School of Education

THE EFFICACY OF MORAL EDUCATION IN ADDRESSING GENDER-BASED VIOLENCE IN PUBLIC SECONDARY SCHOOLS IN VIHIGA COUNTY, KENYA: A PHENOMENOLOGICAL APPROACH

2026-04-16T13:12:45Z

THE EFFICACY OF MORAL EDUCATION IN ADDRESSING GENDER-BASED VIOLENCE IN PUBLIC SECONDARY SCHOOLS IN VIHIGA COUNTY, KENYA: A PHENOMENOLOGICAL APPROACH Odero, Monicah Achieng’ Moral education had long been recognized as a cornerstone of character development, emphasizing respect, empathy, and justice. In the context of secondary education, moral education provides students with tools to navigate through ethical dilemmas and it foster respectful relationships. However, the persistence of gender-based violence (GBV) in schools underscored a gap in translating moral education into actionable change. Therefore, this study sought to investigate the efficacy of moral education in addressing gender-based violence in public secondary schools in Vihiga County, Kenya, using a phenomenological approach. Three main objectives guided the study: To examine lived experiences of teachers on the effectiveness of moral education in addressing GBV in public secondary schools in Vihiga County, Kenya, to investigate the lived experiences of teachers on the role of moral education in curbing GBV in secondary schools in Vihiga County, Kenya and to establish effective moral strategies in mitigating GBV in public secondary schools in Vihiga County, Kenya. The study was guided by Aristotelian theory of virtue ethics. Additionally, the study employed phenomenological hermeneutic and critical methods. Purposive sampling was used to recruit five guidance and counseling teachers from five public secondary schools in Vihiga County, Kenya. At the same time, unstructured interviews were employed to collect primary data. Data was analyzed thematically using Braun and Clarke's six steps. The study established that moral education is a crucial component in the development of students’ ethical beliefs and perceptions, especially regarding GBV. Secondly lived experience of teachers revealed that they understood that moral education could help in preventing GBV, but they encountered several barriers in its practice. Also, it was found that in order to improve the effectiveness of moral education in combating GBV, schools should incorporate more participatory teaching methods and engage with parents and communities more actively. The study recommended that, the Ministry of Education and other stakeholders should design training programs that will enable teachers to teach moral education and handle issues to do with GBV, the Kenya Institute of Curriculum Development (KICD) should ensure that moral education curriculum is well structured and should include issues to do with GBV and schools should involve parents and other members of the community in moral education programs to enhance ethical standards outside the classroom environment.

HEADTEACHERS MANAGEMENT PRACTICES AND LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN WEST POKOT COUNTY, KENYA

2026-04-16T13:06:20Z

HEADTEACHERS MANAGEMENT PRACTICES AND LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN WEST POKOT COUNTY, KENYA OSENA, CAROLINE KHANG’ACHI The management practices of headteachers are vital tools for improving school performance, addressing emerging challenges, and enhancing learners’ long-term academic performance. This study analyzed the influence of Headteachers’ management practices on learners’ academic performance in public primary schools in West Pokot County, Kenya. Specifically, the study examined planning, organizing, staffing, directing, and controlling management practices on learners’ academic performance, and the moderating role of Headteachers’ demographic characteristics on this relationship. The study was guided by theories of education and leadership and adopted a cross-sectional survey research design using a mixed-methods approach. The target population comprised 320 Headteachers, 1,280 subject heads of departments, 1,920 class eight pupils, four Teachers Service Commission (TSC), Sub-County Directors of Education (SCDEs), and one Quality Assurance and Standards Officer (QUASO). A sample of 32 schools was selected using Roscoe’s (1975) “Rule of Thumb” guideline, representing at least 10% of the population. The sample included 32 headteachers, 128 subject heads of departments, four SCDEs, one QUASO, and 192 class eight pupils, all selected purposively. Data were collected using questionnaires, interview guides, document analysis, and school observation checklists. Instrument validity was ensured through face and content validation, while reliability was tested using the test–retest method, yielding a coefficient of r = 0.7. Quantitative data were analyzed descriptively (means, percentages, standard deviations) and inferentially using correlations, simple linear regression, multiple linear regression, moderation analysis with PROCESS Macro. Inferences were made at a 0.05 significance level (two tailed test). Findings revealed that headteachers’ management practices had a significant and positive effect on learners’ academic performance (F = 55.301, p < 0.05). Furthermore, headteachers’ demographic characteristics significantly moderated this relationship (β = 0.0532, p = 0.000). Specifically, headteachers’ experience significantly moderated the relationship between controlling (β = 17.86, p < 0.05) and staffing (β = 14.03, p < 0.05) practices and pupils’ academic performance. The study concluded the study affirms that Headteachers’ management practices – enhanced by leadership experience – constitute a vital lever for improving learners’ academic performance in West Pokot County. Strengthening leadership capacity through training, mentorship, and supportive policy frameworks will foster sustainable academic excellence and equity in Kenya’s public primary education system especially in schools in marginalized areas.

THE CONTRIBUTION OF BETHWELL ALLAN OGOT TO THE DEVELOPMENT OF EDUCATION IN KENYA, 1964 – 2025

2026-04-16T12:56:24Z

THE CONTRIBUTION OF BETHWELL ALLAN OGOT TO THE DEVELOPMENT OF EDUCATION IN KENYA, 1964 – 2025 Khanani, Brenda Sara This study analyses the work of Bethwell Allan Ogot towards the advancement of education in Kenya between 1964 and 2025. It fills a major gap in the history of Kenyan education by examining Ogot's contributions to both basic and higher education and his central role in institutionalising African-centred historiography. The four objectives of the study were to trace the life and intellectual formation of Ogot until 1964; to evaluate his contribution to basic education; to investigate his contribution to higher education; and to analyse his contribution to African-centred historiography between 1964 and 2025. The study was based on the interpretive paradigm, and used historical research method for data collection, analysis, and presentation. Primary data included oral interviews, records within the Kenya National Archives, and institutional records at universities, churches, and schools. Secondary data was from books, journal articles, theses, and other published documents. Relevant respondents were identified through purposive and snowball sampling. To make the findings credible, evidence was critically evaluated internally and externally. Theoretical framework incorporated critical policy historiography and development theory. Critical policy historiography enabled the study to contextualise Ogot's educational interventions within broader socio-political and ideological frameworks and to examine how his leadership and scholarship interacted with, and sometimes challenged, post-independence policy directions. Development theory emphasised education as a driver for national development, enabling the study to explain Ogot’s curriculum reforms, institutional leadership, and intellectual work as contributions to Kenyan post-colonial development, Africanisation of knowledge, and cultural self definition. The results showed that Ogot was a central post-independence intellectual whose impact was felt in the fields of basic education, higher education, and historical studies. He led the African-centred curriculum reform, contextualised textbook development, and community-based school programs. In higher education, he facilitated the Africanisation of personnel, enhanced research and postgraduate education, and knowledge generation, and was at the forefront of founding and consolidating Maseno University as well as reforms at the University of Nairobi, Kenyatta University, and Moi University. What distinguishes his work is that he went beyond writing and research, he led institutions, influenced education policy, and advocated for African voices in history. Altogether, these contributions established him as one of the most significant figures in Kenya’s educational landscape after independence. It contributes to the history of education and enriches theoretical debates on policy, ideology, and individual agency in post-colonial educational transformation. The study recommends further research on the contributions of other African intellectuals to educational development to deepen comparative understanding of their influence on educational history.

TEACHERS' KNOWLEDGE, ATTITUDES, AND PERCEPTIONS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AND MANAGEMENT STRATEGIES OF PUPILS IN KISII COUNTY, KENYA

2026-04-16T12:54:29Z

TEACHERS' KNOWLEDGE, ATTITUDES, AND PERCEPTIONS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AND MANAGEMENT STRATEGIES OF PUPILS IN KISII COUNTY, KENYA Nyamwange, Josephine N Attention Deficit Hyperactivity Disorder (ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that are more frequent and severe than typically observed in individuals at comparable developmental levels. ADHD significantly impairs a child's academic performance, social relationships, and overall well-being. Despite its prevalence, limited research exists on how Teachers’ knowledge, attitudes, and perceptions of ADHD influence the choice of classroom management strategies employed. This study investigated the extent to which these factors affect the management of pupils with ADHD in Kisii County, Kenya.The objectives of the study were to: (1) examine the relationship between Teachers’ knowledge of ADHD and the choice of classroom management strategies; (2) assess the relationship between Teachers’ attitudes toward ADHD and the choice classroom management practices; (3) explore the relationship between Teachers’ perceptions of the causes of ADHD and the choice classroom management strategies; and, (4) determine how ADHD-related learner behaviours influence Teachers’ choice of classroom management strategies. Grounded in behaviourism and social learning theories, the study employed a mixed-methods design and multistage cluster sampling. A total of 323 Teachers from a population of 6,154, including 8 head Teachers and 16 class Teachers responded.A questionnaire adopted from the ASKAT scale was used to collect data, interview schedules, and focus group discussion guides—refined through expert input. Instrument reliability was confirmed using the Cronbach’s alpha method, yielding a coefficient of 0.87. Data analysis involved descriptive statistics, correlation, ordinal regression, and thematic analysis. Results indicated statistically significant positive correlations between: Teachers' knowledge of ADHD and management strategies (ρ = 0.396, p < 0.001); perceptions of causes of ADHD and management strategies (ρ = 0.281, p < 0.001); attitudes towards ADHD and management strategies (ρ = 0.325, p < 0.001); and ADHD-related learner behaviours and management strategies (r = 0.268, p < 0.001). The study concluded that many Teachers possess insufficient knowledge of ADHD, hold negative attitudes, and maintain misconceptions about its causes, which hinders effective classroom management. The study recommends targeted teacher training on ADHD causes, behaviours, and evidence-based management strategies. These findings offer valuable insights for Teachers and policymakers in developing comprehensive guidelines to support learners with ADHD-related behaviours.