Secondary Schools in Kenya

Performance Appraisal is a tool for performance improvement. It is an essential human resource activity intended to increase efficiency and productivity and provide an opportunity to continuously review agreed-upon targets as per the organization's set objectives. The objective of the study was to investigate the influence of performance appraisal on the application of professional knowledge, time management, creativity in teaching, and professional development on the performance of public secondary school teachers in Migori County, Kenya. Goal-setting theory guided this study. A descriptive survey design was used. The sample size included 342 teachers from 57 schools. The study used simple and stratified random sampling techniques. Questionnaires and a document analysis guide were used to collect data. Content validity was tested through expert judgement by the supervisors. The test re-test method was used to test reliability. The reliability of the questionnaire instrument was 0.85. Data were analyzed using ANOVA, Pearson correlation coefficient ('r'), and multiple Regression analysis. The study established that Teacher performance appraisal is a significant predictor of teachers' performance. The study concludes that teachers' performance appraisal translates into efficiency and increased productivity. The study recommends, among others, that performance expectations of the teacher should clearly be communicated to them by the Teachers Service Commission (TSC) and that teachers should be involved in designing performance appraisal criteria.

Delocalization Process, Coping Mechanisms and Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

The study was informed by the need to contribute in bridging the existing knowledge gap with regard to the relationship between delocalisation process, coping mechanisms and psychosocial wellbeing of delocalised Principals. Since inception of implementation of delocalisation of teachers by the Teachers Service Commission in Kenya, there has been increasing call for suspension or total scrapping of the policy. The call has been attributed to the perceived adverse effects of the policy on Principals wellbeing and ultimately the school communities. However, lack of empirical data on the extent to which implementation of the policy impacts the Principals limits discourse, thus the need of this study. A descriptive cross sectional survey study in which 277 delocalised Principals, 12 Education officials and 18 Union officials participated by answering self-report questionnaires. Data obtained was analysed descriptively and inferentially. Findings showed a significant relationship between delocalisation process and psychosocial wellbeing of the delocalised Principals. The study also established that involvement of the delocalised Principals in religious activities; physical activities and seeking medical attention have a significant influence in the relationship between implementation of delocalisation and psychosocial wellbeing. It is therefore recommended that utilisation of such mechanisms be enhanced to better help the Principals cope.

Does Class Size Matter on Learning Output? A Case in Science and Mathematics Subjects in Public Secondary Schools in Siaya County, Kenya

Class size is a key determinant for effective handling of learners if desirable results are to be realized. The policy standard requirement on class size is availed by the Ministry of Education to all learning institutions. However, the government has continuously given directives that schools should admit all students who seek admissions in their schools so as to enable 100% transition to secondary education, disregarding the policy standard on class size, forcing many schools to realize beyond policy class sizes. The purpose of this study was to determine the influence of class size on students learning output in science and mathematics subjects in public secondary schools in Siaya County, Kenya. The study was underpinned on the Education Production Functions Model by Hanushek (2008). The study employed convergent parallel mixed methods design. The target population was 6175, comprising 247 principals, 988 teachers and 4940 students, drawn from the 247 public secondary schools. Slovene’s formula was utilized to draw a sample size of 376 respondents from 15 sampled schools. The average termly class mean scores were used to measure the students’ learning output in the schools. Questionnaires, interview guides and document analysis guide were used to collect data. Test re-test method was used to determine reliability of the quantitative research instruments. While the quantitative data was analysed using descriptive and inferential statistics and presented in tables and graphical format, the qualitative data was analysed thematically and presented in quoted texts. The study found a positive linear relationship between class size and learning output. The coefficient of determination R 2 was established at 12% for class size and learning output. It was concluded that class size influenced learning output though there was no clear pattern that big or small class sizes influenced learning output in definite direction. Further, it was evident that although nearly all the schools fell short of the policy standard requirement on class size, teachers’ lauded smaller class sizes that they can be effectively managed. The study recommended that the Teachers Service Commission should consider rationalizing student class size for effective teaching and learning. Keywords: Small and Big Class Sizes, Beyond Policy Class Size Learning Output, Secondary Schools, Siaya County, Kenya. DOI: 10.7176/JEP/13-28-05 Publication date: October 31 st 2022

Teacher training pathways for competency based curriculum (CBC) in the university education in Kenya

The education reform in Kenya recommended phasing out of the 8-4-4 education system to embrace the 2-6-3-3-3 competency based curriculum (CBC). The embraced curriculum has three learning pathways or pillars at senior secondary and university education. The three pathways are Talent Pillar, Languages and Social Sciences Pillar, Science, Technology, Engineering and Mathematics (STEM) pillar. The Higher Education Curriculum Framework (HECF) and universities are yet to provide clear policy guidelines for training teachers and align their skill and competencies with the CBC curriculum framework. The phenomenon is compounded by the fact that, the Ministry of Education through teacher service commission without any empirical data suggested the bedrock of education training programs, the Bachelor of education arts (B. Ed, arts) and Bachelor of Education science (B.Ed. arts) programs to be eradicated in favor of Bachelor of Arts (B.A) and Sciences (B.Sc.) as the pathways to teaching profession through a Post Graduate Diploma in Education (PGDE). The Teachers Service Commission is championing multi-tasking competences where those graduates teaching in secondary schools should be trained to teach more than the traditional two teaching subjects. The Basic Education Curriculum Framework (BECF) has categorized Junior and Senior Secondary School levels which the training of teachers in the university education program must align itself with. While students study all the compulsory subjects in junior secondary, they branch to specialize in their preferred pathways at senior secondary levels. The recruitment of students to both public and private universities for teaching career is based on high school credentials that have now to consider talent including talents in sports, creative and performing arts. The study was designed to explore the teacher training programs embracing talent for university education in order to address both the needs of Junior and senior secondary schools under the three pillars embraced in the Competency Based Curriculum (CBC) in Kenya.

Delocalisation and Psychosocial Wellbeing of Public Secondary School Principals in Selected Counties in Eastern Region, Kenya

The Teachers Service Commission proposed and implemented Delocalisation policy among the teaching fraternity in Kenya since 2017 beginning with Principals of Secondary schools and Head teachers of Primary schools. Aimed at giving a national outlook to the management of educational institutions, enhancing cohesion and quality of their management, implementation of the policy has been met with mixed reactions. While proponents link it with improved institutional management, critics have proposed its scraping due to what they allege are its adverse impacts on especially the Principals are Head teachers. Especially said to be adversely affected are the psychosocial wellbeing of the delocalised Principals. This means that implementation of the policy could be adversely affecting the mental as well as the social health of the personnel. However, empirical literature that could directly link the adverse psychosocial effects to implementation of the policy is still limited. This study therefore set out to establish the relationship between delocalisation process and the psychosocial wellbeing of the Principals with a specific focus on Public secondary school Principals in selected Counties in Eastern region in Kenya. A descriptive cross sectional survey was formulated for the study. Data was collected from 277 delocalised Principals, 12 Education officials and 18 Union officials using questionnaires. Data obtained was analysed descriptively and inferentially to put forward recommendations. Findings showed a negative significant relationship between delocalisation process and psychosocial wellbeing of the delocalised Principals implying adverse effect of the process on their psychosocial wellbeing. The relationship was found to be negatively stronger on older Principals compared to relatively younger ones. At the same time it was established that it was dependent on type of school, Principal delocalised to national and extra county schools having a more positive view on the process. It is therefore recommended that implementation of the process should be cautious approach to minimise its adverse effects.

The Supervision of English Language Teachers in Public Secondary Schools in Kenya: A Critical Role of Heads of English Department

Purpose: The study assessed the role of heads of English department in the supervision of English language teachers in public secondary schools in Kakamega county, Kenya among other objectives. Supervision is key in enhancing learning-teaching experiences. In order to ensure better supervision of English language teachers, the heads of English department should play a key role in supervision. When their roles are not carried out efficiently, the teachers may not reach their full potential and learners may underperform. In Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in secondary schools, which means that teachers of English are not being effectively supervised, and this leads to negative impact on curriculum delivery.
 Methodology: This article is based on the research study done in Kakamega County, which explored English Language Teachers` opinions about the usefulness of Collaborative Peer Supervision (CPS) approach in enhancing Teacher Effectiveness in the teaching of English Language in public secondary schools in Kenya. The study adapted the Convergent Mixed Methods Research Design, where, 25 heads of English department were purposively sampled from the 417 public secondary schools in Kakamega county, and were interviewed using a researcher-developed in-depth interview schedule. Data collected was thematically analyzed using NVIVO12 Software. 
 Findings: The results revealed that, the major supervisory roles of HODs currently, is administrative i.e., supervision of curriculum implementation at the departmental level, conducting teacher appraisals, and general management of departmental issues. This is formal supervision through the Teacher Performance Appraisal and Development (TPAD) tool, which is the current supervisory approach, recognized by the Teachers` Service Commission (TSC), the teachers` employer in Kenya. The study also revealed that HODs are not fully sensitized about other key supervisory roles that they should play, in accordance with the literature. The results were presented thematically, by way of verbatim quotes as expressed by the participants` responses, and researcher commentaries.
 Unique Contribution to theory, practice and policy: The study concluded that teachers of English in public secondary schools in Kenya, are not being effectively supervised because the HODs are not fully sensitized about their full supervisory roles. The study recommends the development of capacity building programs on supervisory roles for HODs through workshops and seminars, and the introduction of CPS as a complementary supervision approach for supervising teachers of English in secondary schools, in which HODs will take the centrality of guiding supervision in their departments. This should guarantee the delivery of high-quality instruction.

School Level Teacher Management System in Nepal: Prospects and Challenges

This paper highlights teacher management in terms of prospects and challenges in the Nepalese school system. The paper argues that the existing teacher management model adopted by the government is both an administrative model and a grassroots model. The paper aims to explore the existing teacher management system of the government and its prospects and challenges from the quality perspective. To achieve a critical reflection on the teacher management system, the paper utilizes qualitative content analysis as a method of generating empirical evidence. The Teacher Service Commission (TSC) functions as a centralized agency for selecting and recommending teachers for permanent appointment, and the SMC at the local level is working with a grassroots model of teacher management as a decentralized agency. As a result, the quality of school education is deteriorating because of this contradictory policy provision for teacher management. The devolution of power to the local level to hire teachers with different names opened a gate for under-qualified and less competent teachers to enter school education through an indirect path. The paper explores that the contradictory policy provision, unclear roles, and responsibilities between local and centers, extreme politicization, teachers’ hierarchies, and categories all are the challenges for and problems with teacher management in school.

The Influence of Indiscipline on Teacher’s Attrition in Public Secondary Schools in Kilimanjaro and Manyara Regions, Tanzania

This paper intended to assess the influence of indiscipline on teacher attrition in public secondary schools in Kilimanjaro and Manyara regions. Specifically, the paper aimed at examining the indiscipline cases that cause teachers’ attrition; examine the frequency of cases on indiscipline issues; and the measures taken to address indiscipline cases. The paper was guided by motivation theory based on conduct for efficient management and administration of punishment to violators. The study employed cross section research design with mixed approaches. The sample size of the study was 140 respondents. Simple random and snow ball sampling was used to select in-service and teachers who left teaching respectively. Quantitative data were analysed using descriptive and binary logistic regression. The findings revealed that examination malpractices, student sex harassment and truancy influenced teacher attrition. Among the measures taken were: transfer, summary dismissal and reduction in salary that led to teachers quitting teaching. As for frequency of indiscipline cases among teachers, the study revealed the mean score of indiscipline as above 50 per cent which revealed that the variable influences teacher attrition. The study concludes that indiscipline cases influences teacher attrition. The study recommends to the President’s Office Regional Administration and Local Government to improve teachers discipline by equipping Teacher Service Commission staff with all necessary inputs to supervise accordingly. School management should remind their staff on professional code of ethics, and the Government should execute the law number 3 of 1972 for teachers who engaged in indiscipline cases by imposing severe punishment to offenders.

Peer Teacher Utilization in Secondary Schools: Varying Trends in Selected Counties 0f the Western Region, Kenya.

There has been an upsurge in the utilization of peer teachers in secondary schools in Kenya in the recent past. This is despite the Ministry of Education and the Teachers Service Commission having insisted on only registered teachers being allowed to teach in Secondary schools. This study aimed at investigating, analyzing and documenting the varied trends in peer teaching in Kenyan secondary schools and their implications for adherence to teacher competence standards in selected Counties of the Western region of Kenya. The study was descriptive in nature and the data collection method was an intra-national case study. This study was guided by Pierre Bourdieu’s Theory of Practice (1990) and was heavily influenced by the Scientific Method Approach as propounded by Noah and Eckstein (1969). Three research instruments were utilized, namely; questionnaires, interviews and document analysis. The questionnaires were used to collect data from students, regular teachers, peer teachers and Head of Department. The interviews were conducted with the Principals, County Director of Teacher Service Commission, Board of Management members, parents, students, peer teachers, regular teachers and Head of Departments in the selected schools. Document Analysis was done on past Kenya Certificate of Secondary Education results records and the teachers who taught the classes. The data collected was analyzed using a mixed method with a bias on qualitative data analysis approaches. Qualitative data was analyzed through thematic analysis: that is, coding and categorization of emerging themes from the data according to the objectives. While quantitative data was analyzed using both Descriptive statistics such as percentages and means and inferential statistics that utilized t-test. The data indicated that there was a drastic increase in thenumber of peer teachers in secondary schools in the years 2010 to 2016. Majority of these were found in sub county schools. The schools assigned them all the duties of a teacher although in varied proportions depending on the school’s needs. In light of these findings, the study recommended that the government should design and adopt a law to legalize the utilization of peer teachers.

Functionality of Secondary Education: An Investigation into Numeracy, Literacy and Civic/Citizenship Competencies of Secondary School Graduates in Rural Communities of Southwestern Nigeria

The Functionality of Secondary Education (FSE) system in Nigeria has become a subject of concern among stakeholders. Evidence shows that many secondary school graduates, especially in rural communities of the country, cannot demonstrate basic skills required by the world of work. However, extant studies often devote more attention to functionality of education, generally, than probable causes of dysfunctionality of the system in rural communities. This study, therefore, investigates the current level of functionality of secondary education (functional literacy, functional numeracy, and functional civic/citizenship competence) in rural communities of Southwestern Nigeria (RCSN). The study was located within a post-positivist paradigm that incorporated the convergent parallel design in the collection, analysis, and interpretation of qualitative and quantitative data. The multi-level mixed methods sampling technique was adopted for the study. Three states with the highest rural demography in the southwest zone of Nigeria were purposively selected, while at the second stage, the cluster sampling method was used to select one Local Government Area from each of the three senatorial districts per state. At the third stage, the simple random sampling technique was used to select a secondary school from each Local Government Area. Lastly, proportionate-to-size sampling technique was adopted for the selection of 467 secondary school graduates. The participants for Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education in each of the 3 states. A research instrument, Secondary School Graduate Aptitude Test (SSGAT) with a reliability coefficient of 0.715 was used for the study. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The FSE was found to be moderate for Civic/Citizenship Competence (60.8 percent) while it was low for Functional Literacy (50.3 percent) and Functional Numeracy (45.88 percent). The study concluded that urgent interventions are fundamental to stemming the ebbing tide of FSE in RCSN.

Demeaning face of politics and bureaucracy in labour movement in Kenya: A quest for an effective labour law

The Constitution of Kenya, 2010, the Labour Relations Act, 2007, and the Employment Act, 2007, along with several other labour statutes, are designed to facilitate the establishment of employer-employee unions that play a significant role in safeguarding the social, political, and economic rights/interests of their registered members. Employers and employees generally need a conducive environment to perform their daily duties. Of late, however, continuous interference from political and state machineries in the running of union activities has proved to be a bedrock for regular internal disputes between the management and employees of various institutions in the country. For instance, the Kenya National Union of Teachers has accused, on several occasions, the Teachers Service Commission and politicians of sabotaging the affairs of the union. This paper, therefore, aims to evaluate the constitutional and legal framework regulating the establishment and registration of trade unions in Kenya. Besides, with the aid of judicial pronouncements, it analyses the impact of politics and bureaucracy in exercising the right to freedom of association, an essential element in the survival of trade unions in Kenya. Finally, the paper proposes measures to counter the threat posed by external parties in running trade union activities.

The relationship between head teachers' classroom observation and academic Performance of primary schools in Mwingi central Sub County,Kitui County,Kenya

The study sought to investigate the relationship between head teachers’ supervision practices and academic performance in public primary schools of Mwingi Central Sub County, Kitui County, Kenya. Statement of the problem, poor academic performance in Public primary schools in Mwingi central Sub County where schools were registering low academic performance compared to other Sub counties. The specific objectives that guided the study was, to assess the influence of head teachers’ classroom observation on academic performance in public primary schools in Mwingi Central Sub-County. Literature was obtained from various books, study journals, articles and reports from both electronic and print media. The study applied the concurrent triangulation research design .The target population was 1368 ,From the three zones simple random sampling were applied in selecting 6 head teachers and 61 teachers. The study utilized questionnaires as data gathering tools where test -retest technique was used to test reliability of the research instruments and the Pearson product movement correlation Findings were analyzed using descriptive statistical methods. The findings revealed that classroom observation practices by the head teachers were not taken seriously. From the study findings the study suggests the following; the ministry of education (MOE) and the Teachers Service Commission (TSC) to employ strategies that are aimed at balancing the head teachers’ core functions to ensure that they have sufficient time for conducting instructional supervision practices. Also head teachers needs to play a mix between hands-on and delegated approaches of carrying out classroom supervision practices. CQASO should implement mechanisms to ensure that there is effective coordination in ensuring that classroom observations is done frequently to help in bridging the gaps that occur as a result of head teachers’ laxity.

Management Information Systems Capabilities and Performance of Teachers Service Commission of Kenya

The need for Teacher Service Commission (TSC) to perform better, become more efficient operationally and more responsive towards its stakeholders’ needs in service delivery has seen increased automation of services through adoption of Management Information Systems (MIS) in the institution. This study sought to establish the influence of MIS capabilities on performance of the institution. The specific objectives were to establish the influence of communication capabilities, payment capabilities, human resource management capabilities and data management capabilities on performance of Teachers Service Commission of Kenya. The study was anchored on Unified Theory of Acceptance and Use of Technology, Resource Based view theory, and Theory of Planned Behavior. The study adopted a descriptive research design. The target population consisted of 1,30 0 staff in various departments in TSC headquarters, Nairobi. The population was grouped into population into two sub - populations, namely - the management and the support staff. The study employed stratified random sampling technique for purpose of choosing a sample size of 130. The study used primary data which was collected with the help of the questionnaire. The questionnaire had both closed and open-ended questions. A pilot test was carried out to ensure that the questions in the questionnaire were thoroughly reviewed to ensure clarity and eliminated any form of ambiguity. The data was analyzed using descriptive and inferential analysis. The study found out that communication capabilities, accounting information systems, human resource management systems, and electronic data management system influenced performance of TSC. The study concluded that communication capabilities influenced performance of TSC in terms of speedy delivery of information and efficiency. The study also concluded that accounting capabilities had a positive influence on performance of TSC. It was concluded that human resource management capabilities had positive and significant influence on performance of TSC. The study recommended that TSC should continually adopt and implement management information systems in service delivery. The top management should continually support the adoption and implementation of MIS through budget allocation and also ensure proper orientation to the staff at all levels to ensure they have proper and adequate knowledge to use MIS effectively. The study will be of benefit to the management and staff of TSC; to other public institutions in Kenya who wants to adopt ICT in delivery of services; to the government of Kenya as the policy maker; and to researchers.

Implementation of Teacher Performance Appraisal and Development in Secondary Schools in Nandi North Sub-County, Kenya

The teacher performance appraisal and development tool was introduced by the Teachers Service Commission to promote teacher accountability, enhance instructional quality, identify areas where teachers need additional development and promote the overall academic outcomes of schools in Kenya. The response of teachers and school administrators to TPAD has been mixed, with some schools embracing it wholly while others rejected the idea. The purpose of the study was to investigate the state of implementation of teacher performance appraisal and development in public secondary schools in Nandi North Sub-County, Kenya. The study used ex-post facto research design. The target population was 417 teachers and 55 principals of the 55 public secondary schools in the Sub-County. Stratified random sampling was used to select 11 schools to take part in the study. Further, stratified random sampling was then deployed to select 125 teachers and 11 principals to take part in the study. Data was collected using a questionnaire for teachers and interview guide for school principals. Quantitative data was coded into SPSS version 20 and analyzed descriptively using frequencies and percentages. It was then presented using frequency distribution tables with explanations. Qualitative data was analyzed thematically. The findings of the study showed that teachers were subjected to the filling of the TPAD and that appraisal has improved their instructional performance. It was concluded that teacher evaluation is a critical and regular routine in most school calendars. It is a very valuable period for administrators to improve instruction and learning. Therefore, it was recommended that before setting foot in the classroom for a lesson observation, principals need to sit with the teacher to discuss the upcoming lesson that is to be observed and the expectations of the appraisal process.

Effectiveness of Board of Management in Enhancement of Students Academic Performance in Public Mixed Day Secondary Schools in Bondo Sub–County, Kenya

The government of Kenya provides trained teachers, allocates financial resources, establishes Quality Assurance Directorate and facilitates in-service training for principals and teachers. However, with all these measures in place, students’ academic performance in Public Mixed Day secondary schools in Kenya Certificate of Secondary Education has remained low for the last five years of 2017 - 2021. The study examined the perceived effectiveness of Board of Management in enhancement of students’ academic performance. This study was grounded on the theory of Educational System planning with emphasis on Combs (1970). The study used mixed method approach and specifically concurrent triangulation research design. The study population included 38 principals, 38 Deputy Principals, 38 Director of studies, 38 Board of Management chairmen, 38 Parents Association chairmen, 1 Sub County Quality Assurance and Standards Officer, 1 Sub-County Teachers Service Commission officer and 3 Sponsor church education secretaries giving a total of 195 respondents. Saturated sampling technique was used to select 38 principals, 38 Deputy Principals, 38 Director of studies, 38 Board of Management chairmen, 38 Parents Association chairmen, 1 Sub County Quality Assurance and Standards Officer and 3 Sponsor church education secretaries. Data was collected by administering questionnaires and interview schedules. Validity of the research instruments was ensured by use of experts from the department of Curriculum and educational management who were also consulted and their input incorporated in the final document and it was tested using Amin’s formula which gave content validity index of 0.66. Further, piloting the instruments was done on a population of 24 from 3 Public Mixed Day Secondary Schools in the neighboring Rarieda Sub-County. Reliability was tested using both split-half (r SB = . 808) and Cronbach’s Alpha Coefficient formula (average coefficient value=.746) which indicated sufficient external and internal consistence reliability. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were analyzed using thematic Analysis. The study found that there was statistically significant positive correlation of (r=.624, n=72, p< .05) between perceived effectiveness of BoM and enhancement of students’ academic performance. This implied that the perceived effective BoM enhanced academic performance in public mixed day secondary schools. In light of the findings the study also made recommendations for further research on influence of other stakeholders, such as students and community, on academic performance, and to replicate this study on boarding secondary schools.

Teacher Absenteeism and Curriculum Implementation in Primary Schools in Nyamagana District in the Mwanza Region of Tanzania

This study sought to explore teacher absenteeism and its impact on curriculum implementation in primary schools in Nyamagana District. The study employed a quantitative research approach and cross-sectional survey design. A sample of 3 head teachers, 1 Teachers Service Commission Officer, 30 teachers, and 56 pupils were involved in the study. A questionnaire was employed as a method of data collection with a Cronbach alpha coefficient of correction of 0.733, meaning that it was reliable. Descriptive statistics basically frequency and percentages, were used to analyse data with the aid of SPSS. The study found that teacher absenteeism is less experienced in the visited schools. The findings revealed that poor coverage of syllabi and indiscipline among pupils are some of the effects of teacher absenteeism which indicate that the tragedy accelerates poor curriculum implementation. Thus, the study recommends a suitable legal framework and incentives to improve teachers’ welfare and hence limit teacher absenteeism.

CONTEXT OF PROFESSIONAL DEVELOPMENT POLICIES AND TEACHER OF BUSINESS STUDIES COMPETENCY IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

Potent policies directing professional development for teachers of Business studies focus on skills and competencies which address specific needs of learners for high achievement. Professional development for teachers of Business studies has been a trending phenomenon in the education sector in Kenya for enhancing effective teaching and learning. Contemporary training prepares teachers of Business studies with appropriate competencies for equipping learners with skills and capabilities to thrive in a dynamic and interconnected world that joins and engages the sense of curiosity. In addition, teachers of Business studies receive updates on modern pedagogical skills through pre-service training and capacity building and job motivation through teacher promotion for raising productivity. Professional development for teachers is guided by feasible policies which act as control mechanism for enhancing discipline, order and accountability in the teaching profession. Thus, this study determined the influence of policies guiding professional development on teacher of Business studies competency in Kajiado county, Kenya. The study was premised on the Context evaluation, Input evaluation, Process evaluation and Product evaluation model. Anchored on a descriptive survey design, the study targeted a population of 42 respondents from eleven public secondary schools and education offices in Isinya sub-county; Kajiado county. Data was gathered from teachers of Business studies using questionnaires and from school principals and sub-county education officials using interview schedules. Data collected was coded and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross-tabulations. The study found that policies guiding the professional development of teachers of Business studies were significantly related to teacher competency. The study recommends the Teachers Service Commission (TSC) to formulate more feasible policies that guide professional development of teachers of Business studies through capacity building training, targeting contemporary issues surrounding Business studies and equipping teachers with practical skills critical for enhancing socio-economic development. Further, the study recommends the TSC to formulate attainable policies that guide and create morale of teachers of Business studies through continuous job promotion for high learner achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>

Staffing and Retention Challenges of Teachers in Rural Schools of Eswatini: The Case of the Lubombo Region

This article draws attention to staffing and retention challenges that teachers face in rural schools in Eswatini. Despite policies and strategies developed by the Ministry of Education and Training, retention and staffing challenges continue unabated in rural schools. The continuing challenges indicate that limited success is achieved with the implementation of staffing and retention strategies. Drawing on staffing and retention literature, coupled with empirical data derived from teachers and head teachers in the Lubombo Region in Eswatini, this article proposes an alternative, multifaceted contextual approach to reducing staffing and retention challenges. A focus on lived rural and teaching experiences at rural schools offsets the abstract and one-dimensional universal approach to staffing and retaining teachers adopted by the office of the Teaching Service Commission in the Ministry of Education and Training in Eswatini. The article recommends that the office of the Teaching Service Commission should follow a context-specific differentiated approach based on thick analysis of staffing and retention challenges of teachers in rural schools.

Policies Guiding Pedagogy and Teacher of Business Studies Competency in Kajiado County, Kenya: Instructional Skills’ Policy Discourse

Operative utilization of policies guiding instructional skills is key in shaping ways in which teachers of Business studies incorporate varied methods of teaching, assessment of learning and integration of pedagogical resources for heightening learner academic achievement. Proper formulation and implementation of feasible policies guiding instructional skills possessed by teachers of Business studies tend to ensure even accommodation of learners during instruction process regardless of differences in learning preferences. This study pored over influence of policies directing teaching methods, assessment methods and pedagogical resources employed by teachers of Business studies in Kajiado county; Kenya. The study adopted Descriptive survey design and was informed by Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (CIPP) model. A total of 42 respondents from eleven secondary schools in Isinya sub- county were targeted during the study. Data was collected using questionnaires as the main collection tool and interview schedules. The data gathered was ciphered and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross tabulations. The findings revealed that policies on instructional skills were significantly related to teacher competency. Informed by the findings, the study recommends that the Teachers Service Commission (TSC) and Ministry of Education (MoE) should formulate more policies that emphasis on instructional skills which lead teachers of Business studies to accommodate all learners during learning process. Further, the study recommends that the MoE should make teacher training in the country more practical by formulating policies that improve teaching practice period and training institutions to frequent micro teaching sessions, embracing diverse methods of teaching, assessment and guided choice of pedagogical resources.

Teachers’ Perception Towards Transfer of School Heads and Its Effect on Students’ Performance in Public Secondary Schools in Nyeri County, Kenya

Transfer of school heads has been one of the major concerns in the educational sector whereby the concerned authority always formulates and implements policies that will ensure students meet the set standards for quality education. The purpose of the study was to establish teachers’ perceptions towards the transfer of school heads and their effects on students’ performance. The study is guided by expected utility theory and adopted a descriptive survey design. The target population was 2995 teachers, where a sample of 121 teachers was selected using a simple random sampling technique. The findings of the study reveal that teachers’ perception towards the transfer of school heads had a positive and significant effect on student performance. The study recommends that the Teachers service commission should develop a program aimed at creating awareness to teachers on the importance of transfer of school heads. The program should focus on changing teachers’ perceptions towards school heads transfer, which was found to significantly influence student academic performance.