Browsing by Author "Peter Kimanthi"

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Influence of parental empowerment and engagement on management of primary school curriculum implementation in Embu county, Kenya
(Chuka University, 2024) Luke Murithi Kathenya; Peter Kimanthi; Charles Kiptum; Eric Mwenda
The researcher determined influence of parental empowerment and engagement on management of primary school curriculum implementation in Embu County, Kenya. Parental empowerment and engagement are key concepts that need to be fully utilized; for complete realization of effective competence based curriculum management in Kenyan schools. The concern was that the idea of parental empowerment and engagement are underutilized in competence based curriculum implementation in Kenya. The objective of the study was to determine influence of parental empowerment and engagement on management of primary school curriculum implementation in Embu County, Kenya. The researcher used Krejcie and Morgan sample determination table to determine 364 respondents from 7000target population. The study utilized descriptive design. The study respondents were: teachers, subject panel heads, head teachers and parents’ association representatives. The research tools were questionnaires and interview guides. Inferential statistics was analyzed using Pearson’s chi-square tests. The study established that there was significant influence of parental empowerment and engagement on management of primary school curriculum implementation in Embu County, Kenya. Following study findings, the researcher concluded that parental empowerment and engagement are valuable concepts in management of primary school curriculum implementation in Kenyan schools. Therefore, the researcher recommended that ministry of education should encourage parental empowerment and engagement for efficient curriculum implementation management in primary schools in Kenya.
Principals’ Financial Management Skills and Institutional Performance in Public Secondary Schools in South Rift Region, Kenya
(Research Journal of Educational Studies and Review, 2024-09-05) Stephen Ngetich Barkwang; Eric Mwenda; John Ogembo; Peter Kimanthi
The study sought to establish the relationship between principals’ financial management skills and institutional performance in public secondary schools in South Rift Region, Kenya. The study adopted descriptive cross-sectional survey and correlational research designs. Multistage sampling was used to select 336 respondents for the study, including principals, senior teachers and County Quality Assurance and Standards Officers (CQASO). Questionnaires and interview guide were used to collect data from sampled respondents. Data were collected from 331 respondents, giving the study a return rate of 98.51%. Qualitative data obtained were analyzed thematically, while quantitative data were cleaned, coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequency and percentages were used to describe the existing relationship between variables, while hypothesis was tested using regression analysis at 0.05 level of significance. The study established that there is a positive and significant relationship between principals’ financial management skills and institutional performance. It was also established that majority of principals face challenges in financial management due to lack of financial management skills, such as sourcing for funds through prompt fee collection and inability to manage income generating activities. It is therefore recommended that the Ministry of Education (MOE), in collaboration with Teachers Service Commission (TSC) should ensure that school principals get adequate in-service training on financial management prior to their deployment, and refresher courses should be given to practicing principals periodically to enhance their financial management skills and ultimately better their institutional performance.