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 effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: The study investigated the impact of budgeting on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The target population comprised 831 headteachers, 4,156 teachers, and six Sub-County Directors of Education. A sample of 62 headteachers, 308 teachers, and six Sub-County Directors of Education was selected using stratified random sampling for headteachers and teachers, and purposive sampling for Sub-County Directors. Data were collected through questionnaires and interviews. Descriptive and inferential statistics, including multiple regression analysis, were utilized to analyze the data. The findings revealed that budgeting significantly influenced the implementation of inclusive education, with Pearson’s correlation coefficient (r = 0.591, p < 0.05) indicating a positive and significant relationship. Budgeting practices, including stakeholder involvement, preparation, and review cycles, and allocation of resources to priority needs, were critical in enhancing inclusive education outcomes. The analysis further revealed that 35% (R² = 0.350) of the variation in the implementation of inclusive education could be attributed to budgeting. Challenges highlighted included inadequate funds and poor teacher remuneration, which demotivated teachers. The study concluded that effective budgeting enhances the implementation of inclusive education and recommended increasing budget allocations, strengthening stakeholder engagement, and adopting monitoring mechanisms for accountability. The findings contribute to improving financial management practices in public primary schools and advancing inclusive education policies. Future studies should explore the influence of alternative funding models on the sustainability of inclusive education.

Abstract: Despite the introduction of the CBC aimed at enhancing educational outcomes, many schools in Kenya struggle with inadequate classrooms, limited teaching materials, and insufficient outdoor play spaces, which undermine the curriculum’s objectives. The purpose of this study was to assess the level of infrastructure and resource preparedness in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings from the study reveal significant gaps in the infrastructure and resource preparedness for implementing the Competency-Based Curriculum (CB C) in public primary schools in Baringo County. An overwhelming majority of respondents indicated dissatisfaction with the adequacy of infrastructure, including classrooms and laboratories, necessary for effective CBC implementation. A substantial number of teachers reported shortages in essential teaching materials across various subjects, including mathematics, literacy, and creative arts. Additionally, concerns were raised about the insufficient availability of outdoor play spaces and environmental materials. These findings will be useful in addressing the need for improved infrastructure and resource allocation to support the successful adoption and execution of the CBC in the region.

Abstract: Despite the increasing emphasis on integrating ICT in education, many teachers remain inadequately trained to utilize technology effectively in implementing the Competency-Based Curriculum (CBC). This lack of training hinders the use of essential tools in classroom instruction, impacting the quality of teaching and learning outcomes. The purpose of this study was to assess the level of teacher’s ICT competency in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings of the study revealed that there are significant gaps in teachers’ ICT competency in relation to the implementation of the competency-based curriculum (CBC) in primary schools in Baringo County. Most teachers reported insufficient training on ICT facilities necessary for CBC, and many lacked the proficiency to use computers effectively for teaching. Despite some positive feedback on training, the overall ability of teachers to integrate ICT into their classroom practices remains limited. The findings from this study will be significant to all the education sector stake holders on measures to be employed to enable informed decision-making on the successful curriculum and its implementation.

Abstract: This study was conducted to examine the relationship between teachers’ emotional expressions and professional commitment in public primary schools. The study used a cross-sectional survey design and included both teachers and head teachers as respondents. The sample size for the study was determined using a table guide, with 8 head teachers and 76 teachers included in the sample. Data was collected using a questionnaire, which included sections on the respondents ’ characteristics, school environment factors, and professional commitment of teachers. The collected data was coded and entered into the SPSS software for analysis. The data was also checked for accuracy, and any missing data was confirmed. The findings of the study revealed that primary school teachers in Nsinze Sub County, Uganda, are dedicated and willing to go above and beyond in their teaching. They excel in organizing classes, taking on extra tasks, and promoting transparency and responsibility. However, they face challenges such as poor problem-solving abilities, budget cuts, and a lack of engaging classroom tools, which contribute to underachievement. To improve, the study suggests that teachers should have regular meetings, evaluate student progress, and provide additional support when needed. It is also important to avoid discrimination based on sex, caste, creed, and religion to prevent academic underachievement. Overall, the study highlights the commitment and dedication of primary school teachers in Nsinze Sub County while also identifying areas for improvement to enhance student achievement.

Abstract: The present study examined various strategies for the implementation of inclusive education in public primary schools within Same District. The research was carried out in the Kisima, Hedaru, and Same Wards and encompassed three primary schools. The research employed a case study design utilizing a qualitative technique. Secondary data in the form of documentary reviews was utilized, alongside in-depth interviews with participants, as the primary means of data collection. A purposive sampling method was employed to choose a group of 24 respondents, consisting of 6 regular teachers and 3 head teachers, 3 education officers serving as key informants. Besides, 6 pupils with special learning needs, and 6 normal pupils. The thematic analysis technique was employed for data analysis. The results indicated that the implementation of inclusive education in public primary schools within Same district is hindered by several significant problems, including a lack of suitable solutions, unfavorable attitudes exhibited by instructors towards inclusive education, and insufficient financial resources. The study suggests that the successful implementation of inclusive education in Same district and other regions of Tanzania necessitates the a doption of regional and culturally suitable solutions. It is imperative for the government to make concerted efforts towards augmenting the money allocated for inclusive education. This initiative will contribute to the increased accessibility of inclusive educational materials and resources within inclusive learning environments.

Abstract: A transition from pre-school to primary school for children is not just a change which has immediate effects but effects on the rate at which children change. The purpose of this study was to determine the influence of parental involvement on learners’ transition rate from public preschools to public primary school in Kapseret Sub County, Uasin Gishu County. The study was guided by Jean Piaget’s constructivist theory. The study adopted a descriptive survey design. The target population for the study included 102 preschool teachers, 153 Grade one, two, and three teachers and 51 headteachers, giving a total of 306 target population. The researcher sampled 171 respondents, including 85 Grade one, two and three teachers, 57 preschool teachers, and 29 headteachers. The study research instruments used were questionnaires. Data from questionnaires were analyzed using both quantitatively and qualitatively using SPSS version 26. Quantitative method involved descriptive analysis and presented in form of tables. Qualitative data from interview schedules were analyzed thematically and presented in prose form. The study findings showed that parental involvement has significant influence on learners transition. Parental and family support plays a key role in transition, learners’ parents share information frequently on progress of their children. The study recommends that preschool children should be well cared for by their parents by checking their education progress and instilling values.

Received July 16, 2020; Revised July 29, 2020; Accepted July 31, 2020

Abstract: This study investigated stakeholder’s perspectives on the cause of academic underachievement in public primary schools comparing views of the different stakeholders in Iganga District. The objective was to relate the wide clear understanding of the causes by the affected people for a positive remedy. Data was obtained from 428 respondents using purposive and cluster sampling techniques. The data gathering tools included interview guide, observation check list and document analysis. A causal-comparative relationship design was used to obtain predominantly qualitative findings. This approach was helpful in getting in-depth views of individuals concerning academic underachievement. Findings revealed, Leadership Ability of the Head teacher, regular teacher/ pupil absenteeism at school, parents’ negative attitude and value of education, level of education and roles and school managers and teacher time on task. The recommendations of the study include; capacity building for head teachers and teachers, improvement in school funding by government, provision of current policy for school management committees, providing teacher accommodation at schools and improvement in teacher welfare/ salaries.