Research Journal of Education, Teaching and Curriculum Studies
type: channel
description: The Research Journal of Education, Teaching and Curriculum Studies is a high-quality open-access, peer-reviewed and refereed multidisciplinary research journal, dedicated to serving society by the global dissemination of information through an unparalleled commitment to quality, reliability, and innovation research work. Research Journal of Education, Teaching and Curriculum Studies welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews and conceptual frameworks from researchers, academicians, professionals, practitioners and students from all over the world. Research Journal of Education, Teaching and Curriculum Studies engages its noble efforts for the development and endeavours to give you the best.
publisher: UTAFITI FOUNDATION
language: en
publication name: Research Journal of Education, Teaching and Curriculum Studies
issn: 2958-8626
copyright: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
items: Punishment and Academic Self-Concept Among Low-Achieving Secondary School Students in Trans-Nzoia County, Kenya
items: The Mismatch Between Higher Education Outcomes and Labour Market Needs Among Young Graduates in Tanzania: A Systematic Review of Secondary Data
items: Digital Media Fluency and Innovative Content Creation Among Mass Communication Students at Kabarak University, Nakuru, Kenya
items: Transformational Leadership Practices and Facilitators’ Commitment in Implementing Competency-Based Education in Public Junior Secondary Schools in Kisii County
items: Teachers’ Perceptions of CBE Curriculum and Their Psychological Well-Being among Junior School Teachers in Nakuru County, Kenya
items: Mentor Teachers’ Perceptions of their Level of Preparedness to Implement Teaching Practice 1 in Junior Secondary Schools, Kenya
items: Reconceptualising Moral Character Education in Kenya's Primary School Teacher Education: Shulman's Knowledge Base, the Integrative Ethical Education Model, and a Backward Design Proposal
items: Inclusion as Innovation: Disability Justice, Digital Transformation, and the Capability to Be an Academic in African Higher Education
items: Teachers’ Lived Experiences and Intervention Strategies in Managing Substance Abuse among Rural Secondary School Learners in South Africa
items: Navigating Motherhood and Education: A qualitative exploration of the Challenges Experienced by School-Going Mothers in Hurungwe District of Zimbabwe
items: Academic Field Trip as a Tool for Developing Cultural Competence in Musical and Performing Arts Education
items: Relationship Between Students’ Perceptions of Doctoral Value and Satisfaction with University Services in Kenyan Universities in the Post–COVID-19 Era
items: From Internship to Impact: Tackling Challenges of Writing Pedagogy in Ghanaian English Language Classrooms
items: Parent-Teacher Synergy and Learner Success: Insights for Competency-Based Education in Kenya
items: Integrating Artificial Intelligence in Education: A Systematic Review of Literature
items: The Significance of Text-based Approach in Teaching Writing to ESL/EFL Learners: A Systematic Review
items: Pedagogy, Creativity, and Technology in Safeguarding Musical Traditions: Insights from Arab and African Contexts
items: Impact of learning-centred leadership practices on quality instruction of public primary schools in Gasabo District, Rwanda: A scoping review
items: School–Community Perceptions Shaping Girls’ Participation in STEM Education: Empirical Evidence from Nyagatare District, Rwanda
items: Administrative Strategies for Implementing 100% Transition in Nyandarua County Secondary Schools, Kenya
items: Family-Child Literacy Practices and Early English Literacy Skills in Pre-Primary Grade One Children in Gasabo District, Rwanda
items: Assessment of Board of Management’s Facility Maintenance Practices on Effective Governance of Public Primary Schools in Nyeri County, Kenya
items: Challenges Encountered by Secondary School Principals and Their Impact on Teacher Job Performance in Kieni West Sub-County Nyeri, Kenya
items: Assessing the Impact of Primary Pedagogical Education on Pupils’ Home-Based Practical Skills in Kigamboni District, Tanzania
items: Influence of Mobile Social Media on Students’ Learning Activities in Public Day Secondary Schools in Nyeri County, Kenya
items: Influence of Headteacher-Parent Collaboration on Learners’ Development of Community-Based Skills in Junior Schools in Nyeri County, Kenya
items: Challenges of Teacher-Parent Partnership in Implementation of Competence Based Curriculum for Learners with Special Needs in Nyeri County Kenya
items: Decent Work for Cleaners at Mwalimu Nyerere Memorial Academy, Tanzania: Gender Roles, Challenges, and Contributions to a Safe Learning Environment
items: Principals under the Microscope: A harmonious chorus or discordant melody on their Leadership Styles in Colleges of Education, Ghana
items: An Analysis of the Challenges Teacher Educators Face when Conducting Teaching Practice in Kenya

Punishment and Academic Self-Concept Among Low-Achieving Secondary School Students in Trans-Nzoia County, Kenya
type: item
description: This study examined the association between low-achieving secondary school students’ exposure to non-physical punitive discipline and their academic self-concept in Trans-Nzoia County, Kenya, where punishment remains a routine response to poor performance despite a thin local evidence base. Framed by self-determination theory and Shavelson’s model of academic self-concept, the study used a cross-sectional, convergent parallel mixed-methods design; because it delivered no treatment and no repeated measurement, it reports associations rather than effects. From a population of 25,075 low-achieving students, 964 class teachers and 241 deputy principals, 384 students completed a five-point Likert questionnaire and 68 teachers and 34 deputy principals were interviewed. Quantitative data were analysed using descriptive statistics and bivariate regression; interview data using reflexive thematic analysis. A statistically significant but weak positive association emerged between reported punishment and academic self-concept (β = 0.311, R² = 0.097), explaining under 10 per cent of the variance and running counter to the international literature; it is attributed mainly to a belief item carried in the predictor and to learners reading structured attention as care. The interview strand, in which teachers doubted the value of punishment, diverged from the survey and is treated as a substantive finding. The cross-sectional, unadjusted design and an unvalidated punishment measure preclude causal or directional claims. Schools should replace punitive responses to academic failure with private, behaviour-specific corrective feedback supported by school counselling.
subject: Articles
  topic: section
subject: Counselling
  topic: keywords
subject: Disciplinary practice
  topic: keywords
subject: Punishment
  topic: keywords
subject: Students
  topic: keywords
creator: Loice Ong’ayo Mukhaye
creator: Joel Ogutu
creator: Rose Atieno Opiyo
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 183
ending page: 194
doi: 10.58721/mwqd3r42

The Mismatch Between Higher Education Outcomes and Labour Market Needs Among Young Graduates in Tanzania: A Systematic Review of Secondary Data
type: item
description: This study examines the growing mismatch between higher education outcomes and labour market requirements among young graduates in Tanzania, a challenge that continues to contribute to graduate unemployment and underemployment despite the rapid expansion of higher learning institutions. The purpose of the study was to explore the key factors contributing to this mismatch and identify strategies for improving graduate employability. The study employed a qualitative systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Data were gathered from multiple academic data bases and search engines such as Google scholar, Scopus, Web of Science, ERIC and AJOL A total of 150 publications published between 2010 and 2025 were identified, of which 20 met the inclusion criteria and were analysed qualitatively. The findings indicate that the mismatch is largely driven by outdated curricula, limited practical and industrial training, weak collaboration between universities and industries, and inadequate soft skills among graduates. Employers consistently highlighted deficiencies in communication, teamwork, critical thinking, and problem-solving skills. The study is limited by its reliance on secondary data and the availability of published literature within the selected period. Nevertheless, the review provides valuable insights into graduate employability challenges in Tanzania. The study recommends strengthening curriculum reforms, improving internship and practical training opportunities, promoting entrepreneurship education, and fostering stronger partnerships between higher learning institutions and industry to better align graduates’ skills with labour market demands.
subject: Articles
  topic: section
subject: Employability
  topic: keywords
subject: Higher education
  topic: keywords
subject: Skills
  topic: keywords
subject: Unemployment
  topic: keywords
creator: Steward Ngagard Lulamye
rights: Copyright (c) 2026 Steward Ngagard Lulamye https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-08
publication date: 2026-06-08
starting page: 168
ending page: 182
doi: 10.58721/rjetcs.v4i1.1765

Digital Media Fluency and Innovative Content Creation Among Mass Communication Students at Kabarak University, Nakuru, Kenya
type: item
description: As the global and Kenyan media industries rapidly transition to digital-first, multi-platform storytelling, Mass Communication students are increasingly required to possess advanced technical skills. However, a critical skills gap persists within Kenyan higher education: despite significant investments in digital laboratories, students at institutions like Kabarak University frequently exhibit high technical proficiency but paradoxically fail to translate these skills into innovative journalistic content, often defaulting to derivative projects to secure passing grades. This study fills this empirical gap by investigating the underlying psychological mechanisms. Nevertheless, the process of converting the simple software skill into real creative innovation is under-researched in the context of higher education in East Africa. This research is based on a theoretical synthesis of the Cognitive Load Theory of John Sweller and the Social Cognitive Theory of Albert Bandura and explores the psychological intervening variable between technical proficiency and creative performance. A structured instrument was used to gather primary data through the use of an exploratory, qualitative-dominant mixed-methods research design (concurrent triangulation) among undergraduate students of Mass Communication at Kabarak University, Kenya (N=30). The instrument combined quantitative Likert scales with qualitative open-ended questions to create a descriptive floor of cognitive load and the lived technical experiences of students, respectively. The combined results indicate that there is an Academic Risk Aversion Paradox in which the local infrastructural friction serves as an extreme extraneous cognitive burden that makes students give up creative aspiration and pursue mechanical recreation. Finally, this paper will claim that technical fluency is only one of the minimum qualifications; university programs need to actively offset infrastructural shortcomings to create the creative self-e…
subject: Articles
  topic: section
subject: Content creation
  topic: keywords
subject: Digital media
  topic: keywords
subject: Mass communication
  topic: keywords
subject: Self-efficacy
  topic: keywords
creator: Mercy Munene
creator: Amon Kipyegon Kirui
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-02
publication date: 2026-05-02
starting page: 137
ending page: 152
doi: 10.58721/rjetcs.v4i1.1737

Transformational Leadership Practices and Facilitators’ Commitment in Implementing Competency-Based Education in Public Junior Secondary Schools in Kisii County
type: item
description: Since its inception, the new curriculum has faced numerous challenges in its implementation within Junior Secondary Schools. Ineffective leadership has been identified as a key contributor to these challenges. This study examined the influence of transformational leadership practices on facilitators’ commitment to implementing Competency-Based Education (CBE) in Kisii County. A descriptive survey design employing a mixed-methods strategy was adopted. Stratified random sampling was used to select participants, while Sub-County Quality Assurance Officers were included through a census. The sample comprised 230 heads of institutions, 299 facilitators, and 11 Sub-County Officers. Data were collected using interviews for heads of institutions and Sub-County officers, and questionnaires for facilitators. Data analysis combined qualitative and quantitative approaches, including Chi-square tests, Spearman correlation, multivariate regression, and structural equation modelling. Ethical considerations were observed throughout. Findings confirmed a significant positive relationship between transformational leadership and facilitators’ commitment. Multivariate tests revealed a strong overall leadership effect (Wilks’ λ, p < .001). Follow-up regression analyses identified Idealised Influence (β ≈ .30, p < .001) and Intellectual Stimulation (β ≈ .25, p < .01) as the strongest predictors of facilitators’ commitment. The results indicate that leaders who act with professional integrity, articulate a clear vision, and foster innovation significantly enhance facilitators’ commitment to CBE implementation. The study recommends continuous professional development initiatives to strengthen transformational leadership competencies, particularly intellectual stimulation, inspirational motivation, and individualised consideration, while emphasising dimensions most strongly supported by the data. These findings contribute to policy development on leadership and curriculum delivery in junior…
subject: Articles
  topic: section
subject: Commitment
  topic: keywords
subject: Education
  topic: keywords
subject: Facilitators
  topic: keywords
subject: Leadership
  topic: keywords
creator: Fred Mogaka Orego
creator: George Ngwacho Areba
creator: Eliud Nyakundi
rights: Copyright (c) 2026 Fred Mogaka Orego, George Ngwacho Areba, Eliud Nyakundi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 153
ending page: 167
doi: 10.58721/rjetcs.v4i1.1734

Teachers’ Perceptions of CBE Curriculum and Their Psychological Well-Being among Junior School Teachers in Nakuru County, Kenya
type: item
description: Educational reforms are a key driver of national development, reflecting the social, economic, and political priorities of a country. In Kenya, the Competency-Based Education (CBE) curriculum represents a major shift in teaching and learning, placing new demands on teachers who are central to successful implementation. Although the implementation of the Competency-Based Education (CBE) curriculum in Kenya has largely emphasized learner outcomes and instructional reforms, limited attention has been given to teachers’ psychological well-being. Consequently, the relationship between teachers’ perceptions of CBE and their psychological well-being remains underexplored, particularly within the Kenyan context. This study examined the impact of teachers’ perceptions of CBE on their psychological well-being among junior school teachers in Nakuru County. The study was based on the Self-Efficacy Theory by Bandura. The target population was 320 respondents, of whom seven respondents were used in the qualitative data. The mixed methods design was applied, and both the quantitative survey and the qualitative semi-structured interviews were combined. Findings indicated that teachers had moderate positive attitudes towards CBE, but the following factors were reported to be of concern: workload, insufficient resources, and lack of role clarity. There was a statistically significant correlation between the perception of teachers of CBE and their psychological well-being. The results of the Pearson correlation coefficient indicated that there was a strong positive correlation (r =.737, p =.000, N = 293). The study concludes that the attitude of the teachers towards reforms in education has a statistical impact on their psychological well-being. The research proposes practical teacher training on the CBE curriculum, supply of sufficient teaching materials, and institutional psychosocial support programs to improve adjustment to CBE curriculum implementation.
subject: Articles
  topic: section
subject: Curriculum
  topic: keywords
subject: Education
  topic: keywords
subject: Teacher perceptions
  topic: keywords
subject: Well-being
  topic: keywords
creator: Joseph Ngigi Ndungu
creator: Margaret Gitumu
creator: Jared Motanya
rights: Copyright (c) 2026 Joseph Ngigi Ndungu, Margaret Gitumu, Jared Motanya https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-07
publication date: 2026-04-07
starting page: 58
ending page: 71
doi: 10.58721/rjetcs.v4i1.1666

Mentor Teachers’ Perceptions of their Level of Preparedness to Implement Teaching Practice 1 in Junior Secondary Schools, Kenya
type: item
description: Teaching Practice 1(TP1), a core component of pre-service teacher education, is intended to bridge university-based theory and school-based practice. TP1 has recently been introduced as a mandatory requirement for pre-service teacher training in Kenya. Implementation by teacher educators, especially universities, has progressed more rapidly than systematic documentation regarding the preparedness of mentor teachers, who play a central role in mentoring student teachers. This study examined mentor teachers’ perceptions of their preparedness to implement TP1 in junior secondary schools during the early phase of this reform. A concurrent mixed-method design was employed, targeting mentor teachers across designated teaching practice zones, drawing a sample of 217 from an accessible population of 325 using a stratified simple random sampling technique. Data was collected using a Mentor Teachers’ Questionnaire (MTQ) and an interview guide (MTIG). Content validity was established through expert review, and the MTQ demonstrated high internal consistency (Cronbach’s alpha = 0.93). Quantitative data were analysed descriptively using SPSS (Version 24), while qualitative data were analysed thematically using Nvivo. Findings indicated that mentor teachers generally perceived themselves as well prepared to implement TP1. However, interview data revealed significant gaps in preparedness, including misalignment between university expectations and school-based mentoring practices. The findings highlight misalignment between university expectations and school-based mentoring practices as one of the challenges associated with early-stage policy implementation and mentor teachers’ capacity development. Hence, the establishment of a structured orientation and professional learning programme for mentor teachers to support coherent implementation of TP1 is recommended. The study offers insights into mentor teachers’ capacity, role ambiguity, and inclusivity within competency-based educati…
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Mentor teachers
  topic: keywords
subject: Policy reforms
  topic: keywords
subject: Teaching practice
  topic: keywords
creator: Grace C. Wanja Ndeke
creator: Anne Barmao
creator: Nancy W. Mungai
rights: Copyright (c) 2026 Grace C. Wanja Ndeke, Anne Barmao, Nancy W. Mungai https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: 109
ending page: 122
doi: 10.58721/rjetcs.v4i1.1664

Reconceptualising Moral Character Education in Kenya's Primary School Teacher Education: Shulman's Knowledge Base, the Integrative Ethical Education Model, and a Backward Design Proposal
type: item
description: Primary school teachers in Kenya are widely expected to foster the moral development of their pupils; however, the primary school teacher education programme systematically neglects training in this aspect of their professional role. This conceptual and pedagogical-proposal study examines how Kenya's Primary Teacher Education (PTE) curriculum can be rethought to equip student teachers with the knowledge, skills, and dispositions necessary for effective moral character education. Drawing on three theoretically complementary frameworks, Shulman's model of teacher knowledge base, Narvaez's Integrative Ethical Education (IEE) model, and Wiggins and McTighe's backward design model, the study contends that moral character education is not an optional add-on to teacher preparation but a core element of the teaching profession. Through critical analysis of national policy documents and extensive review of scholarly literature in teacher education, moral development, and curriculum design, the study identifies three structural gaps that have characterised not only the now-phased-out two-year P1 Certificate but also persist, unremedied, in its successor programmes, namely the 2016 Diploma in Primary Teacher Education (DPTE) and the 2024 Diploma in Teacher Education-Pre-Primary and Primary (DTE-PP&P): the lack of a dedicated moral character course, an assessment culture that values propositional knowledge over professional development, and curriculum overload that marginalises reflective and relational pedagogy. A five-outcome course framework is proposed, covering: the dual intellectual-moral nature of teaching; knowledge of children's moral development; the moral aspects of classroom practice; the four components of ethical expertise (ethical sensitivity, ethical judgement, ethical motivation, and ethical action); and Pedagogical Content Knowledge for moral character education. Assessment strategies and learning experiences aligned to each outcome are detailed. Implications …
subject: Articles
  topic: section
subject: moral character education; teacher education Kenya; Shulman knowledge base; Integrative Ethical Education; backward design; ethical expertise; Competency-Based Curriculum
  topic: keywords
creator: Virginia Nyambura Njau
rights: Copyright (c) 2026 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-28
publication date: 2026-03-28
starting page: 44
ending page: 57
doi: 10.58721/rjetcs.v4i1.1629

Inclusion as Innovation: Disability Justice, Digital Transformation, and the Capability to Be an Academic in African Higher Education
type: item
description: Digital transformation now shapes how students and staff access teaching, assessment, library systems, and academic work in universities. Yet accessibility is still often treated as an after-the-fact accommodation rather than as a design and quality principle. This article offers a critical narrative synthesis of recent literature on disability inclusion and digital accessibility in higher education, with a particular focus on African higher education and clear relevance to East Africa. The main review corpus comprised 23 sources published between 2021 and 2026, supplemented by three foundational texts used for conceptual framing. We define the capability to be an academic as the substantive freedom to access, produce, communicate, and have one's academic work recognised within teaching, learning, research, and institutional life. Framed in this way, the concept is not a relabelling of inclusion. It links disability justice's concern with power, collective access, and disabled leadership to the capability approach's concern with whether resources become real opportunities. Five recurring mechanisms emerged from the synthesis: structurally inaccessible digital ecosystems; staff capability gaps in producing accessible educational materials; governance and quality assurance arrangements that treat accessibility as peripheral; compliance-driven accommodation processes that reproduce dependency and academic ableism; and institution-level practices that recast inclusion as innovation through disability-led governance, universal design, and coordinated accessibility workflows. The discussion shows that it is not the presence of a platform, but the outcome of increased access to real opportunities by universities to permit disabled students and personnel to become full-functioning academics that should measure digital transformation. The article ends with some implications on the procurement, staff development, quality assurance, and disability led institutional governance …
subject: Articles
  topic: section
subject: Digital accessibility
  topic: keywords
subject: Disability
  topic: keywords
subject: Education
  topic: keywords
subject: Justice
  topic: keywords
creator: Nomanesi Madikizela-Madiya
creator: John Nyangaresi
rights: Copyright (c) 2026 Nomanesi Madikizela-Madiya, John Nyangaresi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-02
publication date: 2026-05-02
starting page: 123
ending page: 136
doi: 10.58721/rjetcs.v4i1.1585

Teachers’ Lived Experiences and Intervention Strategies in Managing Substance Abuse among Rural Secondary School Learners in South Africa
type: item
description: Substance abuse among secondary school learners has emerged as a critical challenge confronting educators in rural South African contexts, yet the voices and experiences of teachers navigating this complex phenomenon remain underexplored in scholarly literature. This qualitative study investigates the multifaceted challenges teachers encounter when working with learners who abuse substances at School A Secondary School in Thohoyandou (pseudonym), Limpopo Province. Through semi-structured interviews with five educators, the research reveals a disturbing landscape characterised by classroom disruptions, aggressive learner behaviour, emotional exhaustion among teaching staff, and systemic gaps in professional support structures. The findings illuminate how substances such as cannabis, chove, nyaupe, and alcohol, among others, profoundly compromise the teaching-learning environment, whilst teachers themselves, lacking specialised training in addiction counselling, struggle to balance disciplinary responsibilities with pastoral care obligations. Peer pressure, familial dysfunction, and easy accessibility to drugs near school premises emerged as primary drivers of substance abuse, compounded by parental denial and weak community oversight. The study underscores the urgent need for comprehensive intervention frameworks that incorporate professional counsellors, law enforcement collaboration, parental engagement programmes, and sustained teacher capacity-building initiatives. By foregrounding teachers' authentic narratives, this research contributes empirically grounded insights that challenge current educational policies whilst offering practical recommendations for creating safer, more supportive learning environments in resource-constrained rural contexts.
subject: Articles
  topic: section
subject: Secondary schools
  topic: keywords
subject: Substance abuse
  topic: keywords
subject: Teachers
  topic: keywords
subject: Rural education
  topic: keywords
creator: Rendani Tshifhumulo
creator: Tshifhiwa Khauli
creator: Konanani Constance Matambela
rights: Copyright (c) 2026 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-10
publication date: 2026-03-10
starting page: 21
ending page: 31
doi: 10.58721/rjetcs.v4i1.1560

Navigating Motherhood and Education: A qualitative exploration of the Challenges Experienced by School-Going Mothers in Hurungwe District of Zimbabwe
type: item
description: In many societies, school-going mothers typically bear the most significant burden after giving birth. Previous research studies have confirmed that school-going mothers face various challenges. This study examined the challenges faced by school-going mothers in Hurungwe, utilising Bronfenbrenner’s Ecological Systems theory. Qualitative interviews were conducted with a purposive sample of fifteen school-going mothers in three selected secondary schools in Hurungwe District. Data were collected through semi-structured interviews with the research participants. Data collected was analysed thematically. Key findings identified several challenges experienced by school-going mothers, including educational challenges, financial constraints, stigmatisation, isolation, and an unsupportive school environment. The results include poor academic performance and a failure to balance the dual roles of motherhood and learning. Additionally, the research study recommends that schools ensure teachers and other staff are trained, and that the Ministry of Primary and Secondary Education create a national data collection system to inform policy decisions. This system would analyse enrollment and retention statistics, as well as the challenges experienced by school-going mothers.
subject: Articles
  topic: section
subject: Experiences
  topic: keywords
subject: School-going mothers
  topic: keywords
subject: Teenage pregnancy
  topic: keywords
subject: Zimbabwe
  topic: keywords
creator: Gibbons Thondhlana
creator: Ntokozo Dennis Ndwandwe
rights: Copyright (c) 2026 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-17
publication date: 2026-03-17
starting page: 32
ending page: 43
doi: 10.58721/rjetcs.v4i1.1550

Academic Field Trip as a Tool for Developing Cultural Competence in Musical and Performing Arts Education
type: item
description: Studies have highlighted the importance of cultural competence in higher education musical and performing arts education. While there are various strategies for incorporating culturally relevant experiences in musical and performing arts education, academic field trips stand out as one such strategy. They allow students to engage with aspects of cultures relevant to their studies and post-study life that are often not covered in the classroom. Although previous studies have examined various aspects of culturally relevant education, little has been done on the significance of academic field trips to students’ academic experience in African tertiary education contexts. This study, therefore, examined students’ perception of the significance of academic field trips to cultural relevance in performing arts education, using an academic field trip at Kabarak University as a case study. Drawing on the pragmatic research paradigm, the study employed a mix of quantitative and qualitative designs anchored on Kolb’s Experiential Learning Theory. Findings revealed that academic trips enriched students’ appreciation of indigenous performances and enhanced reflective learning. An overwhelming majority of participants (92%) agreed that the academic field trip provided them a unique learning opportunity that could not be replicated within the classroom. In addition, 88% affirmed that it helped them to bridge the gap between theory and real-world artistic practice. There is a need for academic trips and other immersive, real-world learning experiences to be formally embedded in music and performing arts education curricula to enhance the cultural competence of students in these fields.
subject: Articles
  topic: section
subject: Cultural competence
  topic: keywords
subject: Field trips
  topic: keywords
subject: Music
  topic: keywords
subject: Performing arts
  topic: keywords
creator: Kadupe Sofola
creator: Silas Temba
creator: Olusegun Michael Ojo
rights: Copyright (c) 2026 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-06
publication date: 2026-03-06
starting page: 8
ending page: 20
doi: 10.58721/rjetcs.v4i1.1547

Relationship Between Students’ Perceptions of Doctoral Value and Satisfaction with University Services in Kenyan Universities in the Post–COVID-19 Era
type: item
description: This study investigates the relationship between doctoral students’ perceptions of the value of their programmes and their satisfaction with university services in selected Kenyan universities in the post–COVID-19 era. Employing a descriptive survey design, data were collected from 63 doctoral students using a structured questionnaire. Perceived doctoral value was measured using a modified multidimensional value scale, while satisfaction with university services was assessed using the SERVPERF instrument. Data were analysed using descriptive and inferential statistics, including Pearson’s product–moment correlation and Kendall’s tau-b correlation. The findings revealed a positive and statistically significant relationship between perceived doctoral value and satisfaction with university services (r = .264, p < .05). Kendall’s tau-b analysis further confirmed a moderate positive association (τb = .21, p < .05). Students who perceived greater value in their doctoral programmes reported higher satisfaction with the quality, reliability, and responsiveness of university services. The results underscore the importance of strengthening functional, social, and emotional value dimensions within doctoral education to enhance institutional effectiveness and student experience in the post–COVID-19 context.
subject: Articles
  topic: section
subject: Doctoral students
  topic: keywords
subject: Education
  topic: keywords
subject: Post–COVID-19
  topic: keywords
subject: University
  topic: keywords
creator: Rosemary Mbogo
creator: Alice Mambo
creator: Niceta Ireri
creator: Joash Mutua
creator: Alice Waruingi
creator: Elly Ndiao
creator: Alice Omondi
creator: Samuel Ojuande
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-18
publication date: 2026-01-18
starting page: 1
ending page: 7
doi: 10.58721/rjetcs.v4i1.1538

From Internship to Impact: Tackling Challenges of Writing Pedagogy in Ghanaian English Language Classrooms
type: item
description: Although writing remains essential for effective English language instruction, many teacher interns in Ghanaian tertiary institutions struggle with resource constraints, learner diversity, and pedagogical limitations. Guided by this concern, this study examined the key challenges teacher interns face and the strategies they employ in English language writing within the Ghanaian tertiary setting. A descriptive survey design grounded in a positivist orientation was adopted, and data were gathered from 286 teacher interns at the University of Education, Winneba. Data were collected using a closed-ended questionnaire with a Cronbach’s Alpha of 0.78 and analysed using descriptive statistics. The findings indicate that heterogeneous student proficiency levels and adequate teaching and learning resources remain persistent barriers to effective writing instruction. At the same time, scaffolded approaches such as mentor feedback, structured task sequencing, and collaborative writing enhance pedagogical effectiveness and support interns’ confidence as writers and teachers. Drawing on Vygotsky’s socio-cultural theory, particularly the notion of Zone of Proximal Development, the study illustrates how mentorship and collaboration mediate learning and professional growth among teacher interns. The study contributes to teacher education discourse by situating scaffolding and mediation within a resource-constrained context and suggesting practical strategies for improving writing instruction during teaching internships.
subject: Articles
  topic: section
subject: English
  topic: keywords
subject: Internship
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Teacher
  topic: keywords
creator: Shine Lillian Gifty Agbevivi
creator: Rebecca Arthur
creator: Emmanuel Owusu
creator: Leticia Akoto
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-07
publication date: 2025-12-07
starting page: 140
ending page: 151
doi: 10.58721/rjetcs.v3i2.1474

Parent-Teacher Synergy and Learner Success: Insights for Competency-Based Education in Kenya
type: item
description: This study explores the impact of parent-teacher collaboration on learner achievement within Kenya’s Competency-Based Curriculum (CBC). Framed in both global and local contexts, it draws on current literature and original research conducted in Kenyan primary schools. A mixed-methods design was employed, integrating surveys and follow-up interviews. Quantitative data were analysed using descriptive statistics, while qualitative findings underwent thematic analysis. Methodological rigour was ensured through the use of a validated family–school relationship scale, internal consistency checks, triangulation, and member-checking. Findings highlight that active parental involvement is crucial to academic and social development. While many parents showed strong commitment, challenges such as limited curriculum familiarity, demanding work schedules, poor communication with schools, and negative past experiences inhibited full engagement. Notably, mothers made up two-thirds of participants, reflecting a gendered pattern in educational involvement. Despite high aspirations for their children, parents often felt unprepared to support CBC learning and deferred responsibility to teachers. The study connects these insights to broader frameworks, including Sustainable Development Goal 4 and Kenya’s Vision 2030, emphasizing that reinforcing parent-teacher partnerships is vital to achieving inclusive, equitable, and quality education. The paper concludes with actionable recommendations for stakeholders to embed effective family–school collaboration into CBC implementation, addressing digital learning, community-based education, and support for learners with special needs.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Kenya
  topic: keywords
subject: Parents
  topic: keywords
subject: Teachers
  topic: keywords
creator: Joy Mueni
rights: Copyright (c) 2025 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-29
publication date: 2025-12-29
starting page: 152
ending page: 164
doi: 10.58721/rjetcs.v3i2.1472

Integrating Artificial Intelligence in Education: A Systematic Review of Literature
type: item
description: This study investigates the ethical integration of Artificial Intelligence (AI) in academic settings, focusing on its implementation in education and its subsequent impact on learning experiences. Employing a systematic scoping review methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the research synthesises existing literature to identify critical factors influencing AI adoption. These factors include cost, data privacy, algorithmic bias, job displacement, and safety concerns. The study further explores effective strategies for mitigating these challenges, such as developing institutional policies, utilising plagiarism detection tools, providing comprehensive training for students and staff, fostering critical thinking, and conducting ethical AI workshops. Relevant literature was sourced from scholarly databases, including Google Scholar, Emerald Insights, Research4Life, and EBSCOhost, using Boolean operators (AND, OR) to refine the search. The findings underscore the necessity of continuous monitoring and evaluation of AI systems in educational environments to ensure their responsible and productive use. The study concludes that while there is a pressing need to integrate AI to enhance educational processes, it is imperative to proactively address associated ethical issues to harness the AI technology's benefits responsibly and equitably.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Education
  topic: keywords
subject: Implementation
  topic: keywords
subject: Technologies
  topic: keywords
creator: Christian Mubofu
creator: Luzabeth J. Kitali
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-17
publication date: 2025-11-17
starting page: 129
ending page: 139
doi: 10.58721/rjetcs.v3i2.1435

The Significance of Text-based Approach in Teaching Writing to ESL/EFL Learners: A Systematic Review
type: item
description: This paper presents a systematic review of the Text-based approach in teaching writing skills to ESL/EFL Learners. Using the Systemic Functional Linguistics theory and concepts drawn from the Social Cultural Theory, specifically Zone of Proximal Development (ZPD) and Language Acquisition Support System (LASS), the study analyses how the theory and concepts shaped the application of the approach in diverse international, regional and local language education settings. This systematic review presents a clear analysis of the approach, citing previous studies. It highlights the results from previous studies on the effectiveness of the approach, showing how it contributed to the development of writing skills. The reviewed literature revealed that text-based instruction is effective in developing ESL/EFL students’ writing skills if it is enhanced with peer review and student self-assessment. This study would add to the pedagogical and theoretical understanding of the use of text-based instruction and promote additional studies in under-resourced ESL/ EFL settings.
subject: Articles
  topic: section
subject: Language acquisition
  topic: keywords
subject: Support system
  topic: keywords
subject: Teaching-learning
  topic: keywords
subject: Writing skills
  topic: keywords
creator: Vedaste Nsengiyumva
creator: Gabriel Bazimaziki
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 120
ending page: 128
doi: 10.58721/rjetcs.v3i2.1392

Pedagogy, Creativity, and Technology in Safeguarding Musical Traditions: Insights from Arab and African Contexts
type: item
description: Music traditions in Arab and African societies have long relied on oral transmission, apprenticeship, and communal participation to ensure continuity across generations. However, globalisation, rapid technological change, and shifting cultural dynamics have increasingly disrupted these traditional systems of knowledge transfer. At the same time, new digital and communication technologies present both opportunities and challenges for preserving, transforming, and reimagining these repertoires in contemporary contexts. This study investigates the intersection of pedagogy, creativity, and technology in safeguarding these traditions. It explores how digital and communication technologies reshape teaching, learning, and cultural transmission, simultaneously preserving and transforming practices. Using a qualitative, multi-method design, the research integrates theoretical analysis, documentary review, and illustrative case studies drawn from Egypt, Lebanon, Zanzibar, Senegal, Benin, and Ghana. Contemporary perspectives in digital ethnomusicology frame the analysis within both classical and modern approaches. Findings reveal that social media, streaming services, and interactive tools expand access to repertoires, foster intercultural dialogue, and enable new forms of collective creativity and virtual community. However, challenges remain, including unequal access to resources, contested questions of ownership and authenticity, and ethical concerns regarding cultural sensitivity. Two limitations are acknowledged: the case studies cannot capture the full diversity of Arab and African contexts, and the rapid pace of technological change may constrain the long-term applicability of the conclusions. The study contributes to academic and practical debates by showing how pedagogy and creativity are redefined in digital spaces. It argues for balanced approaches that respect tradition while embracing the transformative potential of technology to safeguard heritage and foster sust…
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Arab
  topic: keywords
subject: Ethnomusicology
  topic: keywords
subject: Music
  topic: keywords
creator: Benon Kigozi
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-18
publication date: 2025-09-18
starting page: 109
ending page: 119
doi: 10.58721/rjetcs.v3i2.1314

Impact of learning-centred leadership practices on quality instruction of public primary schools in Gasabo District, Rwanda: A scoping review
type: item
description: School leadership plays a crucial role in shaping quality teaching and learning globally, with growing emphasis on models that go beyond administration to actively promote instructional excellence. Learning-centred leadership, which prioritises student learning, teacher development, and supportive school environments, is a key focus in Rwanda’s Education Sector Strategic Plan (ESSP 2018–2024). This scoping review applied Arksey and O’Malley’s framework alongside PRISMA-ScR guidelines to analyze literature from 2017 to 2025, examining how learning-centred leadership affects quality instruction in public primary schools in Gasabo District, Rwanda, with studies screened for relevance and rigour. Findings indicate that learning-centred leadership significantly enhances instructional quality. Effective instructional supervision strongly correlates with improved teacher performance, and targeted professional development fosters both teacher growth and student achievement. Transformational and democratic leadership styles were identified as most effective in promoting teacher commitment and positive school outcomes. Furthermore, a positive school culture and collaborative learning environments contribute substantially to academic success. However, systemic challenges such as limited school leader training, administrative burdens, resource constraints, and inconsistent supervision impede these leadership benefits. The review concludes that addressing these barriers through focused professional development, resource investment, and streamlined administrative demands is essential for sustained instructional improvement. These insights offer valuable guidance for Rwanda’s educational reforms aimed at empowering school leaders to enhance teaching quality in public primary schools.
subject: Articles
  topic: section
subject: Leadership
  topic: keywords
subject: Primary schools
  topic: keywords
subject: Public
  topic: keywords
subject: Quality instruction
  topic: keywords
creator: Grace Ukwigize
creator: Irénée Ndayambaje
creator: Jean Baptiste Ndagijimana
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-12
publication date: 2025-08-12
starting page: 96
ending page: 108
doi: 10.58721/rjetcs.v3i2.1202

School–Community Perceptions Shaping Girls’ Participation in STEM Education: Empirical Evidence from Nyagatare District, Rwanda
type: item
description: Persistent gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education continue to limit girls’ full participation, particularly in rural and under-resourced contexts. In Rwanda’s Nyagatare District, these inequities are amplified by deep-rooted socio-cultural norms, institutional stereotypes, and a lack of gender-responsive support systems. Although national enrollment of girls in basic education has improved, their transition and completion rates in upper secondary STEM pathways remain significantly lower, reflecting a broader pattern of gendered attrition. This study investigates the interrelationship between Gender Biases and Stereotypes (GBS), School–Community Perceptions (SCP), and their influence on Girls’ Participation in STEM (GWP). It also evaluates the role of Evidence-Based Interventions (EBI) in challenging structural and normative barriers. Grounded in Critical Feminist Theory, Social Cognitive Theory, and Social Constructivist Theory, the study adopts a convergent mixed-methods approach. Quantitative data were collected from 431 students and teachers, while qualitative insights were drawn from 34 key informants, including school leaders, parents, and education officials. Findings reveal that both descriptive (e.g., “boys are better at STEM”) and injunctive (e.g., “girls should pursue caregiving careers”) norms shape aspirations and identity. Chi-square and Phi analyses confirmed gender as a significant factor in stereotype reinforcement. However, inclusive interventions—such as career counselling, community awareness, and visible female role models—help counteract these biases. The study proposes the Gender-Responsive STEM Equity Model (GRSEM) to guide transformative, inclusive STEM education reform in Rwanda and similar settings.
subject: Articles
  topic: section
subject: Biases
  topic: keywords
subject: Education
  topic: keywords
subject: Equity Framework
  topic: keywords
subject: Gender
  topic: keywords
subject: STEM
  topic: keywords
creator: Jean Paul Uzabakiriho
creator: Gaspard Gaparayi
creator: Irénée Ndayambaje
creator: Dorothy Tukahabwa
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-10
publication date: 2025-08-10
starting page: 79
ending page: 95
doi: 10.58721/rjetcs.v3i2.1196

Administrative Strategies for Implementing 100% Transition in Nyandarua County Secondary Schools, Kenya
type: item
description: While progress has been made in achieving 100% transition across all levels of education in Kenya, schools have experienced an influx of students. Various challenges have been encountered, including infrastructure gaps, teachers shortage, and congestion. The purpose of the study was to assess the administrative strategies for implementing 100% transition in Nyandarua County secondary schools, Kenya. The study's objectives were to examine the level of expansion space and determine administrative coping mechanisms for handling large enrollment. Open system theory was employed. A descriptive research design was used to guide this research. The target population was 150 principals and seven Curriculum Support Officers (CSOs). Simple random sampling using 30% of the target population was used to get a sample size of 45 principals. Seven CSOs were purposively sampled. A structured questionnaire and interview guide were collected data from principals and CSOs, respectively. Data was analysed using descriptive statistics and content analysis. Results revealed that 50.3% of respondents disagreed, 44.5% agreed, and 5.2% were unsure if they had adopted viable strategies. One notable tactic was that the majority of respondents, at 71% agreed that they had increased staff workload. The study concluded that coping mechanisms were temporary fixes meant to mitigate the effects of overcapacity, which could lower educational standards in crowded classrooms. The study recommended the use of lecture chairs that occupy less space and the adoption of collaborative leadership. Findings would be helpful to education stakeholders at present and in the future.
subject: Articles
  topic: section
subject: Administrative strategies
  topic: keywords
subject: Implementation
  topic: keywords
subject: Secondary schools
  topic: keywords
subject: Transition
  topic: keywords
creator: Murage Pauline Gatuiri
creator: Ann Wanderi
creator: Jared Motanya
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-07-22
publication date: 2025-07-22
starting page: 67
ending page: 78
doi: 10.58721/rjetcs.v3i2.1161

Family-Child Literacy Practices and Early English Literacy Skills in Pre-Primary Grade One Children in Gasabo District, Rwanda
type: item
description: Rwandan children come from their homes to nursery schools with oral skills in Kinyarwanda, but most children come without any skills in the English language. Moreover, English is taught in pre-primary schools. This study aimed to examine the impact of family-child literacy practices on Early English Literacy Skills development in pre-primary grade one children in Gasabo district. A descriptive survey design was used to collect qualitative and quantitative data. The sample size was 380 respondents (teachers, children, and their caregivers). Stratified random sampling and purposive sampling techniques were employed. Close-ended questionnaires, an interview guide, and a tool for children’s dynamic indicators of Early English Literacy Skills were used. Secondary data was obtained through document analysis. The qualitative data from the teachers’ interview was recorded using a computer tablet, responses were cleaned, different responses were classified by identifying major responses for different themes, the record was transcribed and patterns emerging from major responses were identified. Interviews and narratives were also reported verbatim in the form of extracts. Quantitative analysis began with data entry, cleaning, analysis, and interpretation. Results from teachers showed high participation of caregivers mostly from urban families towards supporting their children in early literacy activities. Still, data from caregivers’ involvement in different literacy practices was also more evident in urban families than in rural families. Conclusively, it is clear that the origin of grade one pre-primary children's early literacy development differences originates from their families and hence the need to remove all barriers in the children’s family environment that hinder their early literacy development.
subject: Articles
  topic: section
subject: Framework
  topic: keywords
subject: Literacy
  topic: keywords
subject: Pre-primary
  topic: keywords
subject: Rwanda
  topic: keywords
creator: Emmex Mugabo
creator: Michael Tusiime
creator: Wenceslas Nzabalirwa
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-13
publication date: 2025-06-13
starting page: 55
ending page: 66
doi: 10.58721/rjetcs.v3i2.1089

Assessment of Board of Management’s Facility Maintenance Practices on Effective Governance of Public Primary Schools in Nyeri County, Kenya
type: item
description: Providing successful educational programmes requires effective governance in the provision and maintenance of facilities. Although public primary schools have Boards of Management (BOM) that act as supervisors, their effectiveness needs to be ascertained. The purpose of this study was to assess the BOM’s facility maintenance practices concerning the effective governance of public primary schools in Nyeri County, Kenya. The study was grounded in Agency Theory and adopted a descriptive research design. The target population consisted of 352 public primary schools and 352 chairpersons of the Board of Management. Using the Yamane Table (1967), a sample size of 78 BOM chairpersons was selected. A questionnaire containing both closed-ended and open-ended items was used to collect data from the BOM chairpersons. Descriptive analyses were performed on the quantitative data, while content analysis was applied to the qualitative data. The study revealed that 76.2% of respondents agreed, while 23.8% disagreed that the Board of Management had significantly contributed to the provision and maintenance of school facilities. However, there was a notable gap in the availability and maintenance of modern technological infrastructure, where only 56.4% agreed, highlighting the need for strategic investment in digital learning tools. The study concluded that the physical environment is an essential aspect of creating a conducive learning atmosphere, and its maintenance plays a pivotal role in supporting effective school governance. The study recommends prioritising targeted investment in technological infrastructure to bridge the gap between traditional and modern resources. This study will be significant to education stakeholders as it provides useful information on effective governance.
subject: Articles
  topic: section
subject: Board of management
  topic: keywords
subject: Governance
  topic: keywords
subject: Nyeri
  topic: keywords
subject: Public schools
  topic: keywords
creator: Joyce Muthoni Njuki
creator: Lucy Muthoni Murage
creator: Jared Motanya
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-08
publication date: 2025-06-08
starting page: 45
ending page: 54
doi: 10.58721/rjetcs.v3i2.1083

Challenges Encountered by Secondary School Principals and Their Impact on Teacher Job Performance in Kieni West Sub-County Nyeri, Kenya
type: item
description: High school principals face numerous challenges in their endeavors to enhance teacher performance. These challenges range from supervision to organizational issues. The purpose of this study was to assess the challenges encountered by secondary school principals and their impact on teacher job performance in Kieni West Sub-County Nyeri, Kenya. Specifically, the study aimed to: examine the supervision challenges; determine the managerial challenges, and determine the probable solutions to mitigate the challenges. The research was directed by Path Goal theory in 1971. The target population was 262 schools with 262 principals. Simple random sampling was employed using 30% of the target population to get a sample of 79 principals. A structured questionnaire was utilized to collect data which was analyzed using descriptive and inferential statistics. The results revealed that 56% of principals faced supervision challenges which were mainly; teachers’ laxity in the supervision of students’ academic work at 72% followed by teachers’ slackness in controlling students’ discipline at 63.3%. The managerial challenges included financial constraints at 78% followed by uncooperative parents at 48%. The study concluded that the above-identified challenges may have an impact on leadership outcomes by school heads and eventually teacher performance. The study recommended close monitoring of teachers and the use of collaborative leadership to improve teachers’ performance and cooperation. Consequently, this may lead to improvement in students’ performance.
subject: Articles
  topic: section
subject: Job performance
  topic: keywords
subject: Leadership
  topic: keywords
subject: Principal
  topic: keywords
subject: Teacher
  topic: keywords
creator: Felista Muthoni Wachira
creator: Lucy Muthoni Murage
creator: Margaret Wanjiru Gitumu
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-06
publication date: 2025-06-06
starting page: 33
ending page: 44
doi: 10.58721/rjetcs.v3i2.1077

Assessing the Impact of Primary Pedagogical Education on Pupils’ Home-Based Practical Skills in Kigamboni District, Tanzania
type: item
description: Acquiring practical skills through primary education is crucial for fostering personal development, self-reliance, and socio-economic progress. Despite policy efforts in Tanzania to reform curricula and integrate vocational and practical competencies, the implementation of such skills remains limited in effectiveness. This study examines the extent to which pupils in Kigamboni District, Dar es Salaam, apply school-acquired practical skills in their home environments. The study is grounded in the Humanist Learning Theory, which emphasises experiential learning and learner-centred development. This qualitative research employed content analysis of interviews conducted with 20 households selected from public schools in Kibada Ward. Findings revealed a significant disconnect between theoretical knowledge imparted in school and its practical application at home. Pupils demonstrated limited engagement in key areas such as hygiene, cookery, environmental care, and clay modeling, largely due to insufficient instructional resources, exam-oriented teaching, rigid gender roles, and inadequate parental support. While some pupils showed initiative in practising skills like embroidery through parental modeling, overall participation in household tasks remained inconsistent. Influenced by socio-economic factors and family dynamics, the home learning environment emerged as a critical factor in shaping pupils’ ability to transfer learned competencies to real-life scenarios. The study underscores the need for a more inclusive and hands-on approach to practical skill instruction that aligns with curricular goals and pupils’ lived experiences. By embracing humanistic principles, Tanzanian primary education can better prepare learners to meet the practical demands of their families and communities.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Experiential learning
  topic: keywords
subject: Kigamboni
  topic: keywords
subject: Practical skills
  topic: keywords
creator: Regina M. Maunde
creator: Tatu M. Nyange
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-05-24
publication date: 2025-05-24
starting page: 24
ending page: 32
doi: 10.58721/rjetcs.v3i2.1066

Influence of Mobile Social Media on Students’ Learning Activities in Public Day Secondary Schools in Nyeri County, Kenya
type: item
description: Learning activities are significant undertakings in shaping the overall performance of the students. Students’ engagement in learning activities requires a seamless flow of interaction from inside and outside the classroom. The continued dismal performance in students’ assessments raises questions about what hinders the effective interface of learning activities. This study aimed to assess the influence of mobile social media on students’ learning activities in public day secondary schools in Nyeri County, Kenya. The specific objectives were; to determine the effect of frequent use of mobile social media on participation in outdoor play; and to evaluate the impact of social media use on learning. The study was guided by the social cognitive theory proposed by Albert Bandura in 1977. The descriptive research design was adopted. A target population of 160 public day secondary schools in Nyeri County with 5400 form two students was taken. A simple random sampling was applied to get a sample size of 48 principals and 48 guidance and counseling teachers (30%). Krejcie and Morgan 1970 table was used to get 358 students sample population. Questionnaires were reliably used to collect data from students and guidance and counseling teachers. Principals were taken through the interview. The collected quantitative and qualitative data was analysed using descriptive statistics and thematic analysis respectively. Research results indicated that the majority of students, 76.2%, access social media sites distracting learning activities. This study will empower education stakeholders to put control mechanisms on excessive social media use which deters students’ performance.
subject: Articles
  topic: section
subject: Day school
  topic: keywords
subject: Learning activities
  topic: keywords
subject: Social media
  topic: keywords
subject: Students
  topic: keywords
creator: Stephen Karume Ndiritu
creator: Lucy Muthoni Murage
creator: Jared Motanya
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-05-24
publication date: 2025-05-24
starting page: 13
ending page: 23
doi: 10.58721/rjetcs.v3i2.1064

Influence of Headteacher-Parent Collaboration on Learners’ Development of Community-Based Skills in Junior Schools in Nyeri County, Kenya
type: item
description: Kenya’s Competency-Based Education CBE is designed to develop citizens who are engaged, empowered, and ethical citizens shifting the focus from memorization to the acquisition of community-based skills like communication, critical thinking, and digital literacy that are essential for life and work in the 21st century. Headteacher-parent collaboration is pivotal to this vision, yet its influence on skill acquisition remains underexplored. The purpose of the study was to assess the influence of headteacher-parental collaboration on learners’ development of community-based skills in junior schools in Nyeri County, Kenya. The study objectives were to: determine the current level of head teacher-parental collaboration and to examine the type of community-based skills mostly impacted by headteacher parental collaboration. The study was guided by Getzel’s Social System Theory (1985). The study adopted a descriptive research design. The target population was 389 junior schools with 389 headteachers and 389 parents’ representatives in the Parents Association for Grade 8 learners. Using Gays formula, a sample of 10% of schools, headteachers, and parents were selected through simple random sampling method which resulted to 39 schools, 39 headteachers and 39 parents. Data collection instruments included a questionnaire for headteachers and interview guide for the parents’ representative. Data was analysed using descriptive statistics and presented in tabular form and narrations. Results revealed that the level of headteacher-parental collaboration was to a high extent at 72% and to a small extent at 25%. This collaboration was mainly on school governance and curriculum. The study further established that the most impacted community-based skills were communication and interpersonal at 53%, followed by leadership and initiative at 51%, and civic engagement and responsibility at 33%. Critical thinking and problem-solving at 18%, and digital skills at 18% lagged. The study conclude…
subject: Articles
  topic: section
subject: Collaboration
  topic: keywords
subject: Community-based skills
  topic: keywords
subject: Headteacher
  topic: keywords
subject: Junior schools
  topic: keywords
subject: Parents
  topic: keywords
creator: Joseph Mwaniki Wachira
creator: Lucy Muthoni Murage
creator: Josphat Njogu Kagema
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-05-06
publication date: 2025-05-06
starting page: 1
ending page: 12
doi: 10.58721/rjetcs.v3i2.1039

Challenges of Teacher-Parent Partnership in Implementation of Competence Based Curriculum for Learners with Special Needs in Nyeri County Kenya
type: item
description: Successful implementation of a Competence Based Curriculum (CBC) in Kenya in primary schools greatly depends on the Teacher–Parent Partnership (TPP). CBC is a well-modelled form of education that provides opportunities for parents to take part in the education of their children. The teachers expect a well-modelled working relationship with each playing their role effectively for the realisation of good academic outcomes for learners with special needs. Empowerment of this partnership is inevitable, yet this is a resource that has remained underutilised. The teachers cited frustrations as the parents appeared not aware of their enormous role in the learning process both at home and school. The objective of the study was to establish the detriments of effective TPP in special primary school in Nyeri County, Kenya. The researcher adopted Epstein’s Model of parental involvement in the implementation of CBC. The study adopted a descriptive survey design method. A target sample of 47 teachers and 47 parents’ class representatives was used to obtain a sample of 14 class teachers and 14 parents (30%). Questionnaires for teachers and interview schedules for parents were used to collect data. The collected data were corrected, edited, and analysed using the Statistical Package for Social Science. The results were presented using frequency tables, charts, and graphs. The results revealed that parents were not aware of the roles in the implementation of CBC apart from paying fees and attending meetings when called upon. The teachers also reported that major detriments were affecting the partnership including gaps in the policies, lack of proper training on the skills, and pressure of completing the syllabus among others. The study thus recommends that there should be a policy that guides the partnership, a TPP manual for dealing with parents, and retooling of teachers on how to work with parents in the implementation of CBC.
subject: Articles
  topic: section
subject: Competence based curriculum
  topic: keywords
subject: Education
  topic: keywords
subject: Partnership
  topic: keywords
subject: Special needs
  topic: keywords
creator: Joyce Kinyua
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-27
publication date: 2025-04-27
starting page: 58
ending page: 70
doi: 10.58721/rjetcs.v3i1.1015

Decent Work for Cleaners at Mwalimu Nyerere Memorial Academy, Tanzania: Gender Roles, Challenges, and Contributions to a Safe Learning Environment
type: item
description: This study explores the experiences of male and female cleaners at Mwalimu Nyerere Memorial Academy (MNMA), Tanzania, highlighting their contributions to a safe learning environment and the challenges they face in achieving decent work conditions. Using a cross-sectional research design, both qualitative and quantitative data were collected from 30 cleaners and two key informants through semi-structured questionnaires and interviews. Quantitative data were analysed using SPSS, while qualitative data were thematically analysed. Findings reveal a gendered division of labour, with women primarily handling indoor cleaning tasks and men focusing on outdoor maintenance. Cleaners face economic challenges (low wages, salary delays), social issues (disrespect from students), and infrastructural barriers (inadequate equipment). Women cleaners face additional challenges related to societal norms and job insecurity. Despite these challenges, their role in maintaining hygiene and safety is critical. The study, although limited to MNMA, offers insights relevant to similar institutions and underscores the need for reforms to ensure fair wages, training, and improved infrastructure. Recognising cleaners' contributions can promote respect and inclusivity in higher education.
subject: Articles
  topic: section
subject: Decent work
  topic: keywords
subject: Cleaners
  topic: keywords
subject: Gender roles
  topic: keywords
subject: Safe learning
  topic: keywords
creator: Gift G. Mwampamba
creator: Patricia Mwesiga Lyatuu
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-04
publication date: 2025-04-04
starting page: 45
ending page: 57
doi: 10.58721/rjetcs.v3i1.985

Principals under the Microscope: A harmonious chorus or discordant melody on their Leadership Styles in Colleges of Education, Ghana
type: item
description: This study examined the leadership styles being used by principals in colleges of education in the Eastern Region of Ghana. The study was underpinned by the pragmatism paradigm and was guided by Theory X-Y by McGregor (1960). With the utilisation of descriptive survey research design, data was gathered from the respondents, and through the use of a multi-stage sampling technique, a sample of 210 staff was selected to fill out questionnaires while five principals were chosen through purposive sampling for interview. In total, 215 respondents were selected from a population of 443 for the study. A descriptive statistical tool (mean and standard deviation) was used to analyse the statistical data with the support of Statistical Product for Service Solution (SPSS), whereas thematic analysis was employed to analyse the qualitative data. The study found that the principals exhibited transformational leadership style (mean of means = 4.25), even though some principals were perceived as transactional leaders (mean of means = 3.45). Principals were perceived as least exhibiting a laissez-faire leadership style (mean = 2.45). On the whole, the male principals were perceived more as transformational (democratic) leaders whilst the female principals were seen more as transactional (autocratic) leaders. Based on the outcome of the study, it is recommended that the Government of Ghana (GoG), through the Ministry of Education (MOE) and Ghana Tertiary Education Commission (GTEC) should organise periodic seminars and workshops to re-orient principals and other college officials on the importance of the various leadership styles, especially, transformational leadership style and when to apply them.
subject: Articles
  topic: section
subject: Laissez-faire
  topic: keywords
subject: Principals
  topic: keywords
subject: Staff Members
  topic: keywords
subject: Transformational Leadership
  topic: keywords
creator: Ernest Amoah Nyarne
creator: Daniel Ampem Darko-Asumadu
creator: Albert Annang
creator: Solomon Sika-Bright
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-15
publication date: 2025-03-15
starting page: 34
ending page: 44
doi: 10.58721/rjetcs.v3i1.964

An Analysis of the Challenges Teacher Educators Face when Conducting Teaching Practice in Kenya
type: item
description: To many, education is an equalizer; however, this research paper seeks to rephrase this common truism in the academic realm by emphasizing quality education. Undeniably, teachers are imperative players in the education sector in Kenya and other countries. However, practice is crucial in preparing future teachers by providing a practical classroom experience that bridges their theoretical gap and professionalism. It is from this fact that this study seeks to analyze the challenges faced by teacher educators while conducting their teaching practice in Kenya. The focus is on training trainee teachers at both primary and secondary levels. The methodology employed encompasses a desk review of relevant books, research papers, and reputable online and journal articles from renowned sources such as Google Scholar, Lexis Nexis, and other related platforms. The study’s key findings point out that logistical challenges, lack of standardization in practice, and limited institutional support and capacity building negatively affect teacher educators during teaching practice. This study shows an urgent need to institute systemic reforms in the Kenyan education sector and targeted reforms through policies and practices that will improve the situation. The implications of this study include but are not limited to providing practical solutions to policymakers and stakeholders in the education sector in Kenya to help improve the quality of teacher education and training in Kenya.
subject: Articles
  topic: section
subject: Pedagogy
  topic: keywords
subject: Practical skills
  topic: keywords
subject: Teacher
  topic: keywords
subject: Teaching practice
  topic: keywords
creator: Hellen Chelangat Sang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-01-29
publication date: 2025-01-29
starting page: 26
ending page: 33
doi: 10.58721/rjetcs.v3i1.909