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

Emily W. Mapesa — 2025-02-28

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.

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

Gladys Njogu — 2025-02-28

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

Olusegun Emmanuel Akinwale — 2025-02-28

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

Harrison Mbogo Njaru — 2025-02-28

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.