Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.

Abstract: This study examined the Challenges of implementing the selected KPIs in promoting student academic performance, using a mixed research approach with data from 60 participants, including teachers, head teachers, and a district education officer. Simple random and purposive sampling were used to select the sample. For the quantitative component, a descriptive design was employed to analyze the implementation of Key Performance Indicators (KPIs) in enhancing students’ academic performance. The qualitative part of the study utilized hermeneutic phenomenology, based on Heidegger’s philosophy, to explore participants’ lived experiences and perspectives regarding KPI implementation. Data collection involved both structured questionnaires and in-depth interviews. Validity was ensured through a pilot study conducted in five non-study schools, which helped refine the research instruments and address ambiguities. Reliability was assessed using Cronbach’s Alpha, with a coefficient of 0.7 deemed acceptable, indicating consistent results across repeated trials. Quantitative data was analyzed using descriptive statistics, including mean and standard deviation, with data managed through the Statistical Package for Social Sciences (SPSS) Version 21.0. Qualitative data was analyzed through thematic analysis. The findings revealed that challenges in KPI implementation included time constraints and issues with lesson preparation and assessment, as identified by both school heads and the district education officer. Despite these challenges, teachers demonstrated a positive attitude towards remedial measures. The study recommends regular professional development for teachers to improve their understanding of KPIs, lesson planning, and assessment practices, thereby addressing implementation challenges and improving academic performance.

Abstract: This study examined the extent to which instructional supervision contributes to the enhancement of teachers’ professional development in public secondary schools. For the purpose of this study, instructional supervision refers to overseeing instruction as a means to promote teachers’ professional growth and so ensure effective teaching and learning. The study was guided by instructional leadership theory that was developed by Ronald Edmonds in the year 1970. The study, adopted mixed research approach with convergent parallel design. Cronbach Alpha Correlation Coefficient was used to ensure validity and reliability of research instruments. Quantitative data were collected through questionnaires and analyzed using descriptive statistics with the help of Statistical Package for Social Science (SPSS) version 21. Qualitative data were collected through interviews and analyzed thematically. A sample of 92 respondents who included one District Education Officer (DEO), one District Quality Assurance Officer (DQAO), three Ward Education Officers (WEO’s), four heads of schools and eighty-three teachers were involved. Stratified, simple random and purposive sampling was used to select the desired number of respondents. The findings indicate that instructional supervision contributes to enhancing teachers’ ability to use different instructional methods, ability to prepare teaching materials and enhances teaching performance. The study suggests instructional supervisors to continue providing feedback and giving suggestions for improving timely supervision process as intervention strategies to ensure teachers’ professional growth.

Abstract: The emergence of technology in various sectors of life has transformed the global world. Thus, making things easy. Technology acceptance in the education system has impacted and transformed the education system. This qualitative study explored the need for professional development of teachers in developing African countries to promote the adoption and use of ICT in classrooms for instructional delivery. Ten subject teachers from selected ten schools were engaged in a semistructured interview to collect data. Interviews were conducted after all necessary ethical conditions had been fulfilled. The interviews were audio-recorded with the permission of the participants. The recorded interviews were transcribed, coded to generate themes for the presentation and discussion of findings. Findings revealed that the concept of the Fourth Industrial Revolution was clearly understood by the teachers, however, they were hindered from embracing it in their teaching due to some factors such as lack of computer knowledge and skills, inadequate resources, and other barriers. The study, therefore, recommends regular and adequate training for teachers on the effective use of ICT in teaching and learning. Stakeholders are encouraged to provide adequate technical resources to all schools regardless of the school locations.