http://erepository.uonbi.ac.ke/handle/11295/14107 Sun, 24 May 2026 04:02:58 GMT 2026-05-24T04:02:58Z http://erepository.uonbi.ac.ke/handle/11295/161607 Influence of Principals’ Management of Institutional Facilities on Implementation of 100 Percent Transition Policy in Public Secondary Schools in Hamisi Sub County, Kenya Asamba, Violet L The drive for secondary school education to adapt to the highly dynamic and competitive environment, has led to refocusing of principals’ management of institutional facilities to improve performance in the schools. The number of students in public secondary schools has nearly tripled yet the physical and human facilities have stagnated. The sudden increase of form one enrollment in public secondary schools in Kenya demands that there should be a way of checking whether the institutional facilities are well and appropriately implemented and whether they address the demands of the students. Considering this, the study is therefore intended to explore the influence of principals’ management of institutional facilities on the implementation of 100 percent transition policy in public secondary schools in Hamisi Sub County, Kenya and to answer the main research question: What influence does the principals’ management of institutional facilities has on the implementation of 100 percent policy. The study focused on the following variables: Availability of teaching and learning space, availability of teaching and learning resources, culture influence and influence of resource allocation on implementation of the policy. The study is anchored on systems theory. This study adopted the descriptive research design. The target population consisted of all the 48 public secondary schools, 48 principals, 48 BOM chairpersons, 48 school committee representing parents, 96 teachers (heads of departments) and 1,920 form three students giving a target population of 2,161 from the public secondary schools in Hamisi Sub County. The study used stratified random sampling technique to select and distribute the 10 schools. Ten percent (10 %) of the students and 20% of the teachers were selected using simple random technique ten principals and 10 BOM chairpersons of the 10 schools and SCDE were purposely selected for interview. Questionnaires were used to collect data from school principals, BOM chairpersons, teachers (HODs), parents’ representatives and students. Interview schedules were used to collect in-depth information from the Sub-County Director of Education and from the principals. Quantitative data was analyzed using descriptive statistics with the aid of (SPSS). The analyzed data was presented in Tables. The study found that the playing field, library, and classrooms conformed to the statutory regulations in terms of space and dimensions to a great extent. Moreover, the study established that the laboratory equipment was inadequate for carrying out successful practical sessions. The research established that it is the culture of the school to reward the staff and students reinforcing the behavior exhibited by them, and the school had traditions and routines build from shared values and norms that reinforce social standards. The research also found that improvement on learning environment that is provision of textbooks, classrooms, library, and playground, all created safe environments. The research also found that the government disbursement affects procurement of goods, budget implementation, and project inception and closure. The study concluded that schools with inadequate teaching and learning space faced serious challenges in running of the school programmes which had an influence on implementation of the 100 percent transition policy. The study recommends that the government should allocate more funds for addition infrastructure required in teaching and learning in public secondary school. This will ensure that all public schools have adequate teaching and learning resources, supportive culture of rewarding the staff and students and have prioritized allocation of resources for the implementation of 100% transition policy. Sat, 01 Jan 2022 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/161607 2022-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/152938 Influence of Headteachers’ Related Factors on Kenya Certificate of Primary Education Performance in Public Primary Schools in Bondo Subcounty, Kenya Sigunyu, Vitalis O Learners living with physical disabilities need a lot of support from education stakeholders. Their academic achievements vary in schools depending on morale, material and financial support given. These are factors that need attention from head teachers’ as supervisors of curriculum implementation in schools. Thus, this study sought to determine the head teachers’ related factors influencing academic performance of learners with physical disabilities at Kenya Certificate for Primary Education in Bondo sub-county, Kenya. The objectives of this study were to investigate how head teachers’ classroom lesson observation, engagement in conferences with teachers, provision of physical facilities, and provision of instructional materials influence the performance of learners living with physical disabilities. This study was guided by the systems theory. The study employed descriptive survey research design. This study used questionnaires as data collection instrument. Two sets of questionnaires were used to collect data from head teachers and teachers. The questionnaires were tested for reliability in a pilot study and results were found at Cronbach coefficient Alpha value of r = 0.991 & r = 0.79 respectively. Questionnaires were administered to 104 teachers and 52 heads teachers giving a total of 156 respondents. Purposive sampling technique was used to select teachers while all head teachers participated in the study. Descriptive statistics were used to analyze quantitative data using the Statistical Package for Social Sciences version 23. The study findings indicate that headteachers’ classroom lesson observation positively influence performance of learners with physical disabilities in public primary schools and through engagement in conferences with teachers, headteachers are able to help teachers identify and mitigate challenges affecting academic performance of learners with physical disabilities. Similarly, the study found that provision of physical facilities and instructional materials positively influence the performance of learners living with physical disabilities. It was recommended that the government, through Ministry of Education, should increase budgetary allocation to public primary schools for effective provision of physical facilities and instructional resources Wed, 01 Jan 2020 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/152938 2020-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/94175 Fast forwarding Higher Education Institutions for Global Challenges:Perspectives and Approaches Amzat, Ismail H; Byabazaire, Yusuf Fri, 01 Jan 2016 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/94175 2016-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/85086 Distinction education, for primary teacher education Kisirikoi, F; Wachira, L; Malusu, J Tue, 01 Jan 2008 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/85086 2008-01-01T00:00:00Z