School of Education (JA)

Assessing cybersecurity preparedness for enhanced digital transformation; a case of selected public TVET institutions in Kenya

2026-08-05T07:48:30Z

Assessing cybersecurity preparedness for enhanced digital transformation; a case of selected public TVET institutions in Kenya Kithungu, Rose M.; Kasivu, Gideon M. Technical and Vocational Education and Training (TVET) institutions play a pivotal role in equipping the Kenyan workforce with the knowledge, skills and competencies required in the digital era. The increasing digitalization of institutional procedures and the extensive adoption of technologies have exposed TVET institutions to cybersecurity threats. These threats compromise institutional integrity, protection of data and sensitive information, and disrupt teaching and learning processes. This study assessed cybersecurity preparedness in selected public TVET institutions in Kenya by investigating the internal cybersecurity policies, practices, technologies, incident response and recovery procedures of identifying existing vulnerabilities and areas of improvement. The study embraced mixed-methods research approach, integrating quantitative surveys with qualitative interviews involving the key stakeholders. Random sampling techniques was used to select fifty TVET institutions, questionnaires were used as data collection tools. The findings revealed some TVET institutions had made significant progress in developing and implementing internal cybersecurity policies and controls. The study also found that many institutions were inadequately prepared to address advancing cyber threats. Key challenges identified by the researcher include the absence of comprehensive cybersecurity preparedness strategies, insufficient financial and technical resources, limited staff in-service training, and inadequate cybersecurity awareness programmes. The recommendations were; TVET institutions to develop comprehensive internal cybersecurity strategies and policies, management to ensure implementation of the policies, conduct regular cybersecurity risk assessments, strengthen incident retort and recovery competences, and ensure continuous cybersecurity preparedness and capacity-building programmes for staff and students. This measures will ensure safeguarding of institutional data and information, protect critical information technology resources, and enhance digital transformation. DOI: 10.47772/IJRISS.2026.100700214

An evaluation of institutional related conditions which determine teacher retention in public primary schools in Machakos County, Kenya

2026-08-05T07:35:40Z

An evaluation of institutional related conditions which determine teacher retention in public primary schools in Machakos County, Kenya Kithungu, Rose M.; Kasivu, Gideon M. Educational institutional should provide conducive working conditions to retain teachers long for academic excellence. The ministry of education ensures staffing of teachers in public learning institutions for provision of quality education. Retention of teachers has been an issue of concern in the management of public primary schools and interferes with continuity in learning which has informed the need for this study. The study intended to evaluate the influence of institutional related conditions on teacher retention in public primary schools in Machakos County, Kenya. The study was based on the Fredrick Herzberg’s’ Two-factor theory and embraced the mixed method approach. The target population comprised of 898 headteachers, 8768 teachers, 9 TSC Sub-County directors and one TSC County director in Machakos County. The study employed census sampling, simple stratified proportionate sampling, and random sampling to select the study respondents. Questionnaires were used to collect data for headteachers and teachers while interview schedules were used to collect data from the TSC Sub-County directors and the TSC County director. Content Validity of research instruments was ascertained using a pilot study while reliability of instruments was ascertained using Test-Retest technique. Qualitative data entry and organization; content analysis and interpretation were conducted based on the study objective. Quantitative data was analyzed using percentages and reported in graphs, charts and frequency distribution tables. Qualitative data drawn from interview was transcribed into themes and integrated with rest of the data for purposes of triangulation. Coefficient of Correlation was used on hypotheses to establish the influence of institutional conditions on teacher retention. Hypothesis was tested at 0.05 level of confidence. The study results indicated that there was a statistically strong significant relationship between institutional related conditions and teacher retention in public primary schools in Machakos County, Kenya. The results showed that institutional related conditions were significant at (p) levels of 0.024. The study concluded that institutional related conditions influenced teacher retention. Based on the results the study recommended Ministry of Education, Teachers Service Commission, Boards of Management, and school administration should provide favourable institutional working conditions for teacher retention. DOI: 10.47772/IJRISS.2026.100700215

Administrative motivational practices and teacher retention; a case of public primary schools in Machakos County, Kenya

2026-08-05T07:14:05Z

Administrative motivational practices and teacher retention; a case of public primary schools in Machakos County, Kenya Kithungu, Rose M.; Kasivu, Gideon M. Teacher retention in educational institutions is of great concern to stakeholders in the education sector. Retention of teachers has been a challenge in the management of public primary schools which informed this study; which intends to investigate the determinants of teacher retention in public primary schools in Machakos County. The objective of the study was to determine the influence of administrative motivational practices on teacher retention. The study employed mixed method approach using sequential concurrent design. The target population comprised of 898 headteachers, 8768 teachers, 9 TSC Sub-County directors and one TSC County director in Machakos County. The study used census sampling to select the TSC directors, simple stratified proportionate sampling to select the 382 teachers, and random sampling to select the 90 headteachers to participate in the study. Data was collected using questionnaires and interview schedules. Content Validity of research instruments was ascertained using a pilot study while reliability of instruments was ascertained using Test-Retest technique. Quantitative data was analyzed using percentages and presented in graphs, charts and frequency distribution tables. Qualitative data drawn from interview was transcribed into themes and reported in narratives. Coefficient of Correlation was used on hypotheses to establish the influence of the variables. Hypothesis was tested at 0.05 level of confidence. The results indicated that there was a statistically strong significant relationship between administrative motivational practices and teacher retention in public primary schools in Machakos County, Kenya at (p) levels of 0.00724. The study concluded administrative motivational practices influenced teacher retention. Based on the results the study recommended Ministry of Education, Teachers Service Commission, Boards of Management should support teachers by motivating them to attract and retain them in learning institutions. DOI: https://doi.org/10.47772/IJRISS.2026.100700216

Impact of evaluation of professional documents on students’ academic performance in public secondary schools in Kitui County, Kenya

2026-07-14T06:49:56Z

Impact of evaluation of professional documents on students’ academic performance in public secondary schools in Kitui County, Kenya Ngulutu, Nicholas K.; Mulwa, Janet K.; Mwania, Jonathan M.; Mwanzia, Ruth This study examined the extent to which principals’ inspection of teachers’ professional documents influences students’ academic performance in public secondary schools in Kitui County, Kenya. A descriptive survey research design was adopted. The target population comprised 374 principals and 590 Heads of Departments (HoDs). A sample of 350 respondents (112 principals and 238 HoDs) was selected using census and simple random sampling techniques. Data were collected using questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics and Pearson Product–Moment Correlation, while qualitative data were analyzed thematically. The findings revealed a strong positive and statistically significant relationship between principals’ inspection of teachers’ professional documents and students’ academic performance (r = .765, p < .05). The study concludes that consistent and structured inspection enhances instructional quality and improves academic performance.