Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice

Influence of Principals’ Leadership Approaches on Career Progression Among Middle Managers in Secondary Schools in Nairobi County, Kenya

2025-07-08T19:16:54+00:00

Progressing in career is a critical aspect of teachers’ employment life considering that it comes with increased pay accompanying opportunities for individual development. Secondary school principals’ leadership style beyond having influence on individual middle manager’s job satisfaction and organizational commitment, plays a critical role in career progression. The focus of this study was on the influence of supportive, directive and strategic principals’ leadership approaches on career progression among middle managers in secondary schools in Nairobi County. Adopting Path-Goal Theory proposed by Martin Evans in 1970 and employing Ex-Post facto research design, this study sought information using questionnaires and interview schedules from middle managers and principals respectively. Quantitative analysis was used involving both descriptive and inferential statistics . The study found that supportive leadership had suggesting non-statistical significance in career progression (p-value of 0.172); directive leadership also produced statistical significance with a p-value of 0.017; and strategic leadership lacked statistical significance (P=0.133). The study recommended that MOEST need a policy to encourage secondary schools’ principals to be more directive in guiding middle managers towards career progression. Recommendations on further research on the influence of supportive and strategic leadership approaches on career progression among middle managers in secondary schools was suggested.

Effect of Teaching with GeoGebra on Secondary School Students’ Performance in Geometry in Kiambu County, Kenya

2025-07-31T09:18:13+00:00

Most secondary school pupils in Kenya need help to construct, visualize, and defend geometrical concepts despite the benefits of geometry as a subject. Children who receive education using this approach become passive learners with weak geometrical and analytical reasoning abilities. These challenges persist even though many pieces of software, including GeoGebra, have been developed to help teach and learn mathematics. Besides, few secondary school mathematics teachers in Kenya know how to use GeoGebra; most only know that it may be utilized. On this basis, the current study sought to determine the effect of GeoGebra on geometry learning in secondary schools in the Ndeiya sub-county of Kiambu County, Kenya. The study objective was to determine the difference in geometry performance between students taught through GeoGebra and those through a conventional method. In addition, the study targeted 200 Form 2 students in public primary secondary school teachers in Ndeiya Sub-County, Kiambu County. A response rate of 184 respondents was attained, and data was gathered using mathematics achievement tests. The quasi-experimental Solomon four-group research design and independent t-tests were used to determine the effect of teaching with GeoGebra on secondary school students' performance in geometry. The ensuing findings showed that GeoGebra improved students' geometry performance. The study concluded that secondary school students taught through GeoGebra had better geometry performance than those taught through conventional approaches because the software enhanced their logical thinking, representation, abstract thinking, generalization, analytical thinking, and understanding of the subject.

Tutors’ Involvement in Continuous Professional Development Programmes and Their Social Construction of Knowledge

2025-07-08T19:16:54+00:00

Continuous professional development enables teachers to master the art of teaching hence promoting teaching effectiveness. The demand for effective teachers has seen the formulation of several interventions to improve the teaching effectiveness of teachers in diverse countries; one of these interventions being continuous professional development training. Since teachers play a key role in the success of educational reforms, it is imperative that they are involved in the continuous professional development programmes. To what extent do teachers experience feel dedication and ownership, sharing of ideas, co-creators of knowledge, key decision makers on matters affecting their day-to-day teaching and learning activities? This study was conducted in Kamwenja and Murang’a Teachers’ Training Colleges of Central Kenya, to investigate the relationship between the nature and level of tutor involvement in Continuous Professional Development Training and tutors’ social construction of knowledge. The study employed exploratory research design within a qualitative orientation. To collect data the study used in-depth interviews for tutors, principals and key informants, while focus group discussions were also administered to tutors. The study used 38 participants; two principals, thirty tutors and six key informants from the Ministry of Education. Tutors were selected through a proportionate random sampling while the principals and key informants were purposively sampled. The study found that tutors were hardly involved in the design of Continuous Development Programmes, and felt marginalized. The study recommends that Tutors get plenty of opportunity to participate meaningfully in the design of CPD programmes, and to work with colleagues to reconstruct knowledge according to their own ways.

Gender Pay Disparity and Quality of Work-Life: A Theoretical Analysis of Female Executive Managers in The UK Business Climate

2025-07-08T19:16:54+00:00

Gender pay disparity has become a contentious issue among female personalities across the world. This study explores the trajectory of gender pay disparity between male and female executives in the United Kingdom corporate business work environment. The study critically examined gender pay disparity and quality of work-life among female executives in the UK business climate. The study utilised descriptive survey research design through the lens of theoretical strategy to underscore the incidence of female executive pay disparity and its negative consequences on their quality of work. The study outcome demonstrated that female executive pay disparity exists among female executives in the UK business environment. The study revealed that human capital theory, social identity theory and theory of tokenism are the vital theoretical stance that underpins the essence of female executive pay disparity in the UK business climate. The study also revealed that the female gender is underrepresented in the UK business environment which has grave consequences on their pay and by extension on the quality of worklife. The study identified various elements influencing the gender pay gap in the UK business environment, including skills competence, tenure, organizational size, and the level of experience of women entering executive positions. The study concludes, that increasing opportunities for women in executive positions, and organizations should work towards reducing the gender pay gap and improving overall diversity in corporate leadership

Effects of Knowledgeable Mathematics Pedagogical Simulation Teachers’ on Mathematics Attainment Among Grade Three Children in Loitokitok, Sub-County, Kajiado County, Kenya

2025-07-31T13:03:27+00:00

Based on Gardner’s theory of multiple intelligences, the study examined various sources of mathematical pedagogical simulation methods and their impact on the academic achievement of third-grade children in mathematics in Loitokitok Sub-County, Kajiado County, Kenya. It is argued here that mathematics pedagogical simulation methods, knowledgeable teachers, and the ability to utilise talented peers in areas other than mathematics enhance mathematics attainment in a mathematics classroom. Using a quasi-experimental design with pre- and post-test assessments in 12 schools,1,842 participants were selected for the study using stratified random sampling. Data were collected using pre-test and post-test assessments, classroom observations, and questionnaires to assess the children’s and teachers’ dispositions. Results indicate statistically significant improvements in mathematics performance for the intervention group. Prior to the intervention, 48.60% of the control group and 37.70% of the intervention group scored below average. Following the intervention, the percentage of underachieving children decreased to 29.70%, while in the intervention group, fell to 7.80%. The proportion of children performing above average rose from 51.40% to 70.30% in the control group and from 62.30% to 92.90% in the intervention group. The study also revealed that children had favourable attitudes towards their knowledgeable teachers and peers who were talented in areas other than mathematics, with 47.4% and 31.6% of children performing above-average scores. Recommendations include incorporating teachers, and peers who re knowledgeable in mathematical pedagogical simulation methods into the mathematics curriculum and infusing these methods to teacher training to improve mathematics educational outcomes sustainably.

Effect of Teaching Grammar Using Video on Students Performance in English.

2025-07-31T12:56:14+00:00

Information and Communication Technology has been providing potential learners with new modes of learning. One of these modes include the use of video shows in learning English. This study evaluated the influence of video shows as a teaching tool on students’ performance in English in Nandi North Sub County, Kenya. The specific objective of the study was to establish whether teaching grammar-using video shows influence students’ achievement in English. The study followed a Quasi experimental design and a sample of 12 teachers and 360 students involved in the study. 180 students formed the experimental group while the other 180 students formed the control group. The research employed both quantitative and qualitative methods of data collection. Questionnaires were used to collect information on the influence of video shows as a teaching tool for teaching grammar on students’ performance in English in Nandi North Sub County. Performance tests were used to find out the performance of the students before and after the treatment (pre-test and post-test). The researcher used a standardized marking scheme to mark the papers. The quantitative data collected was coded appropriately and then analyzed using Statistical Package for Social Sciences the latest version. Descriptive statistics was employed in the analysis. The findings revealed that the use of video shows as a teaching tool for teaching grammar influenced student performance in English in Nandi North Sub County. Standard Students Achievement Tests showed significant improvements in post-test scores, indicating the effectiveness of video presentations. Specifically, teaching writing using video was notably effective, with the highest beta coefficient, followed by teaching grammar, oral skills and literature. These results indicate the capacity of video shows to enhance learning outcomes across different aspects of the English curriculum, validating the integration of multimedia tools in educational practice. Based on the findings of the study, it is conclusively demonstrated that video presentations significantly enhance student achievement in English, particularly in grammar, by fostering deeper engagement and understanding across various language skills. It is recommended that secondary schools should consider increasing their investment in multimedia teaching tools and provide comprehensive training for teachers to effectively integrate video presentations into their instructional practices for improved student outcomes.