Research Journal of Education, Teaching and Curriculum Studies

Influence of Headteacher-Parent Collaboration on Learners’ Development of Community-Based Skills in Junior Schools in Nyeri County, Kenya

Joseph Mwaniki Wachira, Lucy Muthoni Murage, Josphat Njogu Kagema — Tue, 06 May 2025 00:00:00 +0000

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 21^st 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 concluded that headteacher-parental collaboration significantly enhances learners’ acquisition of community-based skills and recommended the improvement of digital infrastructure development.

Influence of Mobile Social Media on Students’ Learning Activities in Public Day Secondary Schools in Nyeri County, Kenya

Stephen Karume Ndiritu, Lucy Muthoni Murage, Jared Motanya — Sat, 24 May 2025 00:00:00 +0000

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.

Assessing the Impact of Primary Pedagogical Education on Pupils’ Home-Based Practical Skills in Kigamboni District, Tanzania

Regina M. Maunde, Tatu M. Nyange — Sat, 24 May 2025 00:00:00 +0000

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.

Challenges Encountered by Secondary School Principals and Their Impact on Teacher Job Performance in Kieni West Sub-County Nyeri, Kenya

Felista Muthoni Wachira, Lucy Muthoni Murage, Margaret Wanjiru Gitumu — Fri, 06 Jun 2025 00:00:00 +0000

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.

Assessment of Board of Management’s Facility Maintenance Practices on Effective Governance of Public Primary Schools in Nyeri County, Kenya

Joyce Muthoni Njuki, Lucy Muthoni Murage, Jared Motanya — Sun, 08 Jun 2025 00:00:00 +0000

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.

Family-Child Literacy Practices and Early English Literacy Skills in Pre-Primary Grade One Children in Gasabo District, Rwanda

Emmex Mugabo, Michael Tusiime, Wenceslas Nzabalirwa — Fri, 13 Jun 2025 00:00:00 +0000

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.

Administrative Strategies for Implementing 100% Transition in Nyandarua County Secondary Schools, Kenya

Murage Pauline Gatuiri, Ann Wanderi, Jared Motanya — Tue, 22 Jul 2025 00:00:00 +0000

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.

School–Community Perceptions Shaping Girls’ Participation in STEM Education: Empirical Evidence from Nyagatare District, Rwanda

Jean Paul Uzabakiriho, Gaspard Gaparayi, Irénée Ndayambaje, Dorothy Tukahabwa — Sun, 10 Aug 2025 00:00:00 +0000

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.

Impact of learning-centred leadership practices on quality instruction of public primary schools in Gasabo District, Rwanda: A scoping review

Grace Ukwigize, Irénée Ndayambaje, Jean Baptiste Ndagijimana — Tue, 12 Aug 2025 00:00:00 +0000

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.

Pedagogy, Creativity, and Technology in Safeguarding Musical Traditions: Insights from Arab and African Contexts

Benon Kigozi — Thu, 18 Sep 2025 00:00:00 +0000

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 sustainable innovation.