School of Education (JA)

Empowering women in farmer-managed natural regeneration practice: An analysis of socio-cultural determinants in selected counties of Kenya

2026-07-01T09:50:09Z

Empowering women in farmer-managed natural regeneration practice: An analysis of socio-cultural determinants in selected counties of Kenya Ngei, Lucia M.; Munyao, Carol M.; Maithya, Harrison M.; Kiruki, Harun M.; Ng’ang’a, Felista M.; Kimatu, Josphert N.; Wafula, Humphrey; Mbuthia, Kezia W.; Muli, Benjamin K.; Matata, Joseph Women are crucial stakeholders in sustainable land restoration and Farmer-Managed Natural Regeneration (FMNR), yet their participation is often limited by socio-cultural factors. This study presents an analysis of five key determinants of women’s participation in FMNR, namely (1) women'sawareness of FMNR development sessions, (2) Women’s Education and Training, (3) Faith-Based and Religious Institutions, (4) Socio-Cultural norms, and (5) community-level decision-making. A descriptive survey design employing a mixed methods approach was used, where data were collected concurrently. Quantitative data were collected via a household survey (N = 1,628) across four study areas (Kalawa, Kitise, Osiligi, Mara) and analysed using descriptive and inferential statistics. Qualitative insights from focus group discussions and key informant interviews provided contextual depth. Baseline findings reveal that while a majority (~88–91%) of respondents’ report women’s involvement in farming and community activities, significant disparities were observed in the levels and nature of women’s involvement across regions, Makueni (93.03%) exhibited the highest level of women’s involvement, followed by Narok (88.16%), while Kajiado (79.46%) recorded the lowest. While women were frequently engaged in labour-intensive and routine tasks of caring for regenerated trees, their participation in decision-making roles, land ownership, and access to training remained limited. Awareness of women “lead farmers” or FMNR champion initiatives was uneven. That is only 13% in Kitise vs. ~49% in Mara (p < .001), and only 20% reported any prior gender-equity training. Socio-cultural norms pose clear barriers: over half (54%) of those who saw women as not engaged in community decisions cited cultural barriers, alongside discriminatory attitudes (46%) and other factors. Women’s participation in community decision-making varied widely by locale (ranging from 79% affirming in Osiligi to 99% in Kalawa (p < .001). Traditional household leadership structures also influence women’s roles –for example, only 3.7% in the most patriarchal community perceived women as influential in local groups, versus 44% in the least patriarchal. The baseline underscores that women’s engagement in FMNR is constrained by limited training opportunities and persistent gender norms. Socio-cultural shifts and ongoing sensitisation to bring a measurable softening of rigid norms, promotion of inclusive decision-making focusing on quality of engagement and a reflection of women voices in community decision-making would be vital. Leveraging on cultural and faith-based institutions as allies can lead to a culturally rooted endorsement of women’s involvement through public statements by elders and clergy to support women’s enhanced participation. These findings provide a benchmark for tracking progress and inform gender-transformative strategies to enhance women’s empowerment and FMNR adoption. DOI: https://doi.org/10.37284/2707-4307

Effect of teaching and learning resources on academic performance in public secondary schools in Kitui County, Kenya

2026-04-07T07:56:56Z

Effect of teaching and learning resources on academic performance in public secondary schools in Kitui County, Kenya Ngulutu, Nicholas K.; Mulwa, Janet K.; Mwania, Jonathan M.; Mwanzia, Ruth The purpose of this research was to investigate the effect of teaching and learning resources on academic performance in public secondary schools in Kitui County, Kenya. Academic performance is a key indicator of success in learning and teaching in institutions. The study adopted a descriptive survey research design. The design enabled the collection of detailed information on principals’ quality assurance practices and their influence on students’ academic performance in public secondary schools. Based on these official figures, the target population for this study comprised all 374 principals and 590 HoDs across the public secondary schools in Kitui County. Heads of Department (HODs) were selected using simple random sampling from each sampled school, allowing every HOD an equal chance of being included in the study and ensuring unbiased representation across departments. A total of 112 schools, representing approximately 30% of the 374 public secondary schools in Kitui County, were sampled. A representative sample was computed using Yamane’s statistical formula, while a structured questionnaire was adopted for collection of data. Analysis of the data was conducted using SPSS statistical software version 26 . The results showed that majority of the respondents, 53% indicated that principals supervise the instructional activities of teachers to a great extent, while a further 28.4% noted that this is done to a very great extent. This suggests that principals are highly involved in supervising teaching practices to ensure that classroom activities align with curriculum expectations. Furthermore, 68.2% of the heads of department reported that principals engage in discussions with teachers regarding trends in the use of teaching and learning resources to a great extent, with another 15.3% indicating this is done to a very great extent. The promotion of constant assessment was also mentioned as a widespread supervisory practice. Approximately, 69.1% of the respondents acknowledged that the use of continuous assessment is encouraged by principals to a great extent whereas 19.1% stated that this is encouraged to a very great extent. This is indicative of a culture of leadership in which continuous assessment is considered a channel towards improving effectiveness in teaching and monitor students’ progress. This suggests that school leaders recognize the importance of integrating technology into the teaching and learning process. The findings show that the Teaching and learning materials are inadequate in Kitui County secondary schools; however, the few resources are effectively used by teachers. Academic performance in Kitui County Secondary schools can be improved in a Sustainable way if the principals and teachers emphases the use of teaching and learning materials and attend regular appropriate training to enable them to use the available teaching and learning materials.

Leveraging technological proficiency for effective financial management among principals in Kenya: evidence from Makueni County public secondary schools

2026-04-07T07:24:27Z

Leveraging technological proficiency for effective financial management among principals in Kenya: evidence from Makueni County public secondary schools Mathuva, Paulous M.; Cheloti, Selpher K.; Mwanza, Rose The ever-raising demand for financially efficient schools by educational stakeholders and the general public the world all over not be overemphasized. Financial management in public schools is one of the key functions of the school principal and revolves around the sourcing and utilization of all school funds in order to meet the school goals. This study established the relationship between principals' level of training and financial management of public secondary schools in Makueni County, Kenya. This article is an extraction study that was carried out in Makueni County and anchored on the Agency Theory as postulated by Jensen and Mackleng. The study used a descriptive survey and a target population of 391 public secondary principals, 391 bursars, 391 parents and school auditors. Data was collected using questionnaires for both principals and bursars, observation checklists for PA chairpersons and interviews guides for sub-county school auditors. The collected data was analyzed using ATLAS-ti software. The quantitative data analyzed was presented using frequencies, percentages, and tables to give meaning while qualitative data was interpreted in the form of themes and narratives. The study established that there is a positive relationship of r = (84) =0.622, p<0.05 between principals' technology proficiency and financial management. The findings therefore implied that, although most of the principals in Makueni (52.9 %) had attended ICT proficiency training, there exists a good number of 47.1% who did not possess any form of ICT skills for use in financial management of school finances. This points to the conclusion that the proportion of principals that did not train on ICT skills use in performing financial management were not able to confidently undertake such financial management tasks in public secondary schools in Makueni County of Kenya. Based on these findings, the study therefore concluded that the TSC should make it mandatory for all principals to undergo technological proficiency training prior to their being promoted to become principals. https://rsisinternational.org/journals/ijrsi/uploads/vol13-iss3-pg1068-1085-202604_pdf.pdf

Relationship between principals' level of training and financial management in public secondary schools in Kenya

2026-02-26T12:08:43Z

Relationship between principals' level of training and financial management in public secondary schools in Kenya Mathuva, Paulous Mutwii; Cheloti, Selpher K.; Mwanza, Rose The ever-rising demand for financially efficient schools by educational stakeholders and the general public the world all over can not be overemphasized. Financial management in public schools is one of the key functions of the school principal and revolves around the sourcing and the utilization of all school funds in order to meet the school goals. This study established the relationship between principals' level of training and financial management of public secondary schools in Makueni County, Kenya. The article is an extraction study that was carried out in Makueni County and anchored on the Agency Theory as postulated by Jensen and Meckling. The study used a descriptive survey and a target population of 391 public secondary principals, 391 bursars, 391 Parents Association (PA) chairpersons, and 7 school auditors. Data was collected using questionnaires for both principals and bursars, observation checklists for PA chairpersons and interviews guides for sub-county school auditors. The collected data was analyzed using ATLAS-ti software. The quantitative data analyzed was presented using frequencies, percentages and tables to give it meaning while qualitative data was interpreted in the form of themes and narratives. The results of the study established that there is a strong positive relationship (of r (85) =0.879, p<0.05) between principals' level of training and financial management of public secondary schools. The study concluded that training for principals led to improved school financial management and that lack of training for some principals who had not attended any in-service training on financial management led to poor management of finances in some schools. The study recommended that the Ministry of Education (MoE) should provide continuous in-service training on financial management for all principals so as to equip principals with the requisite financial management skills for improved schools. DOI: 10.47772/IJRISS.2026.1026EDU0084