School of Education, Arts & Social Sciences

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Teacher Motivation Factors Influencing School Management Practices in Public Secondary Schools in Machakos County, Kenya
(KCA University, 2016) Mutua, Jacqueline M.
The purpose of the study was to determine the influence of teacher motivation factors on school management practices in public secondary schools in Machakos county Kenya. The specific objectives were to find out how teacher motivation factors which include desire for professional growth, monetary reward, welfare of students and attainment of school goals influence school management practices in public secondary schools in Machakos County; The findings of the study may be of importance to the ministry of education as they might get to know the effect of teacher on school management practices in public secondary school in Kenya. The study targeted 212 schools, 212 principals and 986 teachers. The study was guided by Goal setting theory by Locke(1986). The study adopted a descriptive survey. The study used mixed methodology to gather information. The study employed stratified sampling technique to sample 21 schools, purposive sampling to sample 21 principals and simple sampling technique to sample 99 teachers. The study findings found out that job satisfaction affects employee motivation. From the findings of the study, it was concluded that job satisfaction, reward systems, professional development and work situational factors affect employee motivation. The study recommends that schools should ensure that the school environment is conducive for teachers to ensure their motivation and satisfaction with their jobs. This can be achieved by ensuring that there are adequate teaching and learning resources. The study finally recommends that another study be done in other districts on the effect of school leadership style on teacher motivation which was not the concern of the study.
Investigating the Causes of Pupils Dropout in Public Primary Schools in Imenti North Sub County, Meru County, Kenya
(KCA University, 2016) Thiruane, Rhoda K.
Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however, poses a serious threat to gains in education despite the government emphasis on Education for All (EFA) by this year (2015). The purpose of this study was to investigate the causes of pupils’ dropout in public primary schools of Imenti North Sub-County. The objectives of the study were to determine the influence of socio-economic factors, school based factors and pupil characteristics on dropout in public primary schools in Imenti North Sub-County. The study used descriptive survey design targeting 59 head teachers and 671 teachers from all the 59 public primary schools in Imenti North Sub-County. Stratified random sampling was used to select 18 schools, 18 head teachers and 108 teachers. The study used questionnaires on teachers and head teachers to collect information on dropout. Data was analyzed using statistical package for social sciences (SPSS). Findings were presented using frequency tables and bar graphs. This study established that low socio-economic status, poor school performance, drug and substance abuse, peer pressure among others contribute to pupil dropout. Poverty leading to financial problems was also cited as a cause of primary school dropout. The study recommends that the government should take stern measures against traders who employ children to pave way for these children to go to school. Head teachers should come up with school policies for drug free learning environment and the administrators to play an active role in enforcing the policy. A similar study should be carried in other sub counties that were not covered by the study. Similar studies should be carried out among other students groups like high school students.
School Based Factors Influencing Performance in Public Day Primary Schools in Miriga Mieru East Division, Imenti- North District, Meru County, Kenya
(KCA University, 2016) Njeru, Hellen M.
Poor performance in Kenya Certificate of Primary Education in some regions of Kenya has been attributed to various factors which differ depending on the region under study as well as the school. Performance in Miriga Mieru East Division in Meru County Kenya has been dismal in the recent past. The purpose of the study therefore was to investigate the influence of school based factors on performance in Kenya Certificate of Primary Education Examination in Miriga Mieru East Division, Imenti North District. The objectives of the study were to determine the influence of learning resources, school physical facilities and human resource on academic performance in K.C.P.E in public day primary schools. This study was guided by systems theory input-output model developed by Ludwig Van Bertalanfly in 1956. According to the theory, an organized enterprise does not exist in a vacuum in which it is established, and the inputs from the environment are reserved by the organization which then transforms them into outputs. As adapted in this study, the students (inputs) are admitted into the primary school from different social-economic backgrounds. The target population for the study was the 27 public day primary schools in Miriga Mieru East Division. The study employed a descriptive survey design. This design was the most appropriate for this study because the researcher sought information from respondents regarding their opinion of the performance and how it has been influenced by the school based elements. When they get into the school system, the management of the school transforms them through the process of teaching and learning and the students output is seen through their academic performance. A simple random sampling technique was used to sample 11 out of the 27 schools. In every school, purposive sampling technique was used to sample the head teachers in every school visited. Four pupils two from class eight and 2 from class seven and three teachers who teach class eight pupils were sampled randomly from each school. Questionnaires were used as instruments for data collection. Two public day primary schools from Miriga Mieru West Division were used for pilot study to test validity and reliability. The researcher visited the sampled schools and administered the questionnaires to the head teachers, teachers and pupils. The data was analyzed by descriptive statistics (frequencies and percentages). The research findings show that the schools in the division have adequate resources but the performance was still below average. Human resource was inadequate. The study recommends that more teachers to be employed, inservice programmes for both the head teachers and teachers through the ministry of Education, parents to be fully involved in school programs and a study to be carried out to establish the external factors influencing performance in the same division.
Factors Influencing Curriculum Development in Meru University of Science and Technology, Meru County, Kenya.
(KCA University, 2018) King'au, Lucy N.
The general objective of this study was to analyse the factors that influence curriculum development in Meru University of Science and Technology (MUST), Meru County, Kenya. The specific objectives of the study were; to establish the relationship between cultural values and curriculum development, to establish the influence of political factors and to determine the influence of technological factors on curriculum development in the University. The study was based on the actor network theory developed by Callon (1986) and Latour (1988). A correlational research design was used to assess the relationship between the variables in the study. The target population for this study comprised of eighteen chairpersons of academic departments and full time lecturers in the University. All the chairpersons of departments were selected through purposeful sampling for the study. Stratified random sampling was used to select fifty nine out of the total one hundred and eight lecturers. Questionnaires were used to collect data from the respondents, while document analysis was used to obtain secondary data from Senate Board minutes. Data collected was analysed using Statistical Package for Social Sciences (SPSS). The analysed data was presented in percentages and frequency tables. Inferential statistics were used to describe the relationships between the independent variables and the dependent variable. Findings of the study established that there was a relationship between cultural values and curriculum development and that political and technological factors influence curriculum development to a large extent in MUST. The study recommended that curriculum developers need to consider these three factors when developing new curriculum or reviewing an existing one. The findings of the study may be useful to academic departments in universities, curriculum development policy, non-governmental organizations, and research scholars.
Influence of Principals’ Preparedness on Adoption of Digital Teacher Performance Appraisal Tool in Public Secondary Schools in Kiambu County
(KCA University, 2022) Muema, Rose K.
This study assessed the influence of principals’ preparedness on adoption of Digital Teacher Performance Appraisal Tool in public secondary schools in Kiambu County. The specific objectives of the study included: To evaluate the influence of principals training; provision of ICT resources and principals perceptions towards TPAD System on the adoption of the Digital Teacher Performance Appraisal System. The study was grounded on the Unified Theory of Acceptance and Use of Technology. The study adopted a descriptive research design using quantitative and qualitative approaches. Stratified and simple random sampling techniques were used to select a sample size of 164 principals from a target population of 278 principals in public secondary schools in Kiambu County. Purposive sampling was used to identify the TSC Sub County directors as key informants. Questionnaires were used to collect data from the principals while interview guides were conducted with TSC sub county directors. The SPSS software was used to conduct data analysis to generate descriptive statistics; correlation analysis; and regression analysis. Thematic analysis was used to identify emerging patterns and themes from the interview transcripts and presented in verbatim quotes and narrative form. Results of regression established that principal preparedness accounts for 65.9% variation in adoption of the digital teacher appraisal system. The Co-efficient of correlation established that principals training has a positive and significant effect on adoption of the TPAD System (β1= 0.720; p=0.000); ICT resources have a positive and significant effect on Adoption of the TPAD system (β2= 0.812; p=0.000); and principals perceptions have a positive and significant effect on Adoption of the TPAD system (β3= 0.690; p=0.000). Results of the Pearson’s Correlation Co-efficient established that principals preparedness increase the their readiness and willingness to adopt the TPAD system as there is a very strong positive correlation between: principals training and adoption of the TPAD system (r=0.700; p-value=0.000); ICT resources and adoption of the TPAD system (r=0.597; p-value=0.000); and principals perceptions and adoption of the TPAD system (r=0.720; p value =0.000). This study found out that 92.9% of principals in public secondary schools in Kiambu County had undergone 3 day training on the digital teacher appraisal system to familiarize with the TPAD system prior to its adoption and utilization in appraising teachers. However due to the short period of training all the critical aspects were not adequately covered. As a result only 25% school principals were able to identify all of the seven performance competence areas used to evaluate teachers and indicate the appropriate rating scale. The study also found out that principals had access to all the ICT resources required to adopt the TPAD system; principals’ perceptions towards the TPAD system influenced their preparedness in adopting TPAD system; and principals have successfully adopted the TPAD system in appraising teachers in public secondary schools in Kiambu County. However the principals’ limited knowledge and understanding on the performance competence areas and the rating scale may adversely affect their ability to produce appraisal reports that accurately reflect the teacher’s performance. Therefore, this study recommends that TSC; organizes a second training that will comprehensively and extensively cover all the critical aspects required to equip the principals with skills on how to use the TPAD system; provides principals with training to enhance their level of ICT competency; provides feedback to the teachers; and provide training to teachers to enhance their skills and competence in areas identified as requiring improvement during the appraisal process.
Analysis of Teaching-learning Resources and Hidden Educational Cost on Hundred Percent Transition to Secondary Schools: A Case of Westlands Sub County, Kenya.
(KCA University, 2022) Odhiambo, Peter
In spite of the hundred percent transition policy being in existence for the past four years, some learners do not access secondary education. The study sought to analyze the effect of physical infrastructure, teaching and instruction materials and hidden education cost on a hundred percent transition to secondary school in Wetlands Sub County, Kenya. The specific objectives of the study were to; examine the effect of school infrastructural facilities on a hundred percent transition to secondary school, determine the relationship between the availability of teaching and learning resources and one hundred percent transition to secondary school and to establish the effect of hidden educational costs on a hundred percent transition to secondary school. The study was guided by the Classical Liberal Theory. The study adopted a descriptive survey research design. The target population for the study was all the 14 public secondary schools, 14 secondary school principals, 649 teachers, and 4411 secondary school students in Wetlands Sub County. Purposive sampling was used to sample the principals while simple random sampling was used to sample the teachers and students. The sample size for the study consisted of all the principals, 247 teachers and 367 students. The main data collection tools were questionnaires. Data collection instruments were piloted in 5 schools in Langata Sub County, part of the larger Nairobi County. Test re-test technique was used to ascertain the reliability of the research instruments. The validity of the instruments was ascertained by the experts in Educational Leadership and Management in the School of Education at KCA University. Data was analyzed using SPSS version 25. Data was analyzed using descriptive statistics, namely; frequencies, percentages, mean, standard deviation and inferential statistics. Chi square test was used to test the hypothesis. Findings of the study were presented using frequency tables, bar graphs and pie chart. The study revealed that there was a statistically significant relationship between school infrastructural facilities, teaching and learning resources, hidden costs and a hundred percent transition to secondary schools in Westlands sub-county, Kenya. The study recommended that to improve a hundred percent transition to secondary schools; school infrastructure, teaching and learning resources and hidden educational costs should be put into consideration. The government ought to allocate more funds for infrastructural development and provision of adequate teaching and learning resources.
The Relationship Between Parental Marital Status And Anxiety Levels Among University Students: A Case Of Kca University
(KCA University, 2023) Okoth, Emilly A.
High prevalence of anxiety continues to be reported among university students. For this reason, this research aimed to investigate the potential impact of parental marital status on anxiety among students of KCA University, Nairobi, Kenya. Specifically, the study sought to determine the prevalence of anxiety among university students at KCA University, to analyze the causes of anxiety among University Students at KCA University, to investigate the impact of parental marital status on anxiety among university students at KCA University and to assess coping strategies for anxiety among university students at KCA University. The theories adopted were the attachment theory and family systems theory. The study adopted the mixed method research design. The study targeted 1230 undergraduate students at KCA university. The systematic random sampling was used to select 123 second-year students. Primary data was collected using a questionnaire. Data was analyzed using both the Microsoft excel and the Statistical Package for Social Sciences (SPSS version 27). The analysis followed the objectives of the study where data on prevalence rates was presented using descriptive statistics of means, frequencies and percentages. For the objective involving finding relationships, inferential statistics was utilized. Correlational analysis was used to determine the association between the variables. Multiple regression analysis was used to determine the impact of parental marital status on anxiety in university students. The findings from this research had the potential to inform interventions and support services for university students, particularly those affected by parental marital disruption. The study revealed that the students at KCA University experience low levels of anxiety by a score of 0-21. This implied that parental marital status had a significant influence on anxiety among university students at KCA University. The study also found that variables were strongly correlated as shown by correlation coefficient value of 0.619. It was also noted that avoidance is a way of coping with anxiety. The study concluded that parental marital status significantly influences anxiety among students. It was concluded that a change in the parental marital status would result to a change in anxiety among university students at KCA University. The study recommends that the university should create a counselling office that would help to deal with mental health issues among the students. Further, the students should be made aware that they can seek help from the university in case they feel they have a meant problem. Students should be assured that their shared problems would be kept confidential, this would help students to feel more confident. The study recommends that the university should provide education about mental health to the students. The subject about mental health should be common to all students. This would help students to understand what mental health is.
An Investigation Of Factors Influencing Students’ Low Achievement In Chemistry In Public Secondary Schools In Athi River Sub- County, Machakos County, Kenya
(KCA University, 2023) Kalani, Duncan N.
Chemistry is a crucial scientific discipline for any nation and is essential for various curricula, including medicine, pharmacy, architecture, and dental care, among others. Despite Kenya's efforts to advance and modernize academia, chemistry performance in public secondary schools has remained low. The aim of this study was to identify factors influencing students' low achievement in chemistry in Athi River Sub-County, Machakos County, Kenya. The theory that guided the study is the production function theory. The study had four objectives including; to establish the students factors that influence the performance in chemistry in KCSE in public secondary schools in Athi River Sub County, Machakos County, Kenya, to identify the teacher’s factors that influence students’ performance in chemistry in public secondary schools in Athi River sub county, Machakos County Kenya, to find out whether the performance of chemistry is influenced by resource access in public secondary schools in Athi River sub county, Machakos county Kenya, and to identify the methods used by teachers in public secondary schools, to raise chemistry performance levels in public secondary schools in Athi River sub county, Machakos County, Kenya. A total of 168 respondents participated in the study, including 14 principals, 14 teachers of chemistry, and 140 Form 4 students, with 10 students selected from each school. The sample selection utilized stratified sampling. Data was collected through questionnaires to obtain feedback from the respondents. Data was analyzed using Microsoft Excel. Findings were presented using frequency tables, pie charts and bar graphs. The study focused on production integrals, where various inputs from students' factors, teachers’ factors, and school environment interact to produce the output of student accomplishment. The study was conducted in Athi River Sub County, where chemistry achievement among students has consistently been low. The findings indicated a positive perception of using ICT materials and methods for education and learning, as well as the recognition of the benefits of ICT in education. However, some students felt they needed further instruction and skills development to utilize ICT effectively. Interestingly, despite being interested in careers that require chemistry knowledge, students displayed a negative attitude towards the subject. Inadequate reference textbooks in the library also hindered individual revision by students. To address these issues, the study recommended providing more instructional resources, such as a variety of chemistry textbooks in the libraries. Schools should also invest in adequate resources and infrastructure to facilitate practical learning experiences and enhance students' understanding and performance. Besides, the study recommended that schools should work to improve students’ attitudes towards chemistry through methods such as organizing talks to dispel negative perceptions, creating a positive learning environment and arranging visits for real-world inspiration to learners. The study recommended further research on, why teachers prefer demonstration over individual practicals in schools with equipped laboratories, impact of teachers’ intrinsic motivation on performance of chemistry in public secondary schools and an assessment of teacher student ratio on performance of all examinable subjects in both private and public secondary schools in Kenya.
Assessment Of The Role Of Family Support On Mental Health Among Judicial Employees In Nairobi City County
(KCA University, 2023) Muriithi, Loice N.
Mental health is a significant global issue that affects individuals and communities worldwide, especially in Africa, where resources are limited and mental health services are inadequate. According to various sources, including the Ministry of Health of the Government of Kenya, the World Health Organization, and the Africa Mental Health Foundation, Kenya has a high prevalence of mental health issues. An estimated 25% of the Kenyan population is believed to have experienced mental health conditions at some point in their lives. This study focused on the role of family support in promoting positive mental health outcomes among judicial employees in Kenya, using the judicial employees in Nairobi City County as a sample population. The theory that was applied in the study is the Social Support Theory which was developed by Cobb in 1976. The aim of this study was to explore the nature and extent of family support among the judicial employees in Nairobi City County; and determine the relationship between family support and mental health. The study was guided by four objectives specifically, to identify the specific forms of family support available to judicial employees in Nairobi City County; to investigate the impact of family support on work-related stress among judicial employees in the Nairobi City County; to explore the barriers to access and utilizing family support among judicial employees in Nairobi City County; to develop strategies for improving the provision and utilization of family support for mental health patients among judicial employees in Nairobi City County. The research method applied is the mixed-methods approach. The research design for this study is both qualitative and quantitative, using cross-sectional data and a qualitative component investigated the relationship between family support and mental health in a large sample size of judicial employees in Nairobi City County. In-depth interviews were conducted with a purposive sample of participants to gain a deeper understanding of the relationship between family support and mental health, as well as potential moderating factors. Multistage sampling consisting of stratified and simple random sampling techniques were used to select a sample size of 282 judicial employees from a target population of 1030 Judiciary’s employees in Nairobi City County. The quantitative data was analysed using descriptive statistics, correlation analysis, and regression analysis, while the qualitative data was analysed using thematic analysis. The study followed ethical guidelines including maintaining confidentiality in exploring how family support can enhance mental health in high-stress workplaces, potentially benefiting other occupations beyond the Judiciary. The conclusion for the study was that family support plays a significant role in mitigating work-related stress, thus influencing the overall mental health of judicial employees. These findings emphasize the need for organizations and policymakers to prioritize strategies that promote family support as a means to alleviate work-related stress and enhance the well-being of judicial employees. One of the recommendations of the study is that the policy makers in the Judiciary should prioritize the establishment and enhancement of mental health support services in the Judiciary. The Judiciary should also collaborate initiatives that promote family support as a key component of employee well-being.
The Role Of Inclusive Education In Enhancing Special Needs Learning Experiences In Public Secondary Schools In Nairobi City County
(KCA University, 2024) Otieno, Joab O.
This study evaluated the state of inclusive education in public secondary schools within Nairobi City County, Kenya, with an emphasis on assessing the current status, identifying associated challenges, and proposing practical solutions. The research aimed to explore instructional strategies employed by teachers to enhance inclusive teaching and learning for students with physical disabilities, assess the role of available resources in promoting inclusive educational outcomes, examine the implementation of inclusive education policies, and determine the challenges faced in implementing inclusivity for students with physical disabilities. Used a theoretical framework of Universal Design for Learning and Social Constructivism. The study was conducted across 15 schools in five purposively selected sub-counties within Nairobi City County. The study used a descriptive research design that combined qualitative and quantitative methods. A sample size of 98 respondents was selected through purposive and simple random sampling techniques. Data collection methods included structured questionnaires, interviews, observations, and focus group discussions, with descriptive data presented through tables, charts and graphs. The findings revealed that while there was a foundational understanding and some level of implementation of inclusive education policies, significant challenges persisted. The study found that while there was general support for ongoing professional development and clearer policy guidelines, gaps remained in effective policy application and resource allocation. Insights from the study highlighted the need for policy refinement, increased resource support, and enhanced training for educators. The results can provided valuable guidance for future educational policy and practice, underscoring the necessity for targeted strategies to improve the effectiveness of inclusive education and promote equitable learning opportunities for all students in Nairobi City County's public secondary schools.
Relationship Between Leadership Practices And Implementation Of Integrated Science In Competency Based Curriculum In Junior Secondary Schools In Westlands Subcounty Kenya
(KCA University, 2024) Waruiru, Francis I.
The implementation of integrated science as a learning area in the Competency-based curriculum (CBC) has generated significant interest among scholars in Kenya due to its novel approach to education. Despite its potential benefits, the implementation of integrated science as a learning area in the CBC in junior secondary schools has faced challenges and criticism since its introduction. The purpose of this study is to assess the relationship between leadership practices and implementation of integrated science in the competence-based curriculum in junior secondary schools in Westlands Subcounty. The objectives of the study were to examine the relationship between teacher knowledge; teacher professional development and provision of resources by school leaders for instructional support in the implementation of Integrated Science in junior secondary schools in Westlands Subcounty. The social development theory and participative leadership theory grounded the study. A correlational research design was used. The target population were teachers, heads of departments and principals in the 30 junior secondary schools in Westlands Subcounty. A census was conducted for the integrated science teachers while 30% of heads of departments and principals were purposively selected. Data was collected through mixed methods. A structured questionnaire was distributed to all the teachers of integrated science in JSS schools. Interviews were conducted with heads of departments and principals. A pilot study was conducted in at Moi Educational Centre and PC Kinyanjui Road Primary School to establish the validity and reliability of the data collection tools. Quantitative data was analyzed using the Statistical Package for Social Sciences version 29, employing correlation and regression analysis techniques. Qualitative data was analysed thematically. Results showed that teacher knowledge positively correlated with implementation of integrated science in the CBC in JSS(r=0.926 p=0.000). teacher professional development opportunities positively and significantly correlated with implementation of integrated science in the CBC in JSS(r=0.923, p=0.000). It was established that provision of resources by school leaders for instructional support significantly and positively correlated with implementation of integrated science in the CBC in JSS(r=0.855, p=0.000). This study concludes that, despite teachers' strong understanding of integrated science, they face challenges due to a lack of resources, such as teaching materials and laboratory equipment. There was an increase in teacher workload, yet few received sufficient job training or continuous education opportunities in integrated science. The study concludes that, while the types of resources provided are relevant for instructional teaching, there is inadequacy in the provision of teaching resources. The study recommends that JSS should prioritize the development and procurement of comprehensive teaching materials and laboratory equipment to support integrated science instruction. The study suggests that JSS should encourage greater involvement in research activities and professional organizations to promote continuous professional growth. Principals should receive further support and resources to overcome challenges encountered with educational software and multimedia resources, ensuring seamless integration into integrated science teaching practices.
Assessment Of the Teacher Preparedness on Competency Based Curriculum Performance in Public Junior Secondary Schools in Makindu Sub County, Makueni County, Kenya.
(KCAU, 2024) Makokha, Robert F
This study aimed to assess teacher preparedness on Competency-Based Curriculum performance in public junior secondary schools of Makindu Sub-County, Makueni County, Kenya. The study intended to establish the level of teacher preparedness for effective implementation of CBC in public junior secondary schools in Makindu Sub-County. The research aimed to answer the questions: how teachers’ attitude, Assessment of learners, Information Communication Technology skills and the Instructional resources affect the performance of Competency-Based Curriculum in public junior secondary schools of Makindu Sub-County. The study was specifically conducted within Makindu Ward, Nguumo Ward, and Kikumbulyu South Ward. The study adopted the Concern-Based Adoption Model (CBAM). This research targeted 400 respondents which included: 260 junior secondary school teachers, 136 head teachers and 4 curriculum support officers. The research sampled 120 individuals, consisting of 78 junior secondary school teachers, 41 primary school head teachers, and 1 curriculum support officer. The research simple random sampling and purposive sampling. Data was collected using questionnaires and interviews. Thematic analysis was used to analyze qualitative data while quantitative data was analyzed using descriptive statistics. The results of the study revealed that most of junior secondary school teachers were not well conversant with the CBC system of education. Also, the findings established that junior secondary teachers were not well prepared to implement CBC. The study revealed that implementation of Competence-Based Curriculum brings benefits to education as it’s tailored to meet individual student’s needs. The results further proved that CBC promotes critical thinking and problem-solving skills among the learners. The findings equally indicated that CBC promotes higher students’ engagement and motivation since it was well aligned with real world skills. Furthermore, it was confirmed that respondents had a positive attitude towards CBC as its benefit outweigh the potential challenges. The study found out that technological aspects significantly influenced CBC implementation. The study revealed that challenges of implementing a Competency-Based Curriculum (CBC) can significantly impact its effectiveness. These challenges are designing assessment, conducting assessment, fair grading, individualized assessment, access to assessment materials and enough time for assessment. The study recommended that the ministry of education needs to train and motivate teachers to enable them grasp CBC content and pass the same to learners to enhance holistic development. This study would enhance more positive influence on performance and economic development of the country. Further studies can be carried out in other levels of education like the primary schools, senior secondary schools and universities. This study can also be replicated in other sub-counties and counties to find out how CBC is performing in different places of the country.
Relationship Between Selected Old Age Attributes And Mental Health Of The Elderly Living In Retirement Homes In Nairobi City County, Kenya
(KCA University, 2024) O'maera, Daisy Chepkoech
The global population is aging rapidly, leading to an increase in the proportion of elderly individuals. This demographic shift poses significant challenges to mental health, particularly among those living in retirement homes. Mental health issues such as depression, anxiety, and cognitive decline are prevalent among the elderly and are influenced by factors such as social isolation, depression, and psychological distress. The purpose of the study was to establish the Relationship between selected old age attributes and mental health of the elderly living in retirement homes in Nairobi City County, Kenya. The study objectives were to establish the relationship between living status and the mental health of elderly citizens in retirement homes in Nairobi County, to determine the relationship between social isolation and the mental health of senior citizens in retirement homes in Nairobi County, to examine the relationship between depression and mental health of senior citizens as well as to find out the relationship between psychological distress and the mental health of senior citizens in retirement homes in Nairobi County. The study used cognitive behavioral therapy, Humanistic-existential theorists, and attribution theory. The study targeted 495 elderly people living in the homes. A sample of 149 individuals of the target population will be considered as 30% of the target population. The researcher the study used primary data collection procedures, and participants was identified by purposive sampling. The structured questionnaire was self-administered to older citizens or their caregivers in situations where the elderly are not able to respond adequately. Skilled research assistants aided in data collection. As a result, the researcher planned appointments with the participants and ensure that sufficient time is given to the elderly and caregivers to respond. The response recorded and transcribed for analysis. Conducting cross-sectional research to gather quantitative data was the first step in this initial phase. With this setup, objective and comprehensive quantitative data gathering from a large sample of Nairobi City County's elderly residents would be possible, ensuring that the qualitative focus group discussion method does not influence the participants' responses. The questionnaire consisted of standardized assessments related to specific research goals. The researcher analyzed and examine the quantitative data collected in this study using regression analysis, correlation analysis, and descriptive statistics. This phase presented an overview of the correlations between the variables and possible patterns and linkages. The findings revealed that there was no statistical significance between living status/lifestyle and mental health. More also the study established that isolation had no significance impact on mental health.. Psychological distress had significant impact on mental health of elderly living in retirement homes in Nairobi. The study therefore recommended that there is the need for the caregivers of the elderly to ensure that old age attributes do not adversely influence mental health of the elderly. Research by Patel et al. (2018) emphasizes the value of community and caregivers contribution in lowering mental health problems in African communities
Investigating Leadership Skills Utilized By Principals In Management Of Students Exposed To Drugs: A Case Study Of Public Secondary Schools In Embakasi Subcounty Kenya.
(KCA University, 2024) Njiru, Silas Ndwiga
Principals managing students set clear boundaries to enforce consequences, and model positive behavior. Problem-solving skills are vital for intervention and support. Crisis management ensures swift action during incidents. The purpose of this study was to investigate leadership skills utilized by principals in management of students exposed to drugs in public secondary Schools in Embakasi Subcounty Kenya. The specific objectives were to examine collaborative community engagement strategies used by principals, to identify decision-making processes employed by principals, to examine conflict resolution skills used by Principals and to identify counselling skills used by principals when managing students exposed to drugs in Embakasi Subcounty. Transformational Leadership Theory and Situational Leadership Theory guide the study. The research design for this study is a descriptive survey. For this study, a descriptive survey was used as the research design. The target population for this study was 297 respondents. Simple random sampling was used to determine the sample size, the following formula by Yamane (1967) was used to calculate the sample size. Thus, the sample was 170 respondents. This study took place in Embakasi Subcounty. Data was collected using questionnaires and interviews. The questionnaire was used to collect primary data, which was entered into an MS Excel application and exported to SPSS version 26 for further analysis. Results from data analysis was both descriptive and inferential. Descriptive comprise of statistics averages, standard deviations, and percentages whereas inferential statistics comprised of Pearson correlation analysis. Permission was sought from the Graduate School and the National Commission for Science and Technology. The correlation coefficient (R) of 0.753 indicates a strong positive relationship between the community engagement strategies, decision-making processes, conflict resolution skills, counselling skills and the managing students exposed to drugs. The study concluded that principals effectively engaged the community in efforts to tackle drug-related issues by recognizing the diverse needs and perspectives of community members when implementing management strategies for students exposed to drugs. They made informed decisions regarding the management of these students, carefully considering the time required to reach those decisions. Furthermore, principals employed problem-solving techniques that emphasized collaboration and creativity when addressing drug-related issues among students. Students recounted specific instances of community involvement, such as organizing awareness campaigns and workshops aimed at educating both students and parents about the dangers of drug use. Students mentioned that principals tended to listen to both sides of a conflict before making any judgments or decisions. The study recommended that, to effectively address drug-related issues among students in Embakasi Sub County, policymakers should implement comprehensive policies that promote collaborative community engagement strategies. Additionally, principals are encouraged to adopt a more proactive approach in employing conflict resolution and counseling skills when managing students affected by drug-related issues. Students should also be encouraged to take an active role in their own well-being by participating in peer-led initiatives aimed at drug prevention and awareness.
Adoption Of Online Psycho-educational Interventions In Tackling Depression Among Students In Private Universities In Meru County, Kenya
(KCA University, 2024) Mutegi, Kenneth M.
The purpose of this study was to assess the adoption of online psycho-educational interventions in tackling depression among students in private universities in Meru County, Kenya. The objectives were to assess the prevalence of depression in the adoption of online psycho-educational interventions, to investigate the availability and usage of online psycho-educational services in the management of depression disorders. Moreover, the study aimed at determining the students’ and counsellors’ perceptions on the adoption of online psycho-educational interventions, and lastly to assess the challenges facing current psycho-educational practices in tackling depression among students in private universities within Meru County. The study was guided by the person-centered theory developed by Karl Rogers, which constituted its theoretical framework. The target population comprised of undergraduate students, who had taken part in a mental wellbeing workshop, and mental health professionals drawn from private universities in Meru County, including KeMU and MKU. The study featured a sample size of 120 students that were randomly selected whilst 20 mental health providers were purposively selected. The validity of the questionnaires was determined through a pilot study prior to the actual study and items adjusted to address this study’s objectives. The researcher used a descriptive survey design with a mixed methodology in the study, where the quasi-structured questionnaires were filled by 82 students and 8 mental health providers: a return rate of 64.3%. The researcher used various descriptive statistics to analyze quantitative data whereas content analysis was used to analyze qualitative data. Thematic analysis was used to identify major themes from the qualitative data and compared to the quantitative results to establish the study findings. The study results showed that private universities had a high prevalence of depression, which was indicated with 87.8% of the sampled student group positing a high likelihood of suffering from depression. Despite the high prevalence of depression, the usage of psych educational practices was low with only 29.2% of the students had ever sought mental health services and only 9% had ever used online approaches to address depression incidence. Nevertheless, the study established that both respondent groups had positive perceptions towards online psycho educational practices (83%). In addition, the study found that challenges related to stigma, perceived criticism, and limited mental health literacy largely impeded conventional psycho educational interventions, which warranted the need for online psycho educational practices to manage and prevent depression and related comorbidities among students. The study recommends adoption of online psycho-educational practices to address the rising prevalence of depression among private university students in Meru County, Kenya. Potential ethical issues were addressed by requiring participants to consent on taking part in the study and all study data was stored in an encrypted drive and kept in a safety box by the researcher. The research recommended future studies to assess the effectiveness of psychoeducational services in prevention and management of depression disorders among students. The findings benefits students due to convenient and easy access of mental health services from providers. Besides, providers will benefit due to streamlined and efficient system to offer therapeutic services.
The impact of birth order on the personality traits of kca university Students in Nairobi county, Kenya
(KCA University, 2025) Wagema, Newton T.
Personality is the culmination of an individual's thoughts, emotions, and behaviour. Research has indicated that some factors influence the environment, including birth order. This study aimed to examine the impact of biological birth order on personality traits among university students in Nairobi County. The study objectives were to find out the impact of birth order on the agreeableness of university students in Nairobi County, to determine the impact of biological birth order on the openness of university students in Nairobi County, to find out the impact of biological birth order on the conscientiousness of university students, to find out impact of biological birth order on extraversion of university students in Nairobi county and to determine the impact of biological birth order on neuroticism of university students in Nairobi county. This study was guided by the use of the Big Five model, a personality theory upheld by psychologists at the time. The research targeted 200 university students in Nairobi County, specifically at KCA University. The study employed a survey research design, with the targeted respondents and sample size including university students enrolled in KCA University within Nairobi County, totaling 200 respondents. A stratified sampling technique was used, and the data collected were analyzed using the SPSS package. Findings were presented in tables and figures. Studying the impacts of birth order on personality was essential, as it helped young adults understand and appreciate the differences in personality within their family setups. The study found significant variations in personality traits among university students, particularly when considering their birth order. Firstborns were generally found to score higher on traits such as conscientiousness and openness, while laterborn children displayed higher levels of agreeableness and extraversion. The research also revealed that birth order played a subtle but important role in shaping key personality aspects, influencing how students interacted with others and approached academic and social challenges. These findings contributed to a deeper understanding of how family dynamics might influence individual personality development and provided valuable insights for both personal growth and family relationships.
Psychosocial predictors of marital satisfaction among newlywed couples, a case study of selected parishes at the archdiocese of Nairobi, Kenya
(KCA University, 2025) Maina, Lilian W.
Marital satisfaction was identified as a critical determinant of individual well-being and family stability, yet its psychosocial predictors remained underexplored within the Kenyan context, particularly among newlywed couples. This study therefore examined the extent to which psychosocial factors predicted marital satisfaction among newlywed couples in select parishes within the Archdiocese of Nairobi. The main objectives of the study were to determine the level of marital satisfaction among newlywed couples in the Archdiocese of Nairobi (ADN), to establish the extent to which personality traits could predict marital satisfaction, to assess whether social support predicted marital satisfaction, and to develop an evidence-based intervention model to enhance marital satisfaction. Anchored in the Big Five Personality Traits Theory and Social Exchange Theory, the study explored how individual dispositions—such as extraversion, agreeableness, conscientiousness, neuroticism, and openness—and perceived social support from family, friends, and clergy influenced marital contentment during the formative years of marriage. The study adopted a descriptive survey design and employed a census sampling technique, targeting 108 newlywed individuals from Divine Mercy Kariobangi and Ngarariga Parishes. Data were collected using standardized questionnaires and the response rate was 100 out of the 108 targeted. Data was analyzed using the Microsoft’s Power BI and descriptive and inferential statistics were conducted to assess the the predictive strength of the identified psychosocial factors. Findings indicated that 63% of the respondents reported moderate marital satisfaction, 22% reported high satisfaction, while 15% fell within the low satisfaction category. This suggested that while most newlyweds experienced relatively stable relationships, a notable portion faced adjustment challenges typical of early marital life. Regression analyses revealed that personality traits significantly predicted marital satisfaction, leading to the rejection of the first null hypothesis (H₀₁). The regression model was statistically significant, F(5, 94) = 7.09, p < .001, with an adjusted R² of .28, indicating that 28% of the variance in marital satisfaction could be explained by personality traits. Specifically, Conscientiousness (B = 10.54, p < .001), Agreeableness (B = 6.10, p = .011), and Extraversion (B = 6.01, p = .018) were found to be positive predictors, whereas Neuroticism (B = -5.23, p = .003) was a significant negative predictor. Openness (B = 0.93, p = .627) was not significant. When social support was added to the regression model, the explanatory power improved considerably, F(6, 93) = 11.03, p < .001, with an adjusted R² of .37. Social support emerged as a significant positive predictor of marital satisfaction (B = 2.02, p < .001), leading to the rejection of the second null hypothesis (H₀₂). Individuals who reported higher levels of perceived support from their families, friends, and faith communities also reported greater satisfaction and emotional stability within their relationships. Additionally, the findings on intervention preferences and support needs showed that 67% of the newlyweds identified financial planning and budgeting as their most desired form of support, followed by spiritual guidance and prayer (58%), premarital refresher sessions (44%), and marital enrichment workshops (39%). The most cited challenges included financial strain (48%), role expectations and household responsibilities (39%), and in-law relations (32%). Faith-based counselling (57%) was the most preferred mode of intervention, and 59% emphasized the importance of integrating spirituality into marital support programs. Based on these findings, a practical and culturally grounded intervention model was developed, emphasizing personality-informed counselling, faith-based support systems, and community-based enrichment programs. The study concluded that both individual personality traits and social support networks play vital roles in shaping marital satisfaction. The findings were expected to inform church-based counselling practices, psychological interventions, and policy strategies aimed at strengthening marital relationships within religious and community settings.
Determinants of alcohol relapse among middle-aged married men in rehabilitation centres in Kiambu county, Kenya
(KCA University, 2025) Irungu, Harrison M.
Alcohol relapse remains a critical public health concern, particularly among middle-aged married men in Kiambu County, Kenya, where relapse rates exceed 60% despite the presence of multiple rehabilitation centres. This study examined the psychological, social, and structural determinants contributing to alcohol relapse within this demographic. Specifically, the study aimed to: (1) identify psychological factors influencing alcohol relapse among middle-aged married men in Kiambu County; (2) assess social dynamics of alcohol relapse among middle-aged married men in Kiambu County; (3) evaluate the effectiveness of current rehabilitation interventions applied to middle-aged married men in Kiambu County; and (4) provide evidence-based recommendations for enhancing long-term recovery outcomes. The study was guided by two frameworks: (1) the Relapse Prevention Model and (2) the Biopsychosocial Model of Addiction. A descriptive cross-sectional research design was adopted, combining quantitative and qualitative methods to capture the multifaceted nature of relapse. The study focused on middle-aged (40-64) married men undergoing rehabilitation for alcohol use disorder in Kiambu County, alongside rehabilitation staff and spouses. A total of 108 individuals participated, comprising 72 recovering men (responded to questionnaire items), whereas 12 rehabilitation staffs, 12 representatives of recovering men, and 12 spouses were involved in focus group discussion. Quantitative data were collected through structured questionnaires and analysed using descriptive statistics and multiple regression, while qualitative data from focus group discussions were subjected to manual thematic analysis. Findings from both methods were integrated through triangulation for a comprehensive understanding of relapse dynamics. The results revealed that psychological factors—particularly stress, emotional distress, low self-efficacy, and craving—had the strongest positive correlation with relapse (r = 0.72), indicating that emotional instability significantly heightens relapse vulnerability. Social determinants such as marital conflict, peer pressure, and limited family support also showed a substantial correlation with relapse (r = 0.64), highlighting the influence of social contexts in recovery outcomes. Conversely, structural factors—especially access to aftercare services, counselling continuity, and rehabilitation follow-up—were negatively correlated with relapse (r = –0.68), demonstrating their protective role. Multiple regression analysis confirmed that psychological distress was the most significant predictor of relapse, followed by social stressors, while structural support acted as a mitigating factor. Qualitative findings enriched these patterns, revealing that most recovering men relapsed in response to financial strain, unresolved marital tensions, and pervasive alcohol availability. Participants emphasized inadequate post-rehabilitation follow-up and minimal family involvement as key contributors to repeated relapse episodes. The study concludes that relapse among middle-aged married men in Kiambu County is best understood as a systemic issue spanning psychological, social, and structural dimensions. Sustainable recovery therefore requires integrated interventions that enhance coping skills, strengthen family and community support, and institutionalize continuous aftercare frameworks. The findings bridge theoretical and practical gaps in addiction counselling by illustrating how intrapersonal, interpersonal, and institutional factors interact to determine long-term sobriety. The study recommends the incorporation of structured relapse prevention modules, family-inclusive counselling, and robust aftercare systems to enhance rehabilitation outcomes and inform culturally responsive addiction policies and practices.
Transformational leadership and its impact on student Outcomes, mediated by teacher motivation in secondary schools In Nairobi county
(KCA University, 2025) Ndirangu, Joseph W.
This study investigated the impact of transformational leadership on teacher motivation and student outcomes in secondary schools in Nairobi County, Kenya, addressing persistent challenges such as low student completion rates, high teacher turnover, and socioeconomic disparities despite substantial educational investments. The general objective was to examine transformational leadership's effects on teacher motivation and student outcomes, with teacher motivation as the mediating variable. Specific objectives focused on the roles of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration in enhancing these outcomes. Guided by Transformational Leadership Theory (emphasizing inspirational behaviors for higher performance) and Self-Determination Theory (focusing on intrinsic and extrinsic motivation for engagement), the study employed a descriptive survey design. The target population included principals, teachers, students, sub-county education officers, and Teachers Service Commission (TSC) directors from over 120 public and 200 private secondary schools. A stratified random sample comprised 60 schools, 60 principals, 300 teachers, 240 students for focus group discussions (FGDs), and 10 education stakeholders. Data were collected via questionnaires (for principals and teachers) and FGDs (for students). Analysis using SPSS involved descriptive statistics, Pearson correlation, and multiple regression. Findings revealed that transformational leadership components enhanced teacher motivation: inspirational motivation directly improved student outcomes (e.g., KCSE scores and attendance); idealized influence fostered trust and teacher commitment; intellectual stimulation promoted innovative teaching with modest effects on performance; and individualized consideration strengthened motivation but required balance to avoid diverting focus from students. Results inform school administrators, policymakers, and teacher training institutions on effective leadership practices to boost motivation and performance in urban Kenyan schools.
Relationship between provision of guidance and counseling services and academic performance of student in public secondary schools in kasarani constituency, Nairobi county, Kenya
(KCA University, 2025) Kiarie, Betty N.
Guidance and counseling services are a crucial element in any learning environment and contribute to improved academic performance. The study focused on investigating the relationship between the provision of guidance and counseling services and the academic performance of students in Public Secondary Schools in Kasarani constituency, Nairobi County, Kenya. The study was informed by the social learning theory as proposed by Albert Bandura and, the theory of planned behavior as by Icek Ajzen. The study used descriptive research design. Mixed sampling methods were used to draw study sample. The study used Krejcie and Morgan formulae to draw a study sample of 356 from 4,637, form three students. Owing to the small number of school-based counselors, census technique was used to select and include all the 12 head of guidance and counseling departments from 12 selected public Secondary schools in Kasarani constituency and their 12 deputy assistants. Data from students was collected using a questionnaire with open and closed ended questions while interview guide was used with the teacher-counselors. The questionnaire was validated by the supervisors from the department of Education counseling psychology at KCA University. The reliability of the instruments was assessed using the split-half method. A pilot study was conducted at St. Lucie Kiriri Girls Secondary School to ensure the effectiveness of the instruments. Quantitative data was analyzed by means of descriptive statistics and the Statistical Package for Social Sciences (SPSS), version 22.0. The findings were presented through the use of pie charts, and tables. The study established that guidance and counseling services play a critical role in enhancing students' academic performance in public secondary schools within Kasarani Constituency, Nairobi County. Pearson correlation results indicate a statistically significant positive correlation between students’ academic performance and the availability of G&C services (r = 0.422, p < 0.01), academic performance showed a significant negative correlation with psychological challenges (r = - 0.438, p < 0.01). of G&C services helped students manage emotional, social, and academic challenges. The study concludes that while guidance and counseling services are present in most schools, their availability and quality vary significantly, affecting their effectiveness. Additionally, psychological challenges such as stress, peer pressure, and bereavement negatively influence academic engagement, and current counseling programs are insufficient to fully address these needs. The study concludes that academic counseling positively influences students’ performance by promoting goal-setting, time management, and motivation. The study recommends the expansion and standardization of counseling services, incorporation of life skills training, and increased policy support to strengthen the role of guidance and counseling in secondary education.